Running head: DISCUSSION WEEK 1- DELIVERY 1
HAZE: DISCUSSION WEEK 1- DELIVERY 4
Discussion Week 1- Delivery
Discussion Week 1- Delivery
Every company has a responsibility to ensure that it operates on a sustainable model (Haag, Kellmann, & Schmidt, 2016). In this light, therefore, the circumstances of the MacArthur and Associates demand the same become successful by initiating some necessary changes.
Development of Managerial Competence
The managers in any business have to be competent enough to ensure that the business meets its strategic objectives. As seen in this case, both the CEO and the CFO are members of the family with no prior experience in the management of the business, based on the fact that they were all raised on the farm. Therefore, it would be imperative to engage people who are competent in management to take the company a step further.
Leading Organizational Change on Compensation
Fair compensation is the way to go if MacArthur and Associates are to realize any meaningful success. This is a double-loop learning strategy because the company may be complacent in looking at this strategy yet it may be costing it because of the movement of the employees. To get a stable organization, it will pay to ensure that the best employees are retained, and this can only happen if the employees are motivated, for instance through adequate reimbursement (Haag, Kellmann, & Schmidt, 2016).
Creation of an All-Inclusive Model
The employees must feel like part of the organization (Mateescu, Olaru, Sârbu, & Surugiu, 2016). This means that the workers at the MacArthur and Associates should be able to identify with the company. The all-inclusive model will ensure that most of the workers do not get engaged on a temporary basis, rather, the company needs to increase the number of the permanent employees, given that it operates in several states yet only has 500 full-time workers.
In summary, MacArthur and Associates is a company that needs change to increase its prospects. For example, it should relook at its compensation model, create an all-inclusive business, and improve managerial competence.
References
Haag, M., Kellmann, R., & Schmidt, M. (2016). U.S. Patent No. 9,227,259. Washington, DC: U.S. Patent and Trademark Office.
Mateescu, R. M., Olaru, M., Sârbu, A., & Surugiu, I. F. (2016, April). Research on Increasing Risk Management Efficiency as Support for Corporate Sustainable Development. In ICMLG2016-4th International Conference on Management, Leadership and Governance: ICMLG2016 (p. 450). Academic Conferences and publishing limited.
“There are two types of learning . . . informative learning allows people to learn more about the
things that fit their mental models, while transformative learning is the process of changing
mental models.”
What do Organizations
Need to Learn to ...
Organizations today face unprecedented challenges requiring transformation in strategies, design, and employee capabilities. Changing culture and improving engagement are vital but difficult, as behaviors are driven by emotions and habits ingrained in our neurophysiology. However, new insights from cognitive science can facilitate mindful change. Deloitte's EPIC methodology applies these insights through experiential, playful, iterative, and collaborative learning to accelerate culture change by rewiring brains for success.
In order to realize the importance of the psychology of management it is necessary to consider the following five points:
1. Management is a life study of every man who works with other men. He must either manage, or be managed, or both; in any case, he can never work to best advantage until he understands both the psychological and managerial laws by which he governs or is governed.
2. A knowledge of the underlying laws of management is the most important asset that one can carry with him into his life work, even though he will never manage any but himself. It is useful, practical, commercially valuable.
3. This knowledge is to be had now. The men who have it are ready and glad to impart it to all who are interested and who will pass it on.The text books are at hand now. The opportunities for practical experience in Scientific Management will meet all demands as fast as they are made.
4. The psychology of, that is, the mind's place in management is only one part, element or variable of management; one of numerous, almost numberless, variables.
5. It is a division well fitted to occupy the attention of the beginner, as well as the more experienced, because it is a most excellent place to start the study of management. A careful study of the relations of psychology to management should develop in the student a method of attack in learning his selected life work that should help him to grasp quickly the orderly array of facts that the other variables, as treated by the great managers, bring to him.
This chapter takes a unique approach to ethics. Rather than cover traditional ethical theories from academic fields like philosophy or epistemology, it breaks ethics down to two frameworks of content and context. Weaving leadership theories throughout the chapter, it provides some basic activities for self-development towards congruence. Major challenges in conventional business practices such as behaviorism, scarcity, and competition often form the root of many judgments which are ethically challenged. While the chapter provides historical foundations of management practices that creates ample problems in the currently workplace environments, it also offers ethical practices within an organizational context with multiplicity as its foundation.
1) Adult learning theory proposes that adults learn differently than children, focusing more on self-directed and experiential learning. This theory has been applied around the world and in classrooms to improve training outcomes.
2) Studies in Lebanon and China found that traditional lecture-based training had low transfer of learning for employees due to a lack of participation. Applying adult learning principles like collaborative learning improved outcomes.
3) Universities primarily use teacher-centered lecture models, but research suggests student-centered approaches based on adult learning theory lead to better grades and satisfaction by engaging students as self-directed learners.
This document discusses how to facilitate intrinsic motivation for behavior change using concepts from self-determination theory (SDT) and the transtheoretical model of change (TTM). SDT posits that motivation exists on a continuum from amotivation to extrinsic to intrinsic motivation. The three psychological needs of competence, autonomy, and relatedness must be satisfied to enhance intrinsic motivation. TTM stages are precontemplation, contemplation, preparation, action, and maintenance. Studies show people in earlier stages have more extrinsic motivation while those in later stages have more intrinsic motivation. The document provides 12 tips for coaches/teachers to enhance intrinsic motivation based on SDT needs, such as giving choices, positive feedback, and
Companies can transform the attitudes and behavior of their
employees by applying psychological breakthroughs that explain why people think and act as they do.
This document provides guidelines for developing emotional intelligence in organizations based on research. It discusses that social and emotional learning is different than cognitive learning and requires a different training approach. Effective training involves 4 phases: 1) Preparation which includes assessing needs, strengths/limits, and motivating learners. 2) Training to change habits. 3) Transferring skills after training. 4) Evaluation. Motivation is key and programs should distinguish between cognitive and emotional learning to effectively develop emotional competence.
This document discusses various concepts related to learning and reflection. It covers topics like Kolb's learning cycle, Honey and Mumford's learning styles, SMART objectives, motivation theories like Maslow's hierarchy of needs and Vroom's expectancy theory, team development models by Tuckman, and approaches to reflection like the Cameron model and Johari window model. The conclusion emphasizes that academic group activities, self-evaluation, feedback, and reflecting on experiences helps develop skills and stay competitive.
Organizations today face unprecedented challenges requiring transformation in strategies, design, and employee capabilities. Changing culture and improving engagement are vital but difficult, as behaviors are driven by emotions and habits ingrained in our neurophysiology. However, new insights from cognitive science can facilitate mindful change. Deloitte's EPIC methodology applies these insights through experiential, playful, iterative, and collaborative learning to accelerate culture change by rewiring brains for success.
In order to realize the importance of the psychology of management it is necessary to consider the following five points:
1. Management is a life study of every man who works with other men. He must either manage, or be managed, or both; in any case, he can never work to best advantage until he understands both the psychological and managerial laws by which he governs or is governed.
2. A knowledge of the underlying laws of management is the most important asset that one can carry with him into his life work, even though he will never manage any but himself. It is useful, practical, commercially valuable.
3. This knowledge is to be had now. The men who have it are ready and glad to impart it to all who are interested and who will pass it on.The text books are at hand now. The opportunities for practical experience in Scientific Management will meet all demands as fast as they are made.
4. The psychology of, that is, the mind's place in management is only one part, element or variable of management; one of numerous, almost numberless, variables.
5. It is a division well fitted to occupy the attention of the beginner, as well as the more experienced, because it is a most excellent place to start the study of management. A careful study of the relations of psychology to management should develop in the student a method of attack in learning his selected life work that should help him to grasp quickly the orderly array of facts that the other variables, as treated by the great managers, bring to him.
This chapter takes a unique approach to ethics. Rather than cover traditional ethical theories from academic fields like philosophy or epistemology, it breaks ethics down to two frameworks of content and context. Weaving leadership theories throughout the chapter, it provides some basic activities for self-development towards congruence. Major challenges in conventional business practices such as behaviorism, scarcity, and competition often form the root of many judgments which are ethically challenged. While the chapter provides historical foundations of management practices that creates ample problems in the currently workplace environments, it also offers ethical practices within an organizational context with multiplicity as its foundation.
1) Adult learning theory proposes that adults learn differently than children, focusing more on self-directed and experiential learning. This theory has been applied around the world and in classrooms to improve training outcomes.
2) Studies in Lebanon and China found that traditional lecture-based training had low transfer of learning for employees due to a lack of participation. Applying adult learning principles like collaborative learning improved outcomes.
3) Universities primarily use teacher-centered lecture models, but research suggests student-centered approaches based on adult learning theory lead to better grades and satisfaction by engaging students as self-directed learners.
This document discusses how to facilitate intrinsic motivation for behavior change using concepts from self-determination theory (SDT) and the transtheoretical model of change (TTM). SDT posits that motivation exists on a continuum from amotivation to extrinsic to intrinsic motivation. The three psychological needs of competence, autonomy, and relatedness must be satisfied to enhance intrinsic motivation. TTM stages are precontemplation, contemplation, preparation, action, and maintenance. Studies show people in earlier stages have more extrinsic motivation while those in later stages have more intrinsic motivation. The document provides 12 tips for coaches/teachers to enhance intrinsic motivation based on SDT needs, such as giving choices, positive feedback, and
Companies can transform the attitudes and behavior of their
employees by applying psychological breakthroughs that explain why people think and act as they do.
This document provides guidelines for developing emotional intelligence in organizations based on research. It discusses that social and emotional learning is different than cognitive learning and requires a different training approach. Effective training involves 4 phases: 1) Preparation which includes assessing needs, strengths/limits, and motivating learners. 2) Training to change habits. 3) Transferring skills after training. 4) Evaluation. Motivation is key and programs should distinguish between cognitive and emotional learning to effectively develop emotional competence.
This document discusses various concepts related to learning and reflection. It covers topics like Kolb's learning cycle, Honey and Mumford's learning styles, SMART objectives, motivation theories like Maslow's hierarchy of needs and Vroom's expectancy theory, team development models by Tuckman, and approaches to reflection like the Cameron model and Johari window model. The conclusion emphasizes that academic group activities, self-evaluation, feedback, and reflecting on experiences helps develop skills and stay competitive.
The document discusses how companies can transform employee attitudes and behaviors through effective change management programs informed by psychology. It outlines four key conditions for changing employee mindsets: 1) Employees must believe in and agree with the purpose of the change. 2) Reward and recognition systems must reinforce the desired new behaviors. 3) Employees need skills training to implement the changes. 4) Employees look to respected role models, so behaviors must be consistently modeled throughout the organization. The document uses an example of a retail bank that successfully transformed its culture and improved performance by applying these four conditions in an integrated change management program.
This document provides an overview of learning theories and approaches. It discusses:
- The behaviourist approach, including Pavlovian and Skinnerian conditioning, and how reinforcement shapes behaviors.
- The cognitive approach, which focuses on mental processes like memory, expectations, and problem-solving between stimulus and response.
- Different types of learning like procedural and declarative learning.
- Key concepts like conditioned vs. unconditioned stimuli/responses, schedules of reinforcement, and feedback loops in learning.
This document provides an overview of learning theories and approaches. It discusses the behaviorist and cognitive approaches to learning. The behaviorist approach views learning as the formation of associations between stimuli and responses through processes like classical and operant conditioning. It focuses only on observable behaviors. In contrast, the cognitive approach sees learning as involving mental processes like memory, expectations, and problem-solving strategies. It views behavior as determined by one's cognitive structures and abilities. The document also defines learning, discusses its characteristics, and explains concepts like procedural versus declarative learning.
Behavioral Strategies and Observable Behaviors Behavioral MargenePurnell14
The document discusses behavioral strategies and observable behaviors within the context of dominant paradigms in education. It describes how individuals and school systems devise strategies to operate within dominant paradigms and implement related mental models. These strategies then create observable behaviors that are evaluated based on their alignment with the controlling paradigms. A paradigm shift involves a revolutionary change from one way of thinking and doing to another. The document proposes a six phase strategy to enact such a shift in education, beginning with preparing compelling descriptions of new paradigms, then educating educators on these concepts, adopting them on a small scale, expanding successful initiatives, reaching a tipping point, and ultimately shifting the overall paradigm.
This document discusses experiential learning and innovation. It begins by introducing experiential learning lectures (ELL) and the experiential learning model, which is a cyclical five-stage process of experience, sharing, processing, generalizing, and applying. It then discusses principles of innovation like risk-taking and satisfying customer needs. The document outlines the innovation process as a series of funnels where few ideas become innovations. It discusses factors that influence the effectiveness and diffusion of innovations like implementation pace and the five stages of diffusion. It emphasizes the importance of an "ecology of innovation" like a diversity of ideas, institutions, culture and demographics for new ideas to flourish.
The passage discusses two paradigms - the traditional paradigm and a new paradigm. The traditional paradigm views special education through a mechanistic lens, breaking down skills into simple tasks and focusing on quantity over quality. An example is task analysis and skill training. The new paradigm being proposed focuses on openness, eliminating boundaries, and voluntary knowledge sharing, adapting techniques from open online platforms. It argues the current education system only prepares students for industrial labor and needs to change to equip students for today's technological world.
Calpers (California Public Employees' Retirement System) aims to improve corporate governance by electing effective boards and educating the public. Their approach involves identifying underperforming companies with governance issues and proposing resolutions to address these issues. Calpers has been successful with this approach, achieving 10 of 12 proposed resolutions in 1991. As a large institutional investor, Calpers is able to implement real change through shareholder activism and resolutions. Their activities increase pressure on companies and visibility of governance issues.
This document discusses learning and human resource development (HRD). It defines learning as a relatively permanent change in behavior, cognition, or affect that results from interaction with the environment. HRD is defined as developing key competencies through planned learning activities to improve individual, group, and organizational performance and enable change. The document outlines different types of learning, such as observational learning and play. It also explains that HRD professionals aim to change behaviors, knowledge, and attitudes through learning. HRD integrates training, organization development, and career development to improve effectiveness.
Week 7 Culture andor Climate in the Workplace—Do They Matter.docxhelzerpatrina
Week 7: Culture and/or Climate in the Workplace—Do They Matter?
Using this week’s lesson and resources as a start, locate three research studies that support the premise that better managers are those who pursue an understanding of the culture and/or climate of their organization. Why does it matter to gain insight about the culture and/or climate in the workplace? Use online, peer-reviewed journal research (case study research is preferred) to inform your writing. Summarize the takeaways from the articles that can support greater skill in managing people.
MGMT600 | LESSON 7 (this is this weeks lesson)
BUSINESS MODELS DEALING WITH ORGANIZATIONAL CULTURE RELATING TO CUSTOMER SATISFACTION AND EMPLOYEE RETENTION
INTRODUCTION
Welcome to module week 7. This week we will research and explore the subject of corporate culture. The culture of an organization is similar to the personality of an individual as we explored in module week 6. A healthy corporate culture is one build on trust, fairness, and high ethical standards. An unhealthy corporate culture leads to a multitude of problems. Let’s get started.
Assessing Corporate Culture
Few topics in the field of compliance and ethics have generated more interest, and provoked more questions and concerns, than the topic of corporate culture—and rightly so. Compliance and ethics officers have every reason to be concerned about the new emphasis on culture.
To many, the term itself is like air: It’s there, it’s vitally important, but it’s hard to describe and harder still to do much about. While it is true that corporate culture has long been recognized as having a critical impact on the effectiveness of compliance—the maxim that bad culture trumps compliance is, for example, well known—until recently few were held accountable for developing and maintaining an ethical corporate culture. That is beginning to change.
But do compliance and ethics officers have the clout, resources or allies to do what must be done? What exactly are they supposed to do? What is the objective? What specific actions are required?
In this article, we will examine specific steps that compliance and ethics officers can take to assess and improve their corporate culture. In Part I, we present suggestions for the initial phase of assessment: creating a process to identify your current corporate culture. In Part II, published in a subsequent issue, we provide a step-by-step process for evaluating the impact your culture has on the effectiveness of your compliance and ethics initiatives.
Holding Companies and Individuals Accountable
Paul Fiorelli, in a recent article in the Wake Forest Law Review (Fall 2004) summarized the increasing number of regulations and guidelines that refer to ethics and corporate culture and that are now being used to hold corporations and individuals accountable. The SEC, Congress, regulators, the Sentencing Commission, the New York Stock Exchange, the Department of Justice, rating agencies and others ha ...
Conceptual pragmatism is a philosophical perspective that stresses practicality and contingent truth dependent on context. It attempts to reconcile absolutist and relativist views. A manager applies past solutions rigidly while a leader uses conceptual pragmatism - examining each unique situation to find the most practical solution. Two organizations, Villa of Hope and St. John's Skilled Nursing Home, are restructuring but preconceived narratives risk undermining positive changes if not addressed. Leaders must understand narratives and perceptions of all stakeholders to implement effective, practical changes.
1. The document discusses experiential learning lectures being launched by Sanjay Sahay to provide a blend of management theories and practical experience. It describes the experiential learning model which involves going through a cycle of experience, sharing/processing, and applying lessons to new situations.
2. It then discusses the principles of innovation, including that ideas have value and need advocacy, and innovation involves taking ideas to end users through new products/services. Risk taking is important to innovation as it allows exploring new paths.
3. The innovation process is described as a series of funnels, where many ideas are generated but few make it through phases of screening, feasibility testing, and implementation.
This document discusses the dominance of an "instrumentalist" approach to learning through coaching, training, and education in organizations. It argues this approach focuses too much on abstract goals and measurable outcomes, neglecting the uniqueness and complexity of individual learning processes.
Three patterns or "gestalts" are described where this instrumental approach fails to adequately address needs for growth: 1) the "gestalt of omnipotence" where trainers assume they can design perfect interventions, 2) the "gestalt of coercion" where learning is imposed from the outside, and 3) the "gestalt of perversion" where learning serves other aims besides development.
The document proposes an alternative approach called the "Didactics of
SPT 208 Final Project Guidelines and Rubric Overview .docxsusanschei
SPT 208 Final Project Guidelines and Rubric
Overview
Marketing and advertising are often used interchangeably, yet throughout this course you have learned that marketing is a much larger concept that requires a
strong understanding of consumer behavior, products and services, and often the greater economic environment. Marketing is applicable to every industry and
discipline in one way or another, but within the sport industry we have the chance to see the application of marketing concepts as if under a spotlight due to the
industry’s global reach and importance to society.
Your final project is the creation of an Opportunity and Consumer Analysis. You will select a sport team, individual, facility, or organization as the focus of your
consumer and opportunity analysis. When selecting your area of focus, think about your interests and career aspirations. As you progress through the course,
you will have the opportunity to practice the skills required for this project in several milestone activities. Your final deliverable will include a strengths,
weaknesses, opportunities, and threats (SWOT) analysis of your selected focus; a consumer analysis; an analysis of successful marketing and media strategies;
and a brief 1-, 3-, and 5-year plan that allows you to explain your intended use of a proven marketing strategy and various media opportunities. Please note that
your Opportunity and Consumer Analysis will be an eligible artifact to include in your program portfolio, as it will highlight your ability to recognize consumer
characteristics and opportunities for brand improvement.
The project is divided into two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Three and Five. The final Opportunity and Consumer Analysis will be submitted in Module Seven.
This assessment addresses the following course outcomes:
• Analyze consumer behaviors for the influence of political, cultural, and social events on consumer motivation at the local, national, or international
levels within the sport industry
• Illustrate the application of key marketing strategies in successful sport-specific marketing campaigns
• Identify proven marketing strategies that can be successfully applied to specific sport marketing scenarios to attract consumers
• Compare media opportunities for successfully communicating and marketing towards specific consumers within the sport industry
Prompt
Develop a comprehensive Opportunity and Consumer Analysis. Select a sport team, individual, facility, or organization and provide a thorough analysis of the
existing marketing strategies and consumers, and determine an opportunity for greater consumer reach. Outline a brief 1-, 3-, and 5-year plan for the marketing
opportunity.
Specifically, the following critical elements must be addressed:
I. Marketing Foc.
Ssalinas_ThreeMountainsRegionalHospitalCodeofEthics73119.docx
Running head: CODE OF ETHICS 1
CODE OF ETHICS 4
Three Mountains Regional Hospital Code of Ethics
Sharlene Salinas
Professor Bradshaw
HSA4210
July 31, 2019
Three Mountains Regional Hospital Code of Ethics
Progressive developments in science and technology in the 20th century contributed to advances in healthcare and medicine that have helped many lives. Healthcare professionals are confronted with ethical dilemmas and moral questions as the context in which healthcare is provided keeps on changing. Healthcare specialists are required to be dedicated to excellence within their professional practice of promoting community, organizational, family, and individual health. Healthcare code of ethics provides a platform for shared professional values (Wocial & Tarzian, 2015). It is the responsibility of healthcare specialists to reach the best possible standards of conduct and to encourage these ethical practices to those with whom they work together. Healthcare professionals are facing challenges as the context in which healthcare is provided keeps on changing.
The Three Mountains Regional Hospital code of ethics will clarify the roles and responsibilities within the healthcare profession. The code of ethics will also guide the healthcare professionals on addressing common ethical questions. With 15,000 admissions annually, the Three Mountains Regional Hospital requires a code of ethics that will guide the healthcare professionals in the hospital in dealing with such a capacity. Healthcare professionals from the hospital will be defined by their purpose but not their job description (Turner & Epstein, 2015). The proposed code of ethics will inform individual decision-making when faced with ethical situations within a given relationship or role at the Three Mountains Regional Hospital.
Ethics are an essential part of healthcare, and they should provide value in practical situations. The proposed code of ethics will provide a structure and shape to the Three Mountains Regional Hospital’s environment and summarize the healthcare organization’s ethical position. The code of ethics will describe the ethical attitude shared by healthcare workers at Three Mountains Regional Hospital, and it will be valuable and influential on the success of the healthcare organization. The mission of the code of ethics is to guide the hospital is leading the way to a healthier community through the provision of quality care.
Code of Ethics
· Uphold the policies of the Three Mountains Regional Hospital (Merry & Walton, 2017).
· Protect the intellectual, physical, and electronic property of the hospital (Hoppe & Lenk, 2016).
· Promote a healthy, secure, and safe working environment (Merry & Walton, 2017).
· Act responsibly and honestly by avoiding perceived or actual conflicts of interest (Merry & Walton, 2017).
· Protect and respect the privacy and confidentiality of all individuals and informat.
Spring 2020Professor Tim SmithE mail [email protected]Teach.docxsusanschei
Spring 2020
Professor: Tim Smith E mail: [email protected]
Teaching Assistant: Ray Kim E mail [email protected]
Office hours: PLF South 113 TBA
EVOLUTION OF ROCK
MCY 127
Course Description:
This general education course is a study of the birth and evolution of the music form of Rock and Roll. It is a study of both the historical and musical elements of rock with a focus on the performers and the songs in the genre. Some of the objectives for this course include:
Increasing awareness of the wide range of musical styles that “add up” to form rock
Provide insight on the cultural evolution of rock and how it applies to society
Study how technological advances have influenced both the performers and composers in rock
Prerequsites:
None
Required text:
None
Required listening: Spotify playlist MCY127TS
Course Requirements and Grading:
Test 1 20%
Midterm exam 25%
Test 3 20%
Final exam 25%
Essay on live musical performance 10%
Essay assignment will consist of attending a live musical performance at the Frost School of Music (or approved off campus performance). At the conclusion of the performance, you will obtain signatures of two or more participants. You will compose an essay that will summarize the performance (ensemble, repertoire, etc.). You will compare and/or contrast the performance with details we have studied in class. The essay should be two to three pages long, computer printed, double spaced, and stapled. It will be due on Thursday, November 19.
Conduct and rules:
Rock and roll is a joyous art form. I intend for the class to be a fun and learning environment. I hope to engage you as adults, not as adolescents. However, inappropriate language or behavior to one another will not be tolerated, and will result in the student facing disciplinary action and potential removal from the class. You are adults. I am not your baby-sitter. If you fail to attend class regularly, you will find it much more difficult to excel in the course. SHOW UP AND PAY ATTENTION! It will make your life easier in the long run. Plagiarism on your essay will not be acceptable, and will result in the loss of 10% of your final grade. Cheating is rampant. While I will make every effort to curb the options students might have to copy one another on tests, I can’t stop it completely. I will have assistance from the Honor Council on test days, and cheating will result in a zero on that test. None of you can afford this. I truly believe that if you will engage the material, come to the lectures, and actively listen to the required listening material, you will not find a need to cheat.
If you are feeling overwhelmed by any of the material, please make an appointment to meet with me during office hours.
Lectures and listening:
Each class will consist of a lecture and a period of listening to music appropriate to that lecture. The music played in class will be made available to you through Blackboard in addition. You will be responsible for the material presented.
Spring 2020 – Business Continuity & Disaster R.docxsusanschei
Spring 2020 – Business Continuity & Disaster Recovery Planning (ISOL-632-50)
Incident Management
S no
Disaster Type
Plans & Precautions
Initial Action
Stabilization Strategy
1
Thunderstorm
2
Floods
3
Tornadoes
4
Severe weather such as blizzard
5
Hurricanes
6
Explosion such as bomb threats
.
Sports Business Landscape Graphic OrganizerContent.docxsusanschei
This document outlines key aspects of careers in the sports business industry including content providers, distribution channels, goods and service providers, common job titles, typical training and education requirements, standard job roles and responsibilities, average salary outlooks, current job availability in various locations, and overall job outlooks along with potential pros and cons of different positions.
Spring 2020Carlow University Department of Psychology & Co.docxsusanschei
Spring 2020
Carlow University
Department of Psychology & Counseling
Professional Counseling Program
LGBT Lives Cultures & Theories
PRC-742-G1, PY-235-DA, WS-237-DA
3 Credits; No Prerequisites
Course Syllabus- Spring 2020
Wednesday’s 6:00pm-8:30pm
Instructor: Michelle Colarusso, Ph.D., LPC, NCC Office: TBD
Cell phone: 724-396-9769 E-mail: [email protected]
Office hours: By appointment only Location: Antonian Hall 403
Carlow's Mission Statement
The mission of Carlow University, a Catholic liberal arts university, is to involve persons, primarily women, in a process of self-directed, lifelong learning which will free them to think clearly and creatively, to discover and to challenge or affirm cultural and aesthetic values, to respond reverently and sensitively to God and others, and to render competent and compassionate service in personal and professional life.
Course Description
This course will address issues related to counseling gay, lesbian, bisexual and transgender clients. These include issues of sexual identity development, coming out, homophobia and heterosexism, family and relationship issues, multicultural issues, youth, aging, spirituality, HIV/AIDS, and substance abuse as well as ethical and professional issues in working with gay, lesbian, bisexual and transgender clients through affirmative counseling/therapy.
Learning Outcomes and Assessment
What students will learn
How students will learn it
How students will demonstrate learning
Impact dominant culture has on LGBT individuals
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Multifaceted issues facing specific LGBT populations
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Familiarize themselves with theories of identity development
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Affirmative counseling/therapy and their knowledge and skill in providing it.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Variety of counseling issues that have particular relevance to LGBT clients.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Access to local and national resources available to assist in work with LGBT clients.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Course Requirements and Resources
Methods of Involvement & Examination
Methods of Instruction
Classes will consist of didactic and experiential elements, including lectures, large and small group discussions, modeling, structured role-plays and simulations, live or video demonstrations, and student presentations in class and on CelticOnline/Schoolology. Primary methods include lecture/discussion, readings, and a variety of experiential exercises. Students will immurse themselves into the LGBTQ Cul.
SPOTLIGHT ON STRATEGY FOR TURBULENT TIMESSpotlight ARTWORK.docxsusanschei
SPOTLIGHT ON STRATEGY FOR TURBULENT TIMES
Spotlight ARTWORK Tara DonovanUntitled, 2008, polyester film
HBR.ORG
What Is
the Theory
f ̂ Fiof
y
Firm?
Focus less on competitive advantage and more on growth
that creates value, by Todd Zenger
f asked to define strategy, most execu-
tives would probably come up with
something like this: Strategy involves
discovering and targeting attractive
markets and then crafting positions that
deliver sustained competitive advan-
tage in them. Companies achieve these
positions by configuring and arranging
resources and activities to provide either
unique value to customers or common
value at a uniquely low cost. This view of strategy as
position remains central in business school curricula
around the globe: Valuable positions, protected from
imitation and appropriation, provide sustained profit
streams.
Unfortunately, investors don't reward senior
managers for simply occupying and defending po-
sitions. Equity markets are full of companies with
powerful positions and sluggish stock prices. The
retail giant Walmart is a case in point. Few people
would dispute that it remains a remarkable firm. Its
early focus on building a regionally dense network
of stores in small towns delivered a strong positional
advantage. Complementary choices regarding ad-
vertising, pricing, and information technology all
continue to support its low-cost and flexibly mer-
chandised stores.
Despite this strong position and a successful stra-
tegic rollout, Walmart's equity price has seen little
growth for most of the past 12 or 13 years. That's be-
cause the ongoing rollout was anticipated long ago,
and investors seek evidence of newly discovered
value—value of compounding magnitude. Merely
sustaining prior financial returns, even if they are
outstanding, does not significantly increase share
price; tomorrow's positive surprises must be worth
more than yesterday's.
Not surprisingly, I consistently advise MBA stu-
dents that if they're confronted with a choice be-
tween leading a poorly run company and leading a
well-run one, they should choose the former. Imag-
ine assuming the reins of GE from Jack Welch in Sep-
tember 2001 with shareholders' having enjoyed a 40-
fold increase in value over the prior two decades. The
expectations baked into the share price of a company
like that are daunting, to say the least.
To make matters worse, attempts to grow often
undermine a company's current market position.
As Michael Porter, the leading proponent of strat-
egy as positioning, has argued, "Efforts to grow blur
June 2013 Harvard Business Review 73
SPOTLIGHT ON STRATEGY FOR TURBULENT TIMES
uniqueness, create compromises, reduce fit, and
ultimately undermine competitive advantage. In
fact, the growth imperative is hazardous to strategy."
Quite simply, the logic of this perspective not only
provides little guidance about how to sustain value
creation but also discourages growth that might in
einy way move a compeiny away from i.
Sport Ticket sales staff trainingChapter 4Sales .docxsusanschei
Sport Ticket sales staff training
Chapter 4
Sales Staff
Developed not born
Skill set of a seller
Different to skill set of a manager
Sales process
Develop lifelong relationship with purchaser
Best source of increasing business
Upselling
Referrals
Sales Department
Recruit
Train
Develop
Motivate
Retain
Recommendations
Balance in house and outsourced
Communication between sales manager and sales staff
Success celebrations
Gather feedback from sales staff
Recruiting/Hiring
Personality, creativity (intangibles)
Fit with organization
Dress for success (opportunity taken seriously)
Positive attitude
Welcoming personality
Poised/confident (not over confident)
Initiative (carry conversation)
Energy, enthusiasm, commitment
Sales positions
10-20 inside sales staff
Supervisor to staff ratio 1:8
Annual training
New employee training (1 week to 1 month)
Ideal structure
8-16 Part-time
2 ½ months than ready to replace nonperforming FT
6-8 full time season ticket dedicated
3-6 full time group sales dedicated
Self-training
One book per month, mentor, seminars, practice
Sales Culture
Desired outcomes
Effectiveness
Productivity
Stability
Long term growth
Created by the sales manager (leadership)
Orlando Magic three A’s
Action
Visible displays
Find needs, wants, desires of employees
Reward accomplishments
Attitude
Believe in sales staff
Atmosphere
Visible signs of success
gong
Retaining/Motivating
Database management
Lead distribution
Reporting
Evaluation
Satisfy need of employees first
Better able to meet customer needs
Achieve organizational goals
Four types of sales employees
Competitor
Rivalries, win contests
It’s All About me
Recognized as best
Achiever Team Builder
Recognition of achievements, group success
Empathetic Seller
Cultivate relationships, not volume producers
Sales Career
Exploration
Establishment
Maintenance
Disengagement
Employee rate feeling appreciated and informed as top want
Sport Consumer Incentivization
Chapter 3
Incentives
Depend on consumption motives
Items of perceived value that add to offer
Overcome indifference or resistance
Later stage of buying/communication process
Price based incentives
Discounting core product damaging
Contingency based
Consumer action (provide info, prior purchase, etc) prior to price reduction
Attract infrequent customers
8% increase in attendance (top 10, 2004)
“cherry pickers” – only attend with promotion
MLB
14% increase, 2% watering down effect, more is better, weekdays (vs. high attendance – max total entertainment value)
Incentives continued
Rule changes, star players (consumption incentive)
Place based incentives
26 fundamental motives for sport consumption
Primary motives
Achievement
Ordinary runners (sense of accomplishment)
Perfect attendance
Vicarious achievement (enhance self esteem through success of athlete)
Sponsors – increased sales volume, exposure
Craft
Developing or observing physical skill
Winning record – highest predictor of attendance/s.
SPOTLIGHT ARTWORK Do Ho Suh, Floor, 1997–2000, PVC figures, gl.docxsusanschei
SPOTLIGHT ARTWORK Do Ho Suh, Floor, 1997–2000, PVC figures, glass plates, phenolic sheets, polyurethane resin; modules 100 x 100 x 8 cm
Installation view at Lehmann Maupin Gallery, New York
Why We Love
to Hate HR
...and What HR
Can Do About It
by Peter Cappelli
SPOTLIGHT ON RETHINKING HUMAN RESOURCES
Peter Cappelli is a
professor of management
at the Wharton School and
the author of several books,
including Will College
Pay Off? A Guide to the
Most Important Financial
Decision You’ll Ever Make
(PublicAffairs, 2015).
HBR.ORG
July–August 2015 Harvard Business Review 55
These feelings aren’t new. They’ve erupted now
and in the past because we don’t like being told how
to behave—and no other group in organizational life,
not even finance, bosses us around as systematically
as HR does. We get defensive when we’re instructed
to change how we interact with people, especially
those who report to us, because that goes right to the
core of who we are. What’s more, HR makes us per-
form tasks we dislike, such as documenting problems
with employees. And it prevents us from doing what
we want, such as hiring someone we “just know” is
a good fit. Its directives affect every person in the
organization, right up to the top, every single day.
The complaints also have a cyclical quality—
they’re driven largely by the business context. Usu-
ally when companies are struggling with labor issues,
HR is seen as a valued leadership partner. When
things are going more smoothly all around, manag-
ers tend to think, “What’s HR doing for us, anyway?”
This doesn’t mean that HR is above reproach.
Quite the contrary: It has plenty of room to improve,
and this is a moment of enormous opportunity. Little
has been done in the past few decades to examine the
value of widely used practices that are central to how
companies operate. By separating the effective from
the worthless, HR leaders can secure huge payoffs for
their organizations. But it’s important to understand
HR’s tumultuous history with business leaders and
the economy before turning our attention to what the
function should be doing now and in the future.
The “Personnel” Pendulum
How top executives feel about HR pretty reliably re-
flects what’s going on in the U.S. economy. When the
economy is down and the labor market is slack, they
see HR as a nuisance. But sentiments change when
labor tightens up and HR practices become essential
to companies’ immediate success.
Think back to the Great Depression. People would
put up with nearly anything to stay employed. Line
managers complained that personnel departments
were getting in the way of better performance, which
they thought could be achieved with the “drive” sys-
tem: threatening workers and sometimes even hit-
ting them if they failed to measure up.
Similarly, business leaders didn’t put a lot of
stock in HR during the 2001 and 2008 recessions, be-
cause employees—keenly aware of how replaceable
th.
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Prerequsites:
None
Required text:
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Cell phone: 724-396-9769 E-mail: [email protected]
Office hours: By appointment only Location: Antonian Hall 403
Carlow's Mission Statement
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Course Description
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Learning Outcomes and Assessment
What students will learn
How students will learn it
How students will demonstrate learning
Impact dominant culture has on LGBT individuals
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Multifaceted issues facing specific LGBT populations
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Familiarize themselves with theories of identity development
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Affirmative counseling/therapy and their knowledge and skill in providing it.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Variety of counseling issues that have particular relevance to LGBT clients.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Access to local and national resources available to assist in work with LGBT clients.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Course Requirements and Resources
Methods of Involvement & Examination
Methods of Instruction
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Spotlight ARTWORK Tara DonovanUntitled, 2008, polyester film
HBR.ORG
What Is
the Theory
f ̂ Fiof
y
Firm?
Focus less on competitive advantage and more on growth
that creates value, by Todd Zenger
f asked to define strategy, most execu-
tives would probably come up with
something like this: Strategy involves
discovering and targeting attractive
markets and then crafting positions that
deliver sustained competitive advan-
tage in them. Companies achieve these
positions by configuring and arranging
resources and activities to provide either
unique value to customers or common
value at a uniquely low cost. This view of strategy as
position remains central in business school curricula
around the globe: Valuable positions, protected from
imitation and appropriation, provide sustained profit
streams.
Unfortunately, investors don't reward senior
managers for simply occupying and defending po-
sitions. Equity markets are full of companies with
powerful positions and sluggish stock prices. The
retail giant Walmart is a case in point. Few people
would dispute that it remains a remarkable firm. Its
early focus on building a regionally dense network
of stores in small towns delivered a strong positional
advantage. Complementary choices regarding ad-
vertising, pricing, and information technology all
continue to support its low-cost and flexibly mer-
chandised stores.
Despite this strong position and a successful stra-
tegic rollout, Walmart's equity price has seen little
growth for most of the past 12 or 13 years. That's be-
cause the ongoing rollout was anticipated long ago,
and investors seek evidence of newly discovered
value—value of compounding magnitude. Merely
sustaining prior financial returns, even if they are
outstanding, does not significantly increase share
price; tomorrow's positive surprises must be worth
more than yesterday's.
Not surprisingly, I consistently advise MBA stu-
dents that if they're confronted with a choice be-
tween leading a poorly run company and leading a
well-run one, they should choose the former. Imag-
ine assuming the reins of GE from Jack Welch in Sep-
tember 2001 with shareholders' having enjoyed a 40-
fold increase in value over the prior two decades. The
expectations baked into the share price of a company
like that are daunting, to say the least.
To make matters worse, attempts to grow often
undermine a company's current market position.
As Michael Porter, the leading proponent of strat-
egy as positioning, has argued, "Efforts to grow blur
June 2013 Harvard Business Review 73
SPOTLIGHT ON STRATEGY FOR TURBULENT TIMES
uniqueness, create compromises, reduce fit, and
ultimately undermine competitive advantage. In
fact, the growth imperative is hazardous to strategy."
Quite simply, the logic of this perspective not only
provides little guidance about how to sustain value
creation but also discourages growth that might in
einy way move a compeiny away from i.
Sport Ticket sales staff trainingChapter 4Sales .docxsusanschei
Sport Ticket sales staff training
Chapter 4
Sales Staff
Developed not born
Skill set of a seller
Different to skill set of a manager
Sales process
Develop lifelong relationship with purchaser
Best source of increasing business
Upselling
Referrals
Sales Department
Recruit
Train
Develop
Motivate
Retain
Recommendations
Balance in house and outsourced
Communication between sales manager and sales staff
Success celebrations
Gather feedback from sales staff
Recruiting/Hiring
Personality, creativity (intangibles)
Fit with organization
Dress for success (opportunity taken seriously)
Positive attitude
Welcoming personality
Poised/confident (not over confident)
Initiative (carry conversation)
Energy, enthusiasm, commitment
Sales positions
10-20 inside sales staff
Supervisor to staff ratio 1:8
Annual training
New employee training (1 week to 1 month)
Ideal structure
8-16 Part-time
2 ½ months than ready to replace nonperforming FT
6-8 full time season ticket dedicated
3-6 full time group sales dedicated
Self-training
One book per month, mentor, seminars, practice
Sales Culture
Desired outcomes
Effectiveness
Productivity
Stability
Long term growth
Created by the sales manager (leadership)
Orlando Magic three A’s
Action
Visible displays
Find needs, wants, desires of employees
Reward accomplishments
Attitude
Believe in sales staff
Atmosphere
Visible signs of success
gong
Retaining/Motivating
Database management
Lead distribution
Reporting
Evaluation
Satisfy need of employees first
Better able to meet customer needs
Achieve organizational goals
Four types of sales employees
Competitor
Rivalries, win contests
It’s All About me
Recognized as best
Achiever Team Builder
Recognition of achievements, group success
Empathetic Seller
Cultivate relationships, not volume producers
Sales Career
Exploration
Establishment
Maintenance
Disengagement
Employee rate feeling appreciated and informed as top want
Sport Consumer Incentivization
Chapter 3
Incentives
Depend on consumption motives
Items of perceived value that add to offer
Overcome indifference or resistance
Later stage of buying/communication process
Price based incentives
Discounting core product damaging
Contingency based
Consumer action (provide info, prior purchase, etc) prior to price reduction
Attract infrequent customers
8% increase in attendance (top 10, 2004)
“cherry pickers” – only attend with promotion
MLB
14% increase, 2% watering down effect, more is better, weekdays (vs. high attendance – max total entertainment value)
Incentives continued
Rule changes, star players (consumption incentive)
Place based incentives
26 fundamental motives for sport consumption
Primary motives
Achievement
Ordinary runners (sense of accomplishment)
Perfect attendance
Vicarious achievement (enhance self esteem through success of athlete)
Sponsors – increased sales volume, exposure
Craft
Developing or observing physical skill
Winning record – highest predictor of attendance/s.
SPOTLIGHT ARTWORK Do Ho Suh, Floor, 1997–2000, PVC figures, gl.docxsusanschei
SPOTLIGHT ARTWORK Do Ho Suh, Floor, 1997–2000, PVC figures, glass plates, phenolic sheets, polyurethane resin; modules 100 x 100 x 8 cm
Installation view at Lehmann Maupin Gallery, New York
Why We Love
to Hate HR
...and What HR
Can Do About It
by Peter Cappelli
SPOTLIGHT ON RETHINKING HUMAN RESOURCES
Peter Cappelli is a
professor of management
at the Wharton School and
the author of several books,
including Will College
Pay Off? A Guide to the
Most Important Financial
Decision You’ll Ever Make
(PublicAffairs, 2015).
HBR.ORG
July–August 2015 Harvard Business Review 55
These feelings aren’t new. They’ve erupted now
and in the past because we don’t like being told how
to behave—and no other group in organizational life,
not even finance, bosses us around as systematically
as HR does. We get defensive when we’re instructed
to change how we interact with people, especially
those who report to us, because that goes right to the
core of who we are. What’s more, HR makes us per-
form tasks we dislike, such as documenting problems
with employees. And it prevents us from doing what
we want, such as hiring someone we “just know” is
a good fit. Its directives affect every person in the
organization, right up to the top, every single day.
The complaints also have a cyclical quality—
they’re driven largely by the business context. Usu-
ally when companies are struggling with labor issues,
HR is seen as a valued leadership partner. When
things are going more smoothly all around, manag-
ers tend to think, “What’s HR doing for us, anyway?”
This doesn’t mean that HR is above reproach.
Quite the contrary: It has plenty of room to improve,
and this is a moment of enormous opportunity. Little
has been done in the past few decades to examine the
value of widely used practices that are central to how
companies operate. By separating the effective from
the worthless, HR leaders can secure huge payoffs for
their organizations. But it’s important to understand
HR’s tumultuous history with business leaders and
the economy before turning our attention to what the
function should be doing now and in the future.
The “Personnel” Pendulum
How top executives feel about HR pretty reliably re-
flects what’s going on in the U.S. economy. When the
economy is down and the labor market is slack, they
see HR as a nuisance. But sentiments change when
labor tightens up and HR practices become essential
to companies’ immediate success.
Think back to the Great Depression. People would
put up with nearly anything to stay employed. Line
managers complained that personnel departments
were getting in the way of better performance, which
they thought could be achieved with the “drive” sys-
tem: threatening workers and sometimes even hit-
ting them if they failed to measure up.
Similarly, business leaders didn’t put a lot of
stock in HR during the 2001 and 2008 recessions, be-
cause employees—keenly aware of how replaceable
th.
Sponsorship Works 2018 8PROJECT DETAILSSponsorship tit.docxsusanschei
Sponsorship Works 2018 8
PROJECT DETAILS
Sponsorship title:
Audi Cup
Duration of sponsorship:
2009-present
Case study entered by:
Audi AG
Sponsor’s industry sector:
Automotive
Rights-holder:
Audi AG (Ownership Platform)
Agency:
brands and emotions GmbH
– Lead Agency, Audi Cup
Other organisations involved in the
planning, activation or evaluation:
FC Bayern Munich;
Several service providers (including event
agency, TV commercialisation,
TV production, etc.).
Campaign summary
Launched in 2009, the year of Audi’s 100th anniversary,
the Audi Cup is a pre-seasonal worldwide football
tournament. Leading teams including FC Barcelona,
Real Madrid and Manchester United meet in Munich
for the biennial Audi Cup during the summer break in
football.
The event is an owned and mainly refinanced
platform by Audi with a strong international media
presence, achieving around 2.5 billion consumer
contacts across television and online media at each
tournament in around 200 countries. With cutting-edge
technologies as an integral part of its staging and
coverage, the event provides a global opportunity to
highlight Audi’s “Vorsprung durch Technik” values.
Planning
Business needs
The Audi Cup provides an ideal platform to present
a strong, resonating connection between top-level
international football and the brand’s “Vorsprung
durch Technik” positioning. Audi has been involved in
international football for over 14 years and the launch
of the Audi Cup in 2009 established a new benchmark
in proprietary sports marketing, creating a whole new
way for Audi to implement its own rights in a highly
controlled and targeted manner.
Taking a “high-tech” approach to the world of
football broadcasting and marketing, the Audi Cup
meets the clear business need for Audi to demonstrate
Audi and the Audi Cup
A u d i a n d t h e A u d i C u p
Sponsorship Works 2018 9
A u d i a n d t h e A u d i C u p
and underpin its core brand proposition as a highly
innovative, technologically advanced automotive
company.
The development and implementation of tools
including the first ever implementation of digital overlay
of led boards in live broadcasting and the first ever live
holographic press conference in sport, a dedicated
chatbot and Alexa Skill and the Audi Player Index, not
only underline Audi’s status as a “high-tech” brand but
genuinely enhance enjoyment of the tournament for
fans, building a truly relevant connection.
Sponsorship selection
Audi’s long association with football, with its focus on
high-profile, global clubs, saw the brand develop from
a classic sponsor to an owner and organiser of various
leading platforms in its own right – the Audi Cup, Audi
Summer Tour and Audi Football Summit. With these
properties and its year-round association with the
game, Audi set itself the goal of elevating its successful
sponsorships into full ownership; Audi shifted from a
host or a marque associated with the.
SPM 4723 Annotated Bibliography You second major proje.docxsusanschei
SPM 4723
Annotated Bibliography
You second major project for the course will be an annotated bibliography. Instead of writing a
paper, an annotated bibliography requires you to research a particular legal topic or question, of
your choosing, in sports and find academic and law review articles that address that topic. You
will develop a question about a legal topic in sports and find seven law review articles to
summarize. Each article summary should be 300-350 words in length and should both explain
the contents of the article and its relevance to your question or topic. The summaries should be
written in your own words. You are required to select law review articles using LexisNexis. The
format for the annotated bibliography is explained below.
Please put your topic as the title for your paper. Next, each annotation should begin with the
APA citation for the article in bold print (do not include web links), followed by a summary of
the article (300-350 words) explaining how it addresses your question. The complete annotated
bibliography should be double-spaced, 12pt Times New Roman font with one-inch margins. You
will be submitting it through Turnitin via Canvas, do not include your name, course number,
date or UFID on your annotated bibliography (similar to the case briefs). You should start each
annotation on a separate page, and please remember to begin each annotation with the APA
citation for the article as instructed above. This assignment is due on Wednesday, April 22nd.
1.Which of the following is not a key component of the conceptual framework of accounting?
Select one:
a. internal users
b. the objective of financial reporting
c. cost constraint on useful financial reporting
d. elements of the financial statements
2.The balance sheet and income statement for Joe's Fish Hut are presented below:
Joe's Fish Hut
Balance Sheet
As at December 31
2016
2015
ASSETS
Current Assets
Cash
$180,623
$60,300
Accounts receivable
$18,900
$14,200
Inventory
$23,600
$25,300
Total Current Assets
$223,123
$99,800
Property, plant & equipment
$129,000
$184,000
Less: Accumulated depreciation
$-26,900
$-21,600
TOTAL ASSETS
$325,223
$262,200
LIABILITIES AND EQUITY
Liabilities
Current Liabilities
Accounts payable
$28,000
$41,800
Current portion of bank loan
$9,500
$9,500
Total Current Liabilities
$37,500
$51,300
Non-current portion of bank loan
$71,000
$42,000
TOTAL LIABILITIES
$108,500
$93,300
Shareholders' Equity
Common shares
$80,000
$54,400
Retained earnings
$136,723
$114,500
TOTAL SHAREHOLDERS' EQUITY
$216,723
$168,900
TOTAL LIABILITIES AND EQUITY
$325,223
$262,200
Joe's Fish Hut
Income Statement
For the Year Ended December 31, 2016
Sales
$137,000
COGS
$83,200
Gross Profit
$53,800
Operating Expenses
Insurance Expense
$1,600
Rent Expense
$5,380
Salaries Expense
$5,150
Telephone Expense
$840
Interest Expense
$1,340
Depreciation Expense
$5,300
Total Operating Expenses
$19,610
Operating Profit Before .
Speech Environment and Recording Requirements• You must have a.docxsusanschei
Speech Environment and Recording Requirements
• You must have an audience of at least 5 adults 18 years or older for all speeches. The audience must be live and in person, that is, physically present. Virtual attendance is not permitted. Your video recording must show the 5 individuals sitting as ENGAGED audience members. The audience should be visible before, during, and after the speech and you should be facing your audience. The camera should be placed behind your audience.
• You are required to record and post all 3 speeches in order to earn a passing grade in this course.
• The video must be of a high enough quality that the instructor is able to see your full facial expressions and gestures. Your instructor will need to be able to hear your voice very clearly. You risk a failing grade if your instructor is not able to discern facial expressions or subtle changes of vocal intonation on the recording.
• Be sure to record your presentation from head to toe. Your instructor needs to be able to see your posture and other elements.
• Be certain to record your video in landscape (wide), not portrait (tall).
• You may not stop the recording and re-record a section of your speech. What you
submit must be a complete presentation from start to finish with NO EDITING. You could record your speech a few times and then pick the best presentation to send. Just make sure you only submit one copy of your best speech.
• You will upload your speech following the YouTube directions and proper privacy guidelines. Speech capture directions and instructions are in Module 1 of the Blackboard online classroom.
• Be certain to provide a video link to your speech that is available for your instructor and college administrators to view without requiring passwords or special permissions. Submitting a link that does not immediately provide this access results in a failing grade for your speech and could result in a failing grade for the course. You cannot use Google Hangouts or other mediated communication in place of a live audience. Your live audience must be physically present at the location you deliver your speech.
• Any attempt to circumvent live speech audience requirements perceived by your instructor as deceptive, dishonest or otherwise disingenuous results in a zero for your speech with no opportunity to make it up and may result in a failing grade in the course and referral to the appropriate FSCJ administrative official for academic dishonesty.
• The video link (URL) you provide for your speech must remain posted, active and viewable until 14 calendar days following the official scheduled end of the semester, according to the official FSCJ academic calendar. Removing your speech from the URL or link you provide automatically reverts any score you have to a zero and will result in a failing grade for the course.
• Attempts to work around presenting in front of a live audience are considered academic dishonesty.
• Posting your speech on a screen or readin.
Sped4 Interview 2.10.17 Audio.m4aJodee [000008] And we are .docxsusanschei
Sped4 Interview 2.10.17 Audio.m4a
Jodee: [00:00:08] And we are looking at the collaborative process between secondary special ed teachers and transitioning and transition specialists when transitioning students with autism spectrum disorder or other disabilities from secondary to higher. OK so the first question is is describe the condition process as you understand it from the guidelines of the secondary transition plan.
Sped4: [00:00:52] OK. So first thing is a series of assessments that are appropriate for assessing it can include you know obviously interviewing the teacher not not the teacher the student and then sometimes parents are involved in that process. Then there's other batteries of tests. Things like the couter doing AZCIS things other interests inventories and things of that nature to get that. Looking at transcripts students grades grade reports in those things and taking those all that data and that assessment information and looking at that.That's my understanding and interpretation and kind of what I do.
Jodee: [00:01:46] So you know it's the responsibility of the secondary teacher special ed teacher as the case manager to interview the students. And you know one of the big pieces that we look at is the age appropriate goals. You know if you've got a student who is who is autistic academically They're very bright. They can do the work but they have absolutely zero social skills. And they want you maybe studied to be. They want to go into broadcast journalism or something along those lines. So it's like having you determined you know is it like a collaborative effort. You determine and work with the other person you know because sometimes you have to be that person and say yes might not be the best fit for you. How does that kind of playing into things.
Sped4: [00:02:51] I don't know like I don't mind doing that or being the one.
Sped4: [00:02:58] I haven't run into that exact situation but I have other situations where students wanted to go straight to university from high school and just had these visions of grandeur. But their GPA would not allow for that or they had other deficiencies and things of that nature. And so it's just it's sometimes it's like literally printing out the requirement and showing them just saying you know these aren't going to work. It's not a possibility. However it doesn't mean that you can't go on to higher education. And just providing them alternative routes like one if there is enough time if there for example is there a sophomore or a junior. You know we look at like Well is there enough time to get rid of these deficiencies. Can you take some of these courses. Can you do that to get your GPA up to get rid of the deficiencies et cetera. Is that feasible. Is that feasible with money or mom is mom and dad going to pay for that you know. And is there enough time or looking. OK well if that's not an option then community college is not necessarily a bad thing to do it right. When did yo.
Sped Focus Group.m4aJodee [000001] This is a focus group wi.docxsusanschei
Sped Focus Group.m4a
Jodee: [00:00:01] This is a focus group with the secondary special education teachers. So anybody feel free to chime in and we just talked about the secondary transition plan and theoretical principles of Situation and support. So the first question is How does political correctness influence transition process. So think about some of the terminology that's changed. For example we don't refer to kids with cognitive impairment as being mentally retarded. So how does that PC influence the transition process. And anybody can feel free to speak up if they would like.
TS5: [00:00:49] Well I guess I'll start because I'm probably the least politically correct person around. I think you make an example of the fact of you know you know with. What you can and cannot say Well not everybody is up to date on the current lingo and everybody apparently might may be in denial about where their child is at cognitively when using certain terms they may expect more from their or their child than they're actually capable because we're not using terms of people understand or that people use. Obviously I'm not talking about in a hurtful way but you know I mean I have a student now that he's I guess they went out of their way to label him. You know he has a label of autism. But I keep telling these people on my autism is not his problem his cognitive is his problem as long as that IEP keeps talking about autism then that seems to be the direction of where they want to go with the services. And and I keep saying that autism is not the problem. So that's just my 2 cents on.
Jodee: [00:02:12] How has that worked so far just to kind of pair off your response on that TS5 how has it like you're able to see that it's not the Autism that's a problem. How do you stear that to the correct path and have deal with this and what the kid is capable of doing regarding transition.
Sped5: [00:02:34] Well I was fortunate in this area where I think it was an issue of the mom was in denial that it wasn't all the other teachers were like no. This is what this is what he needs. You know because of the IEP I'm trying to get him. You know support all the time and it's just a matter of when they look at the IEP and says why is it that it will be this and this and I'm like I didn't write the IEPP I didn't put down autism. I'll just tell you what I see now what I have and that's what it is. And so it wasn't until at an an IEP meeting that the other teachers who see them every day too are like no this is where he's at. He needs the support he needs this because of x y z. So you know that's just for example.
Jodee: [00:03:25] Okay TS7 I'm going to kind of put you on the spot on for a minute when we talked a couple of days ago about that one student what were some of the things that you might have encountered in working with the parents on regarding transitioning him. And you know just to give a bit with a bit of background history it was a young man diagnosed with.
Specialized Terms 20.0 Definitions and examples of specialized.docxsusanschei
Specialized Terms
20.0
Definitions and examples of specialized terms for adaptive behavior assessments including content and statistical terms are proficient.
Limitations of Standardized Assessments
20.0
Substantial explanation of at least two limitations of standardized assessments is provided.
Consultative Role of Special Education Teacher
20.0
The description of consultative role of the special education teacher in helping parents/ guardians understand the process of assessments and terminology is expertly addressed.
Aesthetic Quality
5.0
Design is pleasing. Skillful handling of color, text and visuals creates a distinctive and effective presentation. Overall, effective and functional audio, text, or visuals are evident.
Mechanics of Writing (includes spelling, punctuation, grammar, and language use)
5.0
Submission is virtually free of mechanical errors.
Organization
5.0
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
5.0
Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error.
Total Percentage
100
.
Special notes Media and the media are plural and take plural verb.docxsusanschei
Special notes: Media and the media are plural and take plural verbs. The use of personal pronouns "we" and "you" are unacceptable in academic writing except when otherwise indicated. The use of the first person "I" is not called for in this assignment.
Write a 700- to 1,050-word paper in which you answer the following questions:
· What were the major developments in the evolution of mass media during the last 120 years or so? Discuss at least five forms of major mass media in order of development. Choose from movies, recorded music, radio, television, video games, internet streaming, and social media. Newspapers may be included but only those developments in the last 120 years or so. We are not requesting the history of mass media, mass media developments before 1900, and identification of communications devices that are person to person and not mass media such as the telegraph and telephone.
· What innovations did each provide to consumers (what was new about them)? How did each medium change the lives and behavior of people after its introduction?
· What is meant by the term media convergence, and how has it affected everyday life?
· Conclude with a reflection on why media literacy is important for responsible media consumption today.
Format your essay according to appropriate course-level APA guidelines. Spelling and grammar check your work.
Note: your first paper will be annotated with regard to formatting, spelling, grammar, and usage, for which you will not be penalized, but you are responsible for applying these notes to subsequent assignments.
.
SPECIAL ISSUE ON POLITICAL VIOLENCEResearch on Social Move.docxsusanschei
SPECIAL ISSUE ON POLITICAL VIOLENCE
Research on Social Movements and Political Violence
Donatella della Porta
Published online: 15 July 2008
# Springer Science + Business Media, LLC 2008
Abstract Attention to extreme forms of political violence in the social sciences has been
episodic, and studies of different forms of political violence have followed different
approaches, with “breakdown” theories mostly used for the analysis of right-wing radicalism,
social movement theories sometimes adapted to research on left-wing radical groups, and
area study specialists focusing on ethnic and religious forms. Some of the studies on extreme
forms of political violence that have emerged within the social movement tradition have
nevertheless been able to trace processes of conflict escalation through the detailed exam-
ination of historical cases. This article assesses some of the knowledge acquired in previous
research approaching issues of political violence from the social movement perspective, as
well as the challenges coming from new waves of debate on terrorist and counterterrorist
action and discourses. In doing this, the article reviews contributions coming from research
looking at violence as escalation of action repertoires within protest cycles; political
opportunity and the state in escalation processes; resource mobilization and violent
organizations; narratives of violence; and militant constructions of external reality.
Keywords Political violence . Social movements
Attention to extreme forms of political violence in the social sciences has been episodic, with
some peaks in periods of high visibility of terrorist attacks, but little accumulation of results.
There are several reasons for this. First, some of the research has been considered to be more
oriented towards developing antiterrorist policies than to a social science understanding of the
phenomenon. In fact, “many who have written about terrorism have been directly or indirectly
involved in the business of counterterrorism, and their vision has been narrowed and distorted
by the search for effective responses to terrorism…. [S]ocial movement scholars, with very few
exceptions, have said little about terrorism” (Goodwin 2004, p. 259). Second, studies of
different forms of political violence have followed different approaches, with “breakdown”
theories mostly used for the analysis of right-wing radicalism, social movement theories
sometimes adapted to research on left-wing radical groups, and area study specialists focusing
on ethnic and religious forms. Third, and most fundamentally, there has been a tendency to reify
Qual Sociol (2008) 31:221–230
DOI 10.1007/s11133-008-9109-x
D. della Porta (*)
Department of Political and Social Sciences, European University Institute,
Badia Fiesolana, Via dei Roccettini 9, 50016 San Domenico di Fiesole Firenze, Italy
e-mail: [email protected]
definitions of terrorism on the basis of political actors’ decisions to use violence (Tilly 200.
SPECIAL ISSUE CRITICAL REALISM IN IS RESEARCHCRITICAL RE.docxsusanschei
This document provides an introduction to critical realism as a philosophy and framework for information systems research. It discusses the key concepts of critical realism such as the ontological view that an objective reality exists independently of our knowledge, and the stratified view of reality consisting of the real, actual, and empirical domains. Critical realism supports methodological pluralism using a variety of quantitative and qualitative methods to study different types of objects. The document also discusses how critical realism has been applied in social science research, focusing on the work of Margaret Archer and Tony Lawson in developing critical realist approaches within their fields.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
1. Running head: DISCUSSION WEEK 1- DELIVERY
1
HAZE: DISCUSSION WEEK 1- DELIVERY
4
Discussion Week 1- Delivery
Discussion Week 1- Delivery
Every company has a responsibility to ensure that it operates on
a sustainable model (Haag, Kellmann, & Schmidt, 2016). In this
light, therefore, the circumstances of the MacArthur and
Associates demand the same become successful by initiating
some necessary changes.
Development of Managerial Competence
The managers in any business have to be competent enough to
ensure that the business meets its strategic objectives. As seen
in this case, both the CEO and the CFO are members of the
family with no prior experience in the management of the
business, based on the fact that they were all raised on the farm.
Therefore, it would be imperative to engage people who are
competent in management to take the company a step further.
Leading Organizational Change on Compensation
Fair compensation is the way to go if MacArthur and Associates
are to realize any meaningful success. This is a double-loop
learning strategy because the company may be complacent in
looking at this strategy yet it may be costing it because of the
movement of the employees. To get a stable organization, it will
pay to ensure that the best employees are retained, and this can
only happen if the employees are motivated, for instance
2. through adequate reimbursement (Haag, Kellmann, & Schmidt,
2016).
Creation of an All-Inclusive Model
The employees must feel like part of the organization
(Mateescu, Olaru, Sârbu, & Surugiu, 2016). This means that the
workers at the MacArthur and Associates should be able to
identify with the company. The all-inclusive model will ensure
that most of the workers do not get engaged on a temporary
basis, rather, the company needs to increase the number of the
permanent employees, given that it operates in several states yet
only has 500 full-time workers.
In summary, MacArthur and Associates is a company that needs
change to increase its prospects. For example, it should relook
at its compensation model, create an all-inclusive business, and
improve managerial competence.
References
Haag, M., Kellmann, R., & Schmidt, M. (2016). U.S. Patent No.
9,227,259. Washington, DC: U.S. Patent and Trademark Office.
Mateescu, R. M., Olaru, M., Sârbu, A., & Surugiu, I. F. (2016,
April). Research on Increasing Risk Management Efficiency as
Support for Corporate Sustainable Development.
In ICMLG2016-4th International Conference on Management,
Leadership and Governance: ICMLG2016 (p. 450). Academic
Conferences and publishing limited.
“There are two types of learning . . . informative learning
allows people to learn more about the
things that fit their mental models, while transformative
3. learning is the process of changing
mental models.”
What do Organizations
Need to Learn to Become a
Learning Organization?
By Alla Heorhiadi,
Kelly La Venture,
and John P. Conbere
We have found that many people talk about
learning organizations without realizing
the underlying assumptions that are
required to develop a learning organiza-
tion. Once we facilitated a group training
and did a blitz survey about how many
people believed they work in a learning
organization. All but two out of 18 people
believed they worked for a learning orga-
nization. They associated the concept of
learning organization with the learning
opportunities their organizations offered
to employees. By the end of the training, in
which we explored the concept of learning
organizations, we asked the same ques-
tion again and only two out of 16 said they
worked for a learning organization. Why?
They realized that there is much more
to the concept of organizational learning
than the amount of training people
can take.
Two Types of Learning
To explore this concept, we will begin with
4. the word “learning.” There are two types
of learning—informative and transforma-
tive (Kegan, 2000). Simplistically speak-
ing, informative learning allows people
to learn more about the things that fit
their mental models, while transformative
learning is the process of changing mental
models. To be consistent, we will use the
term mental model across the article to
describe a set of beliefs that generates
people’s assumptions and values and
informs their motivations. The terms
mental model and belief system will be
used interchangeably.
A simplistic metaphor for the two
kinds of learning may help. Imagine you
made a swimming hole in the backyard:
you dug a hole, added water, and had a
place to swim. You could embellish it by
adding a diving board perhaps, or a rope
swing, but in essence, it is a swimming
hole. In this metaphor, the additions and
changes are informative learning — taking
in only the new information which fits
with one’s preconceived mental model of
a swimming hole. But what if you saw that
some people grew fish in their ponds, and
the idea comes that you could expand the
swimming hole to make it a fish farm too.
You could reject this idea right away; you
could understand that different people have
different needs but you choose not to have
fish; or you could become a fish farm fan.
Converting your swimming hole into a fish
farm/swimming hole is transformative
5. learning, at least in this simplistic meta-
phor. Your mental model changed.
Transformative learning happens
in stages, which we will illustrate with
an example of intercultural interaction,
because individuals from different cultures
have absolutely different mental models of
life. In the first stage, rejection, the person
rejects, (or ignores, denies, dismisses—
pick a word) any new information that
does not fit in the current mental model.
Often, during this stage, the carrier of the
other mental model is viewed as being, at
best ridiculous, or wrong, or at worst evil.
The readers perhaps can relate to their
own experience when they faced a culture
that was extremely different from their
own, and thus can recreate the plethora of
5What do Organizations Need to Learn to Become a Learning
Organization?
assumptions (often inaccurate), feelings,
and emotions that came with this.
In the second stage, understanding,
the person gets used to the idea that there
are other ideas, assumptions, or values,
which have the right to exist, and this is
fine, as long as the person does not have to
use or accept them. The readers perhaps
have often heard a phrase, “we agree to
disagree.” This reflects that the parties
6. understand that the other has a different
opinion but are adamant about their own
positions and reluctant to even try some-
thing different. Using the intercultural
example, this would be a situation when
one has to live in a different culture for
a short time, perhaps during travel. The
person very much sticks to her own mental
model, eats only foods she is used to, does
only things she is used to, and does not
venture off the beaten track. The person
may find the other mental model amusing,
but does not have to fight it, and does not
certainly accept it for herself.
In the third stage, using, the person
tries out new behaviors from a different
mental model, either by choice, or because
this is the only way to adapt to a new envi-
ronment. In our intercultural example, that
would be a person who has to live in a dif-
ferent culture for a longer time and finds
some customs of this new culture accept-
able. The person tries different foods,
experiences new activities and new ways of
thinking as part of being in the new culture
but does not feel that this is something to
embrace permanently.
The fourth stage, integration, is char-
acterized by a creation of a mental model
that incorporates the best elements of the
old and new mental models and rejects
elements that do not work. In our example,
the person becomes bi-cultural. The per-
7. son’s mental model becomes an amalgam
of beliefs and assumptions that work in
a new environment. Some new ideas are
accepted, and some old ideas are rejected.
In Figure 1, the cylinder represents
one’s mental model and the arrows depict
ideas that are taken in. The darker arrow is
information that fits the mental model, and
the faded line represents ideas for a differ-
ent mental model. The difference between
the last two stages is the relationship
between behaviors and belief system that
drives the behaviors. In the third stage,
people may behave differently, but because
the belief system did not change, the
behavior may be temporary. In the fourth
stage, the behavior change is permanent
as it is governed by a new mental model or
new governing beliefs.
Double-Loop Learning
The governing beliefs language brings us
to the concept of double-loop learning.
Much of the foundational work in the field
of double-loop learning can be attributed
to Chris Argyris. Argyris began his career
with an interest in reducing unfairness. As
Argyris (Argyris & Schön, 1996) studied
unfairness, he found that human beings
were skillful at non-learning due to their
inabilities to learn, detect, and correct their
mistakes. To further explain why human
beings were skillful at non-learning,
8. Argyris distinguished between single-loop
and double-loop learning (Figure 2).
We find that many people miss the
essential difference between single and
double-loop learning. In single-loop learn-
ing, if one tries to do something and it does
not work, then one changes something.
For example, if one cooks and the dish is
too salty, the next time one adds less salt.
In Argyris’ language, single-loop learn-
ing occurs when a mismatch in a person’s
behavior and intention is detected and cor-
rected without changing his/her underly-
ing values and assumptions.
Double-loop learning is needed when
Governing
Variables
Single-loop
Mismatch
Match
Double-loop
Actions Consequences
Figure 2. Single-Loop and Double-Loop Learning
Figure 1. In 1, the old mental model is kept and all else is
rejected. In 2, the old and
new are accepted but only the old is used. In 3, some new
9. behaviors are tried out,
but nothing of the old is rejected. In 4, the mental model has a
new mix, some of the
old and new are kept and some are rejected.
1
rejection
using integration
understanding
3
2
4
OD PRACTITIONER Vol. 46 No. 2 20146
the problem originates in how people think
or believe, and thus correcting this prob-
lem requires a change in the governing
beliefs. For instance, if a manager tries to
get her work team to work more efficiently
by micromanaging the work and finds that
this tactic does not succeed, the change
that is needed is in the manager’s belief
about the effectiveness of micromanage-
ment. The difficulty is that it can be hard
to identify and then change certain beliefs,
as it takes not only a significant amount
of self-knowledge, but courage and skill to
10. change old beliefs. In Argyris’ language,
double-loop learning occurs when a mis-
match in a person’s behavior and intention
is detected and corrected by first changing
one’s underlying values.
With double-loop learning, when
individuals face a problem, they have to
reflect on their behavior and identify and
challenge the underlying assumptions that
drive this behavior. Through this process,
the individuals’ underlying assumptions,
which previously remained implicit or
unchallenged, are now exposed. While it
may feel unsafe at first, the individuals
then learn by reflecting on the entire belief
system that led to the problem, and this
learning opens the door to changes in their
thoughts and behaviors, or to a new mental
model. Changing underlying beliefs or
assumptions is not easy, the process can
raise anxiety, but the change is possible.
Argyris and Schön (1996) described
the threefold governing variables needed
for double-loop learning and for a learning
organization: (a) belief in the importance
of using valid information; (b) belief in
the necessity of free and informed choice;
and (c) belief in the importance of internal
commitment to the decisions that are made
and the constant monitoring (i.e., use of
feedback loops) to make sure decisions
actually lead to the desired outcomes.
What do Individuals Need to be able to
11. Engage in Double-Loop Learning?
While Agyris used the notion of double-
loop learning in the context of organiza-
tions, the concept can pertain to individual
learning as well. For individual double-loop
learning to occur, some pre-requisites have
to be in place. The individual has to be will-
ing to engage in transformative learning
and be reasonably comfortable with anxiety.
These two always go together. Mezirow
(2000) warned:
Transformative learning, especially
when it involves subjective refram-
ing, is often an intensely threatening
emotional experience in which we
have to become aware of both the
assumptions undergirding our ideas
and those supporting our emotional
responses to the need to change.
(p. 6-7)
Then, the individual has to go through
the four essential steps:
1. Critical reflection of self-behavior;
2. Identification of values or assump-
tions underlying the behavior;
3. Changes in underlying values or
assumptions; and
4. Change in the behavior (La Ven-
12. ture, 2013).
To demonstrate the application of these
steps on an individual level, we will use a
situation of Eve, who does not get along
with her co-worker Mike. She sees him as
arrogant, believes that he constantly ques-
tions her work, and experiences him acting
like he always knows best.
Critical reflection of self-behavior—Eve
took time, after she had a run-in with
Mike, to figure out what happened and
analyze the situation. She was working on
a spreadsheet for a project for which she
and Mike were both responsible, when he
walked into her office and said, “Did you
complete the spreadsheet for the meeting
this afternoon? I want to verify that you
did everything right.” Eve’s face got hot
and she could feel her body clench as she
grew angry. She told him she would look at
the spreadsheet again to make sure it was
right, and he left saying he would be back
in an hour to see her work. She realized
that she had acquiesced to his implication
that her work needed monitoring, as well
as that Mike was more able than she.
Identification of values or assumptions
underlying the behavior—Eve tried to
identify what values and assumptions were
being stimulated when she became angry.
She realized she did not tell Mike about her
conviction that her work had been done
13. correctly in the first place. As Eve became
more purposeful in critical reflection of
self-behavior, she discovered that it is
important to her to do good work and have
her education and work ethic be valued by
others. In addition, she realized that it is
important that others listen to her. Upon
further reflection, she realized two things.
One is that in the conversations with Mike
on this project, she did not believe that he
valued her work or her expertise on the
topic, and this made her angry. Looking
into her past she saw this as a pattern;
when being challenged, she tended to
defer, fearing that the other person would
somehow hurt her if she stood up for
herself. She also realized that she assumed
that he finds her incompetent. She got
upset with herself because she did not have
the courage to stand up for herself and
for her work. This too was an old pattern,
becoming angry at the other person first
and later becoming angry with herself.
Changes in underlying values or assump-
tions—What values or assumptions might
Eve have to change? One is to recognize
that she deferred to Mike rather than
defend her work. Eve’s task was to explore
what beliefs about herself led her to defer,
and then to choose whether or not to
keep these beliefs. Another was that she
assumed Mike thought she was incompe-
tent. But why did she assume rather than
ask him about what he meant? What belief
prevented her from finding out more about
14. Mike’s concerns? Wrestling with questions
like this can be anxiety producing.
Change in the behavior—Eve decided to
change the beliefs that led her to defer to
Mike and to become angry as the result of
his demands. She had some choices about
how to proceed with her behavior. She
chose to accept that she deferred out of
fear, and to change her behavior by testing
whether her old assumptions were correct.
She chose to speak up for herself, and
if and when this led the other person to
7What do Organizations Need to Learn to Become a Learning
Organization?
become angry or difficult, she would seek
to explore the interaction by examining
the mutual assumptions she and the other
person had.
Individual double-loop learning works
when a person tries to be self-reflective, by
which we mean to be in touch with one’s
feelings. The person has to analyze root
causes of his/her own feelings and behav-
iors, and be courageous enough to accept
the premise that he/she is not perfect.
However the easy part is that it depends
only on one person. In an organization, to
have double-loop learning, it would take
more parts of the equation. Let us show
how double-loop learning would work in an
15. organization.
Organizational Double-Loop Learning
We worked with a transportation depart-
ment of a large school district. One of the
on-going and expensive problems was that
drivers did not report minor accidents with
the busses. The risk of not reporting these
minor problems sooner, rather than later,
was more costly repairs in the long run and
risk to children’s safety.
Critical reflection of self-behavior—
Drivers knew that reporting minor damage
and problems would be valuable for the
transportation department. Problems could
be fixed more quickly and less expensively
when identified early on, and there would
be less safety risks. But drivers simply
would not report damage and problems if
they thought they would not get caught.
Normally these were honest people, who
cared about the children they transported,
but acted out of character when it came to
damage and problems.
Identification of values or assumptions
underlying the behavior—It turned out
that the district-wide culture was punitive,
and drivers believed they would be pun-
ished if they had even a minor mistake.
If a driver were identified as having an
accident, then HR became involved and
required that an insulting warning letter
be sent to the driver. The intent of HR was
16. to begin the firing process, if the driver
did not shape up. The organizational value
was to protect the district, even though this
meant disrespecting the driver.
Changes in underlying values or
assumptions—How does an organization
change its values and assumptions? The
transformative learning had to come at the
leadership level first. Actually, the depart-
ment director disliked the way the district
reprimanded people, but he reluctantly
went along with the system. For him, the
new transformative learning was about
refusing to engage in destructive organiza-
tional practices and sharing his reasoning
with the people above him in the hierarchy.
So while the goal was to change the drivers’
behavior, the transformation began with
the change in the leader’s assumptions and
behavior, and then communicating this to
the drivers through designing new proce-
dures that would support new behaviors.
Change in the behavior—It took a while,
but through new procedures, the drivers
changed their assumptions about the dis-
trict, and there is much more self-reporting
about minor accidents and problems. In
fact, the number of accidents dropped
significantly within a year (Conbere, Heo-
rhiadi, & Oestreich, 2014).
To engage in double-loop learning, the
17. members of an organization have to be
able to work at the 4th stage of transforma-
tive learning, discussed earlier. This is the
level, on which the organizational culture
change actually happens. The organiza-
tion that makes people behave differently
without changing the mental model that
govern employees’ behaviors, really does
not change its culture. Moreover, the orga-
nization has to be open to explore, safely
for all, the existing mental model. This is
very difficult work, at least at first. Schein
(2004) explained this difficulty well. He
noted that:
Basic assumptions, like theories-in-
use, tend to be nonconfrontable and
nondebatable, and hence are extremely
difficult to change. To learn some-
thing new in this realm requires us
to resurrect, reexamine, and possibly
change some of the more stable por-
tions of our cognitive structure—
a process that Argyris and others
have called “double-loop learning”
or “frame breaking” (Argyris et al.,
1985; Bartunek, 1984). Such learning
is intrinsically difficult because the
reexamination of basic assumptions
temporarily destabilizes our cogni-
tive and interpersonal world, which
releases large quantities of basic
anxiety. (p.31)
18. So, in order to be truly learning, an
organization has to create an environ-
ment in which people examine their
basic assumptions safely, which in turn,
calls for developing the intellectual and
emotional muscles that will allow people
to release large quantities of basic anxi-
ety from time to time. How do we create
such an organization? The work has to be
done by an organization on individual and
organizational levels, with the help of OD
practitioners.
On the individual level, organizational
leaders can begin to help employees to
become more self-reflective. Because this
will raise anxiety for some if not most
employees, leaders have to create a climate
in which employees believe that they will
not be hurt by others if they verbalize their
In a way, developing a learning organization is a simple
task. This task calls for creating a climate that rewards
openness about ideas, with a bent for examining data
and assumptions; and helping people become more self-
reflective. What is not simple is getting there.
OD PRACTITIONER Vol. 46 No. 2 20148
reflections. Argyris’ (2003) model for the
development of organizational learning
began with having the leader modeling the
openness and non-judgmental approach
that are essential for double-loop learn-
19. ing. People who take the risk of exposing
their beliefs need to feel safe, and this
safety begins with the leader.
On the organization level, the culture
has to transform to one that supports
double-loop learning. To sustain this
transformation, three pieces have to be in
place: (a) leaders’ involvement and model-
ing; (b) a system that supports the new
mental model; and (c) feedback loops to
collect valid information. Any organization
can create reinforcement for engaging in
transformative learning on the individual
level, and double-loop learning on the col-
lective level.
And how does the leader learn to
do all this? That is the consultant’s role,
modeling new behaviors and/or coaching
the leader. That is why consultants need
to be able to engage in transformative or
double-loop learning themselves. If the
practitioner is not self-aware, reflective, and
courageous enough to explore within, then
there is little likelihood this person can
help others to do the same.
Formula for Creating a
Learning Organization
In a way, developing a learning organiza-
tion is a simple task. This task calls for
creating a climate that rewards openness
about ideas, with a bent for examining
data and assumptions; and helping people
20. become more self-reflective. What is not
simple is getting there. Why? Because to
get there means to go through all four
stages of transformative learning in a safe
manner and get to the place in which new
behaviors are governed by the new mental
model of being a learning organization.
We predict that very often organizations
in pursuit of the goal to become a learn-
ing organization get only to the second
or third stage of transformative learning.
They may have introduced new artifacts,
perhaps even changed some behaviors, but
they still retained the old mental model, in
which learning remains single-loop. Being
self-reflective, individually and organi-
zationally, as well as willing to share on
this level with others, especially in times
of stress or crisis, is not normative in our
workplaces. Organizations tend not to like
those who “rock the boat.”
However, for those who desire to
create a learning organization, is there
a formula? We offer the following as
tasks that are essential for developing a
learning organization:
1. Foster a culture that supports trans-
formative learning on the individual
level and double-loop learning on
the collective level.
2. Develop and promote leaders who
support the new culture and trans-
21. formation process.
3. Develop and promote leaders who
are truly receptive to the feedback
and risk-taking associated with deep
level self-reflection and change.
This may require coaching for top
leaders. During transformation,
and as employees develop critical
thinking skills, they may become
more likely to challenge the leader,
thus, the leader has to be open to
being challenged.
4. Encourage and provide opportuni-
ties for employees to engage in
critical reflection of self-behav-
iors and apply the double-loop
learning framework.
Conclusion
Our goal has been to describe transforma-
tive learning and double-loop learning and
their relationship to the learning organi-
zation. We suggest that both transforma-
tive learning and double-loop learning
are attainable, but only with sustained
effort that takes into account the changes
that must be made on the individual and
corporate levels, and the courage to accept
resistance and anxiety generated by the
very effort.
References
22. Argyris, C. (2003). Flawed advice and the
management trap. New York, NY: Oxford
University Press.
Argyris, C., & Schön, D. A. (1996). Orga-
nizational learning II. Reading, MA:
Addison-Wesley.
Conbere, J. P., Heorhiadi, A., & Oestreich,
T. (2014). SEAM’s role in a sustainable
change of organizational culture: A
case study of a transportation center.
Unpublished manuscript.
Kegan, R. (2000). What “form” trans-
forms? A constructive-developmental
approach to transformative learning. In
J. Mezirow (Ed.), Learning as transfor-
mation (pp. 35–70). San Francisco, CA:
Jossey-Bass.
La Venture (2013). How the discipline of
energetics fosters double-loop learning:
Lessons from multiple positivistic case
studies (Doctoral dissertation). Avail-
able from ProQuest Dissertations and
Theses database.
Mezirow, J. (2000). Learning to think like
an adult. In J. Mezirow (Ed.), Learning
as transformation (pp. 3–34). San Fran-
cisco, CA: Jossey-Bass.
Schein, E. H. (2004). Organizational culture
and leadership. San Francisco, CA:
Jossey-Bass.
23. Alla Heorhiadi, PhD, EdD, is Co-
director of the SEAM International
Institute at the University of
St. Thomas, Minnesota, and has
taught in the OD doctoral program
since 2005. She can be reached
at [email protected]
Kelly La Venture, EdD, is Assistant
Professor of Management at
Northland College, Wisconsin,
and has taught in the fields of
business and management since
2006. She can be reached at
[email protected]
John P. Conbere, EdD, is Co-
director of the SEAM International
Institute at the University of
St. Thomas, Minnesota, and has
taught in the OD doctoral program
since 2002. He can be reached
at jp[email protected]
9What do Organizations Need to Learn to Become a Learning
Organization?
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