Some companies succeed and grow in the midst of industry turmoil.
Is culture the element that explains this phenomenon?
Crafting an Organizational Culture:
Herb's Hand at Southwest
Airlines
JAMES CAMPBELL QUICK
H ow ^an we begin to define the contribu-tion i that culttire makes to an organiza-
tion's economic success? In "The Confucius
Connection: From Cultural Roots to Econom-
ic Growtlji" {Organizational Dynamics, Winter
1988), Geiert Hofstede and Michael Bond ar-
gue that the recent surge in several East Asian
economies may be rooted in the cultural
tenets of Kong Fu Ze (named Confucius by Je-
suit missi(|)naries). Differences in national cul-
tures, theiy suggest, offer important clues to
understanding policy conflicts and other as-
pects of organizational Ufe.
Hofst̂ ede and Bond may well be correct
that some! portion of economic success is root-
ed in cultural values and beliefs. It seems ten-
uous, hoy/ever, to suggest that culture is the
only (or ^ven prime) explanatory variable.
The orgaijuzational scientist sees a range of
possible variables, each with a varying degree
of influenjce on a firm's vitality. Within this
perspecti\|'e, it is sounder to argue that culture
is the connective tissue knitting together an
organization's people so that they can sijc-
ceed in the face of environmental challenges
and opportunities.
In this regard, the $50 billion plus U.S. air-
line industry provides a prime area for study
of the interplay between a company's culture
and its environment. Success in this indusicry
depends on major external factors, such as the
price of jet fuel and the national economy
(which influences passenger travel dedsio|ns),
as well as internal factors, such as routing S3̂ s-
tem designs (e.g., "hub-and-spoke"), comput-
erization, and personnel competence.
Moreover, fare wars and intense compe-
tition, bordering on a free-for-all, have fol-
lowed in the wake of the 1978 Airline Deireg-
ulation Act, which restricted federal
regulation to such areas as safety and an-
titrust laws. Since that time, survival has been
a prime concern. Nineteen ninety-one alone
saw the downfall of three carriers. Proud, old
The atifhor would like to thank Edgar Schein, Debra L. Nelson, and Michael A. Buckmanfor their
helpful comments on an earlier draft of this article, as well as Dusty Orman, Susan Yancey,
Beverly A^tilley, and Mary Gowanfor their assistance, comments, and suggestions. He also expresses 'his
thatiks to Terry Maxon and David Donithenfor their assistance in constructing Exhibit 3.
45
James Campbell Quick is a professor in
the department of management, University
of Texas at Ariington. He earned an A.B.
from Colgate University, where he was
awarded a Harvard Business Schooi
Association Internship to Xerox Corpora-
tion. He earned an iVI.B.A. and a Ph.D. at
the University of Houston. He has completed
post-graduate work in behavioral medicine
and in training for psychic trauma. Along
with Debra Nelson and his brother,
J.
45 Biography Templates amp; Examples Personal, Professional. 45 Free Biography Templates amp; Examples Personal, Professional - Free .... 020 Biography Essay Gre Analytical Writing Sample Essays Thatsnotus. 026 How To Write Biographical Essay Example Best Ideas Of Autobiography .... Biography Essay Template HQ Template Documents. 40 Autobiography Examples Autobiographical Essay Templates. What Makes A Good Biography Essay lifescienceglobal.com. 017 Biographical Essay Example Application Letter Thatsnotus. College Essay: Example of biography essay. Educational Autobiography Essay. Sample biography essay. Biography Essay Examples 2021 How to Write a .... Biography Essay Introduction Examples - Essay Writing Top. How to Write and Format a Biography 40 Biography Examples. 013 Essay Example How To Start An Autobiographical Sample .... 021 Essay Example Autobiography Personal Profile Examples Sample .... 008 Biography Essays Free Writing An About Yourself How To Format For .... 45 Biography Templates amp; Examples Personal, Professional Biography .... 007 Biography Essay Examples Free Writing An About Yourself How To .... 007 How To Write Biography Essays Free Writing An About Yourself .... 018 Essay Example Ideas Of Cover Letter Examples Biography Essays .... Narrative Essay: Example of a biographical essay. Sample Biography Essay - bmp-flow. 008 How To Write Biographical Essay Autobiography Example Thatsnotus. 016 Essay Example Biography Examples Free Writing An About Yourself How .... ️ Personal biography essay examples. Sample Essay about Me. 2019-01-27. Biography Examples For School Sample Biography Essay Sample Biography Essay
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Ralph CastellanosHCOM 100Application Paper #1This assig.docxcatheryncouper
Ralph Castellanos
HCOM 100 Application Paper #1
This assignment requires that you write a two-page paper. You will choose a concept or theory from any one of the chapters we’ve previously covered, Chapters 1- 4. For example, an acceptable paper would take a scene from the TV show Modern Family and use the concept of high and low context between cultures to analyze the scene. You may analyze any artifacts within pop culture, e.g., movies, TV shows, books, songs, etc.
Your paper must be written in Times New Roman, 12-point font, double-spaced, and with one-inch margins. This document, which you are reading, satisfies the formatting requirements. Use the header section in the document to write your name and the title. My name and the title of this document are in the header section. The first draft of this paper is due September 20th, 2014. I will make comments on the draft and return the paper to you to be resubmitted as a final draft. I will grade your paper on grammar, syntax, completeness, conceptual accuracy, and appropriate contextual application to a pop culture artifact.
Provide information of the pop culture artifact on a separate sheet of paper. Include the author(s), year, name of the work, and a description of the artifact, e.g., this is a movie about two people who fall on love but experience difficulty due to cultural differences. Feel free to email me with your questions.
This paper also has to have 3 sources, one from the movie, one from the book "Real communication an introduction" and one from California State University Fullerton Library's database, it should be an academic one.
INTRODUCTION
In this book, we have explored the IHRM issues relating to managing people globally. To that end, we have focused on the implications that the process of internationalization has for the activities and policies of HRM. We now turn our attention to developments that have not previously been emphasized in the general IHRM literature and the challenges they present to IHRM: international business ethics, mode of operation, nongovernment organizations (NGOs), and the developing role of IHRM in contributing to safety, security and dealing with global terrorism. In a sense, a number of these topics reflect what some Japanese MNEs refer to as the 'general affairs' aspect of IHRM - in Japan it is common to use the term 'Human Resources and General Affairs' for the HR function1 because there is an expectation that the human resource function will be the first line of defense in dealing with unpredictable and emergent issues from the many and varied environments and constituency groups that make up the complexity of MNEs.
In the sections that follow we return to a discussion of some issues that distinguish HRM in MNEs and revisit the framework of strategic HRM in MNEs presented in Chapter 1 - see Figure 10.1. These topics include issues associated with external factors and organizational factors that impact on the HR function and pract ...
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C H A P T E R 6Organizational CultureNASA’s ORGANIZATIjenkinsmandie
C H A P T E R 6
Organizational Culture
NASA’s ORGANIZATIONAL CULTURE has been the subject of an
enormous number of popular and scholarly works. Thomas Wolfe’s 1995 The
Right Stuff, and the subsequent film, observed the self-confident, can-do ethos
of test pilots and its early influence on NASA and its astronaut corps. The 1995
film Apollo 13 celebrated the dedication and ingenuity of NASA’s engineers on
the ground that were able to improvise a device to scrub carbon dioxide from
the air and replot a return path for the crew of the badly damaged lunar landing
craft in 1970. A darker view of the agency’s culture is described by Diane
Vaughan (1996), who traced the widespread acceptance of the increasingly clear
evidence of faulty seals in the solid rocket boosters before the Challenger acci-
dent. Adams and Balfour in Unmasking Administrative Evil (1998) attribute what
they see as the isolated and ‘‘defensive organizational culture’’ (108) of the Mar-
shall Space Flight Center to its early management by a team of German rocket
scientists with links to Nazi forced labor camps.
Cultural elements are also thought to have contributed to the two shuttle
accidents. Both of the official investigations of the shuttle disasters identify cul-
ture as a cause. The Rogers Commission ‘‘found that Marshall Space Flight Cen-
ter project managers, because of a tendency at Marshall to management
isolation, failed to provide full and timely information bearing on the safety of
flight 51-L to other vital elements of shuttle Program management’’ (Rogers
Commission 1986, 200). Based on this finding, the commission indirectly rec-
ommended culture change as one remedy: ‘‘NASA should take energetic steps
to eliminate this tendency at Marshall Space Flight Center, whether by changes
of personnel, organization, indoctrination or all three’’ (200; emphasis added).
The Columbia Accident Investigation Board went into much more detail about
the failings of the shuttle program culture, identifying cultural issues behind
several of the patterns of behavior that led to the accident. The board found that
a ‘‘culture of invincibility’’ permeated the management (CAIB, 199), particularly
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EBSCO : eBook Academic Collection (EBSCOhost) - printed on 2/28/2019 10:05 PM via SAM HOUSTON STATE
UNIV
AN: 280524 ; Mahler, Julianne, Casamayou, Maureen Hogan.; Organizational Learning at NASA : The
Challenger and Columbia Accidents
Account: s3268531.main.eds
Organizational Culture 141
as it used past successes to justify current risks (179). There were also ‘‘ ‘blind
spots’ in NASA’s safety culture’’ (184). Excessive hierarchy and formalization,
int ...
C H A P T E R 6Organizational CultureNASA’s ORGANIZATI.docxdewhirstichabod
C H A P T E R 6
Organizational Culture
NASA’s ORGANIZATIONAL CULTURE has been the subject of an
enormous number of popular and scholarly works. Thomas Wolfe’s 1995 The
Right Stuff, and the subsequent film, observed the self-confident, can-do ethos
of test pilots and its early influence on NASA and its astronaut corps. The 1995
film Apollo 13 celebrated the dedication and ingenuity of NASA’s engineers on
the ground that were able to improvise a device to scrub carbon dioxide from
the air and replot a return path for the crew of the badly damaged lunar landing
craft in 1970. A darker view of the agency’s culture is described by Diane
Vaughan (1996), who traced the widespread acceptance of the increasingly clear
evidence of faulty seals in the solid rocket boosters before the Challenger acci-
dent. Adams and Balfour in Unmasking Administrative Evil (1998) attribute what
they see as the isolated and ‘‘defensive organizational culture’’ (108) of the Mar-
shall Space Flight Center to its early management by a team of German rocket
scientists with links to Nazi forced labor camps.
Cultural elements are also thought to have contributed to the two shuttle
accidents. Both of the official investigations of the shuttle disasters identify cul-
ture as a cause. The Rogers Commission ‘‘found that Marshall Space Flight Cen-
ter project managers, because of a tendency at Marshall to management
isolation, failed to provide full and timely information bearing on the safety of
flight 51-L to other vital elements of shuttle Program management’’ (Rogers
Commission 1986, 200). Based on this finding, the commission indirectly rec-
ommended culture change as one remedy: ‘‘NASA should take energetic steps
to eliminate this tendency at Marshall Space Flight Center, whether by changes
of personnel, organization, indoctrination or all three’’ (200; emphasis added).
The Columbia Accident Investigation Board went into much more detail about
the failings of the shuttle program culture, identifying cultural issues behind
several of the patterns of behavior that led to the accident. The board found that
a ‘‘culture of invincibility’’ permeated the management (CAIB, 199), particularly
1 4 0
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ri
gh
t
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20
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EBSCO : eBook Academic Collection (EBSCOhost) - printed on 2/28/2019 10:05 PM via SAM HOUSTON STATE
UNIV
AN: 280524 ; Mahler, Julianne, Casamayou, Maureen Hogan.; Organizational Learning at NASA : The
Challenger and Columbia Accidents
Account: s3268531.main.eds
Organizational Culture 141
as it used past successes to justify current risks (179). There were also ‘‘ ‘blind
spots’ in NASA’s safety culture’’ (184). Excessive hierarchy and formalization,
int.
C H A P T E R 6Organizational CultureNASA’s ORGANIZATI.docxjasoninnes20
C H A P T E R 6
Organizational Culture
NASA’s ORGANIZATIONAL CULTURE has been the subject of an
enormous number of popular and scholarly works. Thomas Wolfe’s 1995 The
Right Stuff, and the subsequent film, observed the self-confident, can-do ethos
of test pilots and its early influence on NASA and its astronaut corps. The 1995
film Apollo 13 celebrated the dedication and ingenuity of NASA’s engineers on
the ground that were able to improvise a device to scrub carbon dioxide from
the air and replot a return path for the crew of the badly damaged lunar landing
craft in 1970. A darker view of the agency’s culture is described by Diane
Vaughan (1996), who traced the widespread acceptance of the increasingly clear
evidence of faulty seals in the solid rocket boosters before the Challenger acci-
dent. Adams and Balfour in Unmasking Administrative Evil (1998) attribute what
they see as the isolated and ‘‘defensive organizational culture’’ (108) of the Mar-
shall Space Flight Center to its early management by a team of German rocket
scientists with links to Nazi forced labor camps.
Cultural elements are also thought to have contributed to the two shuttle
accidents. Both of the official investigations of the shuttle disasters identify cul-
ture as a cause. The Rogers Commission ‘‘found that Marshall Space Flight Cen-
ter project managers, because of a tendency at Marshall to management
isolation, failed to provide full and timely information bearing on the safety of
flight 51-L to other vital elements of shuttle Program management’’ (Rogers
Commission 1986, 200). Based on this finding, the commission indirectly rec-
ommended culture change as one remedy: ‘‘NASA should take energetic steps
to eliminate this tendency at Marshall Space Flight Center, whether by changes
of personnel, organization, indoctrination or all three’’ (200; emphasis added).
The Columbia Accident Investigation Board went into much more detail about
the failings of the shuttle program culture, identifying cultural issues behind
several of the patterns of behavior that led to the accident. The board found that
a ‘‘culture of invincibility’’ permeated the management (CAIB, 199), particularly
1 4 0
Co
py
ri
gh
t
@
20
09
.
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ge
to
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EBSCO : eBook Academic Collection (EBSCOhost) - printed on 2/28/2019 10:05 PM via SAM HOUSTON STATE
UNIV
AN: 280524 ; Mahler, Julianne, Casamayou, Maureen Hogan.; Organizational Learning at NASA : The
Challenger and Columbia Accidents
Account: s3268531.main.eds
Organizational Culture 141
as it used past successes to justify current risks (179). There were also ‘‘ ‘blind
spots’ in NASA’s safety culture’’ (184). Excessive hierarchy and formalization,
int ...
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In this unit, you will experience the powerful impact communication .docxwhitneyleman54422
In this unit, you will experience the powerful impact communication and miscommunication can have on cultural diversity.
Download the Communication: The Journey of Message Template
Follow the template instructions
Demonstrate your understanding of key concepts from the weekly content by including analysis of specific evidence in your responses within the template.
Use in-text citations and APA formatting for all source material references in your template.
Upload the completed template to this assessment.
.
In this task, you will write an analysis (suggested length of 3–5 .docxwhitneyleman54422
In this task, you will write an analysis (
suggested length of 3–5 pages
) of one work of literature. Choose
one
work from the list below:
Classical Period
• Sappho, “The Anactoria Poem” ca. 7th century B.C.E. (poetry)
• Aeschylus, “Song of the Furies” from
The Eumenides
, ca. 458 B.C.E. (poetry)
• Sophocles,
Antigone
, ca. 442 B.C.E. (drama)
• Aristotle, Book 1 from the
Nichomachean Ethics
, ca. 35 B.C.E. (philosophical text)
• Augustus,
The Deeds of the Divine Augustus
, ca. 14 C.E. (funerary inscription)
• Ovid, “The Transformation of Daphne into a Laurel” an excerpt from Book 1 of
The Metamorphoses
, ca. 2 C.E. (poetry)
Renaissance
• Francesco Petrarch, “The Ascent of Mount Ventoux” 1350 (letter)
• Giovanni Pico della Mirandola, the first seven paragraphs of the “Oration on the Dignity of Man” ca. 1486 (essay excerpt)
• Leonardo da Vinci, Chapter 28 “Comparison of the Arts” from
The Notebooks
ca. 1478-1518 (art text)
• Edmund Spenser, Sonnet 30, “My Love is like to Ice” from
Amoretti
1595 (poetry)
• William Shakespeare, Sonnet 18, “Shall I Compare Thee to a Summer’s Day” 1609 (poetry)
• Francis Bacon, “Of Studies” from
The Essays or Counsels…
1625 (essay)
• Anne Bradstreet, “In Honour of that High and Mighty Princess, Queen Elizabeth” 1643 (poetry)
• Andrew Marvell, “To his Coy Mistress” 1681 (poetry)
Enlightenment
• René Descartes, Part 4 from
Discourse on Method
, 1637 (philosophical text)
• William Congreve,
The Way of the World
, 1700 (drama-comedy)
• Jonathan Swift, “A Modest Proposal” 1729 (satirical essay)
• Voltaire, “Micromégas” 1752 (short story, science fiction)
• Phillis Wheatley, “To S.M., a Young African Painter, on Seeing his Works” 1773 (poetry)
• Thomas Paine, “Common Sense” 1776 (essay)
• Johann Wolfgang von Goethe, “The Fisherman” 1779 (poetry)
• Immanuel Kant, “An Answer to the Question: What is Enlightenment?” 1784 (essay)
Romanticism
• Lord Byron, “She Walks in Beauty” 1813 (poetry)
• Samuel Taylor Coleridge, “Kubla Khan” 1816 (poetry)
• Edgar Allan Poe, “The Fall of the House of Usher” 1839 (short story)
• Alexander Dumas,
The Count of Monte Cristo
, 1844 (novel)
• Emily Brontë,
Wuthering Heights
, 1847 (novel)
• Herman Melville, “Bartleby, the Scrivener: A Story of Wall-Street” 1853 (short story)
• Emily Dickinson, “A Narrow Fellow in the Grass” 1865 (poetry)
• Friedrich Nietzsche, Book 4 from
The Joyful Wisdom
, 1882 (philosophical text)
Realism
• Charles Dickens,
A Christmas Carol
, 1843 (novella)
• Karl Marx and Friedrich Engles,
The Communist Manifesto
, 1848 (political pamphlet)
• Christina Rossetti, “Goblin Market” 1862 (poetry)
• Matthew Arnold, “Dover Beach” 1867 (poetry)
• Robert Louis Stevenson,
The Strange Case of Dr. Jekyll and Mr. Hyde
, 1886 (novella)
• Kate Chopin, “The Story of an Hour” 1894 (short story)
• Mark Twain, “The.
In this SLP you will identify where the major transportation modes a.docxwhitneyleman54422
In this SLP you will identify where the major transportation modes are used in the EESC from SLP3: rail, inland water, ocean steamer, and/or OTR.
There are five basic transportation modes: rail, inland water ways, ocean, over-the-road, and air. We will not be concerned about air transport in this SLP as it is the least used and most expensive in general supply chain transportation.
Review and read these resources on these three transportation modes: rail, inland water, and OTR. Ocean is not included in these readings since it is mainly used for importing and exporting. This will be covered in more detail in LOG502. But you are asked to identify where ocean transport is used, but not in detail.
RESOURCES - SEE SLP 3 RESOURCES IN BACKGROUND PAGE
Session Long Project
Review the EESC from SLP2. Identify in the EESC where each of the four modes of transportation are used: rail, inland water, ocean, and OTR. You can use topic headings for each mode. Identify the materials being transported from which industry to which industry. Discuss why this mode is being used and what the costs are on a per ton-mile basis.
SLP Assignment Expectations
The paper should include:
Background:
Briefly
review and discuss the targeted product, company, and industry
Diagram: Include the diagram of the EESC
Transportation Discussion: Discuss each of the four transportation modes (rail, inland water, ocean, OTR) in the EESC and where each one is used. Discuss why this mode is used and the costs of using.
Clarity and Organization: The paper should be well organized and clearly discuss the various topics and issues in depth and breadth.
Use of references and citations: at least six (6) proper references should be used correctly, cited in the text, and listed in the references using proper APA format.
Length: The paper should be three to four pages – the body of the paper excluding title page and references page.
NOTE: You can use the transportation resources. You should also do independent research and find at least two additional appropriate references, for a total of at least six.
SLP Resources
Waterways
American Society of Civil Engineers. (2014). Report card for America’s infrastructure.
Infrastructure Report Card.
Retrieved from
http://www.infrastructurereportcard.org/fact-sheet/inland-waterways
Texas Transportation Institute. (2009). A Modal Comparison Of Domestic Freight Transportation Effects On The General Public, retrieved from
http://www.nationalwaterwaysfoundation.org/study/FinalReportTTI.pdf
U.S. Army Corps of Engineers. (2014). The U.S. Waterway System, Transportation Facts & Information; Navigation Center. Retrieved from
http://www.navigationdatacenter.us/factcard/factcard12.pdf
Railroads
Bureau of Transportation Statistics (Rail), retrieved from
https://www.bts.gov/topics/rail
USDOT (2012). Freight rail: data & resources. Retrieved on 20 Sep 2016 from
https://www.fra.dot.gov/Page/P0365
American Association of Railroads. Ret.
In this module the student will present writing which focuses attent.docxwhitneyleman54422
In this module the student will present writing which focuses attention on himself or herself (personal writing). We will start into college composition by reading a series of essays that explore the rhetorical modes of narration and decscription. If you think about your own lives, you'll note the importance of the stories that surround you. Think of your family's story, your friends' stories, and your very own story. Think of the detail that constitute these stories, of how they engage your sense of taste, touch, sound, smell, and sight. This module will focus on how you can better craft your own story and share it with others.
Competencies Addressed in this Module:
Competency #1: The student will demonstrate an understanding of the writing process by:
Choosing and limiting a subject that can be sufficiently developed within a given time, for a specific purpose, for a specific purpose and audience.
Developing and refining pre-writing and planning skills.ormulating the main point to reflect the subject and purpose of the writing.
Formulating the main point to reflect the subject and purpose of the writing.
Supporting the main point with specific details and arranging them logically.
Writing an effective conclusion.
Competency #3: The student will demonstrate the ability to proofread, edit, and revise by:
Recognizing and correcting errors in clarity
Recognizing and correcting errors in unity and coherence.
Using conventional sentence structure and correcting sentence errors such as fragments, run-ons, comma splices, misplaced modifiers and faulty parallelism.
Recognizing and correcting errors in utilizing the conventions of Standard American English including:
Using standard verb forms and consistent tense.
Maintaining agreement between subject and verb, pronoun and antecedent.
Using proper case forms--consistent point of view.
Using standard spelling, punctuation, and capitalization.
Selecting vocabulary appropriate to audience, purpose, and occasion.
Aditional inf: I am a woma. I am 25 years old. I have a husband and a one year old son
.
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Ralph CastellanosHCOM 100Application Paper #1This assig.docxcatheryncouper
Ralph Castellanos
HCOM 100 Application Paper #1
This assignment requires that you write a two-page paper. You will choose a concept or theory from any one of the chapters we’ve previously covered, Chapters 1- 4. For example, an acceptable paper would take a scene from the TV show Modern Family and use the concept of high and low context between cultures to analyze the scene. You may analyze any artifacts within pop culture, e.g., movies, TV shows, books, songs, etc.
Your paper must be written in Times New Roman, 12-point font, double-spaced, and with one-inch margins. This document, which you are reading, satisfies the formatting requirements. Use the header section in the document to write your name and the title. My name and the title of this document are in the header section. The first draft of this paper is due September 20th, 2014. I will make comments on the draft and return the paper to you to be resubmitted as a final draft. I will grade your paper on grammar, syntax, completeness, conceptual accuracy, and appropriate contextual application to a pop culture artifact.
Provide information of the pop culture artifact on a separate sheet of paper. Include the author(s), year, name of the work, and a description of the artifact, e.g., this is a movie about two people who fall on love but experience difficulty due to cultural differences. Feel free to email me with your questions.
This paper also has to have 3 sources, one from the movie, one from the book "Real communication an introduction" and one from California State University Fullerton Library's database, it should be an academic one.
INTRODUCTION
In this book, we have explored the IHRM issues relating to managing people globally. To that end, we have focused on the implications that the process of internationalization has for the activities and policies of HRM. We now turn our attention to developments that have not previously been emphasized in the general IHRM literature and the challenges they present to IHRM: international business ethics, mode of operation, nongovernment organizations (NGOs), and the developing role of IHRM in contributing to safety, security and dealing with global terrorism. In a sense, a number of these topics reflect what some Japanese MNEs refer to as the 'general affairs' aspect of IHRM - in Japan it is common to use the term 'Human Resources and General Affairs' for the HR function1 because there is an expectation that the human resource function will be the first line of defense in dealing with unpredictable and emergent issues from the many and varied environments and constituency groups that make up the complexity of MNEs.
In the sections that follow we return to a discussion of some issues that distinguish HRM in MNEs and revisit the framework of strategic HRM in MNEs presented in Chapter 1 - see Figure 10.1. These topics include issues associated with external factors and organizational factors that impact on the HR function and pract ...
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C H A P T E R 6Organizational CultureNASA’s ORGANIZATIjenkinsmandie
C H A P T E R 6
Organizational Culture
NASA’s ORGANIZATIONAL CULTURE has been the subject of an
enormous number of popular and scholarly works. Thomas Wolfe’s 1995 The
Right Stuff, and the subsequent film, observed the self-confident, can-do ethos
of test pilots and its early influence on NASA and its astronaut corps. The 1995
film Apollo 13 celebrated the dedication and ingenuity of NASA’s engineers on
the ground that were able to improvise a device to scrub carbon dioxide from
the air and replot a return path for the crew of the badly damaged lunar landing
craft in 1970. A darker view of the agency’s culture is described by Diane
Vaughan (1996), who traced the widespread acceptance of the increasingly clear
evidence of faulty seals in the solid rocket boosters before the Challenger acci-
dent. Adams and Balfour in Unmasking Administrative Evil (1998) attribute what
they see as the isolated and ‘‘defensive organizational culture’’ (108) of the Mar-
shall Space Flight Center to its early management by a team of German rocket
scientists with links to Nazi forced labor camps.
Cultural elements are also thought to have contributed to the two shuttle
accidents. Both of the official investigations of the shuttle disasters identify cul-
ture as a cause. The Rogers Commission ‘‘found that Marshall Space Flight Cen-
ter project managers, because of a tendency at Marshall to management
isolation, failed to provide full and timely information bearing on the safety of
flight 51-L to other vital elements of shuttle Program management’’ (Rogers
Commission 1986, 200). Based on this finding, the commission indirectly rec-
ommended culture change as one remedy: ‘‘NASA should take energetic steps
to eliminate this tendency at Marshall Space Flight Center, whether by changes
of personnel, organization, indoctrination or all three’’ (200; emphasis added).
The Columbia Accident Investigation Board went into much more detail about
the failings of the shuttle program culture, identifying cultural issues behind
several of the patterns of behavior that led to the accident. The board found that
a ‘‘culture of invincibility’’ permeated the management (CAIB, 199), particularly
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EBSCO : eBook Academic Collection (EBSCOhost) - printed on 2/28/2019 10:05 PM via SAM HOUSTON STATE
UNIV
AN: 280524 ; Mahler, Julianne, Casamayou, Maureen Hogan.; Organizational Learning at NASA : The
Challenger and Columbia Accidents
Account: s3268531.main.eds
Organizational Culture 141
as it used past successes to justify current risks (179). There were also ‘‘ ‘blind
spots’ in NASA’s safety culture’’ (184). Excessive hierarchy and formalization,
int ...
C H A P T E R 6Organizational CultureNASA’s ORGANIZATI.docxdewhirstichabod
C H A P T E R 6
Organizational Culture
NASA’s ORGANIZATIONAL CULTURE has been the subject of an
enormous number of popular and scholarly works. Thomas Wolfe’s 1995 The
Right Stuff, and the subsequent film, observed the self-confident, can-do ethos
of test pilots and its early influence on NASA and its astronaut corps. The 1995
film Apollo 13 celebrated the dedication and ingenuity of NASA’s engineers on
the ground that were able to improvise a device to scrub carbon dioxide from
the air and replot a return path for the crew of the badly damaged lunar landing
craft in 1970. A darker view of the agency’s culture is described by Diane
Vaughan (1996), who traced the widespread acceptance of the increasingly clear
evidence of faulty seals in the solid rocket boosters before the Challenger acci-
dent. Adams and Balfour in Unmasking Administrative Evil (1998) attribute what
they see as the isolated and ‘‘defensive organizational culture’’ (108) of the Mar-
shall Space Flight Center to its early management by a team of German rocket
scientists with links to Nazi forced labor camps.
Cultural elements are also thought to have contributed to the two shuttle
accidents. Both of the official investigations of the shuttle disasters identify cul-
ture as a cause. The Rogers Commission ‘‘found that Marshall Space Flight Cen-
ter project managers, because of a tendency at Marshall to management
isolation, failed to provide full and timely information bearing on the safety of
flight 51-L to other vital elements of shuttle Program management’’ (Rogers
Commission 1986, 200). Based on this finding, the commission indirectly rec-
ommended culture change as one remedy: ‘‘NASA should take energetic steps
to eliminate this tendency at Marshall Space Flight Center, whether by changes
of personnel, organization, indoctrination or all three’’ (200; emphasis added).
The Columbia Accident Investigation Board went into much more detail about
the failings of the shuttle program culture, identifying cultural issues behind
several of the patterns of behavior that led to the accident. The board found that
a ‘‘culture of invincibility’’ permeated the management (CAIB, 199), particularly
1 4 0
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20
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EBSCO : eBook Academic Collection (EBSCOhost) - printed on 2/28/2019 10:05 PM via SAM HOUSTON STATE
UNIV
AN: 280524 ; Mahler, Julianne, Casamayou, Maureen Hogan.; Organizational Learning at NASA : The
Challenger and Columbia Accidents
Account: s3268531.main.eds
Organizational Culture 141
as it used past successes to justify current risks (179). There were also ‘‘ ‘blind
spots’ in NASA’s safety culture’’ (184). Excessive hierarchy and formalization,
int.
C H A P T E R 6Organizational CultureNASA’s ORGANIZATI.docxjasoninnes20
C H A P T E R 6
Organizational Culture
NASA’s ORGANIZATIONAL CULTURE has been the subject of an
enormous number of popular and scholarly works. Thomas Wolfe’s 1995 The
Right Stuff, and the subsequent film, observed the self-confident, can-do ethos
of test pilots and its early influence on NASA and its astronaut corps. The 1995
film Apollo 13 celebrated the dedication and ingenuity of NASA’s engineers on
the ground that were able to improvise a device to scrub carbon dioxide from
the air and replot a return path for the crew of the badly damaged lunar landing
craft in 1970. A darker view of the agency’s culture is described by Diane
Vaughan (1996), who traced the widespread acceptance of the increasingly clear
evidence of faulty seals in the solid rocket boosters before the Challenger acci-
dent. Adams and Balfour in Unmasking Administrative Evil (1998) attribute what
they see as the isolated and ‘‘defensive organizational culture’’ (108) of the Mar-
shall Space Flight Center to its early management by a team of German rocket
scientists with links to Nazi forced labor camps.
Cultural elements are also thought to have contributed to the two shuttle
accidents. Both of the official investigations of the shuttle disasters identify cul-
ture as a cause. The Rogers Commission ‘‘found that Marshall Space Flight Cen-
ter project managers, because of a tendency at Marshall to management
isolation, failed to provide full and timely information bearing on the safety of
flight 51-L to other vital elements of shuttle Program management’’ (Rogers
Commission 1986, 200). Based on this finding, the commission indirectly rec-
ommended culture change as one remedy: ‘‘NASA should take energetic steps
to eliminate this tendency at Marshall Space Flight Center, whether by changes
of personnel, organization, indoctrination or all three’’ (200; emphasis added).
The Columbia Accident Investigation Board went into much more detail about
the failings of the shuttle program culture, identifying cultural issues behind
several of the patterns of behavior that led to the accident. The board found that
a ‘‘culture of invincibility’’ permeated the management (CAIB, 199), particularly
1 4 0
Co
py
ri
gh
t
@
20
09
.
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EBSCO : eBook Academic Collection (EBSCOhost) - printed on 2/28/2019 10:05 PM via SAM HOUSTON STATE
UNIV
AN: 280524 ; Mahler, Julianne, Casamayou, Maureen Hogan.; Organizational Learning at NASA : The
Challenger and Columbia Accidents
Account: s3268531.main.eds
Organizational Culture 141
as it used past successes to justify current risks (179). There were also ‘‘ ‘blind
spots’ in NASA’s safety culture’’ (184). Excessive hierarchy and formalization,
int ...
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Similar to Some companies succeed and grow in the midst of industry turmo.docx (18)
In this unit, you will experience the powerful impact communication .docxwhitneyleman54422
In this unit, you will experience the powerful impact communication and miscommunication can have on cultural diversity.
Download the Communication: The Journey of Message Template
Follow the template instructions
Demonstrate your understanding of key concepts from the weekly content by including analysis of specific evidence in your responses within the template.
Use in-text citations and APA formatting for all source material references in your template.
Upload the completed template to this assessment.
.
In this task, you will write an analysis (suggested length of 3–5 .docxwhitneyleman54422
In this task, you will write an analysis (
suggested length of 3–5 pages
) of one work of literature. Choose
one
work from the list below:
Classical Period
• Sappho, “The Anactoria Poem” ca. 7th century B.C.E. (poetry)
• Aeschylus, “Song of the Furies” from
The Eumenides
, ca. 458 B.C.E. (poetry)
• Sophocles,
Antigone
, ca. 442 B.C.E. (drama)
• Aristotle, Book 1 from the
Nichomachean Ethics
, ca. 35 B.C.E. (philosophical text)
• Augustus,
The Deeds of the Divine Augustus
, ca. 14 C.E. (funerary inscription)
• Ovid, “The Transformation of Daphne into a Laurel” an excerpt from Book 1 of
The Metamorphoses
, ca. 2 C.E. (poetry)
Renaissance
• Francesco Petrarch, “The Ascent of Mount Ventoux” 1350 (letter)
• Giovanni Pico della Mirandola, the first seven paragraphs of the “Oration on the Dignity of Man” ca. 1486 (essay excerpt)
• Leonardo da Vinci, Chapter 28 “Comparison of the Arts” from
The Notebooks
ca. 1478-1518 (art text)
• Edmund Spenser, Sonnet 30, “My Love is like to Ice” from
Amoretti
1595 (poetry)
• William Shakespeare, Sonnet 18, “Shall I Compare Thee to a Summer’s Day” 1609 (poetry)
• Francis Bacon, “Of Studies” from
The Essays or Counsels…
1625 (essay)
• Anne Bradstreet, “In Honour of that High and Mighty Princess, Queen Elizabeth” 1643 (poetry)
• Andrew Marvell, “To his Coy Mistress” 1681 (poetry)
Enlightenment
• René Descartes, Part 4 from
Discourse on Method
, 1637 (philosophical text)
• William Congreve,
The Way of the World
, 1700 (drama-comedy)
• Jonathan Swift, “A Modest Proposal” 1729 (satirical essay)
• Voltaire, “Micromégas” 1752 (short story, science fiction)
• Phillis Wheatley, “To S.M., a Young African Painter, on Seeing his Works” 1773 (poetry)
• Thomas Paine, “Common Sense” 1776 (essay)
• Johann Wolfgang von Goethe, “The Fisherman” 1779 (poetry)
• Immanuel Kant, “An Answer to the Question: What is Enlightenment?” 1784 (essay)
Romanticism
• Lord Byron, “She Walks in Beauty” 1813 (poetry)
• Samuel Taylor Coleridge, “Kubla Khan” 1816 (poetry)
• Edgar Allan Poe, “The Fall of the House of Usher” 1839 (short story)
• Alexander Dumas,
The Count of Monte Cristo
, 1844 (novel)
• Emily Brontë,
Wuthering Heights
, 1847 (novel)
• Herman Melville, “Bartleby, the Scrivener: A Story of Wall-Street” 1853 (short story)
• Emily Dickinson, “A Narrow Fellow in the Grass” 1865 (poetry)
• Friedrich Nietzsche, Book 4 from
The Joyful Wisdom
, 1882 (philosophical text)
Realism
• Charles Dickens,
A Christmas Carol
, 1843 (novella)
• Karl Marx and Friedrich Engles,
The Communist Manifesto
, 1848 (political pamphlet)
• Christina Rossetti, “Goblin Market” 1862 (poetry)
• Matthew Arnold, “Dover Beach” 1867 (poetry)
• Robert Louis Stevenson,
The Strange Case of Dr. Jekyll and Mr. Hyde
, 1886 (novella)
• Kate Chopin, “The Story of an Hour” 1894 (short story)
• Mark Twain, “The.
In this SLP you will identify where the major transportation modes a.docxwhitneyleman54422
In this SLP you will identify where the major transportation modes are used in the EESC from SLP3: rail, inland water, ocean steamer, and/or OTR.
There are five basic transportation modes: rail, inland water ways, ocean, over-the-road, and air. We will not be concerned about air transport in this SLP as it is the least used and most expensive in general supply chain transportation.
Review and read these resources on these three transportation modes: rail, inland water, and OTR. Ocean is not included in these readings since it is mainly used for importing and exporting. This will be covered in more detail in LOG502. But you are asked to identify where ocean transport is used, but not in detail.
RESOURCES - SEE SLP 3 RESOURCES IN BACKGROUND PAGE
Session Long Project
Review the EESC from SLP2. Identify in the EESC where each of the four modes of transportation are used: rail, inland water, ocean, and OTR. You can use topic headings for each mode. Identify the materials being transported from which industry to which industry. Discuss why this mode is being used and what the costs are on a per ton-mile basis.
SLP Assignment Expectations
The paper should include:
Background:
Briefly
review and discuss the targeted product, company, and industry
Diagram: Include the diagram of the EESC
Transportation Discussion: Discuss each of the four transportation modes (rail, inland water, ocean, OTR) in the EESC and where each one is used. Discuss why this mode is used and the costs of using.
Clarity and Organization: The paper should be well organized and clearly discuss the various topics and issues in depth and breadth.
Use of references and citations: at least six (6) proper references should be used correctly, cited in the text, and listed in the references using proper APA format.
Length: The paper should be three to four pages – the body of the paper excluding title page and references page.
NOTE: You can use the transportation resources. You should also do independent research and find at least two additional appropriate references, for a total of at least six.
SLP Resources
Waterways
American Society of Civil Engineers. (2014). Report card for America’s infrastructure.
Infrastructure Report Card.
Retrieved from
http://www.infrastructurereportcard.org/fact-sheet/inland-waterways
Texas Transportation Institute. (2009). A Modal Comparison Of Domestic Freight Transportation Effects On The General Public, retrieved from
http://www.nationalwaterwaysfoundation.org/study/FinalReportTTI.pdf
U.S. Army Corps of Engineers. (2014). The U.S. Waterway System, Transportation Facts & Information; Navigation Center. Retrieved from
http://www.navigationdatacenter.us/factcard/factcard12.pdf
Railroads
Bureau of Transportation Statistics (Rail), retrieved from
https://www.bts.gov/topics/rail
USDOT (2012). Freight rail: data & resources. Retrieved on 20 Sep 2016 from
https://www.fra.dot.gov/Page/P0365
American Association of Railroads. Ret.
In this module the student will present writing which focuses attent.docxwhitneyleman54422
In this module the student will present writing which focuses attention on himself or herself (personal writing). We will start into college composition by reading a series of essays that explore the rhetorical modes of narration and decscription. If you think about your own lives, you'll note the importance of the stories that surround you. Think of your family's story, your friends' stories, and your very own story. Think of the detail that constitute these stories, of how they engage your sense of taste, touch, sound, smell, and sight. This module will focus on how you can better craft your own story and share it with others.
Competencies Addressed in this Module:
Competency #1: The student will demonstrate an understanding of the writing process by:
Choosing and limiting a subject that can be sufficiently developed within a given time, for a specific purpose, for a specific purpose and audience.
Developing and refining pre-writing and planning skills.ormulating the main point to reflect the subject and purpose of the writing.
Formulating the main point to reflect the subject and purpose of the writing.
Supporting the main point with specific details and arranging them logically.
Writing an effective conclusion.
Competency #3: The student will demonstrate the ability to proofread, edit, and revise by:
Recognizing and correcting errors in clarity
Recognizing and correcting errors in unity and coherence.
Using conventional sentence structure and correcting sentence errors such as fragments, run-ons, comma splices, misplaced modifiers and faulty parallelism.
Recognizing and correcting errors in utilizing the conventions of Standard American English including:
Using standard verb forms and consistent tense.
Maintaining agreement between subject and verb, pronoun and antecedent.
Using proper case forms--consistent point of view.
Using standard spelling, punctuation, and capitalization.
Selecting vocabulary appropriate to audience, purpose, and occasion.
Aditional inf: I am a woma. I am 25 years old. I have a husband and a one year old son
.
In this module, we looked at a variety of styles in the Renaissa.docxwhitneyleman54422
In this module, we looked at a variety of styles in the Renaissance in Italy. Artists like Botticelli, Bellini, Michelangelo, and Bronzino all incorporated Renaissance characteristics into their works, and yet their works look different from each other.
To address form and content in the artistic developments and trends that took place in the Renaissance, look closely at examples from each of these artists.
Choose one painting by one of the artists listed above, and identify characteristics and techniques of the Renaissance style.
Then, address how the work departed from typical Renaissance formulas to become signature to that artist's particular style.
Finally, why did you select this artist? What draws you to their work?
.
In this experiential learning experience, you will evaluate a health.docxwhitneyleman54422
In this experiential learning experience, you will evaluate a healthcare plan using the attached worksheet. The selected plan can be your own health insurance or another plan.
Step 1
Use published information on the selected health insurance plan to complete the
assignment 5.1 worksheet
.
Step 2
Create a 7-10 slide Power Point presentation to include the following:
Introduction to the plan, including geographic boundaries
Major coverage inclusions and exclusions (Medical, Dental, Vision etc.)
Costs to consumer for insurance under the plan (include premiums, deductibles, copays, prescription costs)
Health insurance plan ratings if available. If no ratings are found for this plan, include a possible explanation for this situation.
Evaluation of the health insurance plan-include your evaluation of this plan from two standpoints:
a consumer-focused on costs, coverage, and ease of use
a public health nurse- focused on access to care for populations and improving health outcomes.
Cite all sources in APA format on a reference slide and with on-slide citations.
.
In this essay you should combine your practice responding and analyz.docxwhitneyleman54422
In this essay you should combine your practice responding and analyzing short stories with support derived from research. So far in class, we have practiced primarily formal analysis. Now I want you to practice "joining the conversation." In this essay you will write a literary analysis that incorporates the ideas of others. The trick is to accurately present ideas and interpretations gathered from your research while adding to the conversation by presenting
your own
ideas and analysis.
You will be evaluated based on how well you use external sources. I want to see that you can quote, paraphrase and summarize without plagiarizing. Remember, any unique idea must be credited, even if you put it in your own words.
Choose one of the approaches explained in the "Approaches to Literary Analysis" located at the bottom of this document. Each approach will require research, and that research should provide the context in which you present your own ideas and support your thesis. Be sure to properly document your research. Review the information, notes, and pamphlets I have distributed in class as these will help guide you.
While I am asking you to conduct outside research, do not lose sight of the primary text to which you are responding---the story! Your research should support
your
interpretations of the story. Be sure that your thesis is relevant to the story and that you quote generously from the story.
Purpose:
critical analysis, Argument, writing from sources
Length:
approx 1200 words
Documentation:
Minimum of 4 sources required (one primary source—the story or poem analyzed, and three secondary, peer reviewed journals). (Note: review the material in "finding and evaluating sources.ppt" to help you choose relevant and trustworthy sources.)
Choose from the following short stories:
The Lottery,
Shirley Jackson
A Rose for Emily,
William Faulkner
The Dead
, James Joyce
The Veldt
, Ray Bradbury
Hills Like White Elephants,
Ernest Hemingway
The Cask of Amontillado or The Tell-Tale Heart,
Edgar Allen Poe
Below are some examples.
They are just here to give you an idea of the type of approaches that will work for this essay.
1. Philosophical analysis: How do the stories by Jean Paul Sartre and Albert Camus reflect the philosophy of existentialism?
2. Socio/cultural analysis: What opinion about marriage and gender roles does Hemingway advance in "The Short Happy Life of Francis Macomber"?
3. Historical analysis:: What social dilemmas faced by African Americans in the 1960s might have inspired Toni Cade Bambara to write "The Lesson"?
4. Biographical analysis: What events in Salman Rushdie's life might have influenced the events in "At the Auction of the Ruby Slippers"?
5. Psychological analysis: How is John Cheever's "The Swimmer" a metaphor for the psychology of addiction?
Approaches to Literary analysis
Formal analysis
- This type of analysis focuses on the formal elements of the work (language.
In this Discussion, pick one film to write about and answer ques.docxwhitneyleman54422
In this Discussion, pick one film to write about and answer questions below the film descriptions. If it has been a while since you have seen these films, they are available through online sources and various rental outlets. Although I have provided links to some of the films, I cannot guarantee they are still operable. If the links do not work, try your own online sources.
Dances with Wolves
(1990). Lt. John Dunbar (Kevin Costner) is assigned to the Western frontier on his own request after an act of bravery. He finds himself at an abandoned outpost. At first he maintains strict order using the methods and practices taught to him by the military, but as the film progresses, he makes friends with a nearby Native American tribe, and his perceptions of the military, the frontier, and Native Americans change dramatically.
Working Girl
(1988) Tess McGill (Melanie Griffith) works as a secretary for a large firm involved in acquiring media corporations such as radio and television. When her boss has a skiing accident, Tess gets a chance to use her own ideas and research, ideas that she has been keeping within herself for years – ideas that are arguably better, and more insightful into mass media practices, than her boss’s ideas were.
Schindler’s List
(1993). In Poland during World War II, Oskar Schindler (Liam Neeson) gradually becomes concerned for his Jewish workforce after witnessing their persecution by the Nazis. He initially was motivated by profit, but as the war progressed he began to sympathize with his Jewish workers and attempted to save them. He was credited with saving over 1000 Jews from extermination. (Based on a true story.)
Gran Torino
(2008). Walt Kowalski (Clint Eastwood), a recently widowed Korean War veteran alienated from his family and angry at the world. Walt's young neighbor, an Asian American, is pressured into stealing Walt's prized 1972 Ford Gran Torino by his cousin for his initiation into a gang. Walt thwarts the theft and subsequently develops a relationship with the boy and his family.
Describe the specific theories, assumptions, or “schools of thought” that the characters in the film have. How do their schools of thought differ?
How do the main characters change over the course of a film? How do their goals or desires change? Do they see themselves differently by the end of the film?
Which reflective theory from the course best illustrates the process the main characters go through during the film? How so?
Would you say that the main characters evolved or grew after learning something that was new, or a new approach, a new theory, or a new understanding of their place in the world?
I suggest that you refrain from reiterating the plotline. Rather, stay focused on character changes and the influences on those changes. Be sure to refer to the readings; use proper citations! This discussion will be scored based on the
Grading Rubric for Discussions
Please include the name of your film in the d.
In this assignment, you will identify and interview a family who.docxwhitneyleman54422
In this assignment, you will identify and interview a family who is currently undergoing stress. The stress may arise from a new baby, new marriage, new divorce or separation, new job, new house, having a child with special needs, etc. Explain the assignment to the family and obtain written consent for participation. Please acknowledge that this information will only be used for classroom purposes, that no information will be published or disseminated and that their names will not be used.
Part 1: Interview
Interview family members to gain information about the following:
Family information – nuclear, extended family, ages, siblings, etc.
History – how and when the stress started
Life cycle events – have members describe events and how they responded to them (i.e., beginning of school, IEP, transition times, family events, interaction with siblings)
Family dynamics between members
Strengths of family
Cultural, religious, social networks and involvement
Family needs
Coping strategies
Community resources and support
Family goals for child
Other (i.e., personal stories)
Analyze the family from this information based on current research and theory,
Provide research-based recommendations for the family – this may include continuing things that they are currently doing and may include resources/agencies/supports that they can or could be receiving. Note: These resources can be ones that you are using for your major resource file (see Module 5).
Provide a personal reflection on this experience including the communication skills needed for effective interviewing.
Part 2: Results of the Interview
Create a 6 to 8-page paper (not including title or reference pages) in a Word document for your response.
Use APA format for the title page, references page, and in-text citations.
Develop an introduction and conclusion for your paper.
.
In this assignment, you will assess the impact of health legisla.docxwhitneyleman54422
In this assignment, you will assess the impact of health legislation on nursing practice and communicate your analysis to your peers. GovTrack.us provides a list of federal health bills that are currently in process in Congressional Committees.
CO4: Integrates clinical nursing judgment using effective communication strategies with patients, colleagues, and other healthcare providers. (PO#4)
CO7: Integrates the professional role of leader, teacher, communicator, and manager of care to plan cost-effective, quality healthcare to consumers in structured and unstructured settings. (PO#7)
.
In this assignment, you will create a presentation. Select a topic o.docxwhitneyleman54422
In this assignment, you will create a presentation. Select a topic of your choice from any subject we have covered in this course.
TOPICS..
INTERNET
COMPUTERS
MOBILE AND GAME DEVICES
DATA AND INFORMATION
THE WEB
DIGITAL SECURITY AND PRIVACY
PROGRAMS AND APPS
COMMUNICATION AND NETWORKS
TECHNOLOGY USERS
THE INTERNET
GRAPHICS AND MEDIA APPLICATIONS
FILE, DISK AND SYSTEM MANAGEMENT TOOLS
PROCESSORS
CLOUD COMPUTING
ADAPTERS
POWER SUPPLY AND BATTERIES
WIRELESS SECURITY
Explain why you select this topic.
Explain why this topic is important.
Discuss the advantages and disadvantages of your select topic.
Include any other information you might thing is relative to your topic.
Your presentation should be a minimum of 15-20 slides in length. Include the title, references, images, graphics, and diagrams.
.
In this assignment, the student will understand the growth and devel.docxwhitneyleman54422
In this assignment, the student will understand the growth and development of executive leadership by looking at the dynamics between the president and Congress in the period from the founding to the Spanish-American War. In a 6–8- page paper, the student will focus on: 1) how presidents pursued international relations, 2) how presidents were able to project force, and 3) congressional restrictions on presidential actions. The student may write about the president of his/her choice.
.
In this assignment, I want you to locate two pieces of news detailin.docxwhitneyleman54422
In this assignment, I want you to locate two pieces of news detailing how an organization is responding to the COVID-19 crisis. You will turn this assignment into me via a Word Document attached to a separate email titled "extra credit assignment, Your Name" with your actual name in the subject line so I know to save the email for grading.
You need to analyze how businesses are handling the current COVID-19 crisis and I want to see if you can track down a press release from the organization, an email to their stakeholders, or even a screenshot of their website in which they explicitly address the actions they are taking in light of this new world we find ourselves in. However, the screenshots, hyperlinks to news stories, etc. are only one component of the assignment, your analysis is far and away from the more important component. Once you have tracked down two examples of how a business/organization is responding to the COVID-19 crisis, I want you to tell me how effective you perceive its action to be. Use any of the vocabulary or concepts that we have learned thus far in the semester to support your analysis. For example, is the business/organization using appropriate new media platforms to reach stakeholders? Is communication timely? Is the organization's tone sincere? What could have been done better? I am expecting one page, double-spaced for the length of your analysis, APA format. The images and or hyperlinks you compile will not be counted towards the length of your writing.
.
In this assignment worth 150 points, you will consider the present-d.docxwhitneyleman54422
In this assignment worth 150 points, you will consider the present-day relevance of history with a current event from a legitimate news source (your instructor will provide several options to choose from) and do the following: (1) summarize the article¿s main idea in a paragraph (5 sentences minimum), (2) write two paragraphs in which you utilize your textbook and notes to analyze how your current event selection relates to the past.
the topics are below, just choose one of the topic from list below..
Neanderthals and string
Neanderthals Left Africa Sooner Than We Think?
Discovery of Neanderthal Skeleton and Burial
Searching for Nefertiti
Discovery of Donkeys Used in Polo (Ancient China)
Ancient Maya Capital Found in Backyard
Long Lost Greek City Found
Ancient Roman Weapon
Viking Burial Discovery
Saving Timbuktu's Treasures
.
In the readings thus far, the text identified many early American in.docxwhitneyleman54422
In the readings thus far, the text identified many early American interests in the Middle East from geopolitical to missionary. Using the text and your own research, compare these early interests with contemporary American interests in the Middle East.
In particular, how has becoming 1) a global hegemon after WWII and 2) the concurrent process of ‘secularization’ transformed American foreign policy thought and behavior toward Israel and the Middle East region generally? What themes have remained constant and what appear new? Would you attribute changes more to America’s new geopolitical role after WWII, or to the increasing secularization of American society? Explain carefully. In 500 words
.
In the Roman Colony, leaders, or members of the court, were to be.docxwhitneyleman54422
In the Roman Colony, leaders, or members of the court, were to be:
•Local elites•Be freeborn•Between the ages of 22 – 55•Community resident•Moral integrity
From the members, two were chosen as unpaid chief magistrates (Judges). They would have to “buy into” that position, but the recognition was worth the financial output. This week's discussion prompter is:
Money alone influences others. Please analyze and critically discuss.
In your response, remember that all this is about leadership, the context which is set in Rome.
.
In the provided scenario there are a few different crimes being .docxwhitneyleman54422
In the provided scenario there are a few different crimes being committed and each could be argued multiple ways.
Steve could be charged with attempted murder. He was stabbing Michelle in the chest repeatedly. Due to the details of the scenario his charge could only be attempted because Michelle got up from the attack and charged Stacy. If she later died from her injuries Steve would/could be charged with murder. Even though he was “visibly drunk” he still maintained the purposely, knowing, or reckless intent to cause harm. He was coherent enough to make statements to her about how much he loved her, but still showed an extreme indifference to life and intent cause serious bodily harm. The biggest obstacle to a murder charge for Steve is his death. He cannot be charged with anything if he cannot be alive to defend himself. This takes care of the Steve factor.
Initially Stacy could be found guilty of murder. She knowingly and intentionally took the life of another (Steve). She also expresses an intent to kill when she stated, “I have had enough of you Steve”. From the scenario it is documented that she did not care for Steve and along with her statements, it can be shown that she was “just waiting for the opportunity” to kill Steve. In her favor is the fact that she attempted to stop Steve from harming another person. Her actions, while resulting in the death of another, were in the defense of a harmed person. She possibly saved the life of Michelle by using reasonable force to stop the stabbing.
Michelle could be charged with attempted murder as well. She stabbed Stacey in the chest while screaming, “how dare you”. She intended to cause death or serious physical injury. Again, if Stacey died from the wounds suffered, Michelle could/would be charged with murder. It could also be argued that Michelle had no malice aforethought. She was being stabbed and may not have known her actions were wrong. Her extreme circumstance clouded her reasonable decision making and all she was aware of is that her boyfriend, whom she loved, was just killed. This is unlikely but still a small possibility. Without more facts from the scenario it is difficult to fully play out all possibilities.
respond to this discussion question in 150 words no references please
.
STOP THE MEETING MADNESS HOW TO FREE UP TIME FOR ME.docxwhitneyleman54422
STOP
THE
MEETING
MADNESS
HOW TO FREE UP TIME FOR
MEANINGFUL WORK
BY LESLIE A. PERLOW, CONSTANCE NOONAN HADLEY, AND EUNICE EUN
SHARE THIS ARTICLE. HBR LINK MAKES IT EASY.
SEE PAGE 41 FOR INSTRUCTIONS.
FEATURE STOP THE MEETING MADNESS
62 HARVARD BUSINESS REVIEW JULY–AUGUST 2017
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JULY–AUGUST 2017 HARVARD BUSINESS REVIEW 63
P
Poking fun at meetings is the stuff of Dilbert car-
toons—we can all joke about how soul-sucking and
painful they are. But that pain has real consequences
for teams and organizations. In our interviews with
hundreds of executives, in fields ranging from high
tech and retail to pharmaceuticals and consulting,
many said they felt overwhelmed by their meetings—
whether formal or informal, traditional or agile, face-
to-face or electronically mediated. One said, “I cannot
get my head above water to breathe during the week.”
Another described stabbing her leg with a pencil to
stop from screaming during a particularly torturous
staff meeting. Such complaints are supported by re-
search showing that meetings have increased in length
and frequency over the past 50 years, to the point
where executives spend an average of nearly 23 hours
a week in them, up from less than 10 hours in the
1960s. And that doesn’t even include all the impromptu
gatherings that don’t make it onto the schedule.
Much has been written about this problem, but the
solutions posed are usually discrete: Establish a clear
agenda, hold your meeting standing up, delegate
someone to attend in your place, and so on. We’ve
observed in our research and consulting that real im-
provement requires systemic change, because meet-
ings affect how people collaborate and how they get
their own work done.
Yet change of such scope is rarely considered. When
we probed into why people put up with the strain that
meetings place on their time and sanity, we found
something surprising: Those who resent and dread
meetings the most also defend them as a “necessary
evil”—sometimes with great passion. Consider this
excerpt from the corporate blog of a senior executive
in the pharmaceutical industry:
I believe that our abundance of meetings at our
company is the Cultural Tax we pay for the inclusive,
learning environment that we want to foster…
and I’m ok with that. If the alternative to more
meetings is more autocratic decision-making, less
input from all levels throughout the organization,
and fewer opportunities to ensure alignment and
communication by personal interaction, then give
me more meetings any time!
To be sure, meetings are essential for enabling col-
laboration, creativity, and innovation. They often foster
relationships and ensure proper information exchange.
They provide real benefits. But why would anyone ar-
gue in defense of excessive meetings, especially when
no one likes them much?
Because executives want to be good soldiers. When
they sacrifice their own .
Stoichiometry Lab – The Chemistry Behind Carbonates reacting with .docxwhitneyleman54422
Stoichiometry Lab – The Chemistry Behind Carbonates reacting with Vinegar
Objectives: To visually observe what a limiting reactant is.
To measure the change in mass during a chemical reaction due to loss of a gas.
To calculate CO2 loss and compare actual loss to expected CO2 loss predicted by the balanced chemical equation.
Materials needed: Note: Plan ahead as you’ll need to let Part 1 sit for at least 24 hours.
plastic beaker graduated cylinder
electronic balance 2 eggs
1 plastic cup baking soda (5 g)
dropper vinegar (500mL)
2 identical cups or glasses (at least 500 mL)
Safety considerations: Safety goggles are highly recommended for this lab as baking soda and vinegar chemicals can be irritating to the eyes. If your skin becomes irritated from contact with these chemicals, rinse with cool water for 15 minutes.
Introduction:
The reaction between baking soda and vinegar is a fun activity for young people. Most children (and adults!) enjoy watching the foamy eruption that occurs upon mixing these two household substances. The reaction has often been used for erupting volcanoes in elementary science classes. The addition of food coloring makes it even more fun. The reaction involves an acid-base reaction that produces a gas (CO2). Acid-base reactions typically involve the transfer of a hydrogen ion (H+) from the acid (HA) to the base (B−):
HA + B− --> A− + BH (eq #1)
acid base
The base often (although not always) carries a negative charge. The acid usually (although not always) becomes negatively charged through the course of the reaction because it lost an H+. An example of a typical acid base reaction is below:
HCl(aq) + NaOH(aq) --> NaCl(aq) + H2O(l) (eq #2)
The reaction is actually taking place between the hydrogen ion (H+) and the hydroxide ion (OH−). The chloride and sodium are spectator ions. To write the reaction in the same form as eq #1:
HCl(aq) + OH- --> Cl- + H2O (l) (eq #3)
Sodium bicarbonate (NaHCO3) will dissociate in water to form sodium ion (Na+) and bicarbonate ion (HCO3−).
NaHCO3 --> Na+ + HCO3− (eq #4)
Vinegar is usually a 5% solution of acetic acid in water. The bicarbonate anion (HCO3−) can act as a base, accepting a hydrogen ion from the acetic acid (HC2H3O2) in the vinegar. The Na+ is just a spectator ion and does nothing.
HCO3− + HC2H3O2 --> H2CO3 + C2H3O2− (eq#5)
Bicarbonate acetic acid carbonic acid acetate ion
The carbonic acid that is formed (H2CO3) decomposes to form water and carbon dioxide:
H2CO3 --> H2O(l) + CO2(g) (eq#6)
carbonic acid water carbon dioxide
The latter reaction (production of carbon dioxide) accounts for the bubbles and the foaming that is observed upon mixing vinegar and baki.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Some companies succeed and grow in the midst of industry turmo.docx
1. Some companies succeed and grow in the midst of industry
turmoil.
Is culture the element that explains this phenomenon?
Crafting an Organizational Culture:
Herb's Hand at Southwest
Airlines
JAMES CAMPBELL QUICK
H ow ^an we begin to define the contribu-tion i that culttire
makes to an organiza-
tion's economic success? In "The Confucius
Connection: From Cultural Roots to Econom-
ic Growtlji" {Organizational Dynamics, Winter
1988), Geiert Hofstede and Michael Bond ar-
gue that the recent surge in several East Asian
economies may be rooted in the cultural
tenets of Kong Fu Ze (named Confucius by Je-
suit missi(|)naries). Differences in national cul-
tures, theiy suggest, offer important clues to
understanding policy conflicts and other as-
pects of organizational Ufe.
Hofst̂ ede and Bond may well be correct
that some! portion of economic success is root-
ed in cultural values and beliefs. It seems ten-
uous, hoy/ever, to suggest that culture is the
only (or ^ven prime) explanatory variable.
The orgaijuzational scientist sees a range of
possible variables, each with a varying degree
2. of influenjce on a firm's vitality. Within this
perspecti|'e, it is sounder to argue that culture
is the connective tissue knitting together an
organization's people so that they can sijc-
ceed in the face of environmental challenges
and opportunities.
In this regard, the $50 billion plus U.S. air-
line industry provides a prime area for study
of the interplay between a company's culture
and its environment. Success in this indusicry
depends on major external factors, such as the
price of jet fuel and the national economy
(which influences passenger travel dedsio|ns),
as well as internal factors, such as routing S3̂ s-
tem designs (e.g., "hub-and-spoke"), comput-
erization, and personnel competence.
Moreover, fare wars and intense compe-
tition, bordering on a free-for-all, have fol-
lowed in the wake of the 1978 Airline Deireg-
ulation Act, which restricted federal
regulation to such areas as safety and an-
titrust laws. Since that time, survival has been
a prime concern. Nineteen ninety-one alone
saw the downfall of three carriers. Proud, old
The atifhor would like to thank Edgar Schein, Debra L. Nelson,
and Michael A. Buckmanfor their
helpful comments on an earlier draft of this article, as well as
Dusty Orman, Susan Yancey,
Beverly A^tilley, and Mary Gowanfor their assistance,
comments, and suggestions. He also expresses 'his
thatiks to Terry Maxon and David Donithenfor their assistance
3. in constructing Exhibit 3.
45
James Campbell Quick is a professor in
the department of management, University
of Texas at Ariington. He earned an A.B.
from Colgate University, where he was
awarded a Harvard Business Schooi
Association Internship to Xerox Corpora-
tion. He earned an iVI.B.A. and a Ph.D. at
the University of Houston. He has completed
post-graduate work in behavioral medicine
and in training for psychic trauma. Along
with Debra Nelson and his brother,
Jonathan D. Quick, he received the 1990
Distinguished Professional Publication
Award from the UTA College of Business
Administration for the Organizational
Dynamics article, ''Corporate Warfare: Pre-
venting Combat Stress and Battle Fatigue."
He has coauthorea or coedited six books
and over forty journal articles on stress. His
latest. Stress and Weil-Being at Work
(American Psychological Association, 1992),
was coedited with Lawrence R. Murphy
and Joseph J. Hurrell, Jr., of the National
Institute for Occupational Safety and Health
(NIOSH). The book is one outgrowth of the
American Psychological Association
(APA)/NIOSH's Work and Weil-Being Pro-
ject. He is a member of the Academy of
Management, American Heart Association,
Air Force Association, and the Society of
4. Behavioral Medicine, as well as the Divisions
of Industrial/Organizational Psychology and
Military Psychology within APA. He is mar-
ried to the former Sheri Grimes
Schember.
airlines such as Eastern and Pan Am fell from
the sky, skidding through bankruptcy into
liquidation. (The Eastern demise was partic-
ularly bitter and contentious. According to
some reports, the breakup was a contributing
factor in at least 50 suicides.) TWA also
sought protection from creditors in early
1992. Other carriers, such as Braniff, Conti-
nental, and America West, limped across the
runways, fighting for survival. Only a few
airlines, such as American and Delta, ap-
peared to grow stronger through the fray.
Southwest Airlines has carved for itself a vi-
tal niche, maintaining an enviable record of
profitability and service quality. In fact, the
past three years have been for Southwest a
period of continual national recognition. The
deregulation era may not have been easy on
the airline industry as a whole, but South-
west in particular not only endured, but
managed admirably.
Southwest has managed so well for many
reasons, among them a special cultural philos-
ophy. What, exactly, are the cultural distinc-
tions that allowed this carrier to knit its people
together iri the face of extreme challenges in-
dustry-wide? A close look at the people who
have shaped the airline industry provides a
first step toward answering this question.
5. COMPANY FOUNDERS:
CONTRASTING PERSONALITIES,
CONTRASTING CULTURES
In his book Organizational Culture and Leader-
ship, Edgar Schein defines an organization's
culture as the mechanism by which an orga-
nization and its members learn to both man-
age external challenges and achieve internal
integration. In "The Role of the Eounder in
Creating Organizational Culture" {Organiza-
tional Dynamics, Summer 1983), Schein ana-
lyzes the role of the founder in creating cul-
ture. Founders are key figures both in the
formation of the culture and in its integration
throughout the organization over time. Or-
ganizational cultures do not spring full-
blown and mature onto the corporate land-
scape. Rather, they begin as new, young
46
cultures manifesting the vision and imagina-
tion of the organizations' founders. Over
time, cultural values and beliefs become em-
bedded in the formal and informal fabric of
the organization.
The extent of success that individual air-
line industry leaders have had in carirying out
cultural agendas can be compared and con-
trasted. Robert Crandall of American Airlines,
Frank Lorenzo from Texas Air, and South-
6. west Airlines' Herb Kelleher are among the
prominent industry figureheads of the past
decade. Lorenzo has subsequently bowed out
of the industry, one of a number of casualties
of industry-wide warfare. While apparently
successful in the financial markets as he built
Texas Air Corporation, Lorenzo could not
forge the internal coalitions necessary to
make a real success. In particular, he had bit-
ter, strained relations with a number of inter-
nal constituencies, including a large number
of Eastern Airlines' dislocated workers. They
loved their work and their airline, but hated
Lorenzo. The animosity characterizing many
of Lorenzo's relations stands in sharp contrast
to the rapport Crandall and Kelleher have
with their internal constituencies. Crandall
appears to have highly functional, if some-
times conflicted, union relationships, and
Kelleher enjoys excellent relations with his
company's unions.
While Crandall and Kelleher have both
been successful during deregulation, their
styles differ as markedly as the cultures of their
airlines. A fierce visionary with competitive
anger, Crandall hammered out for himself a
position of leadership among the major carri-
ers. Temperamental, obsessive about details,
and super-aggressive, Crandall has nonethe-
less managed to meld functional relationships
with his many internal stake-holders. While
these relationships, as with the pilots in late
1991, may at times be testy and stormy, Cran-
dall directs most of Ws aggression toward cor-
porate achievement, not toward damaging key
7. internal relationships. His approach has result-
ed in the development of a highly profession-
al airline vnth a consistently respectable profit
record. While CrandaU's vision and financial
acumen have been instrumental to American's
success, it is important to remember that he has
had a big SABRÊ to rattle at his competition.
Kelleher, on the other hand, has not needed a
sabre.
As a founder of Southwest Airlines, Herb
Kelleher has been pivotal in crafting one of
the most distinctive organizational cultures in
America today. For decades the names of
IBM, Johnson & Johnson, and the United
States Marines have elicited diverse yet dis-
tinct images. Each of these organizations has
a well-defined culture founded on a set of
core values and basic assumptions. This is also
true for Southwest Airlines—at its core are the
three values of humor, altruism, and "luv"—
and, for Southwest Airlines, this has been tiue
from day one.
IN THE BEGINNING
While Southwest Airlines celebrated 20 years
of in-flight service during 1991, the company,
founded several years earlier, will mark the
25th anniversary of its incorporation during
1992. Southwest Airlines' growth and develop-
ment during the past quarter of a century neat-
ly breaks down into four distinct periods (see
Exhibit 1). The Period of Lift-Off was a time of
hard-fought legal battles; the Proud Texan Pe-
8. riod saw the establishment of a city-serwee
network within Southwest's home state of
Texas; the Period of Interstate Expansion
opened service to fourteen other states; and
the National Achievement Period has been a
time of distinguished recognition and success.
The Legal War
During the first three years of its history, rto
Southwest planes were flown. Battles we:ce
fought not in the skies, but within the legal
^ SABRE stands for Semi-Automated Business Research
Environment and is American Airlines' advanced
reservations system for airline travel.
47
EXHIBIT l
DEVELOPMENTAL PERIODS IN THE HISTORY OF
SOUTHWEST AIRLINES
1967-1971: THE PERIOD OF LIFT-OFF
• Air Southwest Company incorporated (1967)
• Texas Aeronautics Commission certifies Air Southwest (1968)
• Braniff, Trans Texas, and Continental fight Southwest (1968-
1969)
• Texas Supreme Court and United States Supreme Court
support Southwest (1970)
1971-1978: THE PROUD TEXAN PERIOD
• Inaugural service between Dallas, Houston, and San Antonio
(1971)
9. • Service opened to:
• Rio Grande Valley (1975)
• Corpus Christi, Lubbock, Midland/Odessa, El Paso (1977)
• Amarillo(1978)
• Beaumoni/Port Arthur/Orange (1978)
1978-1986: THE PERIOD OF INTERSTATE EXPANSION
• Interstate service opened to:
• New Orleans, Louisiana (1979)
• Oklahoma City and Tulsa, Oklahoma; Albuquerque, New
Mexico (1980)
• Kansas City, Kansas/Missouri; Las Vegas, Nevada; Phoenix,
Arizona; San Diego,
California (1982)
• St. Louis, Missouri; Chicago, Illinois (1985)
• Nashville, Tennessee (1986)
1987-1992: THE NATIONAL ACHIEVEMENT PERIOD
• Interstate service opened to Birmingham, Alabama (1987)
• Winner of the first Triple Crown Award (1988)
• Winner of the second Triple Crown Award (1989)
• Winner of third and fourth Triple Crown Awards (1990)
• Only airline with an operating profit (1990 & 1991)
• Honored with Air Transport World's Airline of the Year
Award (1991)
• Ranked #1 in customer satisfaction among all major U.S.
airlines (1991)
• Winner of fifth Triple Crown Award (1991)
• Winner of sixth Triple Crown Award (1992)
• Winner of seventh Triple Crown Award (1992)
system, and as Air Southwest fought to get it-
self off the ground, rival airlines battled to
10. keep it on the tarmac.
The fact that Kelleher was a New York
University law school graduate was undoubt-
edly an advantage for Southwest during this
period. With the support of the Texas
Supreme Court, and ultimately of the United
States Supreme Court, Air Southwest was
able to begin 1971 with full authority and cer-
tification to fly. The U.S. Fifth Circuit Court of
Appeals and the United States Supreme
Court would hear additional cases targeting
Southwest during the 1970s, but the key legal
issues were resolved by mid-1971. At last, the
legal war was won.
Choosing the Next Battlefield
While it was clear that Southwest was in a le-
gal war with some rivals in the airline industry,
it would not be accurate to say that the com-
48
EXHIBIT 2
GROWTH IN PASSENGERS SERVED PER YEAR
pany engaged in an air war with its competi-
tors during the next two periods of its growth
and development. Southwest strategically tar-
geted groifind transportation, not other air-
lines, as it̂ key competition. In fact, Kelleher
has enjoye î healthy and strong (even jocular)
11. relationships with other leading airline execu-
tives. His antics and humor are legendary. For
example, while presenting his friend Bob
Crandall of American Airlines with the 1990
Distinguished Business Leadership Award
from the College of Business Administration at
the University of Texas at Arlington, Herb in-
fused the evening with humor:
BO|D, it is a real pleasure to be here
tonight to present you with this award.
True, ij: would be an even more de-
lightful evening if you were presenting
me witfi this award. But.. .1 can forgive
the deqri his error in judgment.
With Ijhe stage set, then Secretary of .
Transport^ion Samuel Skinner joined in
with a jok4 about having just left President
Bush at tlje White House that afternoon,
When the I President asked where he was
headed. Skinner said he was going to Texas to
honor the airline industry's most distin-
guished executive. :
Bush's response: "Oh, say 'hi' to Herbf
Although Kelleher may be an executive
more likely to crack a joke and Crandall an ex-
ecutive more likely to crack a whip, based ion
their respective companies' high levels of per-
formance, both executives are equally cple-
manding. American Airlines and Southwj^st
Airlines are testaments to that fact. (And, sifti-
sequently Herb Kelleher did receive the 1992
12. Distinguished Business Leadership Award.]
Successful Achievement
While this kind of humor and joking charac-
terizes Herb Kelleher and his interactioirns
with other people, he does not treat the p(̂ r.-
formance of Southwest Airlines as a joke. By
combining an innovative niche strategy wijth
solid work performance and a unique organi-
zational culture, the company has achieved
an enviable record over its quarter-century of
existence. Exhibit 2 traces Southwest's service
growth, beginning with service to just
EXHIBIT 3
1991 PRODUCTIVITY PER EMPLOYEE: BIG BANG FOR
THE BUCK AT SOUTHWEST AIRLINES
Net profits (loss)/employee
Operating profits (loss)/employee
Passengers per employee
Employees per aircraft
Available seat miles/employee
Revenue passenger miles/employee
Based on 1991 data from the American Transport Association
SOUTHWEST
$2,753
$6,436
2,318
13. 79
1,891,082
1,155,265
U.S.INDUSTRY
($3,505)
($3,230)
848
131
1,339,995
839,252
100,000 passengers during 1971 and achieving
a 1991 milestone of service to more than 22
million travelers.
This achievement is even more remark-
able given the context of Southwest's nation-
al recognition and achievements, as shown in
Exhibit 1. For example, in March 1988, South-
west Airlines became the first and only airline
to win the coveted Triple Crown—Best On-
time Record, Best Baggage Handling, and
Fewest Customer Complaints in a single
month—based on U.S. Department of Trans-
portation data. In September 1989 and Febru-
ary 1990, Southwest had repeat winning
performances. In March 1990, Southwest
achieved a quadruple Triple. In December
1991, March 1992, and May 1992, Southwest
had a fifth, sixth, and seventh repeat perfor-
mance—still the only airline to earn even one
Triple! Far from being one of Kelleher's jokes,
14. that is solid work performance.
Southwest Airlines has grown to a busi-
ness with a billion dollars in revenues annu-
ally and a fleet exceeding 100 aircraft. It is the
seventh largest airline in the country in terms
of passengers boarded, and arguably the most
profitable airUiie over the past twenty years.
The airline gets a big bang for the buck in
terms of its employee productivity, again ar-
guably better than the industry average, as
shown in Exhibit 3.
While still recognized as the State Bird of
Texas, as well as flying "Shamu One" and
"Lone Star One," Southwest Airlines now
serves thirty-four cities in fifteen states. And,
even though it is a unionized airline. South-
west enjoys the lowest turnover rate and the
best labor relations in the industry.
Herb's public image may be that of a
prankster full of jests and humor, but he is
also an astute executive. A review of his cor-
respondence to employees reveals a serious-
minded businessman who can be honest and
forthright about the financial and humanitar-
ian aspects of the company without being
harsh or negative. This tough-taUdng, reality-
based honesty may appear a paradox in jux-
taposition xvith his public image, but only at
first glance.
CULTURE AND COPING
15. In talking about managing the stresses and
demands of the workplace, we all too often
"blame the victim" when difficulties arise. De-
bra Nelson and Charlotte Sutton illustrate
how CEOs can use a variety of ceremonies,
stories, rituals, and symbols to build a healthy
corporate culture, one that doesn't "blame the
victim." The organization's culture can be the
vehicle through which individuals are able to
better manage or overcome the challenges of
the work environment and the industry in
which they operate.
Culture begins with the values and be-
liefs that people hold. When tested, these val-
ues prove to form a system of basic (albeit pre-
conscious) assumptions. According to Edgar
Schein, an organization uses these assump-
50
tions to cope with its problems of external
adaptation and integration. As noted earlier,
Schein views founders and leaders as critical
in shaping an organizational culture. In talk-
ing about Southwest from its founding
through the first few years, Kelleher says:
We were always very colorful and
somewhat promotive of a sense of hu-
mor. We have always had that ap-
proach, in an informal way.
As founder and leader. Herb Kelleher was
16. and is instrumental in shaping the culture of
Southwest Airlines. Herb's own antics are
what Schein would label the "artifacts" or "cre-
ations" that spring from a leader's values, be-
liefs, and assumptions about people and about
work. When Rhode Island native Crandall
asked Herb what he was going to do with all
the whale droppings from Southwest's fresh-
ly painted "Shamu One," Herb responded, "I
am going to turn it into chocolate mousse and
feed it to Yankees from Rhode Island." Kelle-
her followed up the next day with a tub of
chocolate mousse delivered to Crandall's of-
fice with a king-sized Shamu spoon.
There appear to be three pillars of belief
at Southwest Airlines which are reinforced,
promoted, and elaborated on by Kelleher
through his words and deeds:
VALUE 1: Work should be fun.. .it
can be play.. .enjoy it.
VALUE 2: Work is important
.. .don't spoil it with seriousness.
VALUE 3: People are important
.. .each one makes a difference.
The first two values might be subsumed
under the notion of humor and the third val-
ue captured in the notion of altruism.
Humor
Humor should not be confused with simple
17. laughter and joking. Jack Duncan and Phil
Eeisal show how humor, giving rise to joking
in the workplace, leads to a cohesion and
bonding among workers. They are also sensi-
tive to the down side of humor, which may
lead to bad feelings if an individual is made
the butt of the humor. Specifically, joking
may become offensive or destructive when
used in a manner at odds vnth the organiza-
tion's culture. Hence, humor is most appro-
priately defined as the frank expression of
ideas and feelings without individual discom-
fort and without unpleasant effects on others.
This characterizes humor at Southwest Air-
lines. In discussing the role of humor in the
workplace, Kelleher says:
I crystallized the importance of a
sense of humor in a more formal way
in 1978 when I became chairman. I
charged our personnel department, as
it was then called (now called the peo-
ple department), with the responsibili-
ty of hiring people with a sense of hu-
mor. We look for it in the interactions
people have with each other during
group interviews.
For Kelleher, humor never excludes peo-
ple, nor does it create joy at the expense of oth-
ers. Using a sense of humor as one of the hk-
ing criteria at Southwest Airlines is at the ccire
of the organization's culture. Kelleher looks
for people with a certain attitude (an approach
to life, a way of Kving, or a set of values) that is
18. not narrow, rigid, tightly defined, or restric-
tive. As Kelleher puts it, "Tolerance for human
beings, their peculiarifies or eccentricities, and
their differences is very important."
This does not mean that Kelleher has no
limits in his toleration of others. He will not
hesitate to fire someone who does not treat his
fellow Southwesterners as they should be
treated. ¥ou might say he is intolerant of intol-
erance. But he is always on the lookout for
good people:
We can train people to do things
where skills are concerned. But there is
one capability we do not have and that
is to change a person's attitude. So, we
prefer an unskilled person with a good
attitude rather than a highly skilled
person with a bad attitude. We take
people who come out of highly struc-
tured, hierarchical, dictatorial corpo-
rate environments if the}^ have the at-
titude potential. They may have just
molded their mannerisms to conform
to that rigid environment. When we
have them here for a while, they learn
they can relax. . .and let their real
selves come out.
For Duncan and Feisal, it is wrong to
think of humor and work as mutually exclu-
sive activities. Too frequently, Americans cre-
19. ate a false dichotomy which says, in effect, "If
it's fun, then it can't be work. Or, if it's not
fun, then it must be work/' The American tax
courts may be ahead of many of us in ruling
70 years ago that a man's profession and his
pleasure may be one and the same:
[A] business will not be turned
into a HOBBY merely because the
owner finds it pleasurable; suffering
has never been made a prerequisite to
deductibility. "Success in business is
largely obtained by pleasurable inter-
est therein."
-Wilson V. Eisner,
282F.38(2dCir.l922)
It is not uncommon for outrageous hu-
mor to be vented within the Southwest work-
ing environment. After finishing the new cor-
porate headquarters building at Love Field in
Dallas, all of the staff except the dispatchers
moved into the new facility. The dispatchers'
mock outrage began an uproarious little war:
Employees petitioned not to have
the dispatchers come over at all for the
open house at the new headquarters.
The dispatchers arrived and set up
their own valet parking. , .just valet
parking for dispatchers. J hoy had got-
ten flags and screened off part of the
parking lot. Everyone in the headquar-
ters building then got together and
decorated their offices like a funeral
20. parlor. We got old flowers with wilted
heads. Tlic dispatchers then sent a let-
ter oadining their "bitter" resolve to
carry on the struggle forever.
These sorts of shenanigans are a regular
element of Southwest's corporate culture.
Employees place them in perspective, realiz-
ing that the antics are the lubricant that
greases the engine of the business. A second
52
pillar of the Southwest culture is caring for
and giving to other people, expressed in the
tens of millions of passengers served each
year. A number of other expressions of caring
are embodied in Southwest's third corporate
value^altruism.
Altruism
The importance of people—caring for them
and cherishing them—is a corporate value
that begins at the top and trickles downward.
If altruism is the vicarious yet constructive
and instinctively gratifying service to others,
then Kelleher is very clearly altruistic:
We are interested in people who
externalize, who focus on other peo-
ple, who are really motivated to help
other people. We are not interested in
navel gazers, regardless of how lint-
free their navels are.
21. At Southwest Airlines, altruism begins at
home in caring for one another in the "fami-
ly." Consider, for example, employees' re-
sponses to an event that occurred in the
mid-1980s when the two-year-old son of a
Midland, Texas agent was dying of
leukemia:
About 3,000 people went out and
sent cards to him on their own when
they heard the story. That was at a
time when we only had about 5,000
people. So, about 60 percent of all our
people at Southwest Airlines bought
this little boy cards. That's impressive.
Another way Southwest Airlines people
care for each other is through a relatively new
catastrophe fund, initiated and worked on
over the past couple of years by people at
Southwest:
The people contribute on a regular
basis just to help others who run into
some catastrophe in their lives that all
of the sick leave, medical benefits, and
other systems we may have cannot cir-
cumvent or supervene. That our em-
ployees would be sufficiently motivat-
ed by humanitarianism, given ali the
"T
government and company help avail-
22. able these days, is impressive to me.
This informally initiated effort reflects the
concern, caring, and warmth people have for
each other in the company. And it's not just
talk—they are willing to back it up with their
money and resources. They give for the col-
lective well-being of each and aU.
The people at Southwest Airlines have at
other times created new ways to show appre-
ciation for each other. For example, the provi-
sioning department is responsible for provid-
ing the drinks, peanuts, and other provisions
for each flight. As such, their direct customers
are the flight attendants on each aircraft:
The provisioning people select.. .a
flight attendant who is named the cus-
tomer of the month. This is done by
the board of directors of the provision-
ing department. They really set up a
company within a company. I am in-
vited to their board meetings and I go,
as does Colleen Barrett, our vice presi-
dent of administration.
This is not to sa]̂ that the Southv^^est cul-
ture is somehow ingrown. The people at
Southwest Airlines not only care for their
own, they also care for others in need. The
most concrete illustration of their charitable
spirit is the extent of personal and corporate
giving to the Ronald McDonald Houses with-
in the Southwest city network. Southwest
Airlines chose the Ronald McDonald Houses
23. as their primary corporate charity, and in the
late 1980s, the McDonald's Corporation rec-
ognized Southwest as one of the five compa-
nies tlvat hhd done the most for its program.
But Southivest employees gave more than
their money:
The public relations executive for
McDonald's said a somewhat astonish-
ing thing to me at the time the awards
were presented. He said Southwest
Airlines was very special because they
gave not only their money but their
time. That was something to say in
front of these other four companies
who had been financially generous.
About 25 percent of Southwest's people
volunteer some of their time and talent cook-
ing, playing, or in other ways helping in the
Ronald McDonald Houses. That is a signifi-
cant gift of caring and giving in the service of
others. And, as a result, the holiday message
on the television read:
From the house that love built and
the airline that luv built, have a Merry
Christmas.
CHALLENGE AND
TRANSFORMATIONAL LEADERSHIP
Every organization encounters economic, in-
dustrial, or corporate challenges at varicjius
times in its life history. And it is during these
periods that a company's cultural vahties
24. contribute to an enabling mechanism jfor
venting constructive and positive responses.
In The Heart and Spirit of Transformational
Leadership, Kevin Freiberg argues that Hferb
Kelleher is a transformational leader in adjdi-
tion to being the entrepreneurial foundeij of
Southwest Airlines. He suggests that Kelle-
her is able to facilitate the transformation] of
challenging events so as to create positive
outcomes. Thus, work is transformed iiito
play; challenge leads to achievement; enjvi-
ronmental threats become opportuniti^jg;
and individual strengths are transformled
into collective power. By instilling his lead-
ership into the culture of Southwest, Keljle-
her enables many Southwesterners to ftn-
gage in a similar form of transformatio][ial
coping. :
This was recently illustrated in the casej of
Operations Desert Shield and Desert Storpi.
Between August and November of 1990, |et
fuel prices doubled, posing a real challenge! to
all in the industry. About a quarter of the e:JT!-
ployees at Southwest banded together to cjre-
ate a "Fuel from the Heart Program" in whi|ch
they donated a specified number of gallons! of
fuel from each of their paychecks, with the
price of jet fuel pegged at $1.10 per galkiry.
This was then set up as a payroll deduction
and continued through the Persian Gijili
War—about six months. The program was ijri-
53
25. strumental in allowing employees to feel a
part of the solution to a pressing problem.
Thus, cultural values become the plat-
form for specific and concrete actions de-
signed to meet difficulty and challenge. We
cannot think of organizational culture as a
substitute for responsible, problem-solving
behavior on the part of leadership. Culture
becomes the vehicle through which problems
and challenges become addressed, defined,
reframed, and ultimately solved. When cul-
tural values do not work in this fashion, they
must be modified or jettisoned. The culture is
not the end or goal but rather the means. It
may be the focus of attention, but as in the
case of the magician, something quite sub-
stantive and important may not be meeting
the eye.
In The Hardy Executive, Salvadore Maddi
and Suzanne Kobasa describe transforma-
tional coping as the active transformation of
an event into something less subjectively
stressful in one or more of three ways:
• Viewing the event with a broader life
perspective.
• Altering the course and outcome of the
event through action.
• Achieving greater understanding of the
event's process.
26. I he cultural values at Southwest aid peo-
ple in transformational coping, which turns
or aiters the person's experience of the event.
For the airline industry as well as for many
other sectors of the economy, the 1990s are
competitive and challenging times. During
such times, hardiness and transformational
coping help people maintain health and well-
being.
Johnson & Johnson Health Management
provides a parallel example of transforma-
tional coping. Although J&J operates in a
very different industry, it also faced chal-
lenging times and its own unique culture
served the organization well in trying times.
For exiimple, crisis hit in the early 1980s
when the McNeil TYLENOL acetaminophen
products were sabotaged. The cultural val-
ues delineated in the J&J credo helped shape
the corporate response to the challenge.
Johnson & Johnson concluded in their 1986
Centennial report: "We believe the consis-
tency of our overall performance as a corpo-
ration is due to our unique form of decen-
tralized management, our adherence to the
ethical principles embodied in our credo,
and our emphasis on managing the business
for the long term."
After 100 years of success, it is not sur-
prising that Johnson & Johnson has formal-
ized their cultural values in their credo. After
25 years of success. Herb Kelleher is helping
Southwest Airlines along the same path of
27. formalizing and embedding cultural values
to serve the company well over the long
term.
CONCLUSION
Two key points to remember with regard to
organizational culture are: (1) what you see is
not always what you get, and (2) that is not
necessarily bad. The underlying values and
elements of an organizational culture are
rarely immediately apparent. They are usual-
ly buried beneath a wide range of social be-
haviors and artifacts. For example, attention-
grabbing antics may mask a deep-seated
seriousness about the success of the business.
Or, the persona of a tough-talking executive
may mask a fundamental respect and appre-
ciation for people. Therefore, it is virtually im-
possible to accept some aspects of the organi-
zation at face value. However, that does not
mean that the cultural elements below the so-
cial surface are necessarily unsavory or unac-
ceptable.
The airline industry in the United States
has been highly competitive, challenging, and
stressful since the 1978 deregulation. It is an
unusual industry, given its capital intensive
nature and service orientation toward the
public. It would be difficult to argue that a
particular organizational culture would en-
sure financial success in the current industri-
al context. There are too many other strategic
and corporate considerations, such as jet fuel
prices and computerized reservation systems,
28. which impact the bottom line. However, it is
not unreasonable to view corporate culture as
54
the connecting tissue which weaves an orga-
nization together and facilitates its fit within
its environment.
Herb Kelleher has done a remarkable job
of crafting a unique culture at Southwest Air-
lines through a combination of humor, altru-
ism, concern for other people, and good, old-
fashioned straight talk. The underdog
quality of the Southwest Airlines culture,
combined with its innovative niche strategy,
are the ke)̂ factors which enabled Southwest
to achieve the degree of nafional recognition
it has during the fourth era of its twenty-
five-year history. They are also key factors in
the financial success the company has en-
joyed during the industry's economic diffi-
culties. Southwest's success has industry gi-
ant Bob Crandall of American Airlines talk-
ing to his employees during 1992 about
learning from and modeling elements of the
Southwest strategy.
If you wish to make photocopies or
obtain reprints of this or other
articles in ORGANIZATIONAL DYNAMICS,
please refer to the special reprint
29. service instructions on page 80.
SELECTED BIBLIOGRAPHY
In "The Confucius Connection: From Cultural
Roots to Economic Growth" {Organizational Dy-
namics, Winter 1988), Geert Hofstede and
Michael Bond build the case for the importance
of Confucian cultural values in the remarkable
economic growth of Singapore, Taiwan, South
Korea, Hqng Kong, and Japan for the period
from 1965 through 1985. The authors use annu-
alized growth rate in GNP per capita as their key
economic indicator. Their argument is one of the
few in the literature that attempts to trace a di-
rect connection between culture and economic
success.
1X1 "Th^ Role of the Founder in Creating Or-
ganizational Culture" {Organizational Dynamics,
Summer 1^83), Edgar Schein examines the ways
in which fbunders embed cultural values into
the organisations they create. He also differenti-
ates founder/owners from professional man-
agers. His book Organizational Culture and Lead-
ership (Jossey-Bass, 1986) uses three case exam-
ples to illustrate the role of the founder in shap-
ing the culture of an organization. In "ElemeiHts
of the Cultural Network: The Communicators oi
Corporate Values" {Leadership and Organization
Development, 1990), Charlotte Sutton and Debra
Nelson examine the communication medium
through which CEOs transmit cultural values.
For those interested in more quantitative ap-
proaches to examining organizational cultuile,
30. Denise M. Rousseau has written an excellejit
chapter entitled "The Quantitative Assessmiqnt
of Culture" for Benjamin Schneider's Frontiers 'tn
Industrial and Organizational Psychology, VoL;3
(Jossey-Bass, in press). However, one must Jse
mindful of the inevitably soft nature of this cqih-
struct we call "organizational culture."
Southwest Airlines has a complete Culture
55
Package available which includes: (1) "Spirit" ma-
terial on Kelleher and Southwest's personality
and leadership style; (2) the "People Mission";
(3) LUV Lines and UPDATE (internal newslet-
ters); and (4) the Southwest Shuffle video;
among other items. "Herb and His, Airline," a
nineteen-minute video produced for "60 Min-
utes," is available from both CBS and Southwest.
For a careful examination of Kelleher's lead-
ership style at Southwest Airlines, see Kevin L.
Freiberg's doctoral dissertation at the University
of San Diego, The Heart and Spirit of Transforma-
tional Leadership: A Qualitative Case Study of Herb
Kelleher's Passion for Southwest Airline. It is a n in-
formative, intensive study based on phe-
nomenological and ethnographic research proce-
dures. Freiberg's theoretical framework is that of
James MacCregor Burns, who distinguishes
transformational from transacdonal leaders in his
original book Leadership (Harper & Row, 1978).
Abraham Zaleznik's "Managers and Leaders: Are
31. They Different?" {Harvard Business Review, May-
June 1977) makes a similar distinction between
the basic personalities of managers and leaders in
terms of their orientations to goals, their work,
their relationships with others, and the relation-
ships with themselves.
Jack Duncan, Larry Smeltzer, and Terry
Leap's "Humor and Work: Applications of Jok-
ing Behavior to Management" {Journal of Man-
agement, June 1990) reviews the accepted theo-
ries of humor, with implications for
management. It also summarizes the research
on humor in management and the behavioral
sciences and examines the legal aspects of spe-
cific applications of humor at work as it relates
to employee relations. Duncan's article "No
Laughing Matter: Patterns of Humor in the
Workplace" {Organizational Dynamics, Spring
1989) focuses more specifically on how joking
behavior affects employee relationships and
performance, with guidance for management.