This document provides an overview of the content to be covered in an introductory business course, including 7 chapters. Chapter 1 covers research methods, with topics like the scientific inquiry process, research types, and variables. Chapter 2 defines international business concepts. Chapter 3 addresses decision making and group processes. Chapter 4 stresses the importance of balanced teams. Chapters 5-6 discuss developing intercultural teams and diversity in the workplace. Chapter 7 examines affirmative action and civil rights laws. The course also outlines assignments, exams, participation expectations, and the grading scale.
BBA 3361, Professionalism in the Workplace 1 Course Desc.docxJASS44
BBA 3361, Professionalism in the Workplace 1
Course Description
Presents an overview of the challenges associated with workplace expectations regarding business etiquette, appropriate
use of technology, and proper attire. It is designed to assist students in gaining knowledge of how to appropriately
communicate with others and how to effectively deal with conflict, teamwork, and accountability in a fair and ethical
manner. The basic skills necessary for obtaining a job and achieving success in today’s challenging economy and
increasingly competitive work environment are enhanced through this course.
Course Textbook
Anderson, L. E., & Bolt, S. B. (2016). Professionalism: Skills for workplace success (4th ed.). Boston, MA: Pearson.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Evaluate the effect of attitude, personality, and goal setting on work performance development.
2. Describe the impact of time management in the workplace.
3. Explain the meaning of ethical behavior in the workplace.
4. Analyze the advantages to an organization offering quality customer service and human resources.
5. Analyze techniques used to promote effective communication, accountability, and positive relationships within the
workplace.
6. Explain the dynamics of teamwork, to include motivation, conflict resolution, and leadership.
7. Construct a resume package that demonstrates methods for highlighting job-related skills.
8. Critique interview techniques.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook
and/or outside resources. Chapter presentations are provided in each unit study guide as Required Reading to
aid students in their course of study.
5. Suggested Reading: Suggested Readings are listed in each unit’s study guide. Students are encouraged to read
the resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested
Readings.
6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study.
7. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications
can be found in the Student Resources link listed in the Course Menu bar.
BBA 3361, Professionalism in
the Workplace
Course Syllabus
BBA 3361, Professio ...
This DB has four parts (Discussion Question) 300 plus words – BusGrazynaBroyles24
This DB has four parts: (Discussion Question) 300 plus words – Business Research for Decision Making (Due 1-29-21)
1. Review the Terminal Course Objectives, accessed by clicking on the "Course Information" tab at the top of your screen, scrolling down to the "Course Objectives" and then selecting View class objectives. How will accomplishing these objectives support your success in management? What risks or challenges might a manager encounter if they have not mastered these objectives? Explain.
2. Strategy is used by leaders to establish the direction an organization will take to achieve or maintain competitive advantage. How is strategy different from an organization’s vision and mission?
3. The strategic planning model has four steps: assessments; strategy formulation; implementation of the plan; and evaluation of the results. Explain how this model along with strategic analysis is used to identify and assess an organization’s micro and macro environment.
4. How are strategic planning and the analysis process used to facilitate an organization’s ability to initiate, formulate and implement strategies?
Apply the standard of APA style to all research and writing tasks.
Appraise the roles of emotion and fairness in decision making.
Assess common biases in decision making.
Assess situations that present potential legal and ethical issues and develop solutions for those issues
Construct quantitative and qualitative research to analyze business cases
Evaluate business situations using critical thinking skills
Examine the opportunities provided by technology for businesses.
Interpret reflective and expedient decision making.
Justify the role of decision making in business
Propose effective communication techniques.
Examination of Course Objectives (Global Financial Management) Discussion Question – 300 plus words – Due 1-29-21
This assignment has 3 parts:
1. Review the Terminal Course Objectives, accessed by clicking on the “Course Information” tab at the top of your screen, scrolling down to the “Course Objectives” and then selecting View class objectives. How will accomplishing these objectives support your success in management? What risks or challenges might a manager encounter if they have not mastered these objectives? Explain.
2. What is the purpose of the WTO and G8? Do you believe they are beneficial to Multi-National Companies (MNCs)?
3. Why do you believe it is important to understand the international monetary system?
Course Objectives:
· Assess different types of foreign exchange exposure faced by the MNC. Identification and measurement of these risks
· Evaluate the forces of globalization and its implications for the multinational firm.
· Evaluate the structure of international financial markets and institutions and the range of instruments traded therein.
· Interpret the operation of the international financial system, its current state, and challenges for the future
Assessment Tasks for
BSBHRM513 Manage workforce planni ...
BUS475v10Project PlanBUS475 v10Page 2 of 2Wk 4 – App.docxfelicidaddinwoodie
BUS/475v10
Project Plan
BUS/475 v10
Page 2 of 2
Wk 4 – Apply: Project Plan
Project Title: Project Objectives:
· List project objective
· List project objective
· List project objective
Operational Step
Responsible Person
Timeline
ExampleProject Title: Desert Taco Opportunity
Description: Based on initial feedback from customer surveys, online discussion/social media groups, and SWOT analyses, you’ve determined that there is an opportunity to increase your organization’s customer base through the introduction of desert tacos in your food truck menu.Project Objectives:
· Identify the top 3 potential customer groups for this opportunity and describe their characteristics and preferences
Operational Step
Responsible Person
Timeline
Review the organization’s customer database to determine potential customer groups
Leo (Market Research Manager)
9/30 (1 week)
Identify the top 3 groups to target based upon volume, brand loyalty, and location
Betty (Director of Marketing)
10/7 (2 weeks)
Survey customers regarding food preferences and potential menu items
Tom (Customer Service Representative)
10/21 (4 weeks)
Share customer feedback with inventory and operational teams
Betty/Tom
10/28 (5 weeks)
Determine the top 5 locations and times to complete a pilot study with your test market.
Operational Step
Responsible Person
Timeline
Review sales data to determine peak sales opportunities by location
Jim (Director of Sales)
9/30 (1 week)
Identify the top 5 locations in which to conduct the desert taco pilot
Jim
10/7 (2 weeks)
Create marketing collateral and social media communications to promote the desert taco pilot
Oliver (Media Relations Manager)
10/21 (4 weeks)
Provide expected volume and product information for the inventory team
Jim
10/7 (2 weeks)
Estimate the required inventory and supply chain needs necessary to support the desert taco pilot
Operational Step
Responsible Person
Timeline
Based on expected customer volume, locations, and times, determine the product inventory required to support the pilot.
Louise (Controller)
10/14 (3 weeks)
Source supply companies and obtain product pricing quotes and delivery timelines.
Louise
10/21 (4 weeks)
Determine shipment and storage needs to support the pilot.
Louise and Ben (Operations Manager)
10/21 (4 weeks)
Purchase product for the pilot and arrange transportation to support the desert taco pilot at the various locations.
Louise
10/28 (5 weeks)
Copyright 2019 by University of Phoenix. All rights reserved.
Copyright 2019 by University of Phoenix. All rights reserved.
BIZ101 Assessment 1 Brief 2019 Page 1 of 6
ASSESSMENT 1 BRIEF
Subject Code and Title BIZ101 Business Communications
Assessment Evidence-based Response
Individual/Group Individual Task
Length 800 words (+/- 10%)
Learning Outcomes
This assessment addresses the following subject learning outcomes:
a)
Demonstrate information literacy and critical analysis
appropriate to the level of study.
b) Understand.
BBA 3361, Professionalism in the Workplace 1 Course Desc.docxJASS44
BBA 3361, Professionalism in the Workplace 1
Course Description
Presents an overview of the challenges associated with workplace expectations regarding business etiquette, appropriate
use of technology, and proper attire. It is designed to assist students in gaining knowledge of how to appropriately
communicate with others and how to effectively deal with conflict, teamwork, and accountability in a fair and ethical
manner. The basic skills necessary for obtaining a job and achieving success in today’s challenging economy and
increasingly competitive work environment are enhanced through this course.
Course Textbook
Anderson, L. E., & Bolt, S. B. (2016). Professionalism: Skills for workplace success (4th ed.). Boston, MA: Pearson.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Evaluate the effect of attitude, personality, and goal setting on work performance development.
2. Describe the impact of time management in the workplace.
3. Explain the meaning of ethical behavior in the workplace.
4. Analyze the advantages to an organization offering quality customer service and human resources.
5. Analyze techniques used to promote effective communication, accountability, and positive relationships within the
workplace.
6. Explain the dynamics of teamwork, to include motivation, conflict resolution, and leadership.
7. Construct a resume package that demonstrates methods for highlighting job-related skills.
8. Critique interview techniques.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook
and/or outside resources. Chapter presentations are provided in each unit study guide as Required Reading to
aid students in their course of study.
5. Suggested Reading: Suggested Readings are listed in each unit’s study guide. Students are encouraged to read
the resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested
Readings.
6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study.
7. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications
can be found in the Student Resources link listed in the Course Menu bar.
BBA 3361, Professionalism in
the Workplace
Course Syllabus
BBA 3361, Professio ...
This DB has four parts (Discussion Question) 300 plus words – BusGrazynaBroyles24
This DB has four parts: (Discussion Question) 300 plus words – Business Research for Decision Making (Due 1-29-21)
1. Review the Terminal Course Objectives, accessed by clicking on the "Course Information" tab at the top of your screen, scrolling down to the "Course Objectives" and then selecting View class objectives. How will accomplishing these objectives support your success in management? What risks or challenges might a manager encounter if they have not mastered these objectives? Explain.
2. Strategy is used by leaders to establish the direction an organization will take to achieve or maintain competitive advantage. How is strategy different from an organization’s vision and mission?
3. The strategic planning model has four steps: assessments; strategy formulation; implementation of the plan; and evaluation of the results. Explain how this model along with strategic analysis is used to identify and assess an organization’s micro and macro environment.
4. How are strategic planning and the analysis process used to facilitate an organization’s ability to initiate, formulate and implement strategies?
Apply the standard of APA style to all research and writing tasks.
Appraise the roles of emotion and fairness in decision making.
Assess common biases in decision making.
Assess situations that present potential legal and ethical issues and develop solutions for those issues
Construct quantitative and qualitative research to analyze business cases
Evaluate business situations using critical thinking skills
Examine the opportunities provided by technology for businesses.
Interpret reflective and expedient decision making.
Justify the role of decision making in business
Propose effective communication techniques.
Examination of Course Objectives (Global Financial Management) Discussion Question – 300 plus words – Due 1-29-21
This assignment has 3 parts:
1. Review the Terminal Course Objectives, accessed by clicking on the “Course Information” tab at the top of your screen, scrolling down to the “Course Objectives” and then selecting View class objectives. How will accomplishing these objectives support your success in management? What risks or challenges might a manager encounter if they have not mastered these objectives? Explain.
2. What is the purpose of the WTO and G8? Do you believe they are beneficial to Multi-National Companies (MNCs)?
3. Why do you believe it is important to understand the international monetary system?
Course Objectives:
· Assess different types of foreign exchange exposure faced by the MNC. Identification and measurement of these risks
· Evaluate the forces of globalization and its implications for the multinational firm.
· Evaluate the structure of international financial markets and institutions and the range of instruments traded therein.
· Interpret the operation of the international financial system, its current state, and challenges for the future
Assessment Tasks for
BSBHRM513 Manage workforce planni ...
BUS475v10Project PlanBUS475 v10Page 2 of 2Wk 4 – App.docxfelicidaddinwoodie
BUS/475v10
Project Plan
BUS/475 v10
Page 2 of 2
Wk 4 – Apply: Project Plan
Project Title: Project Objectives:
· List project objective
· List project objective
· List project objective
Operational Step
Responsible Person
Timeline
ExampleProject Title: Desert Taco Opportunity
Description: Based on initial feedback from customer surveys, online discussion/social media groups, and SWOT analyses, you’ve determined that there is an opportunity to increase your organization’s customer base through the introduction of desert tacos in your food truck menu.Project Objectives:
· Identify the top 3 potential customer groups for this opportunity and describe their characteristics and preferences
Operational Step
Responsible Person
Timeline
Review the organization’s customer database to determine potential customer groups
Leo (Market Research Manager)
9/30 (1 week)
Identify the top 3 groups to target based upon volume, brand loyalty, and location
Betty (Director of Marketing)
10/7 (2 weeks)
Survey customers regarding food preferences and potential menu items
Tom (Customer Service Representative)
10/21 (4 weeks)
Share customer feedback with inventory and operational teams
Betty/Tom
10/28 (5 weeks)
Determine the top 5 locations and times to complete a pilot study with your test market.
Operational Step
Responsible Person
Timeline
Review sales data to determine peak sales opportunities by location
Jim (Director of Sales)
9/30 (1 week)
Identify the top 5 locations in which to conduct the desert taco pilot
Jim
10/7 (2 weeks)
Create marketing collateral and social media communications to promote the desert taco pilot
Oliver (Media Relations Manager)
10/21 (4 weeks)
Provide expected volume and product information for the inventory team
Jim
10/7 (2 weeks)
Estimate the required inventory and supply chain needs necessary to support the desert taco pilot
Operational Step
Responsible Person
Timeline
Based on expected customer volume, locations, and times, determine the product inventory required to support the pilot.
Louise (Controller)
10/14 (3 weeks)
Source supply companies and obtain product pricing quotes and delivery timelines.
Louise
10/21 (4 weeks)
Determine shipment and storage needs to support the pilot.
Louise and Ben (Operations Manager)
10/21 (4 weeks)
Purchase product for the pilot and arrange transportation to support the desert taco pilot at the various locations.
Louise
10/28 (5 weeks)
Copyright 2019 by University of Phoenix. All rights reserved.
Copyright 2019 by University of Phoenix. All rights reserved.
BIZ101 Assessment 1 Brief 2019 Page 1 of 6
ASSESSMENT 1 BRIEF
Subject Code and Title BIZ101 Business Communications
Assessment Evidence-based Response
Individual/Group Individual Task
Length 800 words (+/- 10%)
Learning Outcomes
This assessment addresses the following subject learning outcomes:
a)
Demonstrate information literacy and critical analysis
appropriate to the level of study.
b) Understand.
Year 2014Summer Semester Prepared by Elena Ashley & Ahma.docxjeffevans62972
Year 2014
Summer Semester
Prepared by Elena Ashley & Ahmad Khaldi
Prepared by Dr Annie Delaney
CHANGING CONTEXT OF WORK
BMO3353
SCHOOL OF MANAGEMENT& INFORMATION SYSTEMS
BMO 3327 ORGANISATIONAL CHANGE & DEVELOPMENT
UNIT OF STUDY GUIDE
21
VICTORIA UNIVERSITY
COLLEGE OF BUSINESS & LAW
UNIT TITLE
CHANGING CONTEXT OF WORK
UNIT CODE
BMO 3353
PRE-REQUISITES
BMO1102 - MANAGEMENT AND ORGANISATION BEHAVIOUR/ and or
BMO 3220 HUMAN RESOURCE MANAGEMENT
CREDIT POINTS
12
MODE OF DELIVERY
On-campus face to face
UNIT COORDINATOR
Elena Ashley
Email: [email protected]
OTHER TEACHING STAFF
Facilitator: Ahmad Khaldi
Email: [email protected]
Text/ Readings
Prescribed and recommended readings are available for download on webct see pp 14-15
Format
This unit is offered in seminar mode and students are required to attend each seminar. No student will be permitted to continue in this unit if they miss the first two weeks. See weekly seminar schedule on page 16.
DESCRIPTOR
What is the future of work? Will technology influence work locations such as, homebased, hot desked, remote or mobile? Will future jobs involve skills, tasks, titles that we cannot imagine today? Will workplaces be fairer, more diverse and inclusive around gender, age, race, and disabilities? Will unions still be relevant? How will management and HR approaches reflect future trends and issues? This unit explores key changes to work and the underlying issues. Understanding work changes will help imagine how work will continue to change over the next decades, and how this might affect employees, organisations and the community.
This unit will help to shape an appreciation of the complexities and challenges faced by employees and organisations as they strive to function and survive in the context of the 21st Century and the interrelationships between work and society. Students will engage with key readings, research themes and produce individual and group written assessments. Seminars will encourage student participation through group and class discussions generated from student enquiry, readings and questions. Students will work to develop a semester long enquiry on foreseeing future work trends, utilising scenario planning and the exploration of theory and key themes around the changing context of work. Key themes include: globalisation, gender and diversity, technology, management innovation — use of labour. The unit will culminate in a student led seminar (SLS) that will involve a Q & A with experts in the field, and an expo/ poster presentation of group findings.
The unit is delivered in a seminar style that encourages independent and active learning. It applies an enquiry based learning approach and seeks to engage students in applying knowledge in the Human Resource Management and Management disciplines to develop critical thinking and problem solving skills. There is no final exam, but there are a number of hurdles students must meet to pass the unit. LEARNING OUTCOMES.
FI N 513 – Health Care Finance
Copyright 2011, 2012, 2017
The Taft University System, Inc.
All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means,
electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without
permission in writing from the copyright holder.
FI N 5 1 3 – Health Care Finance
Course Syllabus
1
FI N 5 1 3 – Health Care Finance
Course Syllabus
Introduction
This syllabus contains the lesson assignments for FIN513 – Health Care Finance. This course is
designed to introduce health care accounting and finance issues that have become part of the
everyday life of most health care executives. The course covers types of financial decisions that
health care executives are most likely to be involved with and provides materials that will help
you understand the conceptual basis and mechanics of financial analysis and decision making as
they pertain to the health care industry sector.
The general basis of financial decision-making in any business is almost always built upon
understanding three critical elements. First, most financial decisions are based upon the use of
accounting information. Second, all business units operate within an industry. The health area
industry is a huge, complex industry that is unlike other industries in many areas. Third, both
accounting and finance are, in many ways, subsets of economics.
Expected Student Learning Outcomes
Upon the successful completion of this course you should be able to:
• Appraise the importance and uses of financial information in health care organizations.
• Explain the common ownership forms of health care organizations, along with their
advantages and disadvantages.
• Describe factors that influence the financial viability of a health care organization.
• Respond to a compliance audit or investigation, particularly when the subject of that
inquiry includes financial records.
• Explain the primary financial objective of a health care firm, and the critical drivers of
financial performance.
• List and describe the requirements for effective financial planning and policy-making.
Required Text:
Cleverly, W., & Cleverly, J. (2018) Essentials of health care finance (8th Edition). Boston, MA:
Jones & Bartlett Learning.
ISBN: 9781284094633
2
FI N 5 1 3 – Health Care Finance
Course Syllabus
Suggestions for getting the most out of this course:
• Read professional journals and periodicals.
• Participate in the course discussion forums, and learn from the experience and
knowledge of your faculty mentor and fellow students.
• If possible, form a relationship with someone who works in an area related to your
course. Explain that you would like to obtain their insights and perspectives from time to
time.
Academic Engagement
Each academic.
Distance Learning, Online Teaching [19+ Years]
• Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development.
• Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager.
• Create a safe, respectful, and welcoming learning environment.
• Specialize in working with new students, first generation students, and academically under-prepared students.
• Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism.
• Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others.
Dissertation Chair and Mentor [Remote, 11+ years]
• Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process.
• Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation.
• Participate in the Defense process of a student’s Prospectus and final Dissertation.
• Facilitate the successful completion of all IRB protocols.
Faculty Development [Remote, 10+ years]
• Served as a Trainer and Mentor for New Faculty Members.
• Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories.
• Inspired faculty to improve their facilitation practice by leading online faculty workshops.
Curriculum Development [Remote, 12+ years]
• Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses.
• Strong knowledge and application of adult cognitive learning theories and instructional design methodologies.
• Develop content and assessments that met learning objectives, including discussions and assignments.
Background Includes: Various Online Schools (08/05 – Present)
Online Instructor, Doctoral Committee Member, Dissertation Chair, Faculty Development, Curriculum Development.
Ch 6 Comp Analysis Prob 2NameChapter 6 Comparative Analysis Problem 2SectionDateAmazon.com, Inc. vs. Wal-Mart Stores, Inc. (a)Amazon.comWal-Mart Inventory turnover: Days in inventory: (b)
377
MSL 6000, Psychological Foundations of Leadership 1
Course Description
Psychological Foundations of Leadership contains the basic concepts, theories, and research regarding psychological
issues related to organizational behavior and leadership. This course includes the nature of leadership, leadership
behavior, and specific psychological traits of ordinary individuals in leadership roles.
Course Textbook
Daft, R. L. (2015). The leadership experience (6th ed.). Stamford, CT: Cengage Learning.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Analyze the major psychological foundations of leadership.
2. Identify influence tactics used by leaders.
3. Discuss how leadership behaviors and situational factors can affect leadership success.
4. Compare and contrast various leadership models.
5. Differentiate among the skills, traits, and behaviors characteristic of various leader types.
6. Identify the characteristics a leader needs to achieve organizational objectives.
7. Describe the four leadership styles of the Hersey and Blanchard situational leadership model.
8. Examine the recommendations of the multiple-linkage model pertaining to group performance.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
5. Suggested Reading: Suggested Readings are listed in Units I-V, VII, and VIII. Students are encouraged to read
the resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested
Readings.
6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study.
7. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications
can be found in the Student Resources link listed in the Course Menu bar.
8. Unit Assessments: This course contains six Unit Assessments, one to be completed at the end of Units I and III-
VII. Assessments are composed of written-response questions.
9. Unit Assignments: Students are required to submit for grading Unit Assignments in Units II and VIII. Specific
information and instructions regarding t ...
Thank you for agreeing to be a mentor for a College student..docxtodd191
Thank you for agreeing to be a mentor for a College student. Our professionally-focused academic programs count on professionals such as yourself to help guide and open our students up to incredibly valuable real-world experiences. This guide was created to help you understand baseline expectations of being a mentor, and to provide specific contact information should you have any questions.
Baseline Expectations of Mentorship
You are being asked to work with a student in a professional setting that you are familiar with, and help them: 1) gain valuable real-world experience in an area of their choosing, and 2) help the student successfully reach a set of predefined Essential Learning Competencies, or learning goals. The student approaching you is enrolled in the course MGMT-470: Business Management Capstone which is the final course in the B.S. in Business Management degree program at College. This is their culminating academic experience and for most, their last course before graduation. We’re asking students to utilize their learning in the program and prior experiences to develop a capstone project that proves their competence in at least five of the aforementioned essential business competency areas.
The Learning Contract
These essential competencies are defined in a Learning Contract the student will fill out with your help. By the time the student approaches you s/he will have anywhere from 4-6 weeks to complete their fieldwork experience in-full. The final product of their fieldwork experience is a written capstone paper which will detail their experience, learning, and competence.
First, the student should have approached you with an initial idea they are interested in, and that you are familiar with. This idea may be a bit vague at first but, together, you can work to hone-down the idea into an actionable plan. There are a series of steps we are asking you to take with the student over the next few weeks, and to also sign a Learning Contract with the student (which will be provided).
Second, In the Learning Contract you will clearly identify the following (the Learning Contract has a pre-filled example if you need some clarity):
1. The five Essential Competencies the student wishes to focus on (the complete list and explanation of each competency will be provided to you);
2. The Learning Objectives to reach those competencies (what, specifically, the student wants [and needs] to learn);
3. The Strategies and Resources required to meet the learning objectives (how, specifically, the student will learn? What will they be doing?);
4. The Evidence to be presented as proof of their learning (how will they demonstrate that they’ve learned?); and
5. The Criteria for Evaluation and means of validating their learning (how will the student’s performance be evaluated?)
Third, please know that strategies and resources really come down to identifying a set of tasks and/or actions that you (or someone you appoint) can walk the stud.
MHR 6751, Labor Relations and Collective Bargaining 1 .docxannandleola
MHR 6751, Labor Relations and Collective Bargaining 1
Course Description
Explores labor relations, contract negotiation and administration, and bargaining unit decision making processes.
Examines social, political, and economic impact of collective bargaining and challenges to administration of a collectively
established relationship.
Course Textbook
Carrell, M. R., & Heavrin, C. (2010). Labor relations and collective bargaining: Cases, practice, and law (9th ed.).
Upper Saddle River, NJ: Prentice Hall.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Describe the roots of the American labor movement and its transition to the present.
2. Differentiate the challenges for unions and employers in the workplace of today.
3. Discuss the concept of collective bargaining.
4. Discuss the concept of unfair labor practices and union avoidance strategies.
5. Construct a labor agreement.
6. Distinguish among negotiation models, strategies, and tactics.
7. Judge the market factors, including wage, salary, and benefits, impact labor negotiations.
8. Compare and contrast unions' and employers' concerns with job seniority and security.
9. Distinguish among the grievance and disciplinary procedures, mediation, and arbitration.
10. Examine the future of the labor movement in the 21st century.
11. Interpret the laws impacting unions and equal employment.
12. Discuss the worldwide labor movement.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook
4. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular
attention to Key Terms as they represent important concepts within the unit material and reading.
5. Discussion Boards: Discussion Boards are a part of all CSU term courses. Information and specifications
regarding these assignments are provided in the Academic Policies listed in the Course Menu bar.
6. Assessments: This course contains eight Unit Assessments, one to be completed at the end of each unit.
Assessments are composed of written response questions.
7. Unit Assignment: Students are required to submit for grading a Unit Assignment in Unit VIII. Specific information
and instructions regarding this assignment are provided below. A grading rubric is included with the assignment.
Specific information about accessing this rubric is provided below.
MHR 6751, Labor Relations and
Collective Bargaining
Course Syllabus
MHR 6751, Labor Relations and Collective Bargaining 2
...
P a g e 1 Sy l l a b u s L a s t U p d a t e d 5 30 .docxgerardkortney
P a g e | 1 Sy l l a b u s L a s t U p d a t e d 5/ 30 / 2 0 1 7
Undergraduate Course Syllabus
OL 421: Strategic Management and Policy
Center: Online
Course Prerequisites
CE: Completion of 111 Credits; UC: ACC202, ACC205 or HOS202; MKT113 or MKT105; ENG200 and completion of
90 credits
Course Description
Business School Capstone Course. This interdisciplinary approach to the study of the process of strategic
management includes strategic analysis planning, implementation, evaluation and control from the perspective of
top management in profit-making U.S. and international corporations, and public and non- profit organizations.
Text and case studies are used extensively. Writing and team intensive course. Experience with Microsoft Office or
equivalent is required. Senior standing or permission of instructor.
Course Outcomes
Demonstrate business communication skills and etiquette for constructing personal and professional
reflections in a variety of business environments
Analyze strategic problem-solving skills for enhancing business success
Analyze the use of quantitative and qualitative tools for informing strategic decision-making
Assess ethical, legal, and social challenges for suggesting improvement and enhancement strategies
Assess peer-to-peer and peer-to-leader collaboration for improving performance and decision making
Analyze global business markets for informing future business expansion choices
Analyze entrepreneurial and innovative approaches for solving authentic business problems
Undergraduate Business Core Competencies
1. Communication: Students will demonstrate an ability to communicate effectively through written, oral,
and other forms of communication
2. Informational Technology: Students will master information technology principles and contemporary
information technology applications and will be able to apply information technology to the greatest
advantage in the many aspects of an organization’s operations
3. Problem Solving: Students will develop the skills to identify problems quickly, analyze them reasonably,
and find solutions creatively
4. Teamwork: Students will develop a broad range of interpersonal skills in order to function effectively as a
participant in team and group situations
P a g e | 2 Sy l l a b u s L a s t U p d a t e d 5/ 30 / 2 0 1 7
5. Analytical Skills: Students will appropriately use and apply quantitative and qualitative methods of
analysis, data, applied mathematical and statistical techniques, and decision sciences whenever possible
to attain organizational objectives
6. Global Orientation: Students will attain a multidisciplinary global perspective in order to understand
others and make more effective international business decisions
7. Legal and Ethical Practices: Students will realize the legal and ethical considerations and implications of
personal, social, business, and inter.
Develop learning objectives for the training and development progr.docxcuddietheresa
Develop learning objectives for the training and development program.
Basic
Describes, but does not develop learning objectives for the training and development program.
Faculty comments:“
Your 'objective' are really job golas
Think of it this way:
After training what should the trainees know or be able to do?
For example - training to build a wooden picnic table'
After training trainees will know the 6 types of lumber they need to secure to build the table.
After training trainees will be able to demonstrate how to cut the proper angles to complete the leg assembly.
A specific objective of the training program must be measureable and must be something that is attained during the training program and not something that occurs at work after the program. For example in a safety training program after training employees may know the 4 places where hard hats are required to be worn. That is the training program objective - the work goal is fewer injuries due to not wearing a hard hat.
As a good guide most programs should have between 3-5 specific objectives
Print
Training Program Design Scoring Guide
CRITERIA
NON-PERFORMANCE
BASIC
PROFICIENT
DISTINGUISHED
Assess the strategic impact of the training topic on an organization.
Does not describe the strategic impact of the training topic on an organization.
Describes, but does not assess the strategic impact of the training topic on an organization.
Assesses the strategic impact of the training topic on an organization.
Analyzes the strategic impact of the training topic on an organization, using authentic organization examples.
Explain the selected training topic for the training and development program.
Does not identify the selected training topic for the training and development program.
Identifies, but does not explain the selected training topic for the training and development program.
Explains the selected training topic for the training and development program.
Articulates the selected training topic for the training and development program, including related subtopics.
Develop a training needs analysis for the topic.
Does not describe a training needs analysis for the topic.
Describes, but does not develop a training needs analysis for the topic.
Develops a training needs analysis for the topic.
Develops a training needs analysis for the topic, and illustrates using a sample survey, a questionnaire, a set of written interview questions, or an observation checklist.
Develop learning objectives for the training and development program.
Does not describe learning objectives for the training and development program.
Describes, but does not develop learning objectives for the training and development program.
Develops learning objectives for the training and development program.
Analyzes learning objectives for the training and development program, using research from scholarly literature.
Assess how a distance learning module enhances a trainee’s learning experienc ...
MGMT 1001 Managing Organisations and People Session DioneWang844
MGMT 1001
Managing Organisations
and People
Session 2 2016
Dr Lynn Gribble
Today is about
Getting started
Understanding what is in the course overall
and your learning over the next 12 weeks
Understanding your role, our role as
lecturers and your tutor’s role
Some things to note about uni
This is not year 13, it will be different than
high school
No one will chase you, you have to be
independent learners
Its less specific than high school
Remember it’s a first year course
Depth and breadth, analysis and critique
What happens in MGMT 1001?
Success comes from reading before the lecture and being prepared
The Role of Students
– Lectures are designed to challenge your thinking. Sometimes they are funny
(laugh & enjoy), interactive, 2-way communications, curious, mind
expansion, critical thinking, constructive feedback, and we celebrate
diversity!
The lectures are focussed Learning
– Each lecture will have learning objectives. By the end of the lecture, you
should ask yourself whether you have achieved the learning
objectives of the lecture. These match the course information in the text
book but look to make connections and explanations. These aer to expand
upon what you have read.
Do not expect to be Spoon-Fed
– These are lectures – each lecturer will explore the content with you. These
form the framework to facilitate students’ further in-depth learning of the
topics of MGMT 1001.
– You will need to read the text each week. Attend your tutorial each week to
apply what you have been learning. The tutes are not substitute lectures.
You will need to do more than come to lectures, tutes and read your text.
You need to ENGAGE with the management literature
More about MGMT 1001
The lectures explore content. The tutorials
explore application and experience of that
content
Questions? Go to the discussion board, or
ask your tutor in their consult.
Make sure you identify yourself in emails by
name student number and course
Getting started
Why are you studying Managing
organisations and people?
Everything you do involves both
organisations and people
Reflective Questions to guide this lecture
Part 1:Important things about this course
1. How can you be successful in this course
2. What important time lines and processes will assist me to be more successful
in this course?
3. Who does what and what can I expect during this course?
Part 2: Organisations and Management
1. What is an organisation?
2. Understanding the changing context of organisations today
3. What are the challenges of managing in today’s organisations?
Why study organisations and
management?
Most important selection criteria when recruiting graduates 2011
1. Interpersonal and communication skills (written and oral)
2. Passion/Knowledge of industry/Drive/Commitment/Attitude
3. Critical reasoning and analytical skills/Problem solving/Lateral
thin ...
Self-Assessment PortfolioThis assignment asks you to reflect u.docxtcarolyn
Self-Assessment Portfolio
This assignment asks you to reflect upon your own interpersonal communication skills and evaluate your effectiveness as a communicator in interpersonal situations. There are a variety of self-assessments to choose from and the documents containing these assessments are in a folder on the course CelticOnline page. Choose 10 assessments to complete and make sure to complete the assessment first before reading more about what the assessment attempts to measure. Try to choose a variety of assessments to obtain a well-rounded understanding of your interpersonal communication skills.
After completing the assessments, for each assessment you will need to complete a 2-page assignment in which you need to address the following concerns:
· Description —describe the exercise/assignment using the concepts discussed in class and in the textbook.
· Purpose —identify the purpose of the exercise by relating the exercise to the principles or theories discussed in class, in the textbook, in additional readings, and/or additional information provided about the assessment.
· Analysis —analyze the process of the exercise, i.e., what you learned and how you came to realize key concepts related to the purpose; analyze your strengths and limitations related to this competency.
· Self-Assessment —conclude your report by stating how principles learned can be applied to your personal communication skills and/or your success in interpersonal relationships; what have you learned to help you develop this competency?
I suggest you complete assessments as we cover the corresponding material in class. Additional documents contain original research that cover the purposes and definitions of each assessment.
BE SURE TO GIVE PROPER CITATIONS FOR WORK/IDEAS/CONCEPTS THAT ARE NOT YOUR OWN. Each assignment should have a reference sheet where you site your sources that contributed to your understanding of that assessment.
Your Self-Assessment Portfolio is due at the end of week 8. Please compile all the materials into one document. Each assessment should be included with your responses noted, followed by its reflection assignment and then the reference sheet. This order will occur 10 times for all 10 self-assessments. You will be penalized for lack of organization in this manner. This portfolio is worth 100 points.
Self-Assessment Portfolio
This assignment asks you to reflect upon your own interpersonal communication skills and evaluate your effectiveness as a communicator in interpersonal situations. There are a variety of self-assessments to choose from and the documents containing these assessments are in a folder on the course CelticOnline page. Choose 10 assessments to complete and make sure to complete the assessment first before reading more about what the assessment attempts to measure. Try to choose a variety of assessments to obtain a well-rounded understanding of your interpersonal communication skills.
After completing the assess.
Self-Assessment PortfolioThis assignment asks you to reflect u.docxedgar6wallace88877
Self-Assessment Portfolio
This assignment asks you to reflect upon your own interpersonal communication skills and evaluate your effectiveness as a communicator in interpersonal situations. There are a variety of self-assessments to choose from and the documents containing these assessments are in a folder on the course CelticOnline page. Choose 10 assessments to complete and make sure to complete the assessment first before reading more about what the assessment attempts to measure. Try to choose a variety of assessments to obtain a well-rounded understanding of your interpersonal communication skills.
After completing the assessments, for each assessment you will need to complete a 2-page assignment in which you need to address the following concerns:
· Description —describe the exercise/assignment using the concepts discussed in class and in the textbook.
· Purpose —identify the purpose of the exercise by relating the exercise to the principles or theories discussed in class, in the textbook, in additional readings, and/or additional information provided about the assessment.
· Analysis —analyze the process of the exercise, i.e., what you learned and how you came to realize key concepts related to the purpose; analyze your strengths and limitations related to this competency.
· Self-Assessment —conclude your report by stating how principles learned can be applied to your personal communication skills and/or your success in interpersonal relationships; what have you learned to help you develop this competency?
I suggest you complete assessments as we cover the corresponding material in class. Additional documents contain original research that cover the purposes and definitions of each assessment.
BE SURE TO GIVE PROPER CITATIONS FOR WORK/IDEAS/CONCEPTS THAT ARE NOT YOUR OWN. Each assignment should have a reference sheet where you site your sources that contributed to your understanding of that assessment.
Your Self-Assessment Portfolio is due at the end of week 8. Please compile all the materials into one document. Each assessment should be included with your responses noted, followed by its reflection assignment and then the reference sheet. This order will occur 10 times for all 10 self-assessments. You will be penalized for lack of organization in this manner. This portfolio is worth 100 points.
Self-Assessment Portfolio
This assignment asks you to reflect upon your own interpersonal communication skills and evaluate your effectiveness as a communicator in interpersonal situations. There are a variety of self-assessments to choose from and the documents containing these assessments are in a folder on the course CelticOnline page. Choose 10 assessments to complete and make sure to complete the assessment first before reading more about what the assessment attempts to measure. Try to choose a variety of assessments to obtain a well-rounded understanding of your interpersonal communication skills.
After completing the assess.
MSL 6000, Psychological Foundations of Leadership 1 Cour.docxgilpinleeanna
MSL 6000, Psychological Foundations of Leadership 1
Course Description
Psychological Foundations of Leadership contains the basic concepts, theories, and research regarding psychological
issues related to organizational behavior and leadership. This course includes the nature of leadership, leadership
behavior, and specific psychological traits of ordinary individuals in leadership roles.
Course Textbook
Daft, R. L. (2015). The leadership experience (6th ed.). Stamford, CT: Cengage Learning.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Analyze the major psychological foundations of leadership.
2. Identify influence tactics used by leaders.
3. Discuss how leadership behaviors and situational factors can affect leadership success.
4. Compare and contrast various leadership models.
5. Differentiate among the skills, traits, and behaviors characteristic of various leader types.
6. Identify the characteristics a leader needs to achieve organizational objectives.
7. Describe the four leadership styles of the Hersey and Blanchard situational leadership model.
8. Examine the recommendations of the multiple-linkage model pertaining to group performance.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
5. Suggested Reading: Suggested Readings are listed in Units I-V, VII, and VIII. Students are encouraged to read
the resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested
Readings.
6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study.
7. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications
can be found in the Student Resources link listed in the Course Menu bar.
8. Unit Assessments: This course contains six Unit Assessments, one to be completed at the end of Units I and III-
VII. Assessments are composed of written-response questions.
9. Unit Assignments: Students are required to submit for grading Unit Assignments in Units II and VIII. Specific
information and instructions regarding these assignments are provided below. Grading rubrics are included with
each assignment. Specific information about accessing these rubrics is provided below.
MSL 6000, Psychological
Foundations of ...
BA 606 Team ManagementHybrid CourseInstructor InformationN.docxwilcockiris
BA 606 Team Management
Hybrid Course
Instructor Information
Name: Jane Corbett, PhD
Email: [email protected] (preferred method of contact)
Office Location: Remote
Dates: October 15, 2018 – March 3, 2019
Course Information
Course Number: BA 606 73 H2
Course Name: Team Management
Credits: 3
Format: This class will be delivered online using Moodle Platform. Class sessions will consist of
discussions, assignments, and exam. Discussions, assignments, cases and exam will
focus on readings, and other professionally/academically reviewed journals.
Course Description:
Course Description: This course will explore the psychological contract between leader and follower that take many forms between two people or between the leader and groups. Students will study group formation and group development as well as the intricacies of coaching, mentoring, and disciplining.
Course Objectives & Learning Outcomes
Upon completion of the course, students should be able to:
1. Analyze the importance of working together collaboratively.
2. Improve your analytic abilities in understanding the behavior of individuals
and groups in organizations.
3. Apply tools for diagnosing and enhancing team effectiveness.
4. Increase your awareness of how successful business executives lead and what separates them from their unsuccessful counterparts.
5. Gain experience in leadership situations, including learning to deal with conflict, time pressure, and different accountability systems
6. Evaluate the stages of team development.
7. Appreciate and adapt to different behavioral styles with a team.
8. Utilize this information to communicate more effectively with team members.
Course RequirementsComputer Literacy
Students are expected to be able to use word processing and presentation software, as well as access E-mail, utilize Moodle (including forums, assignment submissions, quizzes), Google Docs and other technological tools that may enhance the content of this course. Please refer to the CU Distance Education Help Desk for instructions, when necessary.Required Materials
Required Materials:
Making The Team (5th Edition) by Thompson (ISBN: 9780132968089)
Published by Pearson
Recommended:
Publication Manual of the American Psychological Association (6th Edition) (ISBN-13: 9781433805615)
Internet Access: Some of the course materials and problems will be posted and completed on the internet. It is therefore imperative that you have access to the internet in order to successfully complete this part of the class assignments.
Class Attendance/Participation
As stated in the Campbellsville University catalog, students are expected to attend class regularly. To be counted present, a student in online courses must log-in to their course in the LMS (Moodle) at least once a day and complete those activities as prescribed by the instructor in the syllabus. When the prescribed amount of inactivity has passed or the prescribed number of assig.
Assignment 2 Accounting and Audit EnforcementDue Week 7 and wor.docxbraycarissa250
Assignment 2: Accounting and Audit Enforcement
Due Week 7 and worth 300 points
Using the Internet, Strayer databases, or the Securities and Exchange Commission’s Website, located at http://www.sec.gov/divisions/enforce/friactions/friactions2012.shtml, perform a search on several U.S. health care publicly-traded companies and choose a health care organization that has been accused of committing health care fraud.
Write a five to six (5-6) page paper in which you:
Evaluate the level of SOX regulations that applies to for-profit and not-for-profit health care organizations, indicating whether or not mandating SOX requirements for non-profits might reduce fraud and increase corporate governance. Provide support for your rationale.
Determine whether SOX has been effective in regulating ethical behavior of for-profit health care organizations. Defend your position.
Review the audit report issued by the external auditing firm from the company's Website for the year it was accused of fraud. Then, determine whether the external auditors were negligent in preparing the audit report for the company. Formulate an opinion regarding which Internal Control was deficient or what GAAP was violated. Defend your position.
Determine what provision(s) of SOX was / were violated in the health care fraud case in question. Indicate whether or not SOX adequately provides sanctions to deter the behavior or if changes are needed to the regulations to remedy the issue(s) and thus ensure compliance.
Based on the fraudulent activity that occurred, recommend two (2) improvements to the internal control environment to reduce those occurrences. Provide detailed recommendations.
Use at least four (4) quality academic resources in this assignment. Note: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Evaluate internal controls within an organization and create a risk assessment.
Analyze ethical theories to evaluate a decision-making process to determine compliance with professional codes of ethics.
Evaluate the health of organizations to assess the level of risk in an audit engagement.
Evaluate financial data for potential fraud and prepare an audit approach for detecting fraud.
Assess the risk of financial misstatement in an IT-based environment.
Use technology and information resources to research issues in accounti ...
Explain how firms can benefit from forecastingexchange rates .docxhanneloremccaffery
Explain how firms can benefit from forecasting
exchange rates
Describe the common techniques used for
forecasting
Explain how forecasting performance can be
evaluated
explain how interval forecasts can be applied
APA format, minimum 3 sources
Paper will be a minimum of 650 and a maximum of 900 words.
(This includes title section, content, and references…in other
words the entire paper)
.
•POL201 •Discussions •Week 5 - DiscussionVoter and Voter Tu.docxhanneloremccaffery
• POL201 • Discussions • Week 5 - Discussion
Voter and Voter Turnout
Prepare: Prior to completing this discussion question, review Chapters 10, 11, and 12 in American Government and review Week Five Instructor Guidance. Also read the following articles: How Voter ID Laws Are Being Used to Disenfranchise Minorities and the Poor (Links to an external site.)Links to an external site., Fraught with Fraud (Links to an external site.)Links to an external site., and Proof at the Polls (Links to an external site.)Links to an external site.
Reflect: The U.S. has one of the lowest voter turnout rates among modern democratic political systems. One study ranks the U.S. 120th on a list of 169 nations compared on voter turnout (Pintor, Gratschew, & Sullivan, 2002). During the last decade, many initiatives have been undertaken to increase voter participation, yet concerns about the possibility of election fraud have also increased. Additionally, some political interests feel threatened by the increase in turnout among some traditionally low-turnout ethnic minorities. Several states have recently passed legislation imposing new registration and identification requirements. This has sparked debate about whether these are tactics intended to suppress turnout or to prevent fraud. Think about the media’s role in the election process and how both mass media and social media can impact the election process.
Write: In your initial post, summarize recent developments in several states enacting voter ID laws. Analyze and describe the pros and cons on both sides of the debate about these laws. Is voter fraud a major problem for our democracy or are some groups trying to make it harder for some segments of society to vote? What impact has the media (mass and social) had in influencing public opinion regarding voter ID laws? Draw your own conclusion about the debate over voter ID laws and justify your conclusions with facts and persuasive reasoning. Fully respond to all parts of the prompt and write your response in your own words. Your initial post must be at least 300 words. Support your position with at least two of the assigned resources required for this discussion, and/or peer reviewed scholarly sources obtained through the AU Library databases. Include APA in-text citations (Links to an external site.)Links to an external site. in the body of your post and full citations on the references list (Links to an external site.)Links to an external site. at the end. Support your position with APA citations from two or more of the assigned resources required for this discussion. Please be sure that you demonstrate understanding of these resources, integrate them into your argument, and cite them properly.
.
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Year 2014Summer Semester Prepared by Elena Ashley & Ahma.docxjeffevans62972
Year 2014
Summer Semester
Prepared by Elena Ashley & Ahmad Khaldi
Prepared by Dr Annie Delaney
CHANGING CONTEXT OF WORK
BMO3353
SCHOOL OF MANAGEMENT& INFORMATION SYSTEMS
BMO 3327 ORGANISATIONAL CHANGE & DEVELOPMENT
UNIT OF STUDY GUIDE
21
VICTORIA UNIVERSITY
COLLEGE OF BUSINESS & LAW
UNIT TITLE
CHANGING CONTEXT OF WORK
UNIT CODE
BMO 3353
PRE-REQUISITES
BMO1102 - MANAGEMENT AND ORGANISATION BEHAVIOUR/ and or
BMO 3220 HUMAN RESOURCE MANAGEMENT
CREDIT POINTS
12
MODE OF DELIVERY
On-campus face to face
UNIT COORDINATOR
Elena Ashley
Email: [email protected]
OTHER TEACHING STAFF
Facilitator: Ahmad Khaldi
Email: [email protected]
Text/ Readings
Prescribed and recommended readings are available for download on webct see pp 14-15
Format
This unit is offered in seminar mode and students are required to attend each seminar. No student will be permitted to continue in this unit if they miss the first two weeks. See weekly seminar schedule on page 16.
DESCRIPTOR
What is the future of work? Will technology influence work locations such as, homebased, hot desked, remote or mobile? Will future jobs involve skills, tasks, titles that we cannot imagine today? Will workplaces be fairer, more diverse and inclusive around gender, age, race, and disabilities? Will unions still be relevant? How will management and HR approaches reflect future trends and issues? This unit explores key changes to work and the underlying issues. Understanding work changes will help imagine how work will continue to change over the next decades, and how this might affect employees, organisations and the community.
This unit will help to shape an appreciation of the complexities and challenges faced by employees and organisations as they strive to function and survive in the context of the 21st Century and the interrelationships between work and society. Students will engage with key readings, research themes and produce individual and group written assessments. Seminars will encourage student participation through group and class discussions generated from student enquiry, readings and questions. Students will work to develop a semester long enquiry on foreseeing future work trends, utilising scenario planning and the exploration of theory and key themes around the changing context of work. Key themes include: globalisation, gender and diversity, technology, management innovation — use of labour. The unit will culminate in a student led seminar (SLS) that will involve a Q & A with experts in the field, and an expo/ poster presentation of group findings.
The unit is delivered in a seminar style that encourages independent and active learning. It applies an enquiry based learning approach and seeks to engage students in applying knowledge in the Human Resource Management and Management disciplines to develop critical thinking and problem solving skills. There is no final exam, but there are a number of hurdles students must meet to pass the unit. LEARNING OUTCOMES.
FI N 513 – Health Care Finance
Copyright 2011, 2012, 2017
The Taft University System, Inc.
All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means,
electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without
permission in writing from the copyright holder.
FI N 5 1 3 – Health Care Finance
Course Syllabus
1
FI N 5 1 3 – Health Care Finance
Course Syllabus
Introduction
This syllabus contains the lesson assignments for FIN513 – Health Care Finance. This course is
designed to introduce health care accounting and finance issues that have become part of the
everyday life of most health care executives. The course covers types of financial decisions that
health care executives are most likely to be involved with and provides materials that will help
you understand the conceptual basis and mechanics of financial analysis and decision making as
they pertain to the health care industry sector.
The general basis of financial decision-making in any business is almost always built upon
understanding three critical elements. First, most financial decisions are based upon the use of
accounting information. Second, all business units operate within an industry. The health area
industry is a huge, complex industry that is unlike other industries in many areas. Third, both
accounting and finance are, in many ways, subsets of economics.
Expected Student Learning Outcomes
Upon the successful completion of this course you should be able to:
• Appraise the importance and uses of financial information in health care organizations.
• Explain the common ownership forms of health care organizations, along with their
advantages and disadvantages.
• Describe factors that influence the financial viability of a health care organization.
• Respond to a compliance audit or investigation, particularly when the subject of that
inquiry includes financial records.
• Explain the primary financial objective of a health care firm, and the critical drivers of
financial performance.
• List and describe the requirements for effective financial planning and policy-making.
Required Text:
Cleverly, W., & Cleverly, J. (2018) Essentials of health care finance (8th Edition). Boston, MA:
Jones & Bartlett Learning.
ISBN: 9781284094633
2
FI N 5 1 3 – Health Care Finance
Course Syllabus
Suggestions for getting the most out of this course:
• Read professional journals and periodicals.
• Participate in the course discussion forums, and learn from the experience and
knowledge of your faculty mentor and fellow students.
• If possible, form a relationship with someone who works in an area related to your
course. Explain that you would like to obtain their insights and perspectives from time to
time.
Academic Engagement
Each academic.
Distance Learning, Online Teaching [19+ Years]
• Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development.
• Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager.
• Create a safe, respectful, and welcoming learning environment.
• Specialize in working with new students, first generation students, and academically under-prepared students.
• Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism.
• Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others.
Dissertation Chair and Mentor [Remote, 11+ years]
• Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process.
• Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation.
• Participate in the Defense process of a student’s Prospectus and final Dissertation.
• Facilitate the successful completion of all IRB protocols.
Faculty Development [Remote, 10+ years]
• Served as a Trainer and Mentor for New Faculty Members.
• Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories.
• Inspired faculty to improve their facilitation practice by leading online faculty workshops.
Curriculum Development [Remote, 12+ years]
• Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses.
• Strong knowledge and application of adult cognitive learning theories and instructional design methodologies.
• Develop content and assessments that met learning objectives, including discussions and assignments.
Background Includes: Various Online Schools (08/05 – Present)
Online Instructor, Doctoral Committee Member, Dissertation Chair, Faculty Development, Curriculum Development.
Ch 6 Comp Analysis Prob 2NameChapter 6 Comparative Analysis Problem 2SectionDateAmazon.com, Inc. vs. Wal-Mart Stores, Inc. (a)Amazon.comWal-Mart Inventory turnover: Days in inventory: (b)
377
MSL 6000, Psychological Foundations of Leadership 1
Course Description
Psychological Foundations of Leadership contains the basic concepts, theories, and research regarding psychological
issues related to organizational behavior and leadership. This course includes the nature of leadership, leadership
behavior, and specific psychological traits of ordinary individuals in leadership roles.
Course Textbook
Daft, R. L. (2015). The leadership experience (6th ed.). Stamford, CT: Cengage Learning.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Analyze the major psychological foundations of leadership.
2. Identify influence tactics used by leaders.
3. Discuss how leadership behaviors and situational factors can affect leadership success.
4. Compare and contrast various leadership models.
5. Differentiate among the skills, traits, and behaviors characteristic of various leader types.
6. Identify the characteristics a leader needs to achieve organizational objectives.
7. Describe the four leadership styles of the Hersey and Blanchard situational leadership model.
8. Examine the recommendations of the multiple-linkage model pertaining to group performance.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
5. Suggested Reading: Suggested Readings are listed in Units I-V, VII, and VIII. Students are encouraged to read
the resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested
Readings.
6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study.
7. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications
can be found in the Student Resources link listed in the Course Menu bar.
8. Unit Assessments: This course contains six Unit Assessments, one to be completed at the end of Units I and III-
VII. Assessments are composed of written-response questions.
9. Unit Assignments: Students are required to submit for grading Unit Assignments in Units II and VIII. Specific
information and instructions regarding t ...
Thank you for agreeing to be a mentor for a College student..docxtodd191
Thank you for agreeing to be a mentor for a College student. Our professionally-focused academic programs count on professionals such as yourself to help guide and open our students up to incredibly valuable real-world experiences. This guide was created to help you understand baseline expectations of being a mentor, and to provide specific contact information should you have any questions.
Baseline Expectations of Mentorship
You are being asked to work with a student in a professional setting that you are familiar with, and help them: 1) gain valuable real-world experience in an area of their choosing, and 2) help the student successfully reach a set of predefined Essential Learning Competencies, or learning goals. The student approaching you is enrolled in the course MGMT-470: Business Management Capstone which is the final course in the B.S. in Business Management degree program at College. This is their culminating academic experience and for most, their last course before graduation. We’re asking students to utilize their learning in the program and prior experiences to develop a capstone project that proves their competence in at least five of the aforementioned essential business competency areas.
The Learning Contract
These essential competencies are defined in a Learning Contract the student will fill out with your help. By the time the student approaches you s/he will have anywhere from 4-6 weeks to complete their fieldwork experience in-full. The final product of their fieldwork experience is a written capstone paper which will detail their experience, learning, and competence.
First, the student should have approached you with an initial idea they are interested in, and that you are familiar with. This idea may be a bit vague at first but, together, you can work to hone-down the idea into an actionable plan. There are a series of steps we are asking you to take with the student over the next few weeks, and to also sign a Learning Contract with the student (which will be provided).
Second, In the Learning Contract you will clearly identify the following (the Learning Contract has a pre-filled example if you need some clarity):
1. The five Essential Competencies the student wishes to focus on (the complete list and explanation of each competency will be provided to you);
2. The Learning Objectives to reach those competencies (what, specifically, the student wants [and needs] to learn);
3. The Strategies and Resources required to meet the learning objectives (how, specifically, the student will learn? What will they be doing?);
4. The Evidence to be presented as proof of their learning (how will they demonstrate that they’ve learned?); and
5. The Criteria for Evaluation and means of validating their learning (how will the student’s performance be evaluated?)
Third, please know that strategies and resources really come down to identifying a set of tasks and/or actions that you (or someone you appoint) can walk the stud.
MHR 6751, Labor Relations and Collective Bargaining 1 .docxannandleola
MHR 6751, Labor Relations and Collective Bargaining 1
Course Description
Explores labor relations, contract negotiation and administration, and bargaining unit decision making processes.
Examines social, political, and economic impact of collective bargaining and challenges to administration of a collectively
established relationship.
Course Textbook
Carrell, M. R., & Heavrin, C. (2010). Labor relations and collective bargaining: Cases, practice, and law (9th ed.).
Upper Saddle River, NJ: Prentice Hall.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Describe the roots of the American labor movement and its transition to the present.
2. Differentiate the challenges for unions and employers in the workplace of today.
3. Discuss the concept of collective bargaining.
4. Discuss the concept of unfair labor practices and union avoidance strategies.
5. Construct a labor agreement.
6. Distinguish among negotiation models, strategies, and tactics.
7. Judge the market factors, including wage, salary, and benefits, impact labor negotiations.
8. Compare and contrast unions' and employers' concerns with job seniority and security.
9. Distinguish among the grievance and disciplinary procedures, mediation, and arbitration.
10. Examine the future of the labor movement in the 21st century.
11. Interpret the laws impacting unions and equal employment.
12. Discuss the worldwide labor movement.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook
4. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular
attention to Key Terms as they represent important concepts within the unit material and reading.
5. Discussion Boards: Discussion Boards are a part of all CSU term courses. Information and specifications
regarding these assignments are provided in the Academic Policies listed in the Course Menu bar.
6. Assessments: This course contains eight Unit Assessments, one to be completed at the end of each unit.
Assessments are composed of written response questions.
7. Unit Assignment: Students are required to submit for grading a Unit Assignment in Unit VIII. Specific information
and instructions regarding this assignment are provided below. A grading rubric is included with the assignment.
Specific information about accessing this rubric is provided below.
MHR 6751, Labor Relations and
Collective Bargaining
Course Syllabus
MHR 6751, Labor Relations and Collective Bargaining 2
...
P a g e 1 Sy l l a b u s L a s t U p d a t e d 5 30 .docxgerardkortney
P a g e | 1 Sy l l a b u s L a s t U p d a t e d 5/ 30 / 2 0 1 7
Undergraduate Course Syllabus
OL 421: Strategic Management and Policy
Center: Online
Course Prerequisites
CE: Completion of 111 Credits; UC: ACC202, ACC205 or HOS202; MKT113 or MKT105; ENG200 and completion of
90 credits
Course Description
Business School Capstone Course. This interdisciplinary approach to the study of the process of strategic
management includes strategic analysis planning, implementation, evaluation and control from the perspective of
top management in profit-making U.S. and international corporations, and public and non- profit organizations.
Text and case studies are used extensively. Writing and team intensive course. Experience with Microsoft Office or
equivalent is required. Senior standing or permission of instructor.
Course Outcomes
Demonstrate business communication skills and etiquette for constructing personal and professional
reflections in a variety of business environments
Analyze strategic problem-solving skills for enhancing business success
Analyze the use of quantitative and qualitative tools for informing strategic decision-making
Assess ethical, legal, and social challenges for suggesting improvement and enhancement strategies
Assess peer-to-peer and peer-to-leader collaboration for improving performance and decision making
Analyze global business markets for informing future business expansion choices
Analyze entrepreneurial and innovative approaches for solving authentic business problems
Undergraduate Business Core Competencies
1. Communication: Students will demonstrate an ability to communicate effectively through written, oral,
and other forms of communication
2. Informational Technology: Students will master information technology principles and contemporary
information technology applications and will be able to apply information technology to the greatest
advantage in the many aspects of an organization’s operations
3. Problem Solving: Students will develop the skills to identify problems quickly, analyze them reasonably,
and find solutions creatively
4. Teamwork: Students will develop a broad range of interpersonal skills in order to function effectively as a
participant in team and group situations
P a g e | 2 Sy l l a b u s L a s t U p d a t e d 5/ 30 / 2 0 1 7
5. Analytical Skills: Students will appropriately use and apply quantitative and qualitative methods of
analysis, data, applied mathematical and statistical techniques, and decision sciences whenever possible
to attain organizational objectives
6. Global Orientation: Students will attain a multidisciplinary global perspective in order to understand
others and make more effective international business decisions
7. Legal and Ethical Practices: Students will realize the legal and ethical considerations and implications of
personal, social, business, and inter.
Develop learning objectives for the training and development progr.docxcuddietheresa
Develop learning objectives for the training and development program.
Basic
Describes, but does not develop learning objectives for the training and development program.
Faculty comments:“
Your 'objective' are really job golas
Think of it this way:
After training what should the trainees know or be able to do?
For example - training to build a wooden picnic table'
After training trainees will know the 6 types of lumber they need to secure to build the table.
After training trainees will be able to demonstrate how to cut the proper angles to complete the leg assembly.
A specific objective of the training program must be measureable and must be something that is attained during the training program and not something that occurs at work after the program. For example in a safety training program after training employees may know the 4 places where hard hats are required to be worn. That is the training program objective - the work goal is fewer injuries due to not wearing a hard hat.
As a good guide most programs should have between 3-5 specific objectives
Print
Training Program Design Scoring Guide
CRITERIA
NON-PERFORMANCE
BASIC
PROFICIENT
DISTINGUISHED
Assess the strategic impact of the training topic on an organization.
Does not describe the strategic impact of the training topic on an organization.
Describes, but does not assess the strategic impact of the training topic on an organization.
Assesses the strategic impact of the training topic on an organization.
Analyzes the strategic impact of the training topic on an organization, using authentic organization examples.
Explain the selected training topic for the training and development program.
Does not identify the selected training topic for the training and development program.
Identifies, but does not explain the selected training topic for the training and development program.
Explains the selected training topic for the training and development program.
Articulates the selected training topic for the training and development program, including related subtopics.
Develop a training needs analysis for the topic.
Does not describe a training needs analysis for the topic.
Describes, but does not develop a training needs analysis for the topic.
Develops a training needs analysis for the topic.
Develops a training needs analysis for the topic, and illustrates using a sample survey, a questionnaire, a set of written interview questions, or an observation checklist.
Develop learning objectives for the training and development program.
Does not describe learning objectives for the training and development program.
Describes, but does not develop learning objectives for the training and development program.
Develops learning objectives for the training and development program.
Analyzes learning objectives for the training and development program, using research from scholarly literature.
Assess how a distance learning module enhances a trainee’s learning experienc ...
MGMT 1001 Managing Organisations and People Session DioneWang844
MGMT 1001
Managing Organisations
and People
Session 2 2016
Dr Lynn Gribble
Today is about
Getting started
Understanding what is in the course overall
and your learning over the next 12 weeks
Understanding your role, our role as
lecturers and your tutor’s role
Some things to note about uni
This is not year 13, it will be different than
high school
No one will chase you, you have to be
independent learners
Its less specific than high school
Remember it’s a first year course
Depth and breadth, analysis and critique
What happens in MGMT 1001?
Success comes from reading before the lecture and being prepared
The Role of Students
– Lectures are designed to challenge your thinking. Sometimes they are funny
(laugh & enjoy), interactive, 2-way communications, curious, mind
expansion, critical thinking, constructive feedback, and we celebrate
diversity!
The lectures are focussed Learning
– Each lecture will have learning objectives. By the end of the lecture, you
should ask yourself whether you have achieved the learning
objectives of the lecture. These match the course information in the text
book but look to make connections and explanations. These aer to expand
upon what you have read.
Do not expect to be Spoon-Fed
– These are lectures – each lecturer will explore the content with you. These
form the framework to facilitate students’ further in-depth learning of the
topics of MGMT 1001.
– You will need to read the text each week. Attend your tutorial each week to
apply what you have been learning. The tutes are not substitute lectures.
You will need to do more than come to lectures, tutes and read your text.
You need to ENGAGE with the management literature
More about MGMT 1001
The lectures explore content. The tutorials
explore application and experience of that
content
Questions? Go to the discussion board, or
ask your tutor in their consult.
Make sure you identify yourself in emails by
name student number and course
Getting started
Why are you studying Managing
organisations and people?
Everything you do involves both
organisations and people
Reflective Questions to guide this lecture
Part 1:Important things about this course
1. How can you be successful in this course
2. What important time lines and processes will assist me to be more successful
in this course?
3. Who does what and what can I expect during this course?
Part 2: Organisations and Management
1. What is an organisation?
2. Understanding the changing context of organisations today
3. What are the challenges of managing in today’s organisations?
Why study organisations and
management?
Most important selection criteria when recruiting graduates 2011
1. Interpersonal and communication skills (written and oral)
2. Passion/Knowledge of industry/Drive/Commitment/Attitude
3. Critical reasoning and analytical skills/Problem solving/Lateral
thin ...
Self-Assessment PortfolioThis assignment asks you to reflect u.docxtcarolyn
Self-Assessment Portfolio
This assignment asks you to reflect upon your own interpersonal communication skills and evaluate your effectiveness as a communicator in interpersonal situations. There are a variety of self-assessments to choose from and the documents containing these assessments are in a folder on the course CelticOnline page. Choose 10 assessments to complete and make sure to complete the assessment first before reading more about what the assessment attempts to measure. Try to choose a variety of assessments to obtain a well-rounded understanding of your interpersonal communication skills.
After completing the assessments, for each assessment you will need to complete a 2-page assignment in which you need to address the following concerns:
· Description —describe the exercise/assignment using the concepts discussed in class and in the textbook.
· Purpose —identify the purpose of the exercise by relating the exercise to the principles or theories discussed in class, in the textbook, in additional readings, and/or additional information provided about the assessment.
· Analysis —analyze the process of the exercise, i.e., what you learned and how you came to realize key concepts related to the purpose; analyze your strengths and limitations related to this competency.
· Self-Assessment —conclude your report by stating how principles learned can be applied to your personal communication skills and/or your success in interpersonal relationships; what have you learned to help you develop this competency?
I suggest you complete assessments as we cover the corresponding material in class. Additional documents contain original research that cover the purposes and definitions of each assessment.
BE SURE TO GIVE PROPER CITATIONS FOR WORK/IDEAS/CONCEPTS THAT ARE NOT YOUR OWN. Each assignment should have a reference sheet where you site your sources that contributed to your understanding of that assessment.
Your Self-Assessment Portfolio is due at the end of week 8. Please compile all the materials into one document. Each assessment should be included with your responses noted, followed by its reflection assignment and then the reference sheet. This order will occur 10 times for all 10 self-assessments. You will be penalized for lack of organization in this manner. This portfolio is worth 100 points.
Self-Assessment Portfolio
This assignment asks you to reflect upon your own interpersonal communication skills and evaluate your effectiveness as a communicator in interpersonal situations. There are a variety of self-assessments to choose from and the documents containing these assessments are in a folder on the course CelticOnline page. Choose 10 assessments to complete and make sure to complete the assessment first before reading more about what the assessment attempts to measure. Try to choose a variety of assessments to obtain a well-rounded understanding of your interpersonal communication skills.
After completing the assess.
Self-Assessment PortfolioThis assignment asks you to reflect u.docxedgar6wallace88877
Self-Assessment Portfolio
This assignment asks you to reflect upon your own interpersonal communication skills and evaluate your effectiveness as a communicator in interpersonal situations. There are a variety of self-assessments to choose from and the documents containing these assessments are in a folder on the course CelticOnline page. Choose 10 assessments to complete and make sure to complete the assessment first before reading more about what the assessment attempts to measure. Try to choose a variety of assessments to obtain a well-rounded understanding of your interpersonal communication skills.
After completing the assessments, for each assessment you will need to complete a 2-page assignment in which you need to address the following concerns:
· Description —describe the exercise/assignment using the concepts discussed in class and in the textbook.
· Purpose —identify the purpose of the exercise by relating the exercise to the principles or theories discussed in class, in the textbook, in additional readings, and/or additional information provided about the assessment.
· Analysis —analyze the process of the exercise, i.e., what you learned and how you came to realize key concepts related to the purpose; analyze your strengths and limitations related to this competency.
· Self-Assessment —conclude your report by stating how principles learned can be applied to your personal communication skills and/or your success in interpersonal relationships; what have you learned to help you develop this competency?
I suggest you complete assessments as we cover the corresponding material in class. Additional documents contain original research that cover the purposes and definitions of each assessment.
BE SURE TO GIVE PROPER CITATIONS FOR WORK/IDEAS/CONCEPTS THAT ARE NOT YOUR OWN. Each assignment should have a reference sheet where you site your sources that contributed to your understanding of that assessment.
Your Self-Assessment Portfolio is due at the end of week 8. Please compile all the materials into one document. Each assessment should be included with your responses noted, followed by its reflection assignment and then the reference sheet. This order will occur 10 times for all 10 self-assessments. You will be penalized for lack of organization in this manner. This portfolio is worth 100 points.
Self-Assessment Portfolio
This assignment asks you to reflect upon your own interpersonal communication skills and evaluate your effectiveness as a communicator in interpersonal situations. There are a variety of self-assessments to choose from and the documents containing these assessments are in a folder on the course CelticOnline page. Choose 10 assessments to complete and make sure to complete the assessment first before reading more about what the assessment attempts to measure. Try to choose a variety of assessments to obtain a well-rounded understanding of your interpersonal communication skills.
After completing the assess.
MSL 6000, Psychological Foundations of Leadership 1 Cour.docxgilpinleeanna
MSL 6000, Psychological Foundations of Leadership 1
Course Description
Psychological Foundations of Leadership contains the basic concepts, theories, and research regarding psychological
issues related to organizational behavior and leadership. This course includes the nature of leadership, leadership
behavior, and specific psychological traits of ordinary individuals in leadership roles.
Course Textbook
Daft, R. L. (2015). The leadership experience (6th ed.). Stamford, CT: Cengage Learning.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Analyze the major psychological foundations of leadership.
2. Identify influence tactics used by leaders.
3. Discuss how leadership behaviors and situational factors can affect leadership success.
4. Compare and contrast various leadership models.
5. Differentiate among the skills, traits, and behaviors characteristic of various leader types.
6. Identify the characteristics a leader needs to achieve organizational objectives.
7. Describe the four leadership styles of the Hersey and Blanchard situational leadership model.
8. Examine the recommendations of the multiple-linkage model pertaining to group performance.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
5. Suggested Reading: Suggested Readings are listed in Units I-V, VII, and VIII. Students are encouraged to read
the resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested
Readings.
6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study.
7. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications
can be found in the Student Resources link listed in the Course Menu bar.
8. Unit Assessments: This course contains six Unit Assessments, one to be completed at the end of Units I and III-
VII. Assessments are composed of written-response questions.
9. Unit Assignments: Students are required to submit for grading Unit Assignments in Units II and VIII. Specific
information and instructions regarding these assignments are provided below. Grading rubrics are included with
each assignment. Specific information about accessing these rubrics is provided below.
MSL 6000, Psychological
Foundations of ...
BA 606 Team ManagementHybrid CourseInstructor InformationN.docxwilcockiris
BA 606 Team Management
Hybrid Course
Instructor Information
Name: Jane Corbett, PhD
Email: [email protected] (preferred method of contact)
Office Location: Remote
Dates: October 15, 2018 – March 3, 2019
Course Information
Course Number: BA 606 73 H2
Course Name: Team Management
Credits: 3
Format: This class will be delivered online using Moodle Platform. Class sessions will consist of
discussions, assignments, and exam. Discussions, assignments, cases and exam will
focus on readings, and other professionally/academically reviewed journals.
Course Description:
Course Description: This course will explore the psychological contract between leader and follower that take many forms between two people or between the leader and groups. Students will study group formation and group development as well as the intricacies of coaching, mentoring, and disciplining.
Course Objectives & Learning Outcomes
Upon completion of the course, students should be able to:
1. Analyze the importance of working together collaboratively.
2. Improve your analytic abilities in understanding the behavior of individuals
and groups in organizations.
3. Apply tools for diagnosing and enhancing team effectiveness.
4. Increase your awareness of how successful business executives lead and what separates them from their unsuccessful counterparts.
5. Gain experience in leadership situations, including learning to deal with conflict, time pressure, and different accountability systems
6. Evaluate the stages of team development.
7. Appreciate and adapt to different behavioral styles with a team.
8. Utilize this information to communicate more effectively with team members.
Course RequirementsComputer Literacy
Students are expected to be able to use word processing and presentation software, as well as access E-mail, utilize Moodle (including forums, assignment submissions, quizzes), Google Docs and other technological tools that may enhance the content of this course. Please refer to the CU Distance Education Help Desk for instructions, when necessary.Required Materials
Required Materials:
Making The Team (5th Edition) by Thompson (ISBN: 9780132968089)
Published by Pearson
Recommended:
Publication Manual of the American Psychological Association (6th Edition) (ISBN-13: 9781433805615)
Internet Access: Some of the course materials and problems will be posted and completed on the internet. It is therefore imperative that you have access to the internet in order to successfully complete this part of the class assignments.
Class Attendance/Participation
As stated in the Campbellsville University catalog, students are expected to attend class regularly. To be counted present, a student in online courses must log-in to their course in the LMS (Moodle) at least once a day and complete those activities as prescribed by the instructor in the syllabus. When the prescribed amount of inactivity has passed or the prescribed number of assig.
Assignment 2 Accounting and Audit EnforcementDue Week 7 and wor.docxbraycarissa250
Assignment 2: Accounting and Audit Enforcement
Due Week 7 and worth 300 points
Using the Internet, Strayer databases, or the Securities and Exchange Commission’s Website, located at http://www.sec.gov/divisions/enforce/friactions/friactions2012.shtml, perform a search on several U.S. health care publicly-traded companies and choose a health care organization that has been accused of committing health care fraud.
Write a five to six (5-6) page paper in which you:
Evaluate the level of SOX regulations that applies to for-profit and not-for-profit health care organizations, indicating whether or not mandating SOX requirements for non-profits might reduce fraud and increase corporate governance. Provide support for your rationale.
Determine whether SOX has been effective in regulating ethical behavior of for-profit health care organizations. Defend your position.
Review the audit report issued by the external auditing firm from the company's Website for the year it was accused of fraud. Then, determine whether the external auditors were negligent in preparing the audit report for the company. Formulate an opinion regarding which Internal Control was deficient or what GAAP was violated. Defend your position.
Determine what provision(s) of SOX was / were violated in the health care fraud case in question. Indicate whether or not SOX adequately provides sanctions to deter the behavior or if changes are needed to the regulations to remedy the issue(s) and thus ensure compliance.
Based on the fraudulent activity that occurred, recommend two (2) improvements to the internal control environment to reduce those occurrences. Provide detailed recommendations.
Use at least four (4) quality academic resources in this assignment. Note: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Evaluate internal controls within an organization and create a risk assessment.
Analyze ethical theories to evaluate a decision-making process to determine compliance with professional codes of ethics.
Evaluate the health of organizations to assess the level of risk in an audit engagement.
Evaluate financial data for potential fraud and prepare an audit approach for detecting fraud.
Assess the risk of financial misstatement in an IT-based environment.
Use technology and information resources to research issues in accounti ...
Explain how firms can benefit from forecastingexchange rates .docxhanneloremccaffery
Explain how firms can benefit from forecasting
exchange rates
Describe the common techniques used for
forecasting
Explain how forecasting performance can be
evaluated
explain how interval forecasts can be applied
APA format, minimum 3 sources
Paper will be a minimum of 650 and a maximum of 900 words.
(This includes title section, content, and references…in other
words the entire paper)
.
•POL201 •Discussions •Week 5 - DiscussionVoter and Voter Tu.docxhanneloremccaffery
• POL201 • Discussions • Week 5 - Discussion
Voter and Voter Turnout
Prepare: Prior to completing this discussion question, review Chapters 10, 11, and 12 in American Government and review Week Five Instructor Guidance. Also read the following articles: How Voter ID Laws Are Being Used to Disenfranchise Minorities and the Poor (Links to an external site.)Links to an external site., Fraught with Fraud (Links to an external site.)Links to an external site., and Proof at the Polls (Links to an external site.)Links to an external site.
Reflect: The U.S. has one of the lowest voter turnout rates among modern democratic political systems. One study ranks the U.S. 120th on a list of 169 nations compared on voter turnout (Pintor, Gratschew, & Sullivan, 2002). During the last decade, many initiatives have been undertaken to increase voter participation, yet concerns about the possibility of election fraud have also increased. Additionally, some political interests feel threatened by the increase in turnout among some traditionally low-turnout ethnic minorities. Several states have recently passed legislation imposing new registration and identification requirements. This has sparked debate about whether these are tactics intended to suppress turnout or to prevent fraud. Think about the media’s role in the election process and how both mass media and social media can impact the election process.
Write: In your initial post, summarize recent developments in several states enacting voter ID laws. Analyze and describe the pros and cons on both sides of the debate about these laws. Is voter fraud a major problem for our democracy or are some groups trying to make it harder for some segments of society to vote? What impact has the media (mass and social) had in influencing public opinion regarding voter ID laws? Draw your own conclusion about the debate over voter ID laws and justify your conclusions with facts and persuasive reasoning. Fully respond to all parts of the prompt and write your response in your own words. Your initial post must be at least 300 words. Support your position with at least two of the assigned resources required for this discussion, and/or peer reviewed scholarly sources obtained through the AU Library databases. Include APA in-text citations (Links to an external site.)Links to an external site. in the body of your post and full citations on the references list (Links to an external site.)Links to an external site. at the end. Support your position with APA citations from two or more of the assigned resources required for this discussion. Please be sure that you demonstrate understanding of these resources, integrate them into your argument, and cite them properly.
.
•No less than 4 pages causal argument researched essay •In.docxhanneloremccaffery
•
No less than 4 pages causal argument researched essay
•
Includes an interview with an expert from a university
•
Includes survey question with students concerning the topic
•
Includes arguments from official sources from the library
.
•Focus on two or three things in the Mesopotamian andor Ovids ac.docxhanneloremccaffery
•Focus on two or three things in the Mesopotamian and/or Ovid's account of creation that differ from Genesis. How do they differ? What is the significance of these differences?
•Focus on two or three things in the Mesopotamian and/or
Ovid's account of the flood that differ from Genesis. How do they differ? What is the significance of these differences
.
•Langbein, L. (2012). Public program evaluation A statistical guide.docxhanneloremccaffery
•Langbein, L. (2012). Public program evaluation: A statistical guide (2nd ed.). Armonk, NY: ME Sharpe. ◦Chapter 7, “Designing Useful Surveys for Evaluation” (pp. 209–238)
•McDavid, J. C., Huse, I., & Hawthorn, L. R. L. (2013). Program evaluation and performance measurement: An introduction to practice (2nd ed.). Thousand Oaks, CA: Sage. ◦Chapter 4, “Measurement for Program Evaluation and Performance Monitoring” (pp. 145–185)
•Geddes, B. (1990). How the cases you choose affect the answers you get: Selection bias in comparative politics. Political Analysis, 2(1), 131–150. Retrieved from http://www.uky.edu/~clthyn2/PS671/Geddes_1990PA.pdf
•Levitt, S., & List, J. (2009). Was there really a Hawthorne effect at the Hawthorne plant? An analysis of the original illumination experiments. Retrieved from http://www.nber.org/papers/w15016.pdf
•Urban Institute. (2014). Outcome indicators project. Retrieved from http://www.urban.org/center/cnp/projects/outcomeindicators.cfm
•Bamberger, M. (2010). Reconstructuring baseline data for impact evaluation and results measurement. Retrieved from http://siteresources.worldbank.org/INTPOVERTY/Resources/335642-1276521901256/premnoteME4.pdf
•Parnaby, P. (2006). Evaluation through surveys [Blog post]. Retrieved from http://www.idea.org/blog/2006/04/01/evaluation-through-surveys/
•Rutgers, New Jersey Agricultural Experiment Station. (2014). Developing a survey instrument. Retrieved from http://njaes.rutgers.edu/evaluation/resources/survey-instrument.asp
•MEASURE Evaluation. (n.d.). Secondary analysis of data. Retrieved February 24, 2015, from http://www.cpc.unc.edu/measure/our-work/secondary-analysis/secondary-analysis-of-data
•Zeitlin, A. (2014). Sampling and sample size [PowerPoint slides]. Retrieved from http://www.povertyactionlab.org/sites/default/files/2.%20Sampling%20and%20Sample%20Size_AFZ3.pdf
Now that you have thought through a logical model or framework for your Final Project, it is time to develop preliminary input, output, and outcome indicators. For this Assignment, use the guidelines from the Urban Institute resource and consult relevant Optional Resources from this week.
Submit a 2- to 3-page paper which describes your input, output, and outcome program indicators, including the following:
•Describe the variables and the data you will be using.
•Provide a realistic discussion of the availability of research data.
•Provide an analysis of intended data collection strategies.
◦If a sample or sample survey will be used, discuss the sampling frame or the sampling strategy you intend to use.
.
•Chapter 10 Do you think it is possible for an outsider to accura.docxhanneloremccaffery
•Chapter 10: Do you think it is possible for an outsider to accurately discern about the underlying cultural values of an organization by analyzing symbols, ceremonies, dress, or other observable aspects of culture in comparison to an insider with several years of work experience? Select a percentage (e.g., 10%, 70%, etc.) and explain your reasoning.
•Chapter 11: A noted organization theorist once said, "Pressure for change originates in the environment. Pressure for stability originates within the organization." Do you agree?
•Chapter 12: If managers frequently use experience and intuition to make complex, non-programmed decisions, how do they apply evidence-based management (which seems to suggest that managers should rely on facts and data)?
•Chapter 13: In a rapidly changing organization, are decisions more likely to be made using the rational or political model of organization?
•What biblical implications should be included/addressed?
•How can/should a biblical worldview be applied?
Group Discussion Board Forum Thread Grading Rubric
Criteria
Points Possible
Points Earned
Thread
0 to 30 points
All questions associated with Part 1 are provided in a thread.
At least 4 peer-reviewed references are included in the thread.
The thread is 1200 words.
The thread is posted by the stated deadline.
Spelling and grammar are correct.
Sentences are complete, clear, and concise.
Total
.
· Bakit Di gaanong kaganda ang pagturo sa UST sa panahon.docxhanneloremccaffery
·
Bakit
Di gaanong kaganda ang pagturo sa UST sa panahon ni Jose Rizal
·
bakit
Merong diskriminasyon; minamaliit ang mga Pilipinosa panahon ni Jose Rizal
·
bakit
Galit sa kay Jose Rizal ang mga Dominikano dahil sa pagtatatag ng Companerismo (Fraternity)
·
bakit
Gustong gamutin ni Jose Rizal ang ina niya
.
·YOUR INDIVIDUAL PAPER IS ARGUMENTATIVE OR POSITIONAL(Heal.docxhanneloremccaffery
·
YOUR INDIVIDUAL PAPER IS ARGUMENTATIVE OR POSITIONAL
(Healthcare Information Technology)
THIS is NOT and information paper so please read this carefully
Individual Writing Assignment
This Individual Writing Assignment is worth 20 points, and it is due at the end of Week 5.
The purposes of this assignment are to a) help you effectively use research resources through library data bases and search engines to complete course requirements; b) improve your critical thinking skills, and c) develop your effectiveness in writing about topics relevant to course objectives and healthcare information systems. The paper explores, in greater detail than the required readings and class discussion, any healthcare information system topic identified in the course text or syllabus. Your job is to select a current issue in healthcare information systems, provide the necessary background and your position, along with a conclusion and future direction. I encourage you to select a subject in which you have interest and approach this assignment as a potential publishable work.
Position Paper
Your final paper is 15 pages double-spaced (excluding the executive summary, footnotes, and references) with a 10 or 12 point font. Tables, graphics, and diagrams must be placed in the paper as attachments. They do not count in the page length. This is a guide to help you organize your content and what is expected in each section. The page counts are suggested, however, where they have a limit, that must be adhered to.
·
Cover Page:
APA Style (1 Page, not included in page count)
·
Table of Contents:
(not included in page count)
·
Executive Summary:
Bottom line up front (1 page, no more)
·
Introduction
: (1/2 to 1 page)
·
Background
: Information on the topic that provides context so readers can understand the background leading into your statement and analysis of the issue (up to 2 pages, no more)
·
Analysis of the issue
: This is the problem you see with the current state of your topic supported by evidence and literature that brings validity to the issue or problem you are stating exists. Then describe the factors contributing to the issue /problem broken down by (2-3 pages)
People
Processes
Technology
·
Position
: Now that the reader understands the problem broken down by people, process, and technology, provide a clear statement of what your position is on the issue and why. (1/2 to 1 page)
·
Rationale
: Now that the reader clearly understands your position and why you will detail your position with supporting evidence and literature to persuade the reader your position is the most valid. You should address opposing views with counter arguments here also. Your position should have evidence directly addressing the issues you stated above broken down by the same (3-4 pages)
People
Process
Technology
·
Recommendation
: Now that you have convinced the reader on your position being the best way forward, you need to provide 3-5 discrete recommen.
·Write a 750- to 1,Write a 750- to 1,200-word paper that.docxhanneloremccaffery
·
Write
a 750- to 1,
Write
a 750- to 1,200-word paper that addresses the following:
Define religion.
Describe the theory of animism.
Explain the influence of religion on cultures.
Identify the seven major religions of the world.
Describe any four types of theism.
Format
your paper consistent with APA guidelines.
Include
a minimum of five references.
Limit
direct quotes to less than 10% of the total manuscript.
Criteria for grading
·
Introduction provides sufficient background on the topic and previews major points
·
Define religion
·
Describe the theory of animism
·
Explain the influence of religion on cultures (e.g., architecture, art, politics, social norms, etc.)
·
Identify the seven major religions of the world and provide one or two sentences about each
·
Describe any four types of theism (e.g., atheism, monotheism, ditheism, polytheism, pantheism, etc.) and provide an example of each
·
Conclusion
.
[Type here]Ok. This school makes me confused. The summary of t.docxhanneloremccaffery
[Type here]
Ok. This school makes me confused. The summary of this week they posted like this:
SUMMARY:
This week introduced you to grand theories and middle-range theories that serve to articulate the voice of nursing within healthcare.
Here are the key points covered:
Grand theories are comparatively more abstract than middle-range theories since they are at a higher level of abstraction. Compared to grand theories, middle-range theories are made up of limited number of concepts that lend themselves to empirical testing. All theories help to explain human health behavior.
· Sister Callista Royï's adaptive model theory is built on the conceptual foundation of adaptation. It identifies the positive role that nursing plays in the promotion and enhancement of client adaptation to environments that facilitate the healing process.
· Leiningerï's culture care theory is pertinent in the current multicultural healthcare environment where nurses are exposed to diverse cultures.
· Penderï's health promotion and disease prevention theory can be called as a "direction setting exercise" for nursing professionals. It believes in fostering the spirit of health promotion and disease and risk reduction.
From the chapter, Models and Theories Focused on Nursing Goals and Functions, read the following:The Health Promotion Model: Nola J. Pender
From the chapter, Models and Theories Focused on a Systems Approach, read the following:
The Roy Adaptation Model
From the chapter, Models and Theories Focused on Culture, read the following:
Leininger's Cultural Care Diversity and Universality Theory and Model
SO, THAT IS WHY I ASSUMED THAT HAS TO BE ONE OF THEM (Pender, Roy Adaptaion or Leininger)
ANYWAY, I AM PUTTING INFORMATION TOGETHER.
Week 4 Chapter 17
Models and Theories Focused on Nursing Goals and Functions
The Health Promotion Model: Nola J. Pender
Background
Nola J. Pender was born in 1941 in Lansing, Michigan. She graduated in 1962 with a diploma in nursing. In 1964, Pender completed a bachelor’s of science in nursing at Michigan State University. By 1969, she had completed a doctor of philosophy in psychology and education. During this time in her career, Pender began looking at health and nursing in a broad way, including defining the goal of nursing care as optimal health.
In 1975, Pender published a model for preventive health behavior; her health promotion model first appeared in the first edition of the text Health Promotion in Nursing Practice in 1982. Pender’s health promotion model has its foundation in Albert Bandura’s (1977) social learning theory (which postulates that cognitive processes affect behavior change) and is influenced by Fishbein’s (1967) theory of reasoned action (which asserts that personal attitudes and social norms affect behavior).
Pender’s Health Promotion Model
McCullagh (2009) labeled Pender’s health promotion model as a middle-range integrative theory, and rightly so. Fawcett (2005) decisively presented the differenc.
{
Discrimination
*
GENERAL DISCRIMINATION
+
RACIAL DISCRIMINATION
RELIGIOUS DISCRIMINATION
(on freedom of religion)
DISCRIMINATION ON SEXUAL ORIENTATION
(still weak protection)
GENDER DISCRIMINATION
(CEDAW)
TYPES OF DISCRIMINATION
NON-DISCRIMINATION in INT’L LAW
A. GENERAL DISCRIMINATION
Arts 1 & 2 Universal Declaration on Human Rights
Arts. 2 & 26 ICCPR
Art. 14 ECHR & Add. Protocol 12
B. RACIAL DISCRIMINATION
Int’l Convention against All Forms of Racial Discrimination (ICERD)
Art . 2: (1). Each State Party to the present Covenant undertakes to respect and to ensure to all individuals within its territory and subject to its jurisdiction the rights recognized in the present Covenant, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status.
(2). States to take the necessary steps to adopt laws and measures to give effect to art. 2;
(3). States to ensure effective remedy, determined by competent judicial, administrative or legislative authorities, or by any other competent authority and enforce such remedies.
Art. 26: non-discrimination before the law and equal protection by the law
ICCPR
*
Justification for differential treatment
General Comment 18 HRC
Not every differentiation of treatment will constitute discrimination:
if the criteria are reasonable and objective
and the aim is to achieve the purpose which is legitimate
ICCPR cont.
*
“Racial discrimination" shall mean any distinction, exclusion, restriction or preference based on race, colour, descent, or national or ethnic origin which has the purpose or effect of nullifying or impairing the recognition, enjoyment or exercise, on an equal footing, of human rights and fundamental freedoms in the political, economic, social, cultural or any other field of public life (art. 1)
States Parties particularly condemn racial segregation and apartheid and undertake to prevent, prohibit and eradicate all practices of this nature in territories under their jurisdiction (art. 3)
RACIAL DISCRIMINATION-
International Convention on the Elimination of All Forms of Racial Discrimination
Direct discrimination: Indirect discrimination
Formal equality: Substantive equality
Discrimination in law: Discrimination in practice
Non-discrimination: negative protection
Equality: positive obligations -> special measures
Is there a hierarchy in the protection of discrimination?
Racial Discrimination (prohibition Jus Cogens);
gender based discrimination?
Religious-based discrimination??
Discrimination based on sexual orientation???
Discrimination (forms & grounds)
= Affirmative action/ positive action
Article 1.4 of ICERD:
Special measures taken for the sole purpose of securing adequate advancement of certain racial or ethnic groups or individuals requiring such protection as may be necessary in order to ensure such groups or in.
`HISTORY 252AEarly Modern Europe from 1500 to 1815Dr. Burton .docxhanneloremccaffery
`HISTORY 252A
Early Modern Europe from 1500 to 1815
Dr. Burton Van Name Edwards (Van)
Tuesday – Thursday 3:30-4:45
Unistructure 247
Third Paper Assignment
Due Tuesday, December 13th
The third paper will be based on a book in the list at the end of the syllabus. These works are generally works of literature, with some concerned with philosophy or politics. The student’s task will be to show how the chosen work reflects or shows the influence of conditions and events in Europe that were operating at the time of the writing of the work. This is not a book report. I am not interested in plots or descriptions of the general argument of a given work. Instead, I am looking for an analysis of specific sections of the chosen work that may illuminate social and economic attitudes or contemporaneous conditions.
The paper should be 7-8 pages long.
You will be expected to give a 5-10 minute oral report based on your finding in the third paper. This oral report will be a significant part of your class participation grade.
.
^ Acadumy of Management Journal2001. Vol. 44. No. 2. 219-237.docxhanneloremccaffery
^ Acadumy of Management Journal
2001. Vol. 44. No. 2. 219-237.
A SOCIAL CAPITAL THEORY OF CAREER SUCCESS
SCOTT E. SEIBERT
MARIA L. KRAIMER
•̂ ' ' ' Cleveland State University
ROBERT C. LIDEN
University of Illinois at Chicago
A model integrating competing theories of social capital with research on career
success was developed and tested in a sample of 448 employees with various occupa-
tions and organizations. Social capital was conceptualized in terms of network struc-
ture and social resources. Results of structural equation modeling showed that net-
work structure was related to social resources and that the effects of social resources
on career success were hilly mediated by three network benelits: access to information,
access to resources, and career sponsorship.
Organizational researchers have begun to de-
velop increasingly comprehensive models of career
success using demographic, human capital, work-
family, motivational, organizational, and industry
variables (e.g., Dreher & Ash, 1990; Judge & Bretz,
1994: Judge, Cable. Boudreau, & Bretz. 1995; Kirch-
meyer, 1998). Although this work has provided
considerable evidence regarding the determinants
of career outcomes, the roles of informal interper-
sonal behaviors have not been fully explored (Judge
& Bretz, 1994; Pfeffer, 1989). Popular advice for
getting ahead in one's career rarely fails to mention
the importance of networking for the achievement
of career goals (e.g., Bolles, 1992; Kanter, 1977).
Indeed, Luthans, Hodgetts, and Rosenkrantz (1988)
found that the most successful managers in their
study spent 70 percent more time engaged in net-
working activities and 10 percent more time en-
gaged in routine communication activities than
their less successful counterparts. Recent advances
in social capital theory (Coleman, 1990) have begun
to provide a finer-grained analysis of the ways in-
dividuals' social networks affect their careers in
organizations (Burt, 1992, 1997; Ibarra, 1995;
Podolny & Baron, 1997; Sparrowe & Popielarz,
1995). This theoretical perspective has the poten-
Data were collected and the manuscript was submitted
and processed while Scott E. Seibert was in the Manage-
ment Department at the University of Notre Dame and
Maria L. Kraimer was a graduate student at the Univer-
sity of Illinois at Chicago. Support for this project was
provided by the Management Department at the Univer-
sity of Notre Dame and the Alumni Office of the Univer-
sity of Notre Dame. The current investigation is part of a
larger study of career success.
tial to considerably enhance scholars' knowledge of
the role of social processes in career success.
The first purpose of the current study was to
integrate the current conceptualizations of social
capital as they pertain to career success. Tbree dif-
ferent theoretical approaches—weak tie theory
(Granovetter, 1973), structural hole theory (Burt,
1992), and social resource theory (Lin, 1990)—
focus on different network properties as r.
`
Inclusiveness. The main difference that can distinguish a happy employee from disgruntled employee. As with all decisions that are made, there is always an audience that the decision will affect. When employees are privy and organizational decisions are inclusive to employees this can greatly increase their level of fulfillment. Whether or not the end user of the decision will be content with the outcome or not, there will always be critics. Which leads us to discuss key characteristics and the importance of involving employees in relative organizational decision making.
It is not uncommon to find that during strategic organizational planning that top-level management will include their employees to engage and provide their input on complex processes. Human capital, whether the organization is large or small, corporate ran or small business managed is key to an organization’s success. Employee satisfaction level drives productivity and is what increases revenue for the company. Happy employees equal happy customers.
What does it take to keep employees motivated? A critical and important element for employers to keep their employees happy and content is clear communication. It is critical that an organization’s objective and vision for future growth is communicated clearly throughout all levels. Top-level management must be skilled at delivering the company’s mission and values to every tier within their organization. Each tier within the organization with healthy communication should be able to open-mindedly accept the message and freely provide any feedback positive or negative without fear of repercussion. Keeping an open line of communication within an organization is key to building the foundation for success.
As we move away from the golden days of traditional office operations consisting of fax machines, telephones, paper, pencils, etc. and move towards a more technologically repertoire, we lose the personable face to face interaction with one another. We spend most of the day behind our computer screen at our desk. The need to sustain job satisfaction amongst employees could not be ever more present than now. To maintain the morale amongst employees, organizations should be able to keep them challenged and motivated. Take technology for example. If the increase of new technology isn’t daunting enough, consider the challenge to remain current with technology all the while maintaining a competitive advantage in the industry? Reach internally to our internal resource, human capital. Employees must be given the opportunity to share their knowledge, skills, and abilities. When empowered to provide input concerning highly visible organizational decisions, employee morale is boosted. Not only is this beneficial for employees but also the employer as they receive ideas and input that could possibly lead to the solution. Employee engagement boosts the overall welfare of the organization.
According to.
__MACOSX/Sujan Poster/._CNA320 Poster Presentation rubric.pdf
__MACOSX/Sujan Poster/._CNA320+Poster+Template (1).ppt
__MACOSX/Sujan Poster/._Helpful Hints for the Poster Presentation.docx
Sujan Poster/Poster Abstract - Aspiration pneumonia (1).docx
Title: Aspiration pneumonia: Best practice to avoid complications
Background
Aspiration pneumonia is a lung infection due to inhaled contents; this is a relevant topic because aspiration pneumonia is prevalent and accounts for up to 15% of all pneumonia cases and is particularly common in older people, and thus it is important for nurses to be aware of how to manage the condition particularly as the population is ageing so this will be of more concern (Kwong, Howden & Charles 2011).
Target Audience
The target audience for this presentation is experienced Registered Nurses and thus the presentation has been designed for this group.
Main Findings
Aspiration pneumonia is an infection within the lungs that occurs after a person aspirates either liquid, vomit or food into the larynx and lower respiratory tract; this can occur when an individual inhales their gastric or oral contents. Patients at risk include individuals who are elderly or those who have a marked disturbance of consciousness such as that resulting from a drug overdose, seizures, a massive cerebrospinal accident, dysphagia or dysphasia (Kwong, Howden & Charles 2011). Aspiration pneumonia can quickly develop into respiratory failure, abscess and empyema and this requires supportive care, which is the main form of therapy, however prophylactic antimicrobial therapy is also often prescribed (Joundi, Wong & Leis 2015). Best practice suggests suctioning, supplemental oxygen to keep O2 above 90%, septic shock therapy, management of hypotension and antibiotic therapy for 7-10 days. Sputum cultures should be taken so that antibiotics can be tailored appropriately (McAdams-Jones & Sundar 2012).
Implications for Practice
These findings are important for registered nurses to be aware of so that aspiration pneumonia can be managed appropriately and complications can be avoided, which could cause increased hospital stay and costs. Nurses need to be aware of the best practice recommendations such as oxygen supplementation, sit up while eating, provide thickened foods and drinks, dental care and about taking sputum cultures when managing aspiration pneumonia so that treatment can be tailored appropriately and recovery can occur quickly.
Feedback from marker (Teacher)
Thank you for your abstract.
You have just managed a pass grade, your work is very basic and you will need to engage with the basic practice literature to ensure you have a comprehensive understanding of this topic in your poster.
I am also unclear on your focus, is this about prevention of aspiration or management once it has occurred or both?
Kind regards Andrea
Sources of Evidence
Joundi, R, Wong, B & Leis, J 2015, "Antibiotics “Just-In-Ca.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Study Guide Ch 1- Research· What is research· Characterist.docx
1. Study Guide:
Ch 1- Research
· What is research?
· Characteristics/Attributes of high-quality research
· Model of scientific inquiry
· Different types of research
· Difference between basic and applied research
· Dependent Variables
· Independent Variables
· Hypothesis
· Population and population sample
· Statistical significance and level of sig.
· Value of literature review
· Importance of source citation & reference
Ch 2 – Int’l Business
· What is:
· Business
· International Business
· Import and Export
· e-business (e-commerce)
· Globalization
· Forces driving globalization
· What is culture, ethnocentricity, values, attitudes, customs, &
social group?
Ch 3 – Team DM
· What is:
· Decision Making
· Rational DM process
· Rational Model of Group DM
· DM pitfalls
Ch 4 – Balanced Team
· Identify the importance of a balanced team
· What are the steps in planning for team balance?
2. Ch 5 – Dev Intercultural Teams
· Identify:
· - Cultural influences
· - Cultural adjustments
· - Communication in intercultural team meetings
Ch 6 – Diversity in the Workplace
· What is:
· Diversity, culture, cultural landscape
· Alterations of cultural landscape
· Views of diversity
· Dev diversity consciousness
· Cultural encapsulation?
· Steps in dev our diversity consciousness
· Strategies in dev DC
Ch 7 – DV in the Workplace (AA)
· Discus the impact of the Civil Rights Act and Affirmative
Action on workplace diversity
COB STANDARD CORE COURSE SYLLABUS
(Meets PS03.A.29, 01/04/05 standards)
Instructor:
Classroom:
Online
Class Time:
Online
Office Hours:
Online
Phone:
This course is in support of a degree program at the UHD
College of Business that has earned professional accreditation
by AACSB International. AACSB International is an
association of more than 1,100 business educational institutions,
and other organizations in 70 countries that are dedicated to the
3. advancement of management education worldwide. Only 568
business programs, or less than 5% worldwide, have earned this
distinguished hallmark of excellence in management education.
Some institutions accredited in Texas are: The University of
Houston, University of Houston Clear Lake, Rice, SMU, TCU,
Baylor, Texas Tech, The University of Texas at Austin, Texas
A&M, and our own University of Houston-Downtown
CATALOG DESCRIPTION
This course is an introductory course for all business majors.
The topics include critical thinking, team development, research
methods, business ethics, diversity in the workplace, and
international business. The critical thinking component
introduces the concepts and techniques of critical thinking. The
team development component focuses on the importance and
role of teams in business. The research methods component
introduces the concepts of primary and secondary sources of
information for business research. The ethics component
introduces the basic ethical concepts, principles, and techniques
of moral reasoning needed in business. The diversity
component develops an understanding of the cultural
demographic and regulatory aspects of a diverse population of
customers and employees. The international component
develops an understanding of business operations within a
global economy.
Prerequisite
Prerequisites ARE NOT optional; pre-requisites ARE
requirements or courses that must be completed PRIOR to
taking the course. The pre-requisite(s) for this course are
described in the UHD catalog course description as: Sophomore
standing.
It is the students’ responsibility to insure that they meet the pre-
requisites prior to enrollment in this course. If the student
enrolls and does not meet the pre-requisites, he/she may be
4. administratively withdrawn from the course at any time. The
administrative withdrawal will result in NO REFUND of tuition
and fees because it appears that the student knowingly enrolled
in the course in violation of the Catalog requirements. Any
variance in pre-requisite requirements or this policy must be
obtained in writing from the Department Chair prior to
enrollment in this course.
Required Material
Textbook:The Business Cornerstone, Building a Solid
Foundation, 6th Edition. Boston, MA: Pearson Custom
Publishing, 2010.
Other Materials:
USB (Flash drive) for storing files
Internet Accessibility
Course Overview
Business Cornerstone is an application-oriented course that
utilizes lectures, discussions, collaborative decision-making
exercises, case studies, on-line communications, presentations,
and written assignments to maximize student involvement in the
subject matter. The dynamic nature of the Business Cornerstone
course requires an interactive teaching and learning format that
utilizes experiential learning activities to enhance each
student’s involvement with the course content.
Objectives
At the conclusion of this course, the student will have
strengthened the academic skills needed for success as a
business major and will have a solid understanding of how
ethics, diversity, and globalization affect business operations.
Specifically, the student will:
5. 1. Become a better critical thinker and develop well-reasoned
solutions to business problems (see Critical Thinking Inference
and Evaluation rubric);
2. Demonstrate an awareness of primary and secondary research
methodologies and techniques;
3. Be aware of group dynamics and how they are utilized in
creating effective teams;
4. Understand the vital role that ethics plays in decision
making;
5. Appreciate business opportunities and challenges provided by
globalization; and
6. Develop an understanding of diversity in the workplace.
Exams
Three exams—Two Exams and a Final—will be administered
during the semester. The exams will consist of true/false,
multiple choices, and may include short essay questions. The
exams will be held on September 27 and November 7. The
Final Exam, to be held on the scheduled date (December 10), is
comprehensive. It is important that students write each of these
dates in their calendars and be sure to be prepared. No make-up
exams will be given. Exams are designed to determine how
much the student has mastered the course content.
MAKE-UP EXAMS
If you are absent the day of an exam your only make-up exam
option is for your final exam grade to count as your exam grade
the day of your absence. In effect, your final exam grade will
count not only as your final exam grade, but also as your missed
exam grade. This policy applies to all circumstances (e.g.,
documented illness, traffic accident, family obligation). Your
final exam grade may only take the place of one missed exam.
6. Thus, if you are absent for more than one exam you will receive
a zero as your grade (no make-up option) on the second (or
more) exam(s).
Assignments
Assignments and projects must be typed. Assignments will be
graded on content, organization, mechanics, neatness, spelling
and grammar. Please remember to put your name on all of your
work.
Each assignment must be turned in when due. Work submitted
after the due date and time will be recorded one grade lower
than the actual value for each day that it is late.
Individual Assignments:
Individual assignments are just that, the students’ work without
assistance from anyone. It is expected the completed submission
is solely the students’ work. Individual assignments will
consist of three (3) Individual Exercises.
The first individual assignment will cover the Critical
Thinking—Inference and Evaluation learning outcomes.
Students are to read and evaluate the essay, “Sweatshirts from
Sweatshops” located in the textbook. The evaluation will
consist of locating errors in the essay that violate the Universal
Intellectual Standards and that contain Logical Fallacies.
Writing Competency
Every business student must write professionally. Written
assignments are found throughout the business curriculum
including courses in every major. In BA3300, you start with a
two-page written assignment in which your writing competency
is evaluated using the COB writing rubric (incorporated in this
syllabus). In addition, your essay must be free of the
fundamental writing errors shown in the following bulleted list:
· Misspelled words
· Sentence fragments
7. · Run-on sentences
· Inaccurate use of words
· Subject – verb tense disagreement
· Punctuation errors
· Grammar errors
You are responsible for proofreading, editing and using
software tools, such as spell checking and grammar checking
PRIOR to submission.
If this written assignment is rated unacceptable on any criteria,
you will be referred to the COB Writing Lab. You will find the
COB Writing Lab is listed in your menu of courses when you
login to Blackboard Learn. The COB Writing Lab contains
resources that you can access any time to improve your writing
skills. In addition, you can request to meet via online or face-
to-face with a professional writing tutor, Ms. Robin Kessler.
See the COB Writing Lab course for more details. Throughout
this course, you are encouraged to use the COB Writing Lab to
improve your writing skills.
At least two additional written assignments are required of
every student. Written assignments (except the last one)
containing more than 5 fundamental writing errors are returned
to the student ungraded and the student can re-write and re-
submit within 24 hours of the returned assignment. 50% of the
grade on a written assignment is based on your writing
competency.
Group Assignments:
Each student will participate in two (2) team assignments. An
important topic discussed in this course is teamwork. There is
8. no better way to learn about teams than to be a team member.
Teams will consist of 5-7 members. A 10-page-minimum paper
with PowerPoint presentation is a requirement for group
assignments.
The last team assignment will cover the Research and
International Business module and will satisfy the Effective
Written Communications and/or Effective Communications,
Core Business Knowledge, and Reality-based Business
Education learning outcomes. The teams will be assigned a real
corporation and will research the feasibility of conducting or
not conducting business in a developing country. Teams will be
provided the opportunity to present their decisions via
PowerPoint presentation and written paper.
Quizzes
Quizzes will be given at random points throughout the semester.
They will be given to assess students’ understanding of
concepts, as well as to ensure that they are keeping up with the
assigned readings. No make-up quizzes will be given.
Class Participation
Students are expected to fully participate in class discussions
(D/P). The discussions will be graded for:
1. Frequency — Number and regularity of your contributions.
Students are expected to completely answer questions and post
at least two responses in each graded Discussion topic on a
minimum of three different days a week. Post your initial
response to each discussion question in the Assignment Folder
and Discussion Folder.
2. Quality-content of your contribution is expected to have
quality:
· Writing about 100 words in your responses
· Providing additional information to the discussion
9. · Elaborating on previous comments from others
· Presenting explanations of concepts or methods to help fellow
students
· Presenting reasons for or against a topic in a persuasive
fashion
· Sharing your own personal experiences that relate to the topic,
and
· Providing a URL and explanation for an area you researched
on the Internet
Full credit is awarded when both high quality and required
frequency is met. Use complete and correct sentences. Always
proofread and Spell-Check your sentences before posting. No
credit is given for late entry into the threaded discussion.
BLACKBOARD RULES:
Communication: All written communication between and
among students and between students and instructors must be
through Blackboard. Blackboard provides an intra-
communication system dedicated to this class. The system
provides a discussion bulletin board, e-mail, chat rooms,
calendar, etc., that greatly facilitate course administration.
Individuals/teams should use the bulletin board to post
messages of interest to the class as a whole. Individuals/teams
should use Blackboard e‑mail to send private messages. Teams
should use the private discussion topics (groups) to
communicate with each other regarding team projects. The
preferred method of communicating is via Blackboard (e-mail or
discussion board).
All course assignments and exercises must be submitted via the
10. Assignment tab located within the course website.
Grades: Your grade for each exercise, assignment, quiz, and
exam will be posted in the “My Grades” section that contains
your grade book. Your course grade will be posted as well.
ADA REASONABLE ACCOMMODATIONS
The University of Houston-Downtown complies with Section
504 of the Rehabilitation Act of 1973 and the Americans with
Disabilities Act of 1990, pertaining to the provision of
reasonable academic adjustments/auxiliary aids for students
with a disability. In accordance with Section 504 and ADA
guidelines, UHD strives to provide reasonable academic
adjustments/auxiliary aids to students who request and require
them. If you believe that you have a documented disability
requiring academic adjustments/auxiliary aids, please contact
the Office of Disability Services, One Main St., Suite 409-
South, Houston, TX 77002. (Office) 713-226-5227 (Website)
www.uhd.edu/disability/ (Email) [email protected]
Statement of Academic Integrity
The UHD academic honesty policy states that students will “be
honest in all academic activities and must not tolerate
dishonesty.” Students are responsible for doing their own work
and avoiding all forms of academic dishonesty. The most
common academic honesty violations are cheating and
plagiarism. Cheating includes, but is not limited to: Submitting
material that is not one’s own, Using information or devices
that are not allowed by the faculty member, Obtaining and/or
using unauthorized material, Fabricating information, Violating
procedures prescribed to protect the integrity of a test, or other
evaluation exercise, Collaborating with others on assignments
without the faculty member’s consent, Cooperating with or
helping another student to cheat, Having another person take an
examination in the student’s place, Altering exam answers and
requesting that the exam be re-graded, Communicating with any
person during an exam, other than the faculty member or exam
proctor; Plagiarism includes, but is not limited to: Directly
11. quoting the words of others without using quotation marks or
indented format to identify them, Using sources of information
(published or unpublished) without identifying them, and
Paraphrasing materials or ideas of others without identifying the
sources.
Disaster Planning
In the event that the university is officially closed due to
natural or manmade disaster, the university may continue online
until the university reopens. The decision for university
courses to continue online will be communicated through the
same channels that the university uses to communicate with
students during disasters. Adjustments to the syllabus may be
made by the professor, as appropriate.
Grading
The course grade will be calculated as follows:
Individual Assignments, Papers, & ppt Presentations (3):
30%
1. Write a 2-page Essay about Yourself (See Template)
5%
2. Sweatshirts from Sweatshops
10%
3. Diversity Interview
12. 5%
4. Term Paper on Cross-Culture in Global Business
10%
Group (Team) Assignments, Papers & ppt Presentations (2):
20%
1. Go/No-Go Research Project
15%
2. Ethics Case Analysis
5%
Ch/HW Assgmt, Discussions, Library, Attendance, &
Participation
10%
Two Exams (I & II) @ 10% each:
13. 20%
1. Exam I (Ch 8 – 13)
10%
2. Exam II (Ch 1 – 7)
10%
Final Exam (Comprehensive)
20%
Total
15. =
F
Class Expectations
Students are expected to read assigned chapter readings prior to
posting answers to questions and participating in class
discussions. Check Blackboard frequently for any course
communication.
“Your failure to attend class (face to face or hybrid), engage
course material (Online only); or make contact with faculty to
adequately explain your absence by the 10th class calendar day
of the semester will result in your being administratively
dropped from this course. Being dropped from this course may
affect your enrollment status and/or your financial aid
eligibility.”
Note: I respond to questions between 10:00PM and 11:00PM
Monday and Wednesday. I grade submitted Assignments on
Saturdays.
Lecture Topics
1. Critical Thinking
2. Ethics in Business
3. Diversity in the Workplace
4. Teams
5. Research
6. Global Business and Cross-Culture
Fall 2013 Schedule
Syllabus may be modified as a result of unplanned
circumstances or opportunities.
Date
16. Topic
Assignment
Week 1
Aug 26–30, 2013
ORIENTATION
Introduction to Blackboard and Cornerstone
Critical Thinking – Introduction
Read Chapter 8a
Read Chapter 8b
Read Chapter 8c
Critical Thinking – Intellectual Standards
Read Chapter 9a
Begin: Sweatshirts from Sweatshops
Week 2
Critical Thinking – Asking Questions
Read Chapter 9b; Self Essay: Due (Bb)
Sep 2 - 6
Critical Thinking – Fallacies
– On Your Honor/Cromwell College Code
Read Chapter 9c
Ch/Hw Assgmt Due
Sweatshirts from Sweatshops (Sep 13)
(Indiv Paper & ppt Due: Submit to Bb)
Week 3
Ethics – Introduction to the Ethical Process
17. Ethics – Current Ethical Issues
Read Chapter 10
Begin Team Paper: Ethics Case
Sep 9 - 13
Ethics – World of Business / Corporations
Ethics – International Ethics
Read Chapter 11; Read Chapter 12
Read Chapter 13; Ch/Hw Assgmt Due
Week 4
Ethics Case Analysis (Sep 20)
(Team Paper & ppt Due: Submit to Bb)
Week 5
Exam I (Sep 27)
(Ch 8 – 13)
Sep 23 - 27
Diversity –An Overview
Read Chapter 6a
Week 6
Diversity – Your Diversity Consciousness
Read Chapter 6b
Sep 30 – Oct 4
Diversity – Workplace
Read Chapter 7; Ch/Hw Assgmt Due
Begin: Diversity Interview (p. 264, Ex. 1)
Diversity Interview (Oct 4)
(Indiv Paper & ppt Due: Submit to Bb)
Week 7
Teams – Team Building Exercise
Teams – Team Contract Exercise
18. Read Chapter 3
Read Chapter 5
Oct 7 - 11
Teams – Building a Balanced Team
Teams – Team Decision Making
Read Chapter 4
Read Chapter 3
Teams – Team Decision Making
Read Chapter 5 / Ch/Hw Assgmt Due
Week 8
Research – Introduction & Importance
Read Chapter 1a
Oct 14 -18
Research – The Research Process
Read Chapter 1b
Research- Problem & Reviewing the Research
Read Chapter 1c
Week 9
Oct 21 - 25
Research – Library Res Orientation: Go/No Go
Guest Librarian – Ask the Librarian
Library (2% of Grade); Ch/Hw Asgmt Due
Begin Research Data Collection
Oct 21 - 25
International – Globalization
Read Chapter 2a
Week 10
International- Cross Cultural Business
Read Chapter 2b / Ch/Hw Assgmt Due
Oct 28 – Nov 1
International – Cross Cultural Business
19. Submit Draft Paper: Go/No Go Decision
Week 11(Nov4-8)
Exam II (Nov 7)
(Ch 1 – 7); Begin Indiv Term Paper
Week 12 - 13
International: Go/No Go Decision (Team)
Correct Go/No Go Draft Paper
Nov 11 - 22
International: Go/No Go Decision (Team) Refine
Go/No Go Final Paper
11/26
International:
Go/No Go Decision (11/26)
(Team Paper & ppt Due: Submit to Bb)
Submit Team Member Peer Eval to Bb
1-Point will be lost if not submitted
11/28
Thanksgiving Holiday
Week 14 - 15
Individual Term Paper
Dec 6
Individual Term Paper (Dec 6)
(Indiv Paper & ppt Due: Submit to Bb)
12/08 – 12/09
Study Days / Review for Comprehensive Final Exam
12/10
Final Exam (Comprehensive)
[Date]
[Type the document title]
[Insert your picture below if you choose.]
[Type your abstract here…an abstract is usually a brief 100-200
20. word summary of the entire document.]
You may use the outline only on a blank sheet. Note that a
standard essay has an Introduction, a Body, and a Conclusion.
Who am I? | One
What is my major and why? | Two
What do you plan to do after you graduate from UHD? | Three
BA 3300 Student Handout
Key Criteria for Evaluating Writing Skills
COB Written Communication Rubric
Unacceptable
Acceptable
Excellent
Topic Support
Topic is poorly developed with vague or absent supporting
details
Topic is evident with some supporting details.
21. Topic is well developed and effectively supported with
appropriate details.
Organization
Writing is rambling and unfocused.
Writing demonstrates reasonable organization with an adequate
beginning, development and conclusion.
Writing is clearly organized with well- structured paragraphs
and good transitions in a well-planned framework.
Language
Writing lacks sentence variety. The COB fundamental writing
error criterion is not met. Sources, if required, are poorly cited.
Some sentence variety. The COB fundamental writing error
criterion is met. Sources, if required, are appropriately and
properly cited.
Wide variety of sentence structure. Excellent word usage,
spelling, grammar, punctuation and citation.
22. 4-13-2013
Fundamental Writing Errors
Effective written communication begins with the elimination of
certain types of writing errors. These fundamental writing
errors not only detract from the writer’s message but may also
cause the reader to stop reading. As a business major, you are
expected to avoid fundamental writing errors.
The fundamental writing errors are:
· Misspelled words
· Run-on/fragment sentences
· Capitalization errors
· Punctuation errors
· Agreement errors
· Inaccurate or misuse of words
There are several steps you can take to eliminate these types of
errors. Each of these steps is a best practice which you want to
incorporate into academic and business life.
1. Use the software provided tools, such as spell check and
grammar check. These tools will not catch everything but they
will catch many errors.
2. Proofread your written document. No one writes a perfect
first draft. All of the best writers proofread and edit.
3. Use a dictionary. Check the definition to determine if you
are using a word correctly and if your spelling of a word does
not appear in the dictionary, then you know you have misspelled
the word.
4. Use a thesaurus. A thesaurus contains synonyms to help you
evaluate whether a word choice you have made could be
23. replaced with another that may more closely reflect your intent.
5. Use www.grammarbook.com. This free online resource
provides basic rules.
6. If you have a weakness in a particular area, then use the self-
paced web tutors (Skillport) provided by UHD.
UHD Skillport offers online tutorials and self-testing on a
number of topics, including grammar and writing essentials.
Access UHD Skillport via the UHD website.
UHD Homepage > My UHD > eLearning > Training and
Documentation > Online Training Resources (Skillport)
Next follow these steps:
1. Use your network ID to logon.
2. Choose catalog.
3. Choose Business Skills Curricula
4. Choose Communication Curriculum
5. Choose a folder
Recommended folders covering fundamental writing topics
include:
· Business Grammar Essentials
· Business Writing Essentials
· Business Writing Basics
· Business Grammar Basics
24. BA 3300 – BUSINESS CORNERSTONE
Assessing Sweatshop Essay
You will use the critical thinking skills you have been
developing to identify violations of the Universal Intellectual
Standards and Logical Fallacies in the essay, “Sweatshirts from
Sweatshops” on pages 406-408 of your textbook.
On pages 387-405 of your textbook, you will meet Tanya,
Kevin, Elise, Dalton, and Hope. Tanya encounters a series of
discussions—the first with Kevin, the second with Elise, and the
third with Hope. The textbook describes how to critically
assess the arguments in the first two discussions (Kevin and
Elise and Dalton). Use these ONLY as examples for how to use
critical thinking skills.
In addition, you will want to review the Universal Intellectual
Standards on pages 336-347 and the Logical Fallacies on
pages 396-399 in the textbook.
Individual Exercise 1: You are to assess the arguments made in
the essay, “Sweatshirts from Sweatshops,” found on pages 406-
408.
Instructions:
Read “Sweatshirts from Sweatshops” on pages 406-408 and
complete the following:
· Part 1 – Applying the Universal Intellectual Standards
· Provide specific examples from the essay that violate one or
more of the Universal Intellectual Standards.
· Specify what is needed to correct the error.
· Minimum of TWO errors must be correctly identified to earn a
25. passing grade (35 points) on this part. To earn an excellent
grade (50 points), you must correctly identify FOUR errors and
specifically state what is needed to correct each.
· Part 2 – Identifying Logical Fallacies
· Provide specific examples from the essay that are considered
logical fallacies from the list provided on pages 396-399 of the
textbook.
· Explain WHY the essay is flawed by describing the logical
fallacy by name and applying the fallacy to the statement.
· Minimum of TWO logical fallacies must be correctly
identified to earn a passing grade (35 points) on this part. To
earn an excellent grade (50 points), you must correctly identify
FOUR errors and specifically state why each statement is
flawed.
Type your answers using MS Word with the following
formatting: Maximum length is 2 pagestyped, double-spaced,
12-point Times New Roman font, MS Word default margins;
cover page with title “Individual Exercise 1,” student’s name,
and due date.
You may use the grading form supplied in a different file as a
guide for completing this exercise.
All written work will be evaluated based on the UHD College of
Business Writing Rubric located on the last page of the course
syllabus. Any written work that is deemed to be unacceptable
as described in the rubric will receive a failing grade.
Grammar and spelling will be graded in this exercise. A
maximum of 10 points will be deducted for grammar and
spelling errors.
26. Submit your completed Individual Exercise 1 by the due date.
Note: Students are responsible for knowing and following
instructions given for this exercise.
Student Name:
Assessing Sweatshop Essay
The points allocated are designed to give you the maximum of
70 if you identified correctly and eliminated the error associated
with 2 intellectual standards and 2 logical fallacies. You can
verify this by adding the points awarded in the excellent
column. If you opted to identify 4 additional violations (2
intellectual standards and 2 logical fallacies), then you could
have earned 100 points maximum (or an additional 30 if your
answer was excellent).
Objective/Criteria
Performance Indicators
Poor
Good
Excellent
Intellectual Standard #1
(10 points)
Standard identified but application is incorrect and the error
was not eliminated.
(14 points)
Standard correctly applied but error not eliminated
(17.5 points)
Standard correctly applied and error eliminated
27. Intellectual Standard #2
(10 points)
Standard identified but application is incorrect and the error
was not eliminated.
(14 points)
Standard correctly applied but error not eliminated
(17.5 points)
Standard correctly applied and error eliminated
Intellectual Standard #3
(3.5 points)
Standard identified but application is incorrect and error not
eliminated.
(5.5 points)
Standard correctly applied but error not eliminated
(7.5 points)
Standard correctly applied and error eliminated
Intellectual Standard #4
(3.5 points)
Standard identified but application is incorrect and error not
eliminated.
(5.5 points)
Standard correctly applied but error not eliminated
(7.5 points)
28. Standard correctly applied and error eliminated
Logical Fallacy #1
(10 points)
Fallacy identified but not correctly applied or eliminated.
(14 points)
Fallacy correctly applied but not eliminated.
(17.5 points)
Fallacy correctly applied and eliminated.
Logical Fallacy #2
(10 points)
Fallacy identified but not correctly applied or eliminated.
(14 points)
Fallacy correctly applied but not eliminated.
(17.5 points)
Fallacy correctly applied and eliminated.
Logical Fallacy #3
(3.5 points)
Fallacy identified but not correctly applied or eliminated.
(5.5 points)
Fallacy correctly applied but not eliminated.
(7.5 points)
29. Fallacy correctly applied and eliminated.
Logical Fallacy #4
(3.5 points)
Fallacy identified but not correctly applied or eliminated.
(5.5 points)
Fallacy correctly applied but not eliminated.
(7.5 points)
Fallacy correctly applied and eliminated.
out of 100
Ethics Case Study
1. Johnson & Johnson: The Tylenol Crisis (Case 11.1, p.441)
2. Nike in Southeast Asia (Case 13.1, p. 501)
3. H. B. Fuller in Honduras (Case 13.2, p.528)
4. Merck and AIDS in South Africa (Case 13.3, p.530)
5. Google in China (Case 13.4, p. 532)
6. Starbucks and Fair Trade Coffee (Case 12.2, p. 492)
Case Analysis Format
As assigned. Use external sources in addition to what the case
provides.
Use the following outline:
Introduction
Background of the Case
Problem(s) Identification
Analysis
Respond to Questions (If any)
Conclusion & Recommendations
(References or Work Cited on a separate page)
30. Note:
For the Go/No Go Decision, each team will assume to represent
the company analyzed in the case analysis.
Term Paper
(Use APA or MLA Style).
Show headings, subheadings, and proper in-text citation.
Topic: Cross-Culture in Global Business.
At a minimum, use the following Outline:
Introductory
Background
Significance
Research Question(s)
Review of the Literature
Analysis
Conclusion and Recommendations
(References or Work Cited on a separate page)BA 3300 –
BUSINESS CORNERSTONE
TEAM FEASIBILITY STUDY—GO/NO GO DECISION
REPORT AND/OR PRESENTATION
Instructions
· Teams are assigned a real corporation and will research the
feasibility of conducting or not conducting business in a
developing country.
· Each team will have a different country, which will be
assigned.
· Scenario: The Corporation for whom you work has assigned
31. you to a team to investigate whether to conduct business in a
developing country. The team is to research different aspects of
the country they find relevant in making their recommendation.
· Aspects to consider include:
· Economic and/or political conditions
· Competition (local and international)
· Culture (cultural attitudes toward women and children,
education level of workers in the country, values and attitudes,
religious customs, physical environment)
· Labor conditions (safety and fairness, labor laws, availability
of skilled and unskilled workers)
Each team is required to have a minimum of ten sources (at
least two from each group of reference material listed below).
Teams are not allowed to use Wikipedia as a source.
General Source: Newspaper (i.e. New York Times), magazine,
internet sites
Secondary Source: Books or internet sites such as CIA World
FactBook or CountryWatch
Primary Source: Abstract or Journal
I. Report
· Minimum length is 10 pagestyped, double-spaced, 12-point
Times New Roman font, MS Word default margins, excluding
appendix material and references; cover page with title of
report, team name, member’s names, and due date.
· Minimum of two aspects (culture and labor conditions) must
be covered in depth and the remaining aspects must be covered
in brief in the introduction
32. · Minimum of two (2) references for each issue chosen from the
“Aspects to consider” above (total of 10) including at least five
(5) print references. All references must be cited properly
within the report. A minimum of two (2) sources must be cited
for each aspect to consider chosen.
· Adherence to MLA 7th edition guidelines in the presentation
of the report and Works Cited page.
II. Presentation
· Each team’s presentation will include a (1) brief highlight of
their corporation, (2) research of their country and critical
analysis (what the research means to the corporation) and (3) a
slide explaining the team’s final recommendation (to conduct or
not conduct business in the country).
· Each person on the team must research a different aspect of
the country and assess what their research means to their
corporation.
· Each person will present their own research and assessment in
the presentation as a team. The team may choose who presents
the brief highlight of their corporation and final
recommendation.
· Each team has 15 minutes for their presentation. Due to the
time constraint of other teams needing to present, teams will be
cut off after 15 minutes! Teams are strongly encouraged to
practice as a team to insure they’re within the time limit and
that the presentation flows smoothly from person to person and
slide to slide.
· Minimum of two (2) references for each issue chosen from the
“Aspects to consider” above (total of 10) including at least five
(5) print references. All references must be cited properly
within the presentation. A minimum of two (2) sources must be
cited for each aspect to consider chosen.
33. · Adherence to MLA 7th edition guidelines is required in the
presentation and Works Cited page.
Grading Criteria for Team Research Presentation
Caution: Individual grades will be adjusted downward from the
overall team grade based on the quality of your individual work
cited page and contributions to the team project.
1. ________ (40pts) to what extent (depth)did you analyze your
research? (Critical thinking). What your research means to your
corporation? Extent to which your final recommendation
reflects that you thought critically about your position
2._________ (20 pts) How much creativity/effort did your
presentation have? (Did you exceed—go over and beyond-- the
assignment at hand?)
3._________ (15 pts)To what extent was the presentation
polished and practiced?
(-) Did you speak hesitantly?
(+) Or with confidence and conviction
(-) Did you read too much from notes or slides
(+) Were you comfortable (calm and self-assured)?
(-) Or ill-at-ease (or so nervous that you were ineffective?)
(+) Did you transition from person to person smoothly?
(-) Or did one person speak too long and cut into someone
else’s time or cause the rest of the presentation to be rushed
4._________ (15 pts) How effectively did your team use
graphical and/or any other type of aids in the presentation?
34. (+) Did you know the material well enough to look and talk to
the audience and only referred to your aids periodically/did
NOT mainly read from slides or notes
(-) Did you turn your back to the audience and talk to the
screen?
(+) Were your graphics clearly visible to everyone in the room?
(+) Were your slides easy to read (not text heavy).
(+) Slides followed template (research point and what it means
to your company)
5. _________(5 pts) Did your team stay focused and within your
allotted time? (18 minutes maximum)
(-) Was your time too short or too long?
(+) Did you stay focused on the purpose of the project?
(-) Or did you repeatedly drift away from the topic and/or focus
too much on minor/irrelevant points?
6. _________ (5 pts) Did you develop and maintain a rapport
and/or hold the attention of your audience?
(+) Did you infuse your personality into your presentation?
(-) Or were you a wooden and/or robot-like
(+) Did you maintain good eye contact with your audience by
glancing around the room and encompassing the totality of your
audience?
(-) barely look at anyone
35. BA 3300 – BUSINESS CORNERSTONE
TEAM FEASIBILITY STUDY—GO/NO GO DECISION
Suggested Countries
West Africa: Guinea, Ghana, Nigeria
East Africa: Kenya, Ethiopia, Tanzania
North-Central Africa: Niger, Chad, Cameroon
Southern Africa: Namibia, Botswana, Zimbabwe
Eurasia: Georgia, Armenia, Azerbaijan
Eurasia: Tajikistan, Kazakhstan, Uzbekistan
South Asia: Pakistan, Nepal, Bhutan
East Asia: Vietnam, Cambodia
Southeast China: Guizhou
Central America: Honduras, Nicaragua, El Salvador, Trinidad &
Tobago
Group 1:
Nigeria
Group 2:
Kenya
Group 3:
Armenia
Group 4:
36. Pakistan
Group 5:
Vietnam
Group 6:
Nicaragua
TITLE OF RESEARCH REPORT
Introduction
Include a paragraph under this major section that briefly
describes the topic or problem your research addresses. Also
include any aspects from the list given that are not covered in
depth
Findings
Include a paragraph introducing the points you will be
discussing, i.e., the two required aspects: Culture and Labor
Conditions and their elements.
Culture
Introduce this aspect.
Cultural attitudes toward women and children. Discuss this
element of the Culture aspect with citations.
Education level of workers in the country. Discuss this element
of the Culture aspect with citations.
Values and attitudes. Discuss this element of the Culture aspect
with citations.
Religious customs. Discuss this element of the Culture aspect
with citations.
37. Physical environment. Discuss this element of the Culture
aspect with citations.
Labor Conditions
Introduce this aspect.
Safety and fairness. Discuss this element of the Labor
Conditions aspect with citations.
Labor laws. Discuss this element of the Labor Conditions
aspect with citations.
Availability of skilled and unskilled workers. Discuss this
element of the Labor Conditions aspect with citations.
Conclusions and Recommendations
Include a brief review of the issues and the conclusions and
recommendations (go or no go) reached.
Appendix A
Writing Rubric
UHD College of Business
Criteria
Unacceptable (1)
Almost Acceptable (2)
Acceptable (3)
Superior (4)
Organization
Writing is not concise and has a tendency to ramble. Lack of
focus interferes with understanding.
38. Number or severity of focus inconsistencies causes direction to
wander.
Focus and direction of writing are acceptable and do not
interfere with understanding, but could use a little work.
Writing is concise. Information is easy to understand. Focus and
direction of the writing are extremely clear.
Sentence Structure
Sentence structure is poor, making understanding difficult.
Sentences are awkward or lack structure.
Multiple errors and/or awkward patterns impair understanding.
Sentences are not generally awkward or lacking in appropriate
structure. Overall, most sentences clearly express ideas.
Sentences are clear, well developed, and express concise ideas.
Transitions
Connections between topics, ideas, or arguments are confusing.
Connections between one or more topics, ideas, or arguments
need strengthening.
Most sentences within a paragraph build upon a single issue. A
few ideas lack good transitional sentences.
The writing enhances readability. Sentences build upon singular
ideas. Transitions are good.
Background,
Evidence
39. Ideas lack support, or are supported with personal views only
(and assignment requires evidence, references, data, etc.). Ideas
are not constructed well.
Citations to evidence and references (beyond personal opinion)
need expanding in quantity or quality to support arguments
adequately.
Ideas are supported with occasional citations or with class
lessons. Paragraphs generally support the main idea.
Arguments are supported with cited references or relevant facts.
Arguments support ideas which support the premise.
Punctuation and
Spelling
Writing contains numerous and/or significant punctuation and
spelling errors, distracting from the message.
Errors in punctuation and/or spelling are significant enough to
impair the message.
Writing contains occasional errors that do not distract from the
message.
Writing is nearly error free.
Professionalism
Document is not professionally written. Tone, word choice, and
aesthetics are inappropriate.
Tone, word choice, and/or aesthetics distract the reader and/or
40. diminish the message.
Writer uses familiar but not sophisticated words that are not
distracting. Document is fairly professional looking.
Wit, insights, and sophistication provide evidence of due
diligence. Tone adds to the writing quality. Document is neat
and professional looking.
Content
Content does not satisfy the assignment requirements. Content
is too general, off topic, unrelated, or inadequate to satisfy
assignment requirements.
Content is related to assignment requirements, but not sufficient
in depth and/or breadth.
Content is sufficient in depth and breadth to satisfy the
assignment requirements.
Content satisfies assignment requirements and also includes
appropriate content beyond the minimum requirements.
Introduction and
Conclusion
Main idea is not established in the introduction, and/or the
conclusion is weak.
Reader must work to discern the main idea. Intro fails to clearly
establish the main idea, and/or the conclusion falls short of
satisfactory closure.
Main idea and direction of the paper are established in the
introduction. The conclusion is satisfactory.
The introduction not only establishes the main topic and
direction, but also has an interesting hook. The writing is
brought to closure with justified insight or lasting revelations.
Last updated July 2008.
Appendix B
41. Oral Presentation Rubric
UHD College of Business
AACSB Assessment
Authored by Assessment Sub-Committee
Criteria
Unacceptable
(1)
Almost Acceptable (2)
Acceptable/
Proficient
(3)
Exemplary
(4)
Organization
Audience cannot understand presentation because there is no
sequence of information.
Student generally presents information in a logical, interesting
sequence which audience can follow, but occasionally skips
around.
Student presents information in a logical, interesting sequence
which audience can follow.
Thesis is clearly stated and developed; specific examples are
appropriate and support thesis development; well organized,
resulting in a logical, engaging flow of information.
Content
42. Student does not have a grasp of the information; student cannot
answer questions about the subject.
Student is somewhat uncomfortable and is able to answer only
rudimentary questions about the subject.
Student is at ease with expected answers, but fails to elaborate.
Student demonstrates full knowledge (more than required) by
answering all class questions with explanations and
elaborations.
Visual Aids/Slides
Visual aids are lacking or inappropriate.
Student occasionally uses some visual aids that support the
presentation.
Student's visual aids are sufficient to support the presentation.
Student's visual aids explain, enhance, and reinforce the
presentation.
Elocution
Student mumbles and/or often mispronounces words; back of
audience is unable to hear entire presentation.
Student's voice is low; audience must work to hear; only
occasionally mispronounces words.
Student's voice is clear; rarely mispronounces words; audience
can hear without difficulty.
Student uses clear voice and correct pronunciation; audience
can comfortably hear all of presentation.
43. Audience Engagement
Presentation is repetitive with virtually no creativity and/or
originality. Audience is not engaged, displays little interest.
Little eye contact displayed.
Presentation has little or no variety/originality resulting in
minimal audience engagement. Only minimal eye contact
displayed.
Presentation displays some originality and/or creativity.
Audience is engaged for most of presentation. Adequate eye
contact displayed.
Presentation is creative, original, and/or uses the unexpected.
Audience is clearly engaged. Eye contact is maintained
throughout the presentation.
Presence/
Enthusiasm
Student's delivery is monotone, conveying virtually no interest
and/or negativity toward topic. Enthusiasm is clearly lacking.
Student reads off slides or notes, conveying some ambivalence
toward topic. Minimal enthusiasm displayed.
Student demonstrates confidence and enthusiasm for the topic.
Student embellishes presentation, conveying a high degree of
interest in the topic.
Mechanics
Student's presentation has numerous spelling errors,
grammatical errors, or mechanical distractions (such as random
acts of capitalization) in the presentation.
Presentation has frequent misspellings, grammatical errors, or
mechanical distractions in the presentation.
44. Presentation has occasional, but noticeable, misspellings,
grammatical errors, or mechanical distractions in the
presentation.
Presentation has very few or no easily noticeable misspellings,
grammatical errors, or mechanical distractions in the
presentation.
Appendix C
Critical Thinking Evaluation Rubric
UHD College of Business
Critical Thinking-Evaluation Rubric
1 = Non-Critical Thinking
2 = Pre-Critical Thinking
3 = Critical Thinking
4 = Critically Integrative and Innovative Thinking
How To Improve Your Score:
Accurately identifies key facts
Does not appear to attempt to identify key facts, but rather
tends to view all facts as having the same importance
Attempts to identify key facts but is not able to do so with
consistent accuracy
Acts to identify key facts and is usually accurate in the activity
Has a refined ability to discern the key facts in any setting and
then to incorporate those into the overall critical thinking
process
Ask which of the facts before you is most convincing to you.
Ask which of the facts before you would seem to convince an
expert in this area.
Ask which of the evidence before you would be considered most
important to someone with opposing views.
Ask which of the facts before you is critical to reaching a
conclusion.
Accurately identifies the relationships between key facts
Appears to view each key fact as standing alone, and does not
appear to fully appreciate that the relationship between key
45. facts are a key component of critical thinking
Understands that the relationships between key facts is
important, but is not accurate in identifying those relationships
Can accurately point to relationships between key facts
Accurately identifies and understands that the interplay between
key facts is vitally important to creative and innovative
problem-solving
Ask what happens if all of these facts are true.
Ask what happens if one or several of these facts are not true.
Ask whether any of these facts contradict one another.
Ask whether several of these facts seem to merge together in a
convincing way.
Limits arguments to those which are important to this specific
question
Does not appear to understand the value of limiting arguments,
or does not try to do so
Understands the need to limit arguments, but is not consistently
able to accurately do so
Understands the need to limit arguments and limits them based
on their importance to the question
Is able to understand holistically which arguments are critical to
the question, and limits the arguments to those which contribute
to creative solutions
Ask which arguments do little to address the question at hand.
Ask which arguments essentially repeat other arguments.
Ask which arguments must be addressed to resolve this
question.
Ask what the three strongest arguments when used together are.
Weighs the relative importance of each key fact
Does not appear to understand that a key fact has importance
relative to the other available key facts
Understands that each key fact has importance relative to the
other available key facts, but fails to give each fact a weighting
relative to all other key facts
46. Understands that each key fact has importance relative to the
other available key facts, and attempts to give each key fact a
weighting relative to all other key facts
Understands that each key fact has importance relative to the
other key facts, and accurately gives each key fact a weighting
relative to all other key facts
Ask how you would rank order each key fact.
Ask on what basis you would decide which key facts are more
important than others.
Ask which key facts you think are most accurate.
Ask what key facts you think are most persuasive.
Weighs the relative importance of each argument
Does not appear to understand that each argument has
importance relative to the other available arguments
Understands that each argument has importance relative to the
other available arguments, but fails to give each argument a
weighting relative to all other arguments
Understands that each argument has importance relative to the
other available arguments, and attempts to give each argument a
weighting relative to all other arguments
Understands that each argument has importance relative to the
other arguments, and accurately gives each argument a
weighting relative to all other key facts
Ask how you would rank order each argument.
Ask on what basis you would decide which arguments are more
important than others.
Ask which argument you think is most accurate.
Ask which argument you think is most persuasive.
Considers all possible ways of viewing each key fact
Does not seem to understand that each key fact may lead to a
number of different and potentially contradictory conclusions
Understands that each key fact may lead to a number of
different and potentially contradictory conclusions, but does not
attempt to evaluate each key fact in this framework
47. Understands that each key fact may lead to a number of
different and potentially contradictory conclusions, and
attempts to evaluate each key fact in this framework
Understands that each key fact may lead to a number of
different and potentially contradictory conclusions, and
effectively evaluates each key fact in this framework
Ask which key facts contradict other key facts.
Ask what are all of the possible conclusions that could be drawn
from this set of key facts.
Ask whether all of the possible conclusions that could be drawn
from each key fact contradict one another.
Ask if these key facts fit together to form a coherent picture.
Considers all evidence, key facts, and arguments from a neutral,
non-biased point of view
Does not seem to understand the importance of considering each
piece of evidence, key fact, and argument in a neutral, non-
biased, non-conclusionary manner
Understands the importance of considering each piece of
evidence, key fact, and argument in a neutral, non-biased, non-
conclusionary manner, but does not follow the chain of thought
which results regardless of pre-conceived views
Understands the importance of considering each piece of
evidence, key fact, and argument in a neutral, non-biased, non-
conclusionary manner, and regardless of pre-conceived views
attempts to follow the chain of thought which results
Understands the importance of considering each piece of
evidence, key fact, and argument in a neutral, non-biased, non-
conclusionary manner, and regardless of pre-conceived views
effectively follows the chain of thought which results
Ask at the outset, what are your preconceptions.
Ask at the outset, how you can set your preconceptions aside.
Ask as you proceed, whether your pre-conceptions are affecting
your process.
Ask at the conclusion, if you are satisfied that you have not
48. biased the process, and, if the outcome matches you
preconceptions, ask the same question again very thoughtfully.
Correctly utilizes qualitative and quantitative decision-making
tools in evaluating information, key facts, and arguments
Does not seem to understand that both qualitative and
quantitative decision-making tools have strengths and
limitations
Understands that both qualitative and quantitative decision-
making tools have strengths and limitations, but does not utilize
each with careful respect for the limitations so that neither is
used to draw conclusions which go beyond those reasonable to
that particular tool
Understands that both qualitative and quantitative decision-
making tools have strengths and limitations, and attempts to
utilizes each with careful respect for the limitations so that
neither is used to draw conclusions which go beyond those
reasonable to that particular tool
Understands that both qualitative and quantitative decision-
making tools have strengths and limitations, and utilizes each
with careful respect for the limitations so that neither is used to
draw conclusions which go beyond those reasonable to that
particular tool
Ask which kinds of decision-making tools are going to be best
for this particular process.
Ask whether your mix of quantitative and qualitative decision
processes seems to be leading you to reasonable outcomes.
Ask whether you are giving too much weight to one particular
form of decision-making.
Ask whether altering the decision-making tools mix
significantly changes the outcome.
Appendix D
BBA Learning Objective Matrix
UHD College of Business
Business Cornerstone
49. BA3300
Number
BBA Learning Objective
Course Activities to Facilitate
Accomplishing Learning Objective
Assessment Methods/Metric/Rubric to Determine if Learning
Accomplished
1
Effective written communications
Sweatshirtsfrom Sweatshops Essay
Include informal and formal papers related to reality-based
education.
Appendix A—COB Writing Rubric
2
Effective oral communications
Oral presentations of group/individual assignments/exercises,
case analysis, etc. using PowerPoint software and other
graphics.
Important components of the undergraduate business curriculum
that will be addressed directly and indirectly throughout the
semester in class discussions and other activities.
Appendix B—Oral Presentation Rubric
3
Critical Thinking – Inductive1
This course does not focus directly on these learning outcomes.
However, they are an important component of the undergraduate
business curricula, and they will be addressed indirectly
throughout the semester in class discussions and other
activities.
Critical Thinking – Deduction2
50. Critical Thinking – Analysis3
Critical Thinking – Inference4
Sweatshirts from Sweatshops Essay
Critical Thinking – Evaluation5
Sweatshirts from Sweatshops Essay
Appendix C—COB Critical Thinking--Evaluation Rubric
4
Core business knowledge6
Strategic planning models and techniques
Feasibility Study – Go/No Go Decision
5
Other course or program specific learning objectives7
6
Reality-based business education8
Feasibility Study – Go/No Go Decision
Use of COB Writing Rubric as a guide to grading of
assignments.
Use of COB Oral Presentation Rubric in evaluating live or
recorded presentations.
1Inductive Reasoning: Inductive reasoning occurs when the
evidence at hand means that a given conclusion is probably true.
When predictions about how things will happen in the future are
based on past experiences inductive reasoning is being used.
2Deductive Reasoning: Is deciding that, no matter what, it is
impossible that the conclusion being considered is false, given
that all the premises of the argument are true. For example, “if
51. the batter swings and misses three pitches, the batter is out, and
Johnnie just did that, so Johnnie is out” is a deductive
inference.
3Analysis: Is used when separating the premises and the
assumptions being used from the conclusion that is being
reached. For example, someone proposes that that we
should”cut our product prices” because the competition is
setting their prices to steal market share from us. An analysis of
this person’s position would reveal that the person is making
assumptions about what the competition is doing (“cutting their
prices” ) and about what the competition is intending (“to steal
our market share”).
4Inference: When conclusions are based on reasons and
evidence. Either deductive or inductive reasoning inference
skills may be used. Inference skills may be applied to all sorts
of things including beliefs, opinions, facts, conjectures,
principles, and assumptions. It is important to keep separate
what we know to be true and what conclusions we infer based
on what we know.
5Evaluation: When deciding how strong or how weak a person’s
arguments are, or when we determine the believability of a
given statement evaluation is occurring. Ideas and arguments
are evaluated all the time.
6 Refer to ETS Major Field Test Results.
7 Reference major or concentration learning objectives
assessment plan developed for SACS.
8 Describe any activities that foster the student’s ability to
apply the course theoretical material to actual or “real”
situations that can bring about better decisions or more effective
operations.
Team – Peer Evaluation
52. Name: ___________________________
Rate the other members of your team regarding their
“Contributions to Team Project & Performance.”
Then, rate yourself. Use the following numerical rating scale:
0 – 4 (no contribution); 5 (poor); 6 (fair); 7 (satisfactory); 8
(good); 9 (very good); 10 (excellent)
Names =>
1
Understanding of Project
Assignment
2
Application of Course Content
to Group Discussions
57. BA 3300 – CRN 10895
Business Cornerstone
Fall 2013
[Write about who you are here…fill the space with a couple of
paragraphs about you, where you’re from, what defines that
which makes you “you”.]
[Write about your (intended) major and why you chose it
here…be specific in your reasoning.]
[Write about your plans for after graduation here...include both
your short and long term goals.]
58. Study Guide:
Ch 8 & 9
· What is critical thinking?
· Understand critical thinking as a self-directed, self-
disciplined, self-monitored and self-corrective process.
· To analyze thinking, what should you do?
· To evaluate or assess thinking, what should you do?
· To improve thinking, what should you do?
· The best critical thinker pays close attention to thinking by _?
· - Analyzing it
· - Evaluating it
· - Improving it
· Thinking critically, what must you do?
· -Examine your thinking and put it to test
· -Take your thinking apart, to see it as something constructed
out of parts
· -Identify weaknesses, while recognizing the strengths
· -Creatively reconstruct your thinking to make it better,
overcoming the natural tendency of the mind to be rigid
· Universal Intellectual Standards
· Three Kinds of Questions: Question of Fact; Question of
Preference; Question of Judgment
59. · Socratic Thinking
· What are the attributes of critical thinkers?
· -Use theories to explain how the mind works
· -Then apply those theories to the way they live every day
· -CT have: Self-command of the principles of critical thinking;
keep alive in the mind; and have continual engagement in
everyday life
· What are the standards you should maintain as an effective
critical thinker?
· - Become a critic of your thinking
· - Establish new habits of thought
· - Develop confidence in your ability to reason and figure
things out
· - Apply intellectual standards to thinking
· - Focus on clarity, accuracy, precision, relevance, depth,
breadth, logic, significance, and fairness (avoid sweeping
statements that could lead to serious errors)
Ch 10
· What is ethics?
· Describe the ethical process
· What are the characteristics of the ethical process?
· What is the progression of the ethical process?
60. · What is ethical dilemma?
· What are the advantages and disadvantages of disagreements?
Ch 11
· How would ethics affect business decision making?
· What is economic interest?
· What is operational interest?
· At the business decision making level, ethics in business could
affect __?
· - Individual; Organization; Business System
· Relate ethics, economics and law
· What role does ethics play in Management?
Ch 12
· What is the significance of corporate ethics?
· Why is a corporation viewed as a legal entity, but its leaders
could be held responsible for their ethical decisions?
· Social responsibility is __?
· Corporate social responsibility is __?
· Identify the following terms relating to corporate governance:
· - Interested groups vs. Corporate goals
· - Stakeholders Theory
· - Property Rights and Social Institutions Theory
61. · - Contractual Theory
· - Agency Theory
· - Codes of Ethics
Ch 13
· International business is __?
· In what ways can ethics affect international business?
· Multinational Corporations (MNC) are - ?
· Explain the guidelines for MNCs
· What do you understand by the theory of absolutism and
relativism?
· Identify and briefly explain some issues of concern in
international business:
· - Wages and Working Conditions
· - What is a Justified Wage?
· - Foreign Bribery
· - Cultural Differences
· - Employment Practices
· - Consumer Protection
· - Environmental Protection
· - Political Payments and Involvement
62. · Identify and briefly explain some issues of concern in
international business:
· - Wages and Working Conditions
· - What is a Justified Wage?
· - Foreign Bribery
· - Cultural Differences
· - Employment Practices
· - Consumer Protection
· - Environmental Protection
· - Political Payments and Involvement