Table for Multiple PerspectivesModernismCritical TheorySymbolic InterpretivismPostmodernismOntologyObjectivism - Reality is out there whether we know it or not.Objectivism - Reality is out there whether we know it or not.Subjectivism - We construct reality and agree upon it.Reality is an illusion created by discourses.EpistemologyPositivism - Knowledge is discovered through scientific measurements and tests.Subjectivist - Knowledge is tainted by dominant ideology (dominant ideology refers mostly to modernist theories)Interpretivism - Knowledge is discovered by the interpretation of meanings (relative to time, place, individuals)Discourses (especially modernist theories and concepts) create the illusion of knowledge.TheoryObjective truths that govern organizationsUnmasking the "real" truths that are hidden by modernist theories.Truths are relative and context specific (Depends on the meanings produced at different time, place and by different people)Rejection and Challenge to modernist theories. Provides alternative interpretations to modernist understanding of organizations.MethodologyQuantitative methods and Deductive ApproachQualitative methods and Inductive Approach (Focus on historical analysis and discourse analysis)Qualitative methods and Inductive Approach (Focus on Ethnography)Discourse Analysis and DeconstructionModernism: Discovers truths that govvern organizations. These truths that are scientifically derived are superior to commonsense andspeculations and act as universal laws that are applicable to all organizations.Symbolic Interpretivism: Questions the universal claim of modernist theories (truths). Instead, "truths" concerning organizations are sociallyconstructed and context-specific, dependent on time/place/individuals.Critical Theory: Exposes the ideological nature of modernist theories (truths). Modernist theories privileges the management/elites by espousingvalues that aligns with that of the management/elites. Aims to unmasks hidden truths of modernist organization theories.Postmodernism: Challenges the dominant position of modernist theories (truths) as objective knowledge. Aims to deconstruct the universalassumptions of these modernist theories (truths) and provide alternative discourses that give voice to the marginalized.
RMIT University
Slide *
Organisational Culture
RMIT University
RMIT University
Slide *
Organisational Culture
Objectives:Assignment One
Review of course: Why are we doing this?
How can different perspectives help me in the future?
Introduce the concepts of culture, norms and values.
Discuss how these concepts relate to organisations.
Distinguish between contemporary theoretical approaches to organisational cultureModern Symbolic interpretiveCritical theoryPostmodern
RMIT University
Assignment One
The Question To Be Answered:
'What managers most often want to know about their organization's culture is how to change it......But what is recommended to managers on the basis of cu ...
1. Present a concept of organisational culture.
2. Explain the role culture plays in organisational life.
3. Analyse how organisational culture impacts on company’s effectiveness.
Organisational culture as a Determinant of organisational developmentinventionjournals
International Journal of Engineering and Science Invention (IJESI) is an international journal intended for professionals and researchers in all fields of computer science and electronics. IJESI publishes research articles and reviews within the whole field Engineering Science and Technology, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
You may be familiar with the Alderian concept of Life Style Analysis, a process by which individuals uncover their assumptions and convictions and learn how those influence they ways in they interpret and control experiences through their goals and behaviors. In a similar way, Organizational Life Style Analysis can assist in explaining an organization’s actions.
Organizational Theory
Length: 2,000 words
The Question To Be Answered:
'What managers most often want to know about their organization's culture is how to change it......But what is recommended to managers on the basis of culture theory differs markedly according to the perspectives adopted' (Hatch and Cunliffe, 2013: 185).
Choose two of the four perspectives (
modernist, symbolic interpretivist, critical theory and postmodernism
)and discuss their different views on organisational culture and how their advice to managers who are seeking to influence organisational culture might be different.
Required readings
(located on blackboard site):
1.Chapter 6 and pp 311-318
(Hatch and Cunliffe)
2.Fleming, P and Spicer, A. (2003) ‘Working at a cynical distance: Implications for power, subjectivity and resistance’
3.Wilson, F. (2014) ‘Chapter 11: Culture’ in
Organisational Behaviour and Work
, pp. 224-241.
4.Xu, Y., and Weller, P.,
Inside the World Bank,
“The Staff and Their organizational Culture”, pp. 74-82.
Presentation/Structure of your answer/essay:
Introduction:
In this section you must provide an overview of your answer to the question; provide answers to the key what and why questions of your argument/answer. These should take the form of direct responses to the key issues raised by the question. Your argument should be informed by a critical analysis/engagement with the content of the essential readings.
Please keep in mind that in all sections of your response you must move past description to analysis, this means providing answers to the why questions that emerge from your key statements.
Exploration of your argument:
In this section of the essay you need to accomplish two tasks.
First, you must explore the key perspectives showing how each perspective’s theoretical and metatheoretical approaches lead them to provide different insights into organisational culture.
Second, having demonstrated an understanding of the perspectives and their theoretical approaches to understanding organisational culture you then need to discuss how these understandings lead to different views on how best to manage or change organisational culture. In other words what does each of the perspectives have to say on this issue and why do they say it? What criticisms do they offer of each other and why?
You can address the above, two tasks sequentially; beginning with an exploration of the how and why of each of the chosen perspectives (ontology and epistemology), and second: an exploration of the positions advanced by two of the perspectives (modernist, symbolic interpretivist, critical theory and postmodernism) as they provide different advice to managers on how to go about changing or managing organisational culture. In your essay, you must consider at least two of the four perspectives.
An alternative structural approach is to integrate the exploration of the how and why of each perspective and how each provides different insights into .
The changes required in the IT project plan for Telecomm Ltd would.docxmattinsonjanel
The changes required in the IT project plan for Telecomm Ltd would entail specific variation in the platforms used in the initial implementation plan. Initially, the three projects that were planned for implementation included; the installation of business intelligence platform, the implementation of Statistical Analysis System software technology, and the creation of an effectively network infrastructure. In this case, the changes would include an addition of an ERP software to ensure the performance of the workforce within the Telecomms Ltd employees.
ERP is an effectively coordinated information technology system that would ensure the company’s performance is enhanced. To understand how the implementation of a coordinated IT system offers a competitive advantage of a firm, it is essential to acknowledge three core reasons for the failure of information technology related projects as commonly cited by IT managers. In this case, IT managers cite the three reasons as; poor planning or management, change in business objectives and goals during the implementation process of a project, and lack of proper management support completion (Houston, 2011). Also, in the majority of completed projects, technology is usually deployed in a vacuum; hence users resist it. The implementation of coordinated information technology systems, such as ERP would provide an ultimate solution to the three reasons for failure, and thus would give Telecomms Ltd a competitive advantage in the already competitive market. Since the implementation of systems like ERP directly provides solution to common problems that act as drawbacks regarding the competitiveness of firm, it is, therefore, evident that its use place Telecomms Ltd above its rival companies in the market share (Wallace & Kremzar, 2001).
The use ERP, which is a reliable coordinated IT system entails three distinctive implementation strategies that a firm can choose depending on its specific needs. The changes in the projects would be as follows: The three implementation strategies are independently capable of providing a relatively competitive advantage for many companies. These strategies are: big bang, phased rollout, and parallel adoption. In the big bang implementation strategy, happens in a single instance, whereby all the users are moved to a new system on a designated (Wallace & Kremzar, 2001). The phased rollout implementation on the other hand usually involves a changeover in several phases, and it is executed in an extended period. In this case, the users move onto the new system in a series of steps (Houston, 2011). Lastly, the parallel adoption implementation strategy allows both legacy and the new ERP system to run at the same time. It is also essential to note that users in this strategy get to learn the new system while still working on the old system (Wallace & Kremzar, 2001). The three strategies effectively change the information system of Telecomms Ltd tremendously such that it positiv ...
The Catholic University of America Metropolitan School of .docxmattinsonjanel
The Catholic University of America
Metropolitan School of Professional Studies
Course Syllabus
THE CATHOLIC UNIVERSITY OF AMERICA
Metropolitan School of Professional Studies
MBU 514 and MBU 315 Leadership Foundations
Fall 2015
Credits: 3
Classroom: Online
Dates: August 31, 2015 to December 14, 2015
Instructor:
Dr. Jacquie Hamp
Email: [email protected]
Twitter: @drjacquie
Telephone: 202 215 8117 cell
Office Hours: By Appointment
Dr. Jacquie Hamp is an educator, coach and consultant with particular expertise in leadership development, organizational development and human resources development strategy. From 2006 to 2015 she held the position as the Senior Director of Leadership Development for Goodwill Industries International in Rockville, Maryland. Dr. Hamp was responsible for the design and execution of leadership development programs and activities for all levels of the 4 billion dollar social enterprise network of Goodwill Industries across 165 independent local agencies. Jacquie is also a part time Associate Professor at George Washington University teaching at the graduate level and she is an adjunct professor at Catholic University of America, teaching leadership theory in the Masters Program.
Jacquie has a Master of Science degree in Human Resources Development Administration from Barry University. She holds a Doctor of Education degree in Human and Organizational Learning from the Graduate School of Education and Human Development at George Washington University. Jacquie has received a certificate in Executive Coaching from Georgetown University, a certificate in the Practice of Teaching Leadership from Harvard University and holds the national certification of Senior Professional in Human Resources (SPHR).
Jacquie has been invited to speak at conferences in the United States and the United Kingdom on the topic of how women learn through transformative experiences and techniques for effective leadership development in the social enterprise sector. She is a member of the Society of Human Resource Management (SHRM) and the International Leadership Association (ILA). In 2011 Dr. Hamp was awarded the Strategic Alignment Award by the Human Resources Leadership Association of Washington DC for her work in the redesign of the Goodwill Industries International leadership programs in order to meet the strategic goals of the organization.
Course Description: Surveys, compares, and contrasts contemporary theories of leadership, providing students the opportunity to assess their own leadership competencies and how they fit in with models of leadership. Students also discuss current literature, media coverage, and case studies on leadership issues.
Instructional Methods This course is based on the following adult learning concepts:
1. Learning is done by the learners, who are encouraged to achieve the overall course objectives through individual learning styles that meet their personal learning needs. ...
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1. Present a concept of organisational culture.
2. Explain the role culture plays in organisational life.
3. Analyse how organisational culture impacts on company’s effectiveness.
Organisational culture as a Determinant of organisational developmentinventionjournals
International Journal of Engineering and Science Invention (IJESI) is an international journal intended for professionals and researchers in all fields of computer science and electronics. IJESI publishes research articles and reviews within the whole field Engineering Science and Technology, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
You may be familiar with the Alderian concept of Life Style Analysis, a process by which individuals uncover their assumptions and convictions and learn how those influence they ways in they interpret and control experiences through their goals and behaviors. In a similar way, Organizational Life Style Analysis can assist in explaining an organization’s actions.
Organizational Theory
Length: 2,000 words
The Question To Be Answered:
'What managers most often want to know about their organization's culture is how to change it......But what is recommended to managers on the basis of culture theory differs markedly according to the perspectives adopted' (Hatch and Cunliffe, 2013: 185).
Choose two of the four perspectives (
modernist, symbolic interpretivist, critical theory and postmodernism
)and discuss their different views on organisational culture and how their advice to managers who are seeking to influence organisational culture might be different.
Required readings
(located on blackboard site):
1.Chapter 6 and pp 311-318
(Hatch and Cunliffe)
2.Fleming, P and Spicer, A. (2003) ‘Working at a cynical distance: Implications for power, subjectivity and resistance’
3.Wilson, F. (2014) ‘Chapter 11: Culture’ in
Organisational Behaviour and Work
, pp. 224-241.
4.Xu, Y., and Weller, P.,
Inside the World Bank,
“The Staff and Their organizational Culture”, pp. 74-82.
Presentation/Structure of your answer/essay:
Introduction:
In this section you must provide an overview of your answer to the question; provide answers to the key what and why questions of your argument/answer. These should take the form of direct responses to the key issues raised by the question. Your argument should be informed by a critical analysis/engagement with the content of the essential readings.
Please keep in mind that in all sections of your response you must move past description to analysis, this means providing answers to the why questions that emerge from your key statements.
Exploration of your argument:
In this section of the essay you need to accomplish two tasks.
First, you must explore the key perspectives showing how each perspective’s theoretical and metatheoretical approaches lead them to provide different insights into organisational culture.
Second, having demonstrated an understanding of the perspectives and their theoretical approaches to understanding organisational culture you then need to discuss how these understandings lead to different views on how best to manage or change organisational culture. In other words what does each of the perspectives have to say on this issue and why do they say it? What criticisms do they offer of each other and why?
You can address the above, two tasks sequentially; beginning with an exploration of the how and why of each of the chosen perspectives (ontology and epistemology), and second: an exploration of the positions advanced by two of the perspectives (modernist, symbolic interpretivist, critical theory and postmodernism) as they provide different advice to managers on how to go about changing or managing organisational culture. In your essay, you must consider at least two of the four perspectives.
An alternative structural approach is to integrate the exploration of the how and why of each perspective and how each provides different insights into .
The changes required in the IT project plan for Telecomm Ltd would.docxmattinsonjanel
The changes required in the IT project plan for Telecomm Ltd would entail specific variation in the platforms used in the initial implementation plan. Initially, the three projects that were planned for implementation included; the installation of business intelligence platform, the implementation of Statistical Analysis System software technology, and the creation of an effectively network infrastructure. In this case, the changes would include an addition of an ERP software to ensure the performance of the workforce within the Telecomms Ltd employees.
ERP is an effectively coordinated information technology system that would ensure the company’s performance is enhanced. To understand how the implementation of a coordinated IT system offers a competitive advantage of a firm, it is essential to acknowledge three core reasons for the failure of information technology related projects as commonly cited by IT managers. In this case, IT managers cite the three reasons as; poor planning or management, change in business objectives and goals during the implementation process of a project, and lack of proper management support completion (Houston, 2011). Also, in the majority of completed projects, technology is usually deployed in a vacuum; hence users resist it. The implementation of coordinated information technology systems, such as ERP would provide an ultimate solution to the three reasons for failure, and thus would give Telecomms Ltd a competitive advantage in the already competitive market. Since the implementation of systems like ERP directly provides solution to common problems that act as drawbacks regarding the competitiveness of firm, it is, therefore, evident that its use place Telecomms Ltd above its rival companies in the market share (Wallace & Kremzar, 2001).
The use ERP, which is a reliable coordinated IT system entails three distinctive implementation strategies that a firm can choose depending on its specific needs. The changes in the projects would be as follows: The three implementation strategies are independently capable of providing a relatively competitive advantage for many companies. These strategies are: big bang, phased rollout, and parallel adoption. In the big bang implementation strategy, happens in a single instance, whereby all the users are moved to a new system on a designated (Wallace & Kremzar, 2001). The phased rollout implementation on the other hand usually involves a changeover in several phases, and it is executed in an extended period. In this case, the users move onto the new system in a series of steps (Houston, 2011). Lastly, the parallel adoption implementation strategy allows both legacy and the new ERP system to run at the same time. It is also essential to note that users in this strategy get to learn the new system while still working on the old system (Wallace & Kremzar, 2001). The three strategies effectively change the information system of Telecomms Ltd tremendously such that it positiv ...
The Catholic University of America Metropolitan School of .docxmattinsonjanel
The Catholic University of America
Metropolitan School of Professional Studies
Course Syllabus
THE CATHOLIC UNIVERSITY OF AMERICA
Metropolitan School of Professional Studies
MBU 514 and MBU 315 Leadership Foundations
Fall 2015
Credits: 3
Classroom: Online
Dates: August 31, 2015 to December 14, 2015
Instructor:
Dr. Jacquie Hamp
Email: [email protected]
Twitter: @drjacquie
Telephone: 202 215 8117 cell
Office Hours: By Appointment
Dr. Jacquie Hamp is an educator, coach and consultant with particular expertise in leadership development, organizational development and human resources development strategy. From 2006 to 2015 she held the position as the Senior Director of Leadership Development for Goodwill Industries International in Rockville, Maryland. Dr. Hamp was responsible for the design and execution of leadership development programs and activities for all levels of the 4 billion dollar social enterprise network of Goodwill Industries across 165 independent local agencies. Jacquie is also a part time Associate Professor at George Washington University teaching at the graduate level and she is an adjunct professor at Catholic University of America, teaching leadership theory in the Masters Program.
Jacquie has a Master of Science degree in Human Resources Development Administration from Barry University. She holds a Doctor of Education degree in Human and Organizational Learning from the Graduate School of Education and Human Development at George Washington University. Jacquie has received a certificate in Executive Coaching from Georgetown University, a certificate in the Practice of Teaching Leadership from Harvard University and holds the national certification of Senior Professional in Human Resources (SPHR).
Jacquie has been invited to speak at conferences in the United States and the United Kingdom on the topic of how women learn through transformative experiences and techniques for effective leadership development in the social enterprise sector. She is a member of the Society of Human Resource Management (SHRM) and the International Leadership Association (ILA). In 2011 Dr. Hamp was awarded the Strategic Alignment Award by the Human Resources Leadership Association of Washington DC for her work in the redesign of the Goodwill Industries International leadership programs in order to meet the strategic goals of the organization.
Course Description: Surveys, compares, and contrasts contemporary theories of leadership, providing students the opportunity to assess their own leadership competencies and how they fit in with models of leadership. Students also discuss current literature, media coverage, and case studies on leadership issues.
Instructional Methods This course is based on the following adult learning concepts:
1. Learning is done by the learners, who are encouraged to achieve the overall course objectives through individual learning styles that meet their personal learning needs. ...
The Case of Frank and Judy. During the past few years Frank an.docxmattinsonjanel
The Case of Frank and Judy.
During the past few years Frank and Judy have experienced many conflicts in their marriage. Although they have made attempts to resolve their problems by themselves, they have finally decided to seek the help of a professional marriage counselor. Even though they have been thinking about divorce with increasing frequency, they still have some hope that they can achieve a satisfactory marriage.
Three couples counselors, each holding a different set of values pertaining to marriage and the family, describe their approach to working with Frank and Judy. As you read these responses, think about the degree to which each represents what you might say and do if you were counseling this couple.
· Counselor A. This counselor believes it is not her place to bring her values pertaining to the family into the sessions. She is fully aware of her biases regarding marriage and divorce, but she does not impose them or expose them in all cases. Her primary interest is to help Frank and Judy discover what is best for them as individuals 459460and as a couple. She sees it as unethical to push her clients toward a definite course of action, and she lets them know that her job is to help them be honest with themselves.
·
· What are your reactions to this counselor's approach?
· ▪ What values of yours could interfere with your work with Frank and Judy?
Counselor B. This counselor has been married three times herself. Although she believes in marriage, she is quick to maintain that far too many couples stay in their marriages and suffer unnecessarily. She explores with Judy and Frank the conflicts that they bring to the sessions. The counselor's interventions are leading them in the direction of divorce as the desired course of action, especially after they express this as an option. She suggests a trial separation and states her willingness to counsel them individually, with some joint sessions. When Frank brings up his guilt and reluctance to divorce because of the welfare of the children, the counselor confronts him with the harm that is being done to them by a destructive marriage. She tells him that it is too much of a burden to put on the children to keep the family together.
· ▪ What, if any, ethical issues do you see in this case? Is this counselor exposing or imposing her values?
· ▪ Do you think this person should be a marriage counselor, given her bias?
· ▪ What interventions made by the counselor do you agree with? What are your areas of disagreement?
Counselor C. At the first session this counselor states his belief in the preservation of marriage and the family. He believes that many couples give up too soon in the face of difficulty. He says that most couples have unrealistically high expectations of what constitutes a “happy marriage.” The counselor lets it be known that his experience continues to teach him that divorce rarely solves any problems but instead creates new problems that are often worse. The counsel ...
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The Case of Mike
Chapter 5 • Common Theoretical Counseling Perspectives 135
Mike is a 20-year-old male who has just recently been released from jail. Mike is technically on probation for car theft, though he has been involved in crime to a much greater extent. Mike has been identified as a cocaine user and has been suspected, though not convicted, for dealing cocaine. Mike has been tested for drugs by his probation department and was found positive for cocaine. The county has mandated that Mike receive drug counseling but the drug counselor has referred Mike to your office because the drug counselor suspects that Mike has issues beyond simple drug addiction. In fact, the drug counselor’s notes suggest that Mike has Narcissistic personality disorder. Mike seems to have little regard for the feelings of others. Coupled with this is his complete sensitivity to the comments of others. In fact, his prior fiancé has broken off her relationship with him due to what she calls his “constant need for admiration and attention. He is completely self-centered.” After talking with Mike, you quickly find that he has no close friends. As he talks about people who have been close to him, he discounts them for one imperfection or another. These imperfections are all considered severe enough to warrant dismissing the person entirely. Mike makes a point of noting how many have betrayed their loyalty to him or have otherwise failed to give him the credit that he deserves. When asked about getting caught in the auto theft, he remarks that “well my dumb partner got me out of a hot situation by driving me out in a stolen get-a-way car.” (Word on the street has it that Mike was involved in a sour drug deal and was unlikely to have made it out alive if not for his partner.) Mike adds, “you know, I plan everything out perfectly, but you just cannot rely on anybody . . . if you want it done right, do it yourself.” Mike recently has been involved with another woman (unknown to his prior fiancé) who has become pregnant. When she told Mike he said “tough, you can go get an abortionor something, it isn’t like we were in love or something.” Then he laughed at her and toldher to go find some other guy who would shack up with her. Incidentally, Mike is a very attractive man and he likes to point that out on occasion. “Yeah, I was going to be a male model in L. A.,but my agent did not know what he was doing . . . could never get things settled out right . . . so I had to fire him.” Mike is very popular with women and has had a constant string of failed relationships due to what he calls “their inability to keep things exciting.” As Mike puts it “hey, I am too smart for this stuff. These people around me, they don’t deserve the good dummies. But me, well I know how to run things and get over on people. And I am not about to let these dummies get in my way. I got it all figured out . . . see?”
Effective Small Business Management: An Entrepreneurial Approach 9th Edition, 2009 IS ...
THE CHRONICLE OF HIGHER EDUCATIONNovember 8, 2002 -- vol. 49, .docxmattinsonjanel
THE CHRONICLE OF HIGHER EDUCATION
November 8, 2002 -- vol. 49, no. 11, p. B7
The Dangerous Myth of Grade Inflation
By Alfie Kohn
Grade inflation got started ... in the late '60s and early '70s.... The grades that faculty members now give ... deserve to be a scandal.
--Professor Harvey Mansfield, Harvard University, 2001
Grades A and B are sometimes given too readily -- Grade A for work of no very high merit, and Grade B for work not far above mediocrity. ... One of the chief obstacles to raising the standards of the degree is the readiness with which insincere students gain passable grades by sham work.
--Report of the Committee on Raising the Standard, Harvard University, 1894
Complaints about grade inflation have been around for a very long time. Every so often a fresh flurry of publicity pushes the issue to the foreground again, the latest example being a series of articles in The Boston Globe last year that disclosed -- in a tone normally reserved for the discovery of entrenched corruption in state government -- that a lot of students at Harvard were receiving A's and being graduated with honors.
The fact that people were offering the same complaints more than a century ago puts the latest bout of harrumphing in perspective, not unlike those quotations about the disgraceful values of the younger generation that turn out to be hundreds of years old. The long history of indignation also pretty well derails any attempts to place the blame for higher grades on a residue of bleeding-heart liberal professors hired in the '60s. (Unless, of course, there was a similar countercultural phenomenon in the 1860s.)
Yet on campuses across America today, academe's usual requirements for supporting data and reasoned analysis have been suspended for some reason where this issue is concerned. It is largely accepted on faith that grade inflation -- an upward shift in students' grade-point averages without a similar rise in achievement -- exists, and that it is a bad thing. Meanwhile, the truly substantive issues surrounding grades and motivation have been obscured or ignored.
The fact is that it is hard to substantiate even the simple claim that grades have been rising. Depending on the time period we're talking about, that claim may well be false. In their book When Hope and Fear Collide (Jossey-Bass, 1998), Arthur Levine and Jeanette Cureton tell us that more undergraduates in 1993 reported receiving A's (and fewer reported receiving grades of C or below) compared with their counterparts in 1969 and 1976 surveys. Unfortunately, self-reports are notoriously unreliable, and the numbers become even more dubious when only a self-selected, and possibly unrepresentative, segment bothers to return the questionnaires. (One out of three failed to do so in 1993; no information is offered about the return rates in the earlier surveys.)
To get a more accurate picture of whether grades have changed over the years, one needs to look at official student tran ...
The chart is a guide rather than an absolute – feel free to modify.docxmattinsonjanel
The chart is a guide rather than an absolute – feel free to modify or adjust it as need to fit the specific ideas that you are developing.
Area: SALES
Specific Change Plans for Functional Areas
Capability Being Addressed
This can be pulled from the strategic proposal recommended in Part 2B
How do the recommended changes (details provided below) help improve the capability?
This is a logic "double check". Be sure you can show how the changes recommended below improve the capability and help address the product and market focus and add to accomplishment of the value proposition
Details of Specific Changes:
Proposed Changes in Resources
Proposed Changes to Management
Preferences
Proposed Changes to Organizational
Processes
Detailed Change Plans
(Lay out here the specifics of all recommended changes for this area. Modify the layout as necessary to account for the changes being recommended)
Proposed Change
Timing
Costs
On going impact on budget
On going impact on revenue
Wiki
Template
Part-‐2:
Gaps,
Issues
and
New
Strategy
BUSI
4940
–
Business
Policy
1
THE ENVIRONMENT/INDUSTRY
1. Drivers of change
Key drivers of change begin with the availability of substitute products. Many
other
companies can easily provide a substitute and the firm will have to find a way to
stand
out among them. Next would be the ability to differentiate yourself among other
firms
that pose a threat in the industry. Last, the political sector. The the federal, state,
and local governments could all shape the way healthcare is everywhere.
2. Key survival factors
Key survival factors would include making the firm stand out above the rest in the
industry and creating a name for itself. Second would be making sure there is a
broad
network of providers available for the customers. Giving the customer options
will
make the customer happy. Providing excellent customer service is key to any
firm in
the industry.
3. Product/Market and Value Proposition possibilities
Maintaining the use of heavy discounts will keep Careington in the competitive
market. They also concentrate on constantly innovating technology to make
sure that
they have the latest devices to offer their customers. To have high value proposition, Careington
will need to show their costumers that they can believe in them and trust them to
do the right thing. Showing the customers that they can always be on top of the
latest
technology and new age products will help build trust with the customers.
STRATEGY OF THE FIRM
1. Goals
Striving to promote the health and well being of their clients by continuing to
provide
low cost health care solutions. A lot of this concentration is on clients that cannot
afford health care very easily or that a ...
The Challenge of Choosing FoodFor this forum, please read http.docxmattinsonjanel
The Challenge of Choosing Food:
For this forum, please read: https://www.washingtonpost.com/lifestyle/food/no-food-is-healthy-not-even-kale/2016/01/15/4a5c2d24-ba52-11e5-829c-26ffb874a18d_story.html?postshare=3401453180639248&tid=ss_fb-bottom
The article is from the Washington Post, January 17, 2016, by Michael Ruhlmanentitled: "No Food is Healthy, Not even Kale."
Based on your reading in the textbook share the following information with your classmates:
(1) To what degree to you agree with article, "No Food is Healthy, Not even Kale." Do semantics count? Should we focus on foods that are described as nourishing (nutrient-dense) instead of foods described as healthy because the word "healthy" is a "bankrupt" word? Explain and refer to information from the article.
(2) Based on the article and the textbook reading (review pages 9-30), how challenging is it for you to choose nutritious foods that promote health? What factors drive your food choices? Explain to your classmates.
(3) What do you think is the biggest concern we face health-wise in the US today?
(4) What are some obstacles as to why we may not be eating as well as we would like to?
Please complete all questions, if you have any question let me knowv
Test file, (Do not modify it)
// $> javac -cp .:junit-cs211.jar ProperQueueTests.java #compile
// $> java -cp .:junit-cs211.jar ProperQueueTests #run tests
//
// On windows replace : with ; (colon with semicolon)
// $> javac -cp .;junit-cs211.jar ProperQueueTests.java #compile
// $> java -cp .;junit-cs211.jar ProperQueueTests #run tests
import org.junit.*;
import static org.junit.Assert.*;
import java.util.*;
public class ProperQueueTests {
public static void main(String args[]){
org.junit.runner.JUnitCore.main("ProperQueueTests");
}
/*
building queues:
- build small empty queue. (2)
- build larger empty queue. (11)
- build length-zero queue. (0)
*/
@Test(timeout=1000) public void ProperQueue_makeQueue_1(){
String expected = "";
ProperQueue q = new ProperQueue(2);
String actual = q.toString();
assertEquals(2, q.getCapacity());
assertEquals(expected, actual);
}
@Test(timeout=1000) public void ProperQueue_makeQueue_2(){
String expected = "";
ProperQueue q = new ProperQueue(11);
String actual = q.toString();
assertEquals(11, q.getCapacity());
assertEquals(expected, actual);
}
@Test(timeout=1000) public void Queue_makeQueue_3(){
String expected = "";
ProperQueue q = new ProperQueue(0);
String actual = q.toString();
assertEquals(0, q.getCapacity());
assertEquals(expected, actual);
}
/*
add/offer tests.
- add a single value to a short queue.
- fill up a small queue.
- over-add to a queue and witness it struggle.
- add many but don't finish filling a queue.
- make size-zero queue, adds fail, check it's still empty.
*/
@Test(timeout=1000) public void ProperQueue_add_1(){
String expecte ...
The Civil Rights Movement
Dr. James Patterson
Black Civil Rights Movement
Basic denial of civil rights (review)
Segregation in society
Inferior schools
Job discrimination
Political disenfranchisement
Over ½ lived below poverty level
Unemployment double national ave.
Ghettoes: gangs, drugs, substandard housing, crime
Early Victories
WWII egalitarianism and backlash against German racism
Jackie Robinson integrated professional baseball—1947
Desegregation of the armed forces ordered by president Truman—1948
Marian Anderson performed at the New York Metropolitan Opera House—1955
Increased interest in civil rights a result of Cold War propaganda
Brown v. Board of Education
1954 – Topeka, Kansas
Linda Brown: filed suit to attend a neighborhood school
“Separate educational institutions are inherently unequal.”
Overturned Plessy v. Ferguson
Court says: integrate "with all deliberate speed.”
What did this mean?
Linda Brown and Family
Circumvention of Brown v. Board of Education Ruling
White supremacist parents feared racial mixing and attempted to block black enrollment.
Ignored the integration issue
Token integration
Segregation through standardized placement tests
Segregation through private schools
Stalling through legal action
By 1964, 10 years after the Brown case, only 1% of black children attended truly integrated schools.
Little Rock High School
1957 courts order integration in Little Rock
9 black students enrolled.
Governor called out militia to block it.
Mobs replaced militia after recall.
Eisenhower ordered federal troops to protect the students.
Daily harassment
Courageous black students persevered.
Montgomery Bus Boycott
1955--Rosa Parks arrested for not giving up seat to white man
Boycott of bus system led by Martin Luther King, Jr.:
Walking, church busses, car pools, bicycles
Bus lines caught in the middle
Rosa Parks being Booked
Supreme Court ruled bus companies must integrate.
Inspired other protests:
Sit-ins, wade-ins, kneel-ins
Woolworth’s lunch counter
Montgomery Bus Boycott
Martin Luther King, Jr.
Martin Luther King, Jr.
Non-Violent
Influenced by Ghandi
“The blood may flow, but it must be our blood, not that of the white man.”
“Lord, we ain’t what we oughta be. We ain’t what we wanna be. We ain’t what we gonna be. But thank God, we ain’t what we was.”
Freedom Riders
Activists traveled from city to city to ignite the protest.
Bull Conner:
in Montgomery
Dogs
Whips
Water hoses
Cattle prods
Television
Public backlash
Civil Rights March (AL. 1965)
1963 - Washington, D.C. "I have a Dream“—200,000 Attended
Civil Rights Legislation
1964 - Civil Rights Act
1964 - 24th Amendment
Abolished Poll Tax
1965 Voting Rights Act
Affirmative action
Int ...
The Churchill CentreReturn to Full GraphicsThe Churchi.docxmattinsonjanel
The Churchill Centre
Return to Full Graphics
The Churchill Centre | Calendar | Churchill Facts | Speeches & Quotations | Publications and Resources |
News | Join The Centre! | Churchill Stores | Contact Us | Links | Search
Their Finest Hour
Sir Winston Churchill > Speeches & Quotations > Speeches
June 18, 1940
House of Commons
I spoke the other day of the colossal military disaster which occurred when the French High Command
failed to withdraw the northern Armies from Belgium at the moment when they knew that the French front
was decisively broken at Sedan and on the Meuse. This delay entailed the loss of fifteen or sixteen French
divisions and threw out of action for the critical period the whole of the British Expeditionary Force. Our
Army and 120,000 French troops were indeed rescued by the British Navy from Dunkirk but only with the
loss of their cannon, vehicles and modern equipment. This loss inevitably took some weeks to repair, and in
the first two of those weeks the battle in France has been lost. When we consider the heroic resistance
made by the French Army against heavy odds in this battle, the enormous losses inflicted upon the enemy
and the evident exhaustion of the enemy, it may well be the thought that these 25 divisions of the
best-trained and best-equipped troops might have turned the scale. However, General Weygand had to fight
without them. Only three British divisions or their equivalent were able to stand in the line with their French
comrades. They have suffered severely, but they have fought well. We sent every man we could to France
as fast as we could re-equip and transport their formations.
I am not reciting these facts for the purpose of recrimination. That I judge to be utterly futile and even
harmful. We cannot afford it. I recite them in order to explain why it was we did not have, as we could have
had, between twelve and fourteen British divisions fighting in the line in this great battle instead of only
three. Now I put all this aside. I put it on the shelf, from which the historians, when they have time, will
select their documents to tell their stories. We have to think of the future and not of the past. This also
applies in a small way to our own affairs at home. There are many who would hold an inquest in the House
of Commons on the conduct of the Governments-and of Parliaments, for they are in it, too-during the years
which led up to this catastrophe. They seek to indict those who were responsible for the guidance of our
affairs. This also would be a foolish and pernicious process. There are too many in it. Let each man search
his conscience and search his speeches. I frequently search mine.
Of this I am quite sure, that if we open a quarrel between the past and the present, we shall find that we
have lost the future. Therefore, I cannot accept the drawing of any distinctions between Members of the
present Government. It was formed at a moment of crisis in order to unite a ...
The Categorical Imperative (selections taken from The Foundati.docxmattinsonjanel
The Categorical Imperative (selections taken from The Foundations of the Metaphysics of
Morals)
Preface
As my concern here is with moral philosophy, I limit the question suggested to this:
Whether it is not of the utmost necessity to construct a pure thing which is only empirical and
which belongs to anthropology? for that such a philosophy must be possible is evident from the
common idea of duty and of the moral laws. Everyone must admit that if a law is to have moral
force, i.e., to be the basis of an obligation, it must carry with it absolute necessity; that, for
example, the precept, "Thou shalt not lie," is not valid for men alone, as if other rational beings
had no need to observe it; and so with all the other moral laws properly so called; that, therefore,
the basis of obligation must not be sought in the nature of man, or in the circumstances in the
world in which he is placed, but a priori simply in the conception of pure reason; and although
any other precept which is founded on principles of mere experience may be in certain respects
universal, yet in as far as it rests even in the least degree on an empirical basis, perhaps only as to
a motive, such a precept, while it may be a practical rule, can never be called a moral law…
What is the “Good Will?”
NOTHING can possibly be conceived in the world, or even out of it, which can be called
good, without qualification, except a good will. Intelligence, wit, judgement, and the other
talents of the mind, however they may be named, or courage, resolution, perseverance, as
qualities of temperament, are undoubtedly good and desirable in many respects; but these gifts of
nature may also become extremely bad and mischievous if the will which is to make use of them,
and which, therefore, constitutes what is called character, is not good. It is the same with the
gifts of fortune. Power, riches, honour, even health, and the general well-being and contentment
with one's condition which is called happiness, inspire pride, and often presumption, if there is
not a good will to correct the influence of these on the mind, and with this also to rectify the
whole principle of acting and adapt it to its end. The sight of a being who is not adorned with a
single feature of a pure and good will, enjoying unbroken prosperity, can never give pleasure to
an impartial rational spectator. Thus a good will appears to constitute the indispensable condition
even of being worthy of happiness.
There are even some qualities which are of service to this good will itself and may
facilitate its action, yet which have no intrinsic unconditional value, but always presuppose a
good will, and this qualifies the esteem that we justly have for them and does not permit us to
regard them as absolutely good. Moderation in the affections and passions, self-control, and calm
deliberation are not only good in many respects, but even seem to constitute part of th ...
The cave represents how we are trained to think, fell or act accor.docxmattinsonjanel
The cave represents how we are trained to think, fell or act according to society, following our own way and not the way intended for us. The shadows are merely a reflection of what they perceived to be reality instead of an illusion. The prisoners are trapped in society, each one of us who choose to stay trapped in our own way. The man that escapes is the person who no longer is a slave to society and can see the difference between reality and illusion. The day light can be compared to God’s will. When you don’t follow the plan that has been laid out for you by God, than you are trapped and you will only see illusions or reflections of reality. Escaping and choosing to go into “the light,” or following the will of God, only then can you be set free from your prison.
When looking at a piece of art, a painting, for example, at first glance the painting can appear to be something other what it is intended to be (reality). This reminds me of those pictures that everyone sees on social media, the picture that has circles all over it. When you look at the picture it appears that the circles are moving, but in reality the circles do not move at all. So art can more or less be perceived as more of an illusion.
An example of the picture can be seen here http://www.dailyhaha.com/_pics/movie_circles_illusion.jpg
Accepting illusion as reality happens a lot more times than we probably think. Anything that we see on T.V., Social Media, internet, or even dating, can all be perceived as an illusion at some point. Take dating for example; how a person acts on a date is most likely not how they would act to someone they have known for a while (illusion). Not all people pretend to be something different but in many cases they do. Recognizing what you failed to see after the initial first date and thereafter is how you would know what you first seen was just simply an illusion and therefore not reality, unless of course in reality they are simply a fake person I suppose. Following this pattern makes you realize most people do not appear to be who they are. A good “first impression” doesn’t necessarily mean much when thinking about illusions vs reality, because that’s all the “first impression” is in fact more or less an illusion.
People live in shadows because they fail to recognize reality and choose to continue to believe in illusions. With the growth of Social media, more and more people are falling victim to what things appear to be and will stay in the dark (cave). We as a society are imprisoned by what we see and read through news channels and social media. We will believe anything that comes across CNN or any news station (not fox news though) and let them make up our mind for us. People comment on any shooting victims and assume the cop was in the wrong and is racist, in reality that is not always the case.
It’s interesting to think in terms of appearance vs reality when viewing not only art, but the world. Not taking things for what they appear to ...
The Case Superior Foods Corporation Faces a ChallengeOn his way.docxmattinsonjanel
The Case: Superior Foods Corporation Faces a Challenge
On his way to the plant office, Jason Starnes passed by the production line where hundreds of gloved, uniformed workers were packing sausages and processed meats for shipment to grocery stores around the world.
Jason's company, Superior Foods Corporation, based in Wichita, Kansas, employed 30,000 people in eight countries and had beef and pork processing plants in Arkansas, California, Milwaukee, and Nebraska City. Since a landmark United States–Japan trade agreement signed in 1988, markets had opened up for major exports of American beef, now representing 10 percent of U.S. production. Products called “variety meats”—including intestines, hearts, brains, and tongues—were very much in demand for export to international markets.
Jason was in Nebraska City to talk with the plant manager, Ben Schroeder, about the U.S. outbreak of bovine spongiform encephalopathy (mad cow disease) and its impact on the plant. On December 23, 2011, the U.S. Department of Agriculture had announced that bovine spongiform encephalopathy had been discovered in a Holstein cow in Washington State. The global reaction was swift: Seven countries imposed either total or partial bans on the importation of U.S. beef, and thousands of people were chatting about it on blogs and social networking sites. Superior had moved quickly to intercept a container load of frozen Asian-bound beef from its shipping port in Los Angeles, and all other shipments were on hold.
After walking into Ben's office, Jason sat down across from him and said, “Ben, your plant has been a top producer of variety meats for Superior, and we have appreciated all your hard work out here. Unfortunately, it looks like we need to limit production for a while—at least three months, or until the bans get relaxed. I know Senator Nelson is working hard to get the bans lifted. In the meantime, we need to shut down production and lay off about 25 percent of your workers. I know it is going to be difficult, and I'm hoping we can work out a way to communicate this to your employees.”
...
The Case You can choose to discuss relativism in view of one .docxmattinsonjanel
The Case:
You can choose to discuss relativism in view of one of the following two cases:
The Case:
· Start by giving a brief explanation of relativism (200 words).
· what is the difference between ethical & cultural relativism. Then discuss, in view of relativism, how we can reconcile the apparent conflict between the need for enforcement of human rights standards with the need for protection of cultural diversity. (400 words).
...
The Case Study of Jim, Week Six The body or text (i.e., not rest.docxmattinsonjanel
The Case Study of Jim, Week Six
The body or text (i.e., not restating the question in your answer, not including your references or your signature) of your initial response should be at least 300 words of text to be considered substantive. You will see a red U for initial responses that are not at least 300 words. Note: your initial response to this required discussion will not count toward participation
The Case Study of Jim, Week 6
Title of Activity: In class discussion of the case study of Jim, Week Six
Objective: Review the concepts of the case study in Ch.13 of Personality and then relate Jim’s case to the theorists discussed during the week. In addition, summarize the entire case study.
1. Read “The Case of Jim” in Ch. 13 of Personality.
2. Discuss the case. This week, discussion should focus on social-cognitive theory.
3. Provide a summary of the entire case.
THE CASE OF JIM Twenty years ago Jim was assessed from various theoretical points of view: psychoanalytic, phenomenological, personal construct, and trait.
At the time, social-cognitive theory was just beginning to evolve, and thus he was not considered from this standpoint. Later, however, it was possible to gather at least some data from this theoretical standpoint as well. Although comparisons with earlier data may be problematic because of the time lapse, we can gain at least some insight into Jim’s personality from this theoretical point of view. We do so by considering
Jim’s goals, reinforcers he experiences, and his self-efficacy beliefs.
Jim was asked about his goals for the immediate future and for the long-range future. He felt that his immediate and long-term goals were pretty much the same: (1) getting to know his son and being a good parent, (2) becoming more accepting and less critical of his wife and others, and (3) feeling good about his professional work as a consultant.
Generally he feels that there is a good chance of achieving these goals but is guarded in that estimate, with some uncertainty about just how much he will be able to “get out of myself” and thereby be more able to give to his wife and child.
Jim also was asked about positive and aversive reinforcers, things that were important to him that he found rewarding or unpleasant.
Concerning positive reinforcers, Jim reported that money was “a biggie.”
In addition he emphasized time with loved ones, the glamour of going to an opening night, and generally going to the theater or movies.
He had a difficult time thinking of aversive reinforcers. He described writing as a struggle and then noted, “I’m having trouble with this.”
Jim also discussed another social-cognitive variable: his competencies or skills (both intellectual and social). He reported that he considered himself to be very bright and functioning at a very high intellectual level. He felt that he writes well from the standpoint of a clear, organized presentation, but he had not written anything that is innovative or creative. Ji ...
The Case of Missing Boots Made in ItalyYou can lead a shipper to.docxmattinsonjanel
The Case of Missing Boots Made in Italy
You can lead a shipper to the water, but if the horse does not want to drink…
Vocabulary:
Shipper: In commercial trade, the person who gives goods to a shipping company to be transported to a foreign destination; in export transactions, it is usually the exporter. Do not confuse the shipper with the shipping company or carrier.
Consignee: The person who is ultimately receiving the goods, generally the buyer or importer. Sometimes these people will designate a “notify party” to be notified when the goods arrive in the port of entry, so that customs clearance can be arranged and the goods picked up for further domestic transport.
Carrier: A company that transports goods (sometimes referred to as a “shipping company” or a “freight company”).
Forwarder (or “freight forwarder”): A forwarder is like a travel agent for cargo – forwarders organize the transport of your goods from departure to destination, and charge a fee for their services. There are many different kinds of forwarders. There are firms that act as both forwarders and carriers. Sometimes forwarders will have relationships with a whole string of carriers and other forwarders, so that the shipper only deals with the forwarder but in the end the goods are actually carrier by a series of independent transport companies.
NVOCC: Non-vessel operating common carrier. A “common carrier” in the legal terminology refers to a carrier who has accepted the additional legal burdens imposed on a company that regularly carries goods for a fee (as opposed to someone with a truck who might agree to help you out just this once because you’re in trouble).
Container: Large standard-sized metal boxes for transporting merchandise; you see them on the back of trucks, or stacked up outside of ports like Lego toys, or on top of large ocean-going container ships. The capacity of container vessels is measured in TEU (twenty-foot equivalent units; containers generally measure 20 or 40 feet long; large vessels can now carry in excess of 4,000 TEU). There are different kinds of containers for different purposes. For example, refrigerated containers (for transporting meat or fruit, for example) are called “reefers,” so be careful where you use this term.
Consolidator: When large companies ship a lot of goods, they are usually able to fill entire containers. However, shippers who ship smaller amounts (like the shipper in the example below), often have their goods “stuffed” (the industry term) along with other goods into the same container; hence, they are “consolidated.” Some firms specialize in consolidating various shipments from different shippers, these are “consolidators.” A load which requires consolidation is a “LCL” or less-than-full-container load, as opposed to a “FCL” – full-container-load.
Marine Insurance: This is a common term for cargo insurance for international shipments, even in cases where much of the transport is NOT by sea; “marine insurance ...
The Cardiovascular SystemNSCI281 Version 51University of .docxmattinsonjanel
The Cardiovascular System
NSCI/281 Version 5
1
University of Phoenix Material
The Cardiovascular System
Exercise 9.6: Cardiovascular System—Thorax, Arteries, Anterior View
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Exercise 9.8: Cardiovascular System—Thorax, Veins, Anterior View
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Animation: Pulmonary and Systemic Circulation
After viewing the animation, answer these questions:
1. Name the two divisions of the cardiovascular system.
2. What are the destinations of these two circuits?
3. In the systemic circulation, where does gas exchange occur?
4. In the pulmonary circulation, where does gas exchange occur?
5. Name the blood vessels that carry oxygen-rich blood to the heart. How many are there? Where do they terminate?
Exercise 9.9: Imaging—Thorax
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In Review
1. What is the name for the fibrous sac that encloses the heart?
2. Name the lymphatic organ that is large in children but atrophies during adolescence.
3. Name the bilobed endocrine gland located lateral to the trachea and larynx.
4. How do large arteries supply blood to body structures?
5. Name the large vessel that conveys oxygen-poor blood from the right ventricle of the heart.
6. Name the two branches of the blood vessel mentioned in question 5 that convey oxygen-poor blood to the lungs.
7. Name the blunt tip of the left ventricle.
8. What is the carotid sheath? What structures are found within it?
9. What is the serous pericardium?
10. Name the structure that ...
The Cardiovascular SystemNSCI281 Version 55University of .docxmattinsonjanel
The Cardiovascular System
NSCI/281 Version 5
5
University of Phoenix Material
The Cardiovascular System
Exercise 9.6: Cardiovascular System—Thorax, Arteries, Anterior View
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Exercise 9.8: Cardiovascular System—Thorax, Veins, Anterior View
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Animation: Pulmonary and Systemic Circulation
After viewing the animation, answer these questions:
1. Name the two divisions of the cardiovascular system.
2. What are the destinations of these two circuits?
3. In the systemic circulation, where does gas exchange occur?
4. In the pulmonary circulation, where does gas exchange occur?
5. Name the blood vessels that carry oxygen-rich blood to the heart. How many are there? Where do they terminate?
Exercise 9.9: Imaging—Thorax
A. .
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E. .
F. .
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In Review
1. What is the name for the fibrous sac that encloses the heart?
2. Name the lymphatic organ that is large in children but atrophies during adolescence.
3. Name the bilobed endocrine gland located lateral to the trachea and larynx.
4. How do large arteries supply blood to body structures?
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The British Airways Swipe Card Debacle case study;On Friday, Jul.docxmattinsonjanel
The British Airways Swipe Card Debacle case study;
On Friday, July 18, 2003, British Airways staff in Terminals 1 and 4 at London’s busy Heathrow Airport held a 24 hour wildcat strike. The strike was not officially sanctioned by the trade unions but was spontaneous action by over 250 check in staff who walked out at 4 pm. The wildcat strike occurred at the start of a peak holiday season weekend which led to chaotic scenes at Heathrow. Some 60 departure flights were grounded and over 10,000 passengers left stranded. The situation was heralded as the worst industrial situation BA had faced since 1997 when a strike was called by its cabin crew. BA response was to cancel its services from both terminals, apologize for the disruption and ask those who were due to fly not to go to the airport as they would be unable to service them. BA also set up a tent outside Heathrow to provide refreshments and police were called in to manage the crow. BA was criticized by many American visitors who were trying to fly back to the US for not providing them with sufficient information about what was going on. Staff returned to work on Saturday evening but the effects of the strike flowed on through the weekend. By Monday morning July 21, BA reported that Heathrow was still extremely busy. There is still a large backlog of more than 1000 passengers from services cancelled over the weekend. We are doing everything we can to get these passengers away in the next couple of days. As a result of the strike BA lost around 40 million and its reputation was severely dented. The strike also came at a time when BA was still recovering from other environmental jolts such as 9/11 the Iraqi war, SARS, and inroads on its markets from budget airlines. Afterwards BA revealed that it lost over 100,000 customers a result of the dispute.
BA staff were protesting the introduction of a system for electronic clocking in that would record when they started and finished work for the day. Staff were concerned that the system would enable managers to manipulate their working patterns and shift hours. The clocking in system was one small part of a broader restructuring program in BA, titled the Future Size and Shape recovery program. Over the previous two years this had led to approximately 13,000 or almost one in four jobs, being cut within the airline. As The Economist noted, the side effects of these cuts were emerging with delayed departures resulting from a shortage of ground staff at Gatwick and a high rate of sickness causing the airline to hire in aircraft and crew to fill gaps. Rising absenteeism is a sure sign of stress in an organization that is contracting. For BA management introduction of the swipe card system was a way of modernizing BA and improving the efficient use of staff and resources. As one BA official was quoted as saying We needed to simplify things and bring in the best system to manage people. For staff it was seen as a prelude to a radical shakeup in working ...
The Case Abstract Accuracy International (AI) is a s.docxmattinsonjanel
The Case
Abstract
Accuracy International (AI) is a specialist British firearms manufacturer based in Portsmouth,
Hampshire, England and best known for producing the Accuracy International Arctic Warfare
series of precision sniper rifles. The company was established in 1978 by British Olympic shooting
gold medallist Malcolm Cooper, MBE (1947–2001), Sarah Cooper, Martin Kay, and the designers
of the weapons, Dave Walls and Dave Craig. All were highly skilled international or national target
shooters. Accuracy International's high-accuracy sniper rifles are in use with many military units
and police departments around the world. Accuracy International went into liquidation in 2005, and
was bought by a British consortium including the original design team of Dave Walls and Dave
Craig.
Earlier this year, AI's computer network was hit by a data stealing malware which cost thousands of
pounds to recover from. Also last year there have been a couple of incidents of industrial
espionage, involving staff who were later sacked and prosecuted.
As part of an ongoing covert investigation, the head of Security at AI (DG) has hired you to
conduct a forensic investigation on an image of a USB device. The USB device, it is a non-
company issued device, allegedly belonging to an employee Christian Macleod, a consultant and
technical manager at AI for more than six years.
Case details
Christian’s manager, David Bolton, is the regional manager and head of R&D and has been
working at AI for the last three years. David initiated this fact finding covert investigation which is
conducted with the support of the head of Security at AI.
The USB device in question allegedly was removed from Christian's workstation at AI while he
was out of the office for lunch, the device was imaged and then it was plugged in back into
Christian's workstation. You have been provided with a copy of that image (the original copy is at
the moment secure in a secure locker at the security department).
You have been told by DG that Dave was alarmed by some of the work practices of Christian and
that prompted him to start this investigation by contacting the Head of Security at AI. According to
Dave, Christian would bring in devices such as his iPod and his iPhone and he would often plug
these into his workstation. There is no policy against personal music devices and there is no
BYOD policy but there is a strict policy against copying corporate data is any personal device. The
company's policy states that such data is not to be stored unencrypted, on unauthorised, non
company approved devices. According to DG, Dave has reasons to believe that an earlier malware
infection incident at AI had its origins in one of Christian's personal devices.
Supporting information
1. You need to be aware that Dave and Christian do not get along as they had a few verbal exchanges
in the last year. Christian has filled in a ...
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Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
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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.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
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Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
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Table for Multiple PerspectivesModernismCritical TheorySymbolic In.docx
1. Table for Multiple PerspectivesModernismCritical
TheorySymbolic
InterpretivismPostmodernismOntologyObjectivism - Reality is
out there whether we know it or not.Objectivism - Reality is out
there whether we know it or not.Subjectivism - We construct
reality and agree upon it.Reality is an illusion created by
discourses.EpistemologyPositivism - Knowledge is discovered
through scientific measurements and tests.Subjectivist -
Knowledge is tainted by dominant ideology (dominant ideology
refers mostly to modernist theories)Interpretivism - Knowledge
is discovered by the interpretation of meanings (relative to time,
place, individuals)Discourses (especially modernist theories and
concepts) create the illusion of knowledge.TheoryObjective
truths that govern organizationsUnmasking the "real" truths that
are hidden by modernist theories.Truths are relative and context
specific (Depends on the meanings produced at different time,
place and by different people)Rejection and Challenge to
modernist theories. Provides alternative interpretations to
modernist understanding of
organizations.MethodologyQuantitative methods and Deductive
ApproachQualitative methods and Inductive Approach (Focus
on historical analysis and discourse analysis)Qualitative
methods and Inductive Approach (Focus on
Ethnography)Discourse Analysis and
DeconstructionModernism: Discovers truths that govvern
organizations. These truths that are scientifically derived are
superior to commonsense andspeculations and act as universal
laws that are applicable to all organizations.Symbolic
Interpretivism: Questions the universal claim of modernist
theories (truths). Instead, "truths" concerning organizations are
sociallyconstructed and context-specific, dependent on
time/place/individuals.Critical Theory: Exposes the ideological
nature of modernist theories (truths). Modernist theories
privileges the management/elites by espousingvalues that aligns
2. with that of the management/elites. Aims to unmasks hidden
truths of modernist organization theories.Postmodernism:
Challenges the dominant position of modernist theories (truths)
as objective knowledge. Aims to deconstruct the
universalassumptions of these modernist theories (truths) and
provide alternative discourses that give voice to the
marginalized.
RMIT University
Slide *
Organisational Culture
RMIT University
RMIT University
Slide *
Organisational Culture
Objectives:Assignment One
Review of course: Why are we doing this?
How can different perspectives help me in the future?
Introduce the concepts of culture, norms and values.
Discuss how these concepts relate to organisations.
Distinguish between contemporary theoretical approaches to
organisational cultureModern Symbolic interpretiveCritical
theoryPostmodern
RMIT University
3. Assignment One
The Question To Be Answered:
'What managers most often want to know about their
organization's culture is how to change it......But what is
recommended to managers on the basis of culture theory
differs markedly according to the perspectives adopted'
(Hatch and Cunliffe, 2013: 185).
Choose two of the four perspectives and discuss their different
views on organisational culture and how their advice to
managers who are seeking to influence organisational culture
might be different.
RMIT University
Slide *
RMIT University
Assignment One
Two questions to answer:
Why and how do each perspective provide different insights
into the nature of organisational culture?
How do the insights of each perspective lead to different
recommendations to managers on how they might go about
changing organisational culture?
RMIT University
Slide *
RMIT University
4. Assignment OneYou must focus explicitly on the key issues
identified in the question.
You must consider at least two of the four perspectives.
You must make use of required readings.
A failure to follow this and the instructions in the assignment
guide will have a significant negative impact on your marks.
RMIT University
Slide *
RMIT University
Why are we doing this?
How will these four perspectives help me in the future?
Rewind: Week One
What is this course about?
Upon Successful Completion of the course you will be able to:
Identify, understand and interpret a range of organisational
theories and concepts that contribute to the management of
contemporary organisations
Critically evaluate theories and practices in organisations to
support decisions and actions and select and apply relevant
theories to develop solutions to problems in contemporary
organisations
Understand, critically discuss and apply key organisational
theories to issues arising from diverse cultural, economic,
historical, philosophical and social and environmental contexts
Communicate ideas, intentions and outcomes clearly to a variety
of audiences
5. Fast-forward: 5 Years
Scenario:
You have secured a position as a department manager.
First day on the job you learn:
The company is in financial difficulties.
Your department is seen as underperforming.
Former management team of the department resigned. Some
department members tell you they resigned due to their
treatment from senior management.
Senior management of the company tell you the ‘culture’ of the
department is the problem and that it will have to be dealt with
as a matter of priority.
OT to the rescue?
What is organisational culture?
How should I choose to think about:Organisational
culture?Senior Management’s position?The department?My role
in the department?
6. What are the implications of different perspectives for making
different management decisions?
What is Culture?
The totality of learned ideas, values, knowledge,
normative behaviours, rules and customs shared and passed
down by a group of people through language, symbols and
artifacts.
Culture
Norms and Values
Norm:A common expectation and/or prescription for social
behaviour within a given context.
Values:The central beliefs and purposes of an individual, group
of individuals, organisation or society.
7. Organisational Culture
‘comprises the deep, basic assumptions and beliefs, as well
as the shared values, that define organisational membership, as
well as the members’ habitual ways of making decisions, and
presenting themselves and their organisation to those who come
into contact with it’ (Clegg, Kornberger and Pitsis, 2008: 224).
Schein’s Levels of Organisational Culture - Modernist
Three Components of Culture in Organisations
Level 1: Artifacts: Visible organisational features (buildings,
uniforms, interior design, brand images).
Level 2: Values: non-visible facets of organisational culture
(norms and beliefs)
Level 3: Basic Assumptions (Core) largely unconscious and
tacit frames that shape values and artifacts formed through and
out of particular social relationships Shapes decision-making
processes ‘invisibly’
8. Schein’s Levels of Organisational Culture
Structure that shapes us via socialisation and acculturation
(processes)
The Complexities of Organisational Culture
Corporate Culture: top down
The dominant culture (values, artifacts, rules, norms, etc.) put
forward by top management.
May or may not be widely supported by organisational
members.
Subcultures: bottom up
Diverse cultures found within an organisation whose members
view themselves as distinctly different. Other subcultures also
view them as distinctly different.
Enhancing subcultures (advocate for dominate corporate
culture).Orthogonal subcultures (express a view that is neither
supportive or threatening of dominant culture)Countercultures
(hold values, norms and attitudes that challenge dominant
corporate culture)
The Complexities of Organisational Culture
Organisational Culture composed of all the subcultures: not a
single monolithic entity
9. Corporate culture only one of the many sub-cultures: an
imposed tool of management: the dominant sub-culture?
Subcultures within organisations can contribute to or rival
organisational attempts to reproduce dominant identities and
culture.
Where do organisational sub-cultures reside?
Occupational groupings
Departments or teams
Hierarchical divisions
‘Old’ or ‘new’ segments or departments
Organisational IdentityCorporate cultures are a way for
organisations to shape their organisational identities.
Organisational identities= those artifactual attributes, familiar
signs, symbols and routines that corporations use to create a
particular public ‘image’.
The public image/identity is a composite of physical structural
components and culture.
Gagliardi’s fan model identifies instrumental strategies and
expressive strategies as aspects of organisational identities
Hatch’s cultural dynamics model takes the fan model one step
further by focussing on the process rather than the components.
Bakan anthropomorphises identity e.g. like an old man
RMIT University
Slide *
RMIT University
10. Culture, Identity and Image
RMIT University
Slide *
RMIT University
Hatch’s cultural dynamic model
RMIT University
Slide *
RMIT University
Modernist Approach
Organisational culture is ‘real’ – structural reality
Organisational culture(s) is a variable that can impact upon
organisational performance.
Organisational culture can enable or constrain organisational
effectiveness & capacity to bring about change.
Modernist Approach; A management tool?Culture amenable to
change? Evidence from industry – acculturation of externally
sourced CEOs – rather than them changing existing culture – as
was intended.
11. Modernist Approach
Kotter and Heskett (1992) Corporate Culture and Performance
Research question: Does organisational culture impact on
organisational performance?
Modernist Approach
Kotter and Heskett (1992) Corporate Culture and Performance
Research DesignSurveyed managers and financial analysts
of 200 corporations Surveys included a range of questions and
variables aimed at measuring ‘cultural strength’ and cultural
values as well as organisational performance (e.g. financial
viability).
Quantitative AnalysisMeasured the strength of the correlation
between corporate culture and organisational performance and
organisational adaptation/change.
ResultsThere is a positive correlation between organisational
performance and the strength of corporate culture. When
corporate cultures demonstrated to be weak organisational
12. performance was reduced.
National cultural InfluencesGeert Hofstede’s IBM study
identified five key variables
Power distance – accept or reject inequalityUncertainty
avoidance – accept avoid risk takingIndividualism versus
collectivismMasculine versus feminineLong-term versus short –
term orientation
These vary from national culture to national culture and are
important to those managing MNCs and TNCs.
RMIT University
Slide *
RMIT University
Implications for management practice
If we can understand organisational culture and national
cultural differences management can use that knowledge to
achieve certain outcomes (e.g. improve organisational
efficiency and effectiveness).
Objective is to create and unify an organisational culture
so that it aligns with organisational goals.
Mechanisms for organisation acculturation:
‘Team-building’ exercisesCorporate sponsored social events
13. Symbolic Interpretive ApproachesCulture is ‘real’ – socially
constructed and objectified
Interpretation and meaning making occurs through culture(s).
Taking part in ‘organisational’ life and culture is like fulfilling
a part in a theatrical play.Organisations have scripts to
‘perform’Organisational members (actors) perform an
organisational role within this script.Organisational success or
failure is partially determined by the capacity to perform the
script and have good actors.
Symbolic interpretive approach
Investigating Organisational Culture
Qualitative data gatheringParticipant observation (‘going
native’)Ethnography (observation, focus groups, indepth
interviews).
Qualitative analysisThematic and narrative analysis
Results:‘thick description’ (Geertz) & interpretation of the
dynamics of organisational culture.
14. Symbolic interpretive approach
Organisational Acting & Emotional Labour
Hochschild’s The Managed Heart: Commercialisation of Human
Feeling (1983):
First to develop the notion of ‘emotional labour’
Emotional labour is characterised as:
‘a covert resource, like money or knowledge, or physical
labour, which companies need to get the job done’
(Hochschild:1983).
Symbolic interpretive approach
Organisational Acting & Emotional Labour
The individual actor:
Hochschild uses the example of flight attendants and bill
collectors to show how people are constrained to maintain
emotions in their work:Friendliness of flight
attendantSuspension of trust and sympathy for the debt-
collector.
The organisational script and collective emotional labour:
‘it is not simply individuals who manage their feelings in
order to do a job; whole organisations have entered the game.
The emotion management that keeps the smile on Delta Airlines
15. competes with the emotion management that keeps the same
smile on United and TWA’ (1983: 185-6).
Implications for management practice
Symbolic-interpretive:
If we understand culture and the cultural meaning of
behaviours, verbal and non-verbal communication, symbols and
objects, we come to understand ourselves, others and our
interaction with others more fully.
This knowledge can enable managers to engage more effectively
with diverse cultures and sub-cultures within and external to
organisations – facilitate institutionalisation.
Enable organisational actors to better negotiate order –
facilitate cooperation.
Implications for management practice: Understanding
Narratives and Dramaturgy
The need to direct the Script & Train the Actors:
Critical Theorists
16. Theoretical position: culture is real
‘Organisational culture’ is ideological.
Organisational culture is an attempt to ‘manufacture consent’
and pacify consumers, organisational members and others that
the organisation depends upon.
Critical TheoristsOrganisational culture as manipulation:
Critical Theorists
Theoretical position:Modernist understanding of ‘culture’ is too
simplistic.
Organisational culture not be manufactured and/or easily
controlled by management.
Organisational members become very cynical and suspicious of
management attempts to ‘manufacture’ a culture.
Implications for management practice
17. Critical theorists:
‘Poor’ organisational culture is a potential sign of ‘poor’
management.
Managing ‘culture’ should not be the focus of management
practice.
Improving management processes and procedures should be the
priority (e.g. better involvement of organisational members in
decision-making processes) – employee empowerment –
employee participation industrial democracy.
Postmodernist Approaches
Calling Organisational Culture into Question:
Postmodernists challenge the idea that organisations have
cultures.
The notion that members of an organisation share a culture is an
illusion.
Postmodernist ApproachesCorporate ‘culture’ is conceptualised
within postmodern notions of power and the contestation of
power – need to deconstruct this.
18. Postmodern Approaches
Organisational Culture & Power
Corporate ‘culture’ is part and parcel of organisational
narratives that seek to legitimise authority and marginalise
other voices.
Organisational members, however, recite and create different
narratives with different audiences resulting in a polyphony of
competing and incoherent ‘stories’ being told simultaneously
within an organisation.
Organisations as soap opera not theater.
Implications for management practice
Postmodernism:
Requires us to recognise, ‘listen’ to, and critically reflect upon
dominant and marginalised organisational narratives.
Is ‘culture’ the problem?Is leadership the problem?
These narratives can help us to identify points of instability and
dissatisfaction within organisations.
These multiple and competing narratives can help guide our
decisions and provide organisational members with a better
sense of involvement in management processes.
19. Symbols of control? Power rather than product?
Cult or culture?
OT to the rescue?
First Day on the Job as Department Manager
How should I choose to think about:
Organisational culture?Senior management’s position?The
department?My role in the department?The way my perspective
of the ‘problem’ may influence my management decisions?
Guide to the Assignment
Individual Assignment:
Due date: To Be Advised
Length: 2,000 words
Weight: 40%
Aims of the assignment
The aims of this assignment are for you to:
1. Develop your understanding of the nature of the key
organisation perspectives and their related theories;
2. Demonstrate an understanding of the key perspectives and the
meta-theoretical assumptions that underpin each;
20. 3. Develop research skills and the ability to assess the strengths
and weaknesses of various debates and arguments;
4. Gain skills in the written presentation of an argument,
including the ways in which scholars incorporate and
acknowledge the ideas of other writers.
Key Criteria for Assessment:
For this assignment your essay will be assessed on the extent to
which it demonstrates:
· Your ability to conduct research and use it to develop an
argument/answer that will discipline your response.
· Your ability to write a clear, compelling, well-presented and
properly referenced response to the question.
· Your ability to directly respond to all of the key issues raised
by the question asked.
· The ability to move past description to analysis; to move past
a focus on who, what, when and how questions to also answer
the associated why questions.
· The ability to provide your own answer to the question in your
own words
The Question To Be Answered:
'What managers most often want to know about their
organization's culture is how to change it......But what is
recommended to managers on the basis of culture theory differs
markedly according to the perspectives adopted' (Hatch and
Cunliffe, 2013: 185).
Choose two of the four perspectives and discuss their different
views on organisational culture and how their advice to
managers who are seeking to influence organisational culture
21. might be different.
Answering the Question:
In answering the question you will need to engage with the
nature of the various perspectives and why and how each
provides different insights into the nature of organisational
culture. You will also need to explain how these different
insights relate to management practice: How do the insights of
each perspective lead to different recommendations to managers
on how they might go about changing organisational culture?
You must focus explicitly on the key issues identified in the
question.
You must consider at least two of the four perspectives.
1. You must make use of required readings.They have been
selected because they provide the essential material required to
answer the question. You will lose marks if you fail to use
them.
Recommended readings have also been provided. Before you
begin to look for additional reading you should first acquire a
good understanding of the basics from the textbook, the
required readings and recommended readings. Once you acquire
this understanding you can then look for other material.
Required readings (located on blackboard site):
1.Chapter 6 and pp 311-318 (Hatch and Cunliffe)
2.Fleming, P and Spicer, A. (2003) ‘Working at a cynical
distance: Implications for power, subjectivity and resistance’
22. 3.Wilson, F. (2014) ‘Chapter 11: Culture’ in Organisational
Behaviour and Work, pp. 224-241.
4.Xu, Y., and Weller, P., Inside the World Bank, “The Staff and
Their organizational Culture”, pp. 74-82.
Recommended readings (located on blackboard site):
1.Martin, J. & Frost, P. 2012, ‘Chapter 30: The organisational
culture war games' in Gittell, Jody Hoffer., Godwyn, Mary &
Gittell, Jody Hoffer, Sociology of organizations : structures and
relationships, Pine Forge Press/Sage, Thousand Oaks, Calif., pp.
315-336
2.Zhang, C. & Iles, P. 2014, ‘Chapter 11:Organisational culture'
in Rees, Gary & Smith, Paul, Strategic human resource
management : an international perspective, SAGE, Los Angeles,
pp. 383-439.
A failure to follow this and the following instructions will have
a significant negative impact on your marks.
Presentation/Structure of your answer/essay:
Introduction:
In this section you must provide an overview of your answer to
the question; provide answers to the key what and why
questions of your argument/answer. These should take the form
of direct responses to the key issues raised by the question.
Your argument should be informed by a critical
analysis/engagement with the content of the essential readings.
Please keep in mind that in all sections of your response you
must move past description to analysis, this means providing
answers to the why questions that emerge from your key
statements.
23. Exploration of your argument:
In this section of the essay you need to accomplish two tasks.
First, you must explore the key perspectives showing how each
perspective’s theoretical and metatheoretical approaches lead
them to provide different insights into organisational culture.
Second, having demonstrated an understanding of the
perspectives and their theoretical approaches to understanding
organisational culture you then need to discuss how these
understandings lead to different views on how best to manage or
change organisational culture. In other words what does each of
the perspectives have to say on this issue and why do they say
it? What criticisms do they offer of each other and why?
You can address the above, two tasks sequentially; beginning
with an exploration of the how and why of each of the chosen
perspectives (ontology and epistemology), and second: an
exploration of the positions advanced by two of the perspectives
(modernist, symbolic interpretivist, critical theory and
postmodernism) as they provide different advice to managers on
how to go about changing or managing organisational culture.
In your essay, you must consider at least two of the four
perspectives.
An alternative structural approach is to integrate the exploration
of the how and why of each perspective and how each provides
different insights into the nature of organisational culture and
how best to manage organisational change. For example;
explore the how and why of the modernist positions on
organisational culture and then its application to modernist
positions for managing and changing organisational culture. .
On completing the how and why of the modernist position and
its application then move on to the other selected perspective.
24. The two alternatives outlined above will enable you to present a
clear direct and disciplined response to the question.
The whole response must be informed by an engagement with
essential readings. You must draw upon and evaluate academic
debates and arguments. This is not to be viewed as an exercise
in which you make up a response off-the-top-of-your-head nor
is it one in which you focus on description and ignore analysis.
While you may draw upon examples of organisational culture
in actual organisations this should be done to illustrate
differences in perspectives both theoretically and practically as
they relate to understanding and managing organisational
culture.
Conclusion:
You must conclude with your general answer to the question. It
should reiterate the key argument/answer to the question
provided in the introduction and indicate to what extent it has
been supported or challenged by your analysis of the debates
and arguments of other authors.
Additional Guidance:
1. This essay is designed to develop your knowledge of the
theoretical perspectives, to build your understanding that each
perspective is underpinned by different assumptions that lead to
different ways of understanding organisational culture. Given
their ontological and epistemological underpinnings, each
perspective has different ways of conceptualising how
organisations and organisational culture intersect. Based upon
these different understandings of organisational culture the
advice each perspective provides to managers who are seeking
to influence organisational culture is likely to be different.
2. This essay is not an exercise in describing various
25. organisations and their organisational culture or how
management goes about managing culture. You must
demonstrate your understanding of the perspectives and how
they relate to an understanding of organisational culture. If
empirical examples of organisational culture within
contemporary organisations are introduced they must be used to
illustrate how they are informed by the theoretical perspectives.
3. Please use headings with care. It is better to avoid using them
in an essay but if you must, please keep them to a minimum and
ensure that they enhance rather than undermine your argument.
4. This essay question has been designed to encourage you to
prepare your own individual essay. There is no single ‘right’
answer. Markers will be looking for evidence that you have
read broadly, including the provided material, and have
synthesised the material to develop your own answer/ argument.
The markers will also expect you to answer the question in your
own words.
5. Do not try to cover every single detail; you only have 2000
words so concentrate on the major points rather than fine
details.
6. You can make use of the Web sources but they need to be
reliable sources- Wikipedia is not a reliable source of
information. We encourage you to make use of journal articles
which can be found via a range of library databases. I suggest
you use Expanded Academic ASAP (Gale) database which is
located through the Databases section of the library website
because it allows you to search a range of journals using
keywords. Some of the keywords you should consider are:
culture in organisations, organisations and modernism,
organisations and symbolic interpretivism, organisations and
critical theory, organisations and postmodernism, etc. You will
26. find an enormous amount of relevant literature. You can also
do author searches which can be helpful to locate recent articles
by scholars mentioned in the textbook. We also encourage you
to make use of the references and further reading suggested by
the textbook at the end of each chapter. ‘Citation Linker’ found
through the library website is a useful tool to locate some of the
journal articles mentioned in the textbook. There is a lot of
information out there regarding the topic.
7. Students are NOT allowed to use lecture notes as reference
materials.
8. You should look at the assessment sheet found in the course
guide. It will give you a feel for the sorts of things we will be
assessing.
9. You should also look at the other part of the course guide
which outlines the differences between the grades -i.e. what
separates a ‘P’ from a ‘C’.
10. A key point to remember in answering the questions is not
to be overly descriptive. In answering the question you will
need to develop an argument. An argument requires ‘expressing
a point of view on a subject and supporting it with evidence’
(see http://www.unc.edu/depts/wcweb/handouts/argument.html)
The basic components of an argument include:
· Making a claim (informed by relevant organisational
perspectives and/or theories)
· Supporting your claim with evidence
· Recognising and engaging with counterclaims