This document outlines the course assignments, schedule, and expectations for BUS 730 Management Strategy for Performance. The key assignments include weekly discussion questions (DQs), two comprehensive learning assessments (CLAs), two professional assignments (PAs), and an exam. DQs are due on Thursdays and peer responses are due on Sundays. CLAs and PAs are also due on Sundays. The course runs over 8 weeks and aims to help students determine how people skills and evidence-based management impact organizational behavior, explain facets of effective management, evaluate problem-solving techniques, develop frameworks for motivation theory, assess leadership effectiveness, evaluate team implementation and performance, and critique models of change initiatives. Student learning is measured through these assignments and
Dissertation Structure GuidelinesIt will be important to setDustiBuckner14
Dissertation Structure Guidelines
It will be important to set some broad guidelines and ground rules as well as highlighting the dissertation structure that your supervisors would like their students to adhere to. Suffice to say these issues have already been highlighted and discussed with you in detail in your PRISM unit.
In summary, when you start working on your dissertation and develop your thinking and findings a bit more, you may wish to have a chat with your supervisor; a call or Skype or using some other online tool. Also a good idea to send your supervisor your chapters as you complete them so that they can provide their comments as you make progress on other chapters. However please consult your supervisor if he/she wishes to consider an alternative approach.
There is a document called Assessment Guidelines on this Moodle site that gives a very brief outline of the suggested chapters involved in your dissertation and an idea of the number of words that are usually expected in each chapter.
In the meantime, as far as your dissertation structure is concerned, let us just remind you that as a general rule, we would suggest the following chapters and sections for your thesis.
-Title: A clear, concise statement of the topic.
-Abstract: The abstract is a summary of the whole dissertation. It presents all the major elements of your work in a highly condensed form. Maximum of 500 words.
- Contents page: clearly describing chapters and any sub-sections and related page numbers.
- Acknowledgement- Chapter 1 - Introduction: You need to set the scene for your dissertation, tell a story by providing some background to the importance of your chosen subject. You should also make your aims and objectives of the report very clear, by for example providing half a dozen bullets clearly describing what you have in mind and what you wish to explore. You should clearly state your "Research Question (s)" and state why your research is important, what is the research gap, how it contributes to the body of knowledge and potentially it’s significance to the practitioner’s world, and, what benefit will be achieved in carrying out your chosen piece of work.
- Chapter 2 - Literature Survey (LR): This is a very important part of your dissertation (particularly if you only rely on acquiring secondary data and body of knowledge). The aim will be for you to provide robust and credible literature relating to the subject matter. Use of some models/frameworks is encouraged. You will also get a better mark by providing a sound critic in your LR, i.e. what you agree with and what you don't, and, the reasons behind your argument/rationale.
- Chapter 3 - Research Methodology: Here you should describe the methodology used in gathering the data and information. You should make reference to both the primary, if any, (interviews, questionnaire, case study ...) and, secondary research methods (literature review and library based work...). You should also describe an ...
University of derby online learning www.derby.acJASS44
This document outlines the assessment requirements for a module on business data analysis. It includes two courseworks that make up the summative assessment. Coursework 1 involves a group wiki report analyzing a business case study and class interactions reviewing other groups' reports. Coursework 2 is an individual case study report applying inferential data analysis techniques in Excel to address a research question. Assessment criteria are provided for evaluating performance on content, analysis, presentation style, and group work for Coursework 1. Criteria for Coursework 2 focus on introducing the problem, objectives, data analysis, decision-making, and conclusions. Guidelines are given for formatting, originality, and referencing of submissions.
MBA 6503 GLOBAL STRATEGY & COMPETITIVENESSCAPSTONE BUS.docxandreecapon
MBA 6503 GLOBAL STRATEGY & COMPETITIVENESS
CAPSTONE BUSINESS PROJECT HANDBOOK
Contents
Part 1: General Information
Part 4: Research Thesis Project Option
Part 6: Course Assessment Elements
Part 1: General Information
Capstone Business Project
The MBA program culminates with the completion of the Capstone course which is taken during the last eight-week quarter. The course is designed to provide an opportunity to apply and integrate the knowledge and skills that were gained during the entire MBA program. Therefore, the Capstone topic must be related to business and encompass material that was covered in the MBA curriculum.
The project course is ten weeks in duration. During this time, students are expected to write a proposal, complete a written draft of their project plan, orally present the recommendations/results to the professor, and submit a final written version of the project.
Upon successful completion of this project, students will be able to:
Overarching learning outcomes
· Synthesize and apply content from prior graduate courses and other learning opportunities to better understand real world situations
· Understand, appreciate, and value of the relationships across business disciplines
· Distinguish real world problems and demonstrate the application of solutions from a global business perspective
Business Client learning outcomes
· Assess and define a significant business problem
· Evaluate information to better understand such a problem
· Specify and design appropriate information to identify and present a high-quality solution
Research Thesis learning outcomes
· Determine the requirements for a distinct research project
· Select a significant organizational topic that, when researched, will have practical application
· Produce a complete research project that will provide appropriate information for organizational decision-making
Business Plan learning outcomes
· Assess/evaluate the requirements of a comprehensive business plan, which includes appropriate background information
· Organize, the appropriate information required in a business plan
· Construct a business plan that will satisfy the needs of entrepreneurs and potential investors
FAQ About the Capstone Project Course
Q: What is the Capstone project?
A: The culminating experience in the MBA Program is the Capstone project course. It involves completing a business consultancy or research project. The Capstone course is taken during the final term at HCT.
Q: What is the purpose of the Capstone project?
A: The purpose of this course is to integrate the knowledge, skills, and abilities gained from several courses in the MBA program.
Q: Can I choose any topic for my project?
A: The Capstone project topic must be related to business and encompass material that was covered in the MBA curriculum.
Q: Can I take the Capstone course prior to finishing the rest of my course requirements?
A: The Capstone Experience can be taken only as the last course in the ...
This document outlines the typical structure and components of a summer internship project report. It includes sections like the cover page, certificates, acknowledgements, table of contents, executive summary, introduction, company profile, objectives, methodology, analysis, findings, conclusion, recommendations, limitations, learning achieved, and bibliography. For each section, it provides brief descriptions and examples of the expected content and formatting. The overall purpose is to provide guidance to students on how to organize and present the various elements of their internship report.
MBA Project Report as per Osmania UniversityHammaduddin
The document provides guidelines for students at Osmania University for preparing and presenting their project reports for the Master of Business Administration program. It outlines that the project allows students to independently research and analyze a business problem. It recommends regularly meeting with supervisors and providing drafts. The guidelines specify the project should investigate an applied business issue through critical examination and analysis. It provides direction on choosing a topic, organizing the report, and formatting requirements.
This document outlines the guidelines for students at Guru Gobind Singh Indraprastha University in Delhi to complete a summer training project as part of their degree program. Students are required to complete 8 weeks of internship during the summer break after their 4th semester. They must submit a written report on their project within 1 month of starting their 5th semester. The report will be evaluated internally and externally and counts for 100 marks. The report should follow a specific 7 chapter format covering introduction, literature review, methodology, data collection, analysis, findings and conclusion. Strict formatting guidelines are provided around font, margins and other specifications for the report.
Dissertation Structure GuidelinesIt will be important to setDustiBuckner14
Dissertation Structure Guidelines
It will be important to set some broad guidelines and ground rules as well as highlighting the dissertation structure that your supervisors would like their students to adhere to. Suffice to say these issues have already been highlighted and discussed with you in detail in your PRISM unit.
In summary, when you start working on your dissertation and develop your thinking and findings a bit more, you may wish to have a chat with your supervisor; a call or Skype or using some other online tool. Also a good idea to send your supervisor your chapters as you complete them so that they can provide their comments as you make progress on other chapters. However please consult your supervisor if he/she wishes to consider an alternative approach.
There is a document called Assessment Guidelines on this Moodle site that gives a very brief outline of the suggested chapters involved in your dissertation and an idea of the number of words that are usually expected in each chapter.
In the meantime, as far as your dissertation structure is concerned, let us just remind you that as a general rule, we would suggest the following chapters and sections for your thesis.
-Title: A clear, concise statement of the topic.
-Abstract: The abstract is a summary of the whole dissertation. It presents all the major elements of your work in a highly condensed form. Maximum of 500 words.
- Contents page: clearly describing chapters and any sub-sections and related page numbers.
- Acknowledgement- Chapter 1 - Introduction: You need to set the scene for your dissertation, tell a story by providing some background to the importance of your chosen subject. You should also make your aims and objectives of the report very clear, by for example providing half a dozen bullets clearly describing what you have in mind and what you wish to explore. You should clearly state your "Research Question (s)" and state why your research is important, what is the research gap, how it contributes to the body of knowledge and potentially it’s significance to the practitioner’s world, and, what benefit will be achieved in carrying out your chosen piece of work.
- Chapter 2 - Literature Survey (LR): This is a very important part of your dissertation (particularly if you only rely on acquiring secondary data and body of knowledge). The aim will be for you to provide robust and credible literature relating to the subject matter. Use of some models/frameworks is encouraged. You will also get a better mark by providing a sound critic in your LR, i.e. what you agree with and what you don't, and, the reasons behind your argument/rationale.
- Chapter 3 - Research Methodology: Here you should describe the methodology used in gathering the data and information. You should make reference to both the primary, if any, (interviews, questionnaire, case study ...) and, secondary research methods (literature review and library based work...). You should also describe an ...
University of derby online learning www.derby.acJASS44
This document outlines the assessment requirements for a module on business data analysis. It includes two courseworks that make up the summative assessment. Coursework 1 involves a group wiki report analyzing a business case study and class interactions reviewing other groups' reports. Coursework 2 is an individual case study report applying inferential data analysis techniques in Excel to address a research question. Assessment criteria are provided for evaluating performance on content, analysis, presentation style, and group work for Coursework 1. Criteria for Coursework 2 focus on introducing the problem, objectives, data analysis, decision-making, and conclusions. Guidelines are given for formatting, originality, and referencing of submissions.
MBA 6503 GLOBAL STRATEGY & COMPETITIVENESSCAPSTONE BUS.docxandreecapon
MBA 6503 GLOBAL STRATEGY & COMPETITIVENESS
CAPSTONE BUSINESS PROJECT HANDBOOK
Contents
Part 1: General Information
Part 4: Research Thesis Project Option
Part 6: Course Assessment Elements
Part 1: General Information
Capstone Business Project
The MBA program culminates with the completion of the Capstone course which is taken during the last eight-week quarter. The course is designed to provide an opportunity to apply and integrate the knowledge and skills that were gained during the entire MBA program. Therefore, the Capstone topic must be related to business and encompass material that was covered in the MBA curriculum.
The project course is ten weeks in duration. During this time, students are expected to write a proposal, complete a written draft of their project plan, orally present the recommendations/results to the professor, and submit a final written version of the project.
Upon successful completion of this project, students will be able to:
Overarching learning outcomes
· Synthesize and apply content from prior graduate courses and other learning opportunities to better understand real world situations
· Understand, appreciate, and value of the relationships across business disciplines
· Distinguish real world problems and demonstrate the application of solutions from a global business perspective
Business Client learning outcomes
· Assess and define a significant business problem
· Evaluate information to better understand such a problem
· Specify and design appropriate information to identify and present a high-quality solution
Research Thesis learning outcomes
· Determine the requirements for a distinct research project
· Select a significant organizational topic that, when researched, will have practical application
· Produce a complete research project that will provide appropriate information for organizational decision-making
Business Plan learning outcomes
· Assess/evaluate the requirements of a comprehensive business plan, which includes appropriate background information
· Organize, the appropriate information required in a business plan
· Construct a business plan that will satisfy the needs of entrepreneurs and potential investors
FAQ About the Capstone Project Course
Q: What is the Capstone project?
A: The culminating experience in the MBA Program is the Capstone project course. It involves completing a business consultancy or research project. The Capstone course is taken during the final term at HCT.
Q: What is the purpose of the Capstone project?
A: The purpose of this course is to integrate the knowledge, skills, and abilities gained from several courses in the MBA program.
Q: Can I choose any topic for my project?
A: The Capstone project topic must be related to business and encompass material that was covered in the MBA curriculum.
Q: Can I take the Capstone course prior to finishing the rest of my course requirements?
A: The Capstone Experience can be taken only as the last course in the ...
This document outlines the typical structure and components of a summer internship project report. It includes sections like the cover page, certificates, acknowledgements, table of contents, executive summary, introduction, company profile, objectives, methodology, analysis, findings, conclusion, recommendations, limitations, learning achieved, and bibliography. For each section, it provides brief descriptions and examples of the expected content and formatting. The overall purpose is to provide guidance to students on how to organize and present the various elements of their internship report.
MBA Project Report as per Osmania UniversityHammaduddin
The document provides guidelines for students at Osmania University for preparing and presenting their project reports for the Master of Business Administration program. It outlines that the project allows students to independently research and analyze a business problem. It recommends regularly meeting with supervisors and providing drafts. The guidelines specify the project should investigate an applied business issue through critical examination and analysis. It provides direction on choosing a topic, organizing the report, and formatting requirements.
This document outlines the guidelines for students at Guru Gobind Singh Indraprastha University in Delhi to complete a summer training project as part of their degree program. Students are required to complete 8 weeks of internship during the summer break after their 4th semester. They must submit a written report on their project within 1 month of starting their 5th semester. The report will be evaluated internally and externally and counts for 100 marks. The report should follow a specific 7 chapter format covering introduction, literature review, methodology, data collection, analysis, findings and conclusion. Strict formatting guidelines are provided around font, margins and other specifications for the report.
Sheet1695 grading rubric assignment 7 note all topics must be relrock73
This document provides guidance for a literature review assignment on project management research. It includes a rubric for evaluating the assignment and instructions on selecting literature reviews related to the research topic of impacts of project misalignment with business objectives on overall program performance. The document outlines steps to find 4 relevant literature reviews, summarize each, identify gaps, and discuss how the research can be incorporated. The goal is to conduct a comprehensive literature review to refine the research topic and identify opportunities to contribute new insights.
1 School of Business, Economic, and Technology AbbyWhyte974
This document provides guidelines for graduate students at Campbellsville University for writing a research report. It outlines the standard 5-chapter structure including an introduction, literature review, methodology, findings and conclusions. It also provides formatting guidelines for font, margins, headings, references, tables and figures. Appendices may include surveys, data tables or other supplemental materials. The research report aims to establish the student as an expert in their domain of study through a concise yet complete document.
This document outlines the expected structure and content for an internship report on De-la Annapurna Hospitality Services. It provides templates for 6 chapters that will make up the report:
1) Introduction to set the context and objectives of the internship and report.
2) Profile of the organization to describe its history, departments, resources, structure and services.
3) Methodology explaining the author's work approach, supervision, tools used and schedule.
4) Diagnosis of the organization involving situational, strategic and functional analyses to identify strengths, weaknesses, opportunities and threats.
5) Summary, conclusions and recommendations to recap key learnings and findings and provide suggestions.
The document outlines the key components and structure of a research proposal. It discusses the purpose of a research proposal, which is to present the research question and importance, discuss previous related work, and suggest necessary data. It then describes the typical sections included in a research proposal, such as the executive summary, problem statement, research objectives, literature review, research design, data analysis, qualifications, budget, and schedule. The document emphasizes that the proposal allows the researcher to plan the project and serves as a guide throughout the investigation.
This 2 page simple document gives you an insight into the Masters' level dissertation planning and strategy to keep your sanity while producing a good work.
MBA673Organizational ChangeOverviewIn this exam, yo.docxandreecapon
This document provides guidelines for an exam assessing students' ability to apply organizational change concepts. Students must choose four topics from a table and analyze each topic in 2 pages. The topics represent planned organizational interventions that must be evaluated and designed according to chapters in the textbook. Students must support their analyses with examples, references, and research as appropriate for each topic. The goal is for students to demonstrate understanding of course concepts and design effective interventions for real-world organizational situations.
This document provides guidelines for formatting a final year project report, including:
- The title page should contain the project title, student and supervisor names, and institution logo in the specified font sizes and styles.
- The report should include chapters on introduction, literature review, methodology, results, and conclusion, as well as references and appendices.
- The body text should be 12pt Times New Roman font with 1.5 line spacing. Figures and tables should be numbered by chapter and referred to in the text.
- Direct quotes from other works must be cited properly, and a references section included in the specified formats. Adhering to these guidelines will result in a professionally formatted final year project report.
TITLE OF PROPOSAL [typed in all capital letters, double-spacealisondakintxt
TITLE OF PROPOSAL
[typed in all capital letters, double-spaced and centered]
by
NAME OF STUDENT
This proposal is being submitted in partial fulfillment of the requirements for the Bachelor of Science degree in Public Safety
The Greatest College Jacksonville
Jacksonville, Florida
Fall, 2018
ABSTRACT
The Abstract should be a concise statement of your proposal. It should be no more than one page long. It should be done once you have written the entire paper.
TABLE OF CONTENTS
Abstract
Chapter 1 Introduction
Chapter 2 Review of Literature
Chapter 3 Methodology and Procedure
References
Chapter One
Introduction
Instructions: Begin your chapter with a paragraph that tells the “big picture” view of the problem using a quote from a research study someone else conducted related to your topic.
Background Context
Statement of Problem
Purpose of Research
The purpose of the research is to ____________________________________________. The main co-researchers would be ____________________________________________. The primary research question is: __________________________________________________? The sub-questions for research include: 1) _________________________________________? 2) _________________________________________________________________________? 3) _________________________________________________________________________?
Significance of Research
Chapter Two
Review of Literature
Instructions: Begin your chapter with a paragraph that tells the purpose of your research, the research questions and how you organized your review.
The purpose of the research is to ____________________________________________. The primary research question is: _________________________________________________? The sub-questions for research include: 1) _________________________________________? 2) _________________________________________________________________________? 3) _________________________________________________________________________?A literature review is a survey of scholarly sources (such as books, journal articles, and theses) related to a specific topic or research question. The Review of Literature investigates primary studies related to the following topics connected to my research questions:1) Topic 1; 2) Topic 2; and 3) Topic 3. Also, an explanation of research, the selected methodology, is included.
Topic 1
Topic 2
Topic 3
Framework for Research and Summary of Following Chapters
Chapter Three
Methodology
Instructions: Begin your chapter with a paragraph that tells the purpose of your research, the research questions and how you organized this chapter to include: Rationale for the methods selected and literature references, Definition of population and selection of sample, Procedures for data collection, Procedures and Methods for analysis and synthesis of data, Limitations of study, and Timeline.
The p ...
TITLE OF PROPOSAL [typed in all capital letters, double-spacedrennanmicah
TITLE OF PROPOSAL
[typed in all capital letters, double-spaced and centered]
by
NAME OF STUDENT
This proposal is being submitted in partial fulfillment of the requirements for the Bachelor of Science degree in Public Safety
The Greatest College Jacksonville
Jacksonville, Florida
Fall, 2018
ABSTRACT
The Abstract should be a concise statement of your proposal. It should be no more than one page long. It should be done once you have written the entire paper.
TABLE OF CONTENTS
Abstract
Chapter 1 Introduction
Chapter 2 Review of Literature
Chapter 3 Methodology and Procedure
References
Chapter One
Introduction
Instructions: Begin your chapter with a paragraph that tells the “big picture” view of the problem using a quote from a research study someone else conducted related to your topic.
Background Context
Statement of Problem
Purpose of Research
The purpose of the research is to ____________________________________________. The main co-researchers would be ____________________________________________. The primary research question is: __________________________________________________? The sub-questions for research include: 1) _________________________________________? 2) _________________________________________________________________________? 3) _________________________________________________________________________?
Significance of Research
Chapter Two
Review of Literature
Instructions: Begin your chapter with a paragraph that tells the purpose of your research, the research questions and how you organized your review.
The purpose of the research is to ____________________________________________. The primary research question is: _________________________________________________? The sub-questions for research include: 1) _________________________________________? 2) _________________________________________________________________________? 3) _________________________________________________________________________?A literature review is a survey of scholarly sources (such as books, journal articles, and theses) related to a specific topic or research question. The Review of Literature investigates primary studies related to the following topics connected to my research questions:1) Topic 1; 2) Topic 2; and 3) Topic 3. Also, an explanation of research, the selected methodology, is included.
Topic 1
Topic 2
Topic 3
Framework for Research and Summary of Following Chapters
Chapter Three
Methodology
Instructions: Begin your chapter with a paragraph that tells the purpose of your research, the research questions and how you organized this chapter to include: Rationale for the methods selected and literature references, Definition of population and selection of sample, Procedures for data collection, Procedures and Methods for analysis and synthesis of data, Limitations of study, and Timeline.
The p ...
3201 HSLTutorial 6 Information on Assignment 2.docxtamicawaysmith
3201 HSL
Tutorial 6
Information on Assignment 2
Purpose of the assignment
You are required to identify a specific risk management issue and write a report which explains the background to the issue and its significance to the industry.
Choosing a topic
List of possible topics (available on bb):
Overcrowding and music festivals
Spread of disease on cruise ships
Alcohol abuse in sporting events
Terrorism and mega events
Injuries and adventure tourism
Structure of the assignment
(1) Title page
(2) Executive Summary
(3) Table of Contents
(4) Introduction
(5) Analysis of the Issue
(6) Analysis of current
Solution
s
(7) Recommendations
(8) Conclusion
(9) References
The title page is not in the description but I think it’s important (because I will ask them to put the name of the tutor and the number of words)
4
Title page
Title of the assignment
Your name and student number
Word count (excluding title page and List of references)
The title should give away the main purpose of the article.
5
Executive summary
Summary of your report
An executive summary aims to:
provide a brief overview of the whole report so that executives or managers could read the executive summary alone without the accompanying report.
allow the reader to quickly understand the information contained in the report;
persuade the reader that the document is worthy of being read.
provide concise, complete, specific and self-sufficient information that can be understood in isolation.
The title page is not in the description but I think it’s important (because I will ask them to put the name of the tutor and the number of words)
6
Executive summary
How to write it
Write the executive summary in your own words, using a formal writing style. Avoid using jargon.
State the purpose/aim of the report. For example, the main purpose of this report is to......
Describe the procedure that you used. The methodology or analytical process used to process the data collected.
Provide the results of the study. The major findings may include a number of sentences.
Information about the recommendations (if applicable) should also provided.
The title page is not in the description but I think it’s important (because I will ask them to put the name of the tutor and the number of words)
7
Introduction
Identify the topic you selected
Discuss its relevance
Identify the main purpose of the assignment
Provide context, relevant definitions
The title should give away the main purpose of the article.
8
Analysis
You need to go discuss the issue in detail:
Consequences
Impact that these consequences have on the project/event/busi ...
BUSN 412 Entire Course
FOR MORE CLASSES VISIT
www.busn412cart.com
This Tutorial included All DQs, 2 Course Project, 2 Case Analysis for Week 3 and Two Case Analysis for Week 6, Two Week 4 Brics and Mitsk Project (Scroll down to
APPLIED MANAGEMENT PROJECT 1
APPLIED MANAGEMENT PROJECT
STUDENT SYLLABUS—MGNT 4800
COURSE DESCRIPTION
This course, which culminates the entire student experience in the BSM program,
allows students to identify a current management issue and to find solutions to the
issue by applying the key concepts they have learned from the BSM program
experience.
COURSE OBJECTIVES
Upon completion of the Applied Management Project, each student will be able to:
Identify a specific current management issue.
Develop a problem or issue statement
Develop a reference list related to your proposed research topic and
problem/issue statement.
Develop introductory background information relative to the specific
management issue.
Discuss the specific management issue and identify related organizational
implications.
Establish appropriate procedures for conducting the review of relevant
published information to resolve the issue.
Develop alternatives for resolving the issue and analyzing these in terms
of feasibility or appropriateness for the particular situation.
Recommend a specific course of action to resolve the management issue.
APPLIED MANAGEMENT PROJECT 2
COURSE OUTCOMES
The following outcomes are expected of each student for Applied Management Project:
Through exploration and, identify a current management issue, develop
problem/issue statement, conduct the appropriate research to further the
understanding of the problem or issue develop and analyze alternatives,
and make a specific recommendation for resolving the issue.
Through a written report, integrate appropriate information, analyze and
synthesize this information, and develop a written report of their findings
and recommendations.
Through oral presentations, demonstrate a mastery of chosen topic of
research and present results from the projects.
APPLIED MANAGEMENT PROJECT 3
INTRODUCTORY NOTES TO STUDENTS
Applied Management Project is different from other BSM courses due to the following
four aspects:
Students work independently during the 10 weeks. The learning teams
take on a supportive role of encouraging, reviewing, generating ideas, and
helping to solve problems for each other.
The paper should be written using APA (6
th
ed) guidelines, which can be
found in the APA Publication Manual, published by the American
Psychological Association. Summaries of APA guidelines may be found
on the Internet (e.g., "APA Style Sheet").
This course does not have the same instructor-student interaction as
other BSM courses. However, students are expected to meet with the
instructor at least twice during the ten week period. The first meeting is to
ensure that the student has chosen an acceptable management topic and
has prepared an adequate problem statement (or research question(s)).
The second meeting is to provide the instructor with an update regarding
the status of th.
For more course tutorials visit
www.newtonhelp.com
This Tutorial included All DQs, 2 Course Project, 2 Case Analysis for Week 3 and Two Case Analysis for Week 6, Two Week 4 Brics and Mitsk Project (Scroll down to see all included tutorials)
This document provides a literature review and analysis of performance appraisal methods and how they relate to organizational structures. It first defines performance appraisal and discusses how methods have historically focused on past performance versus future development. It then categorizes common methods as traditional/past-oriented (e.g. rankings, ratings) or modern/future-oriented (e.g. management by objectives, 360 reviews). The document also outlines several common organizational structures and aims to determine which appraisal methods best match each structure through a matrix analysis.
This document provides an overview of the components and key elements of a successful research proposal. It discusses the importance of clearly articulating the research problem and objectives. The major sections of a proposal are outlined, including the title, executive summary, introduction/background, literature review, methods, work plan, budget, and references. For each section, key points and criteria for effective composition are described. Overall, the document emphasizes the need for a well-thought and clearly written proposal to establish the framework and feasibility of the proposed research.
This document provides guidance on structuring an MBA dissertation. It discusses the overall framework, which includes sections like the introduction, literature review, methodology, data presentation and analysis, discussion, and conclusions. The dissertation should be 20,000-25,000 words not including references or appendices. Plagiarism is unacceptable. Students should begin work early and meet regularly with their supervisor. The research proposal should define the research question and objectives, and describe the methodology and analysis. Specific aspects like the abstract, literature review, and data presentation/analysis are also addressed.
TITLE OF PROPOSAL [typed in all capital letters, double-space.docxgertrudebellgrove
TITLE OF PROPOSAL
[typed in all capital letters, double-spaced and centered]
by
NAME OF STUDENT
This proposal is being submitted in partial fulfillment of the requirements for the Bachelor of Science degree in Public Safety
The Greatest College Jacksonville
Jacksonville, Florida
Fall, 2018
ABSTRACT
The Abstract should be a concise statement of your proposal. It should be no more than one page long. It should be done once you have written the entire paper.
TABLE OF CONTENTS
Abstract
Chapter 1 Introduction
Chapter 2 Review of Literature
Chapter 3 Methodology and Procedure
References
Chapter One
Introduction
Instructions: Begin your chapter with a paragraph that tells the “big picture” view of the problem using a quote from a research study someone else conducted related to your topic.
Background Context
Statement of Problem
Purpose of Research
The purpose of the research is to ____________________________________________. The main co-researchers would be ____________________________________________. The primary research question is: __________________________________________________? The sub-questions for research include: 1) _________________________________________? 2) _________________________________________________________________________? 3) _________________________________________________________________________?
Significance of Research
Chapter Two
Review of Literature
Instructions: Begin your chapter with a paragraph that tells the purpose of your research, the research questions and how you organized your review.
The purpose of the research is to ____________________________________________. The primary research question is: _________________________________________________? The sub-questions for research include: 1) _________________________________________? 2) _________________________________________________________________________? 3) _________________________________________________________________________?A literature review is a survey of scholarly sources (such as books, journal articles, and theses) related to a specific topic or research question. The Review of Literature investigates primary studies related to the following topics connected to my research questions:1) Topic 1; 2) Topic 2; and 3) Topic 3. Also, an explanation of research, the selected methodology, is included.
Topic 1
Topic 2
Topic 3
Framework for Research and Summary of Following Chapters
Chapter Three
Methodology
Instructions: Begin your chapter with a paragraph that tells the purpose of your research, the research questions and how you organized this chapter to include: Rationale for the methods selected and literature references, Definition of population and selection of sample, Procedures for data collection, Procedures and Methods for analysis and synthesis of data, Limitations of study, and Timeline.
The p.
The document provides guidance on writing a report. It outlines the key sections and features that should be included in a report such as the title, abstract or executive summary, introduction, main body, findings, and conclusion. It also discusses how to decide on an appropriate report structure by clarifying the purpose, considering the audience, and looking for clues in the report title or brief. Examples of report structures, titles, and content sections are also presented.
The paper will be on a current leader in an organisation( Narendra M.docxcarlz4
The paper will be on a current leader in an organisation( Narendra Modi, Prime Minister of India) who has been effective in dealing with the current uncertain times. The effectiveness should be proven by external source of information(articles ,comments on social media...)
.
The paper will adhere to the American Psychological Association styl.docxcarlz4
The paper will adhere to the American Psychological Association style manual. Each paper will focus on a specific and narrowly defined topic and describe the event or condition and how its development has influenced healthcare delivery. Student work will checked using plagiarism detection software Turnitin.
.
The paper will be a five pages (excluding the Tittle page, Abstract,.docxcarlz4
The paper will be a five pages (excluding the Tittle page, Abstract, and References)
The paper Must be in (APA FORMAT), Must be divided as fallows
A) Tittle
B) Abstract
C) What is the specific Concept (page one)
D) Nursing assessment for specific concept (page two)
E) Patient problem/nursing diagnosis related to specific concept (page three)
F) Specific, realistic, and measurable goals attributed to patient care of specific concept (page four)
G) Nursing interventions for patient care of specific concept (page five )
H) References
* Please have correct spelling, grammar, punctuation
* Sentence structure when writing a professional paper
MUST TURN IN MARCH 24th AT 4PM
No PLAGIARISM
.
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TITLE OF PROPOSAL [typed in all capital letters, double-spacealisondakintxt
TITLE OF PROPOSAL
[typed in all capital letters, double-spaced and centered]
by
NAME OF STUDENT
This proposal is being submitted in partial fulfillment of the requirements for the Bachelor of Science degree in Public Safety
The Greatest College Jacksonville
Jacksonville, Florida
Fall, 2018
ABSTRACT
The Abstract should be a concise statement of your proposal. It should be no more than one page long. It should be done once you have written the entire paper.
TABLE OF CONTENTS
Abstract
Chapter 1 Introduction
Chapter 2 Review of Literature
Chapter 3 Methodology and Procedure
References
Chapter One
Introduction
Instructions: Begin your chapter with a paragraph that tells the “big picture” view of the problem using a quote from a research study someone else conducted related to your topic.
Background Context
Statement of Problem
Purpose of Research
The purpose of the research is to ____________________________________________. The main co-researchers would be ____________________________________________. The primary research question is: __________________________________________________? The sub-questions for research include: 1) _________________________________________? 2) _________________________________________________________________________? 3) _________________________________________________________________________?
Significance of Research
Chapter Two
Review of Literature
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Topic 2
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Chapter Three
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[typed in all capital letters, double-spaced and centered]
by
NAME OF STUDENT
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Jacksonville, Florida
Fall, 2018
ABSTRACT
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Abstract
Chapter 1 Introduction
Chapter 2 Review of Literature
Chapter 3 Methodology and Procedure
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3201 HSL
Tutorial 6
Information on Assignment 2
Purpose of the assignment
You are required to identify a specific risk management issue and write a report which explains the background to the issue and its significance to the industry.
Choosing a topic
List of possible topics (available on bb):
Overcrowding and music festivals
Spread of disease on cruise ships
Alcohol abuse in sporting events
Terrorism and mega events
Injuries and adventure tourism
Structure of the assignment
(1) Title page
(2) Executive Summary
(3) Table of Contents
(4) Introduction
(5) Analysis of the Issue
(6) Analysis of current
Solution
s
(7) Recommendations
(8) Conclusion
(9) References
The title page is not in the description but I think it’s important (because I will ask them to put the name of the tutor and the number of words)
4
Title page
Title of the assignment
Your name and student number
Word count (excluding title page and List of references)
The title should give away the main purpose of the article.
5
Executive summary
Summary of your report
An executive summary aims to:
provide a brief overview of the whole report so that executives or managers could read the executive summary alone without the accompanying report.
allow the reader to quickly understand the information contained in the report;
persuade the reader that the document is worthy of being read.
provide concise, complete, specific and self-sufficient information that can be understood in isolation.
The title page is not in the description but I think it’s important (because I will ask them to put the name of the tutor and the number of words)
6
Executive summary
How to write it
Write the executive summary in your own words, using a formal writing style. Avoid using jargon.
State the purpose/aim of the report. For example, the main purpose of this report is to......
Describe the procedure that you used. The methodology or analytical process used to process the data collected.
Provide the results of the study. The major findings may include a number of sentences.
Information about the recommendations (if applicable) should also provided.
The title page is not in the description but I think it’s important (because I will ask them to put the name of the tutor and the number of words)
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Introduction
Identify the topic you selected
Discuss its relevance
Identify the main purpose of the assignment
Provide context, relevant definitions
The title should give away the main purpose of the article.
8
Analysis
You need to go discuss the issue in detail:
Consequences
Impact that these consequences have on the project/event/busi ...
BUSN 412 Entire Course
FOR MORE CLASSES VISIT
www.busn412cart.com
This Tutorial included All DQs, 2 Course Project, 2 Case Analysis for Week 3 and Two Case Analysis for Week 6, Two Week 4 Brics and Mitsk Project (Scroll down to
APPLIED MANAGEMENT PROJECT 1
APPLIED MANAGEMENT PROJECT
STUDENT SYLLABUS—MGNT 4800
COURSE DESCRIPTION
This course, which culminates the entire student experience in the BSM program,
allows students to identify a current management issue and to find solutions to the
issue by applying the key concepts they have learned from the BSM program
experience.
COURSE OBJECTIVES
Upon completion of the Applied Management Project, each student will be able to:
Identify a specific current management issue.
Develop a problem or issue statement
Develop a reference list related to your proposed research topic and
problem/issue statement.
Develop introductory background information relative to the specific
management issue.
Discuss the specific management issue and identify related organizational
implications.
Establish appropriate procedures for conducting the review of relevant
published information to resolve the issue.
Develop alternatives for resolving the issue and analyzing these in terms
of feasibility or appropriateness for the particular situation.
Recommend a specific course of action to resolve the management issue.
APPLIED MANAGEMENT PROJECT 2
COURSE OUTCOMES
The following outcomes are expected of each student for Applied Management Project:
Through exploration and, identify a current management issue, develop
problem/issue statement, conduct the appropriate research to further the
understanding of the problem or issue develop and analyze alternatives,
and make a specific recommendation for resolving the issue.
Through a written report, integrate appropriate information, analyze and
synthesize this information, and develop a written report of their findings
and recommendations.
Through oral presentations, demonstrate a mastery of chosen topic of
research and present results from the projects.
APPLIED MANAGEMENT PROJECT 3
INTRODUCTORY NOTES TO STUDENTS
Applied Management Project is different from other BSM courses due to the following
four aspects:
Students work independently during the 10 weeks. The learning teams
take on a supportive role of encouraging, reviewing, generating ideas, and
helping to solve problems for each other.
The paper should be written using APA (6
th
ed) guidelines, which can be
found in the APA Publication Manual, published by the American
Psychological Association. Summaries of APA guidelines may be found
on the Internet (e.g., "APA Style Sheet").
This course does not have the same instructor-student interaction as
other BSM courses. However, students are expected to meet with the
instructor at least twice during the ten week period. The first meeting is to
ensure that the student has chosen an acceptable management topic and
has prepared an adequate problem statement (or research question(s)).
The second meeting is to provide the instructor with an update regarding
the status of th.
For more course tutorials visit
www.newtonhelp.com
This Tutorial included All DQs, 2 Course Project, 2 Case Analysis for Week 3 and Two Case Analysis for Week 6, Two Week 4 Brics and Mitsk Project (Scroll down to see all included tutorials)
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TITLE OF PROPOSAL [typed in all capital letters, double-space.docxgertrudebellgrove
TITLE OF PROPOSAL
[typed in all capital letters, double-spaced and centered]
by
NAME OF STUDENT
This proposal is being submitted in partial fulfillment of the requirements for the Bachelor of Science degree in Public Safety
The Greatest College Jacksonville
Jacksonville, Florida
Fall, 2018
ABSTRACT
The Abstract should be a concise statement of your proposal. It should be no more than one page long. It should be done once you have written the entire paper.
TABLE OF CONTENTS
Abstract
Chapter 1 Introduction
Chapter 2 Review of Literature
Chapter 3 Methodology and Procedure
References
Chapter One
Introduction
Instructions: Begin your chapter with a paragraph that tells the “big picture” view of the problem using a quote from a research study someone else conducted related to your topic.
Background Context
Statement of Problem
Purpose of Research
The purpose of the research is to ____________________________________________. The main co-researchers would be ____________________________________________. The primary research question is: __________________________________________________? The sub-questions for research include: 1) _________________________________________? 2) _________________________________________________________________________? 3) _________________________________________________________________________?
Significance of Research
Chapter Two
Review of Literature
Instructions: Begin your chapter with a paragraph that tells the purpose of your research, the research questions and how you organized your review.
The purpose of the research is to ____________________________________________. The primary research question is: _________________________________________________? The sub-questions for research include: 1) _________________________________________? 2) _________________________________________________________________________? 3) _________________________________________________________________________?A literature review is a survey of scholarly sources (such as books, journal articles, and theses) related to a specific topic or research question. The Review of Literature investigates primary studies related to the following topics connected to my research questions:1) Topic 1; 2) Topic 2; and 3) Topic 3. Also, an explanation of research, the selected methodology, is included.
Topic 1
Topic 2
Topic 3
Framework for Research and Summary of Following Chapters
Chapter Three
Methodology
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The p.
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Note: it is important that you conduct the observations and norm breaking during this class; recalling past observations is not the same as purposefully observing your surroundings from a sociological perspective.
In essay format, complete steps 1 through 6 below.
1
.
(
a.)
Define
norm
(
b.)
List two norms you tend to observe in everyday life
The purpose of this exercise if for you to observe ONE social setting to begin to detect patterns in human behavior - observance of norms and potentially behaviors that deviate from the norm.This week's exercise includes two parts.
First
, you will need to go to
ONE
public
place and observe the people there for
25 minutes
.Note people's behavior, their demeanor, their reactions/interactions to/with each other.
Second
, you will break a norm and observe people's reactions to your norm breaking behavior
2.
Identify the norm you are going to break.
3.
Choose a time and location for when you are going to conduct your observations
4.
Go to the specified location and proceed with your observations
(a.)
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i.
details about your chosen location (time of day, lighting, furniture, plants, sounds, temperature, smell, vibe/energy, etc)
ii.
the people around you, not only their behavior but general information about their sociodemographic characteristics (age, race/ethnicity, gender, SES, etc);
iii.
{
your thoughts and feelings while observing may be a brief section of the paper.
(b.)
After
observing your social setting for 25 minutes, you will now go about your norm- breaking
i.
note: if your norm-breaking includes changing your visible appearance, you will need to conduct your general observations, and observations when breaking your norm, at two different times.
ii.
The setting and timing of your norm-breaking behavior will vary, but carefully observe people's reactions to you during your norm breaking for a minimum of 10 minutes. (the longer the better)
(5.)
Write a 2 - 4 page reaction paper about your observations and norm breaking.Your paper should include
a.
Norm definition, examples of two norms, and norm you chose to broke
b.
a thick description of the location (i.e. building you were in (what is the architecture like), descriptions of people there (in terms of socio-demographic characteristics: age, race/ethnicity, gender, socio-economic status), sounds, smells, temperature, time of day and week, etc);
c.
cl.
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Abstract-
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Methodology
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In
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Number of Pages: 13
Students should have a minimum of 5 to 7 peer reviewed sources to support the arguments in their paper.
MUST USE ATTACHED ANNOTADED BIBLIOGRAPHY
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100% Original
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APA style.
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Introduction
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Literature Review
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Research Methods
Results
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Discussion (Should be the longest section)
Limitations & Implications (only one paragraph)
Conclusion (only one paragraph)
References
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DRIVEN
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Double spaced
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The paper needs to be
a rhetorical analysis of another writer’s argument.......on Fleming’s “Youthful Indiscretions”
English 101-209
Professor McGraw
Essay #1 Rhetorical Analysis
Assignment: Write a paper formatted in MLA style of four to five pages in length (use Times New Roman 12) that addresses the topic below. You must include a Works Cited page.
Following the examples and instructions in Chapter Eight of
Writing Arguments
, write a rhetorical analysis of another writer’s argument. You may (in fact, you are encouraged to) develop your essay beyond the outline given in chapter eight. Part of your critique may include a discussion of potential arguments and counter-arguments that the author could have made and an analysis of the ways that including those counter-arguments (and the rebuttals) might have strengthened the author’s argument.
You may respond to any of the following essays:
Fleming’s “Youthful Indiscretions”
What is a Rhetorical Argument?
A
Rhetorical Argument
is basically a persuasive argument that uses one or a combination of its three distinct "appeals":
Ethos
,
Pathos
, and
Logos
. An argument that makes use of
Ethos
appeals to the character of the speaker. An argument that makes use of
Pathos
appeals to emotion. Lastly, an argument that makes use of
Logos
appeals to reason. In general, a
Rhetorical Argument
may make use of one or a combination of any of the appeals. Here are several examples of the three distinct appeals commonly used in
Rhetorical Arguments
.
ETHOS
To use
Ethos
is to appeal to the character of the speaker. That is, a claim may be argued and may be supported through a reference to the reputation, character or authority of the speaker. For example,
I will never steal from the cash register because I have been employee of the month for three consecutive months now. As far as our colleagues know, I am a kind and religious person who has been very helpful to my fellow employees in this restaurant. It does not make sense to accuse me of stealing the money.
PATHOS
To use
Pathos
is to appeal to the emotions of the reader or the audience. The primary goal is to persuade the reader or the audience through the use of key words or language that appeal to the feelings of a person. For example,
John will never steal from the cash register. If he did, he will be fired from work and will be sent to jail. Who will now finance the needs of his family? His wife does not have a job. He has three little kids who need the guidance of a loving father. Without John by their side, they will grow fatherless and, God knows, they may turn into homeless kids. John should not be suspected of committing the crime.
LOGOS
To use
Logos
is to use reason to persuade or to make an argument. Typically, it makes use of deductive or inductive arguments to prove a point. For example,
(Logos using a deductive argument)
Chris was alone in the office at 8 o'clock in the e.
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heres a brief thesis:
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The paper must be in APA format and 2-5 pages.Your paper must includ.docxcarlz4
The paper must be in APA format and 2-5 pages.Your paper must include:
Introduction to the disease and the organ system (history, signs, symptoms, epidemiology etc.)
Discussion of the normal anatomy and physiology of the organ system involved (cell and tissue populations involved, organs, primary functions, connections to other body systems)
Discussion of the changes to the anatomy and physiology as a result of the disease (pathophysiology)
Discussion of treatment/prevention options
3 primary and at least 2 secondary scholarly sources
.
The paper must be in APA format and 2-5 pages.Your paper must in.docxcarlz4
The paper must be in APA format and 2-5 pages.
Your paper must include:
Introduction to the disease and the organ system (history, signs, symptoms, epidemiology etc.)
Discussion of the normal anatomy and physiology of the organ system involved (cell and tissue populations involved, organs, primary functions, connections to other body systems)
Discussion of the changes to the anatomy and physiology as a result of the disease (pathophysiology)
Discussion of treatment/prevention options
3 primary and at least 2 secondary scholarly sources
.
The paper must be typed; double-spaced, 5-10 pages in length (not in.docxcarlz4
The paper must be typed, double-spaced, between 5-10 pages in length (not including cover and reference pages), use 12 point font, and preferably be in APA style. It must use a minimum of three different reference sources, with Wikipedia not being an acceptable reference source.
The paper must be at least three thousand words in length, not count.docxcarlz4
The paper must be at least three thousand words in length, not counting tables, figures, and any (optional) Appendices; it must correctly cite and use at least 10 references, NOT counting the textbook. ALL
cited sources must appear both within the body of the text and in the References list.
the paper must use articles from at least 2 respected journals or books, such as those in the SUGGESTED READING list.
Please see attached file for details
.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A Survey of Techniques for Maximizing LLM Performance.pptx
The outline of CLA2 a) Introduction – A brief intr.docx
1. The outline of CLA2:
a) Introduction – A brief introduction of what I learned in
general from the course.
b) Detailed discussion about the important concepts learned:
· Interpersonal competencies: Define the concept of
interpersonal competencies and
discuss how the interpersonal competencies play a role in the
development of organizational
behavior.
· Techniques for problem-solving: Introduce different
kinds of techniques that are used for
problem-solving. Talk about one specific and widely-used
technique in detail.
· Theories of Motivation: Define the motivation in the
workforce and discuss how
motivation in my workplace can be stimulated.
· Leadership effectiveness: Define the concept of
leadership effectiveness and discuss
how it will affect the organizational performance.
2. c) Apply two or three concepts in the above to my work
setting and provide solutions
regarding the implementation of the concepts.
· How I will use the interpersonal competencies to interact
with team members and gain
support from them.
· How I will use the techniques to solve some problems
that I encountered during my
work.
d) Findings from PA1, CLA1
· Crowdsourcing: Crowdsourcing is a new business model
including a variety of thinking
from various sides and can solve the problems faster (Aitamurto
el, 2011). Through the
crowdsourcing, many companies like Threadless, have achieved
great success.
· Leadership style: there are too many leadership styles.
None of them are the same and
can be simply copied from organization to organization. The
leadership style has to fit and
adapt to the situation of the organization and the followers.
e) Place-holders
3. · How to evaluate the steps involved in implementing
teams, and develop an
understanding of how teams can outperform the performance of
individuals.
· How to recruit and maintain talented employees.
· Findings from PA2.
Reference:
Aitamurto, Tanja & Leiponen, Aija & Tee, Richard. (2011). The
Promise of Idea
Crowdsourcing – Benefits, Contexts, Limitations. Nokia Ideas
Project.
Baldwin, T., Bommer, B., & Rubin, R. (2013). Managing
organizational behavior: What great
managers know and do (2nd ed.). New York, NY: McGraw-Hill
ISBN: 978-0073530406
Final Research Paper: Instructions & Requirements
Students are required to conduct a literature review on the
4. following research question/topic:
How stakeholder engagement affects IT projects?
Part of this literature review, some of the items that need to be
addressed are:
of stakeholder management
The purpose of this literature review is to provide an in-depth
overview of research pertinent to
the subject topic. You will need to identify current relevant
research papers (i.e. published since
2015); classify your selected papers; and use your references to
“tell the story” (i.e. how other
researchers support this topic). The focus of the literature
review must be on IT projects.
Your final research paper should contain a title page, an
introduction, an overview of literature
review, a results/discussion section, a section on conclusion and
recommendations, and a
reference page.
Introduction
The introduction of this literature review should include the
5. research question and purpose, scope
of the literature review, significance of the topic study, and
background information. This section
sets the theoretical framework for your research paper.
Overview of Literature Review
This section of your literature review should summarize the
findings of relevant studies that you
have identified and selected. For each study, you should briefly
explain its purpose, procedure
for data collection and major findings. In addition, discuss the
strengths and weaknesses of
particular studies.
Remember that a literature review should not be a listing of
articles or researchers but rather a
flowing article incorporating both prose and citations.
Results/Discussion
This section should synthesize and analyzes the literature with
focus on central ideas relevant to
the topic; critically evaluate sources and perspectives; highlight
any consensus or disagreement
on the topic; identify gaps and controversies, as well as study
6. limitations if relevant.
Conclusion and Recommendations
This section should briefly summarize key literature review
results and provides a compelling
argument/conclusion that is appropriately qualified (given study
limitations). In addition, provide
recommendations for future research.
The final research paper will be graded as per the following
breakdown:
Introduction -------------------------------------------------15 points
Overview of Literature Review ---------------------------20 points
Results/Discussion------------------------------------------35 points
Conclusion and Recommendations-----------------------10 points
Clarity, Organization, Grammar and Spelling----------10 points
APA Style and Referencing-------------------------------10 points
Total -------------------------------------------------------- 100
points
The length of final research paper must be at least 1200 words
(not including title or reference
pages.) Use double-spaced APA style. The paper must include a
7. minimum of six APA-compliant
references and corresponding in-text citations. At least four of
your references must be scholarly
peer reviewed articles. Most references must be current/recent,
published since 2015. The
University of the Cumberlands Library provides myriad of
online resources to assist students
with proper research. Recommend taking advantage of this
highly useful source for your
research.
Check for plagiarism BEFORE submitting!! Safe Assign will be
used to analyze your paper for
any plagiarism. For guidance to avoid plagiarism, please check
Content>Week 1: Getting Started
folder.
Please submit your final research paper via your assignment
folder as a Microsoft word
attachment in the week 7 folder by the end of week 7 session.
Recommended Readings
In addition to the Graduate Writing Resources provided under
the Week 1: Getting Started
8. folder, you will find the following sources/links useful in
conducting and writing your literature
review:
http://www.d.umn.edu/~hrallis/guides/researching/litreview.htm
l
https://www.westga.edu/~distance/ojdla/spring81/maguire81.ht
m
https://libguides.csuchico.edu/c.php?g=414315&p=2822687
https://owl.purdue.edu/owl/research_and_citation/resources.htm
l
http://www.d.umn.edu/~hrallis/guides/researching/litreview.htm
l
https://www.westga.edu/~distance/ojdla/spring81/maguire81.ht
m
https://libguides.csuchico.edu/c.php?g=414315&p=2822687
https://owl.purdue.edu/owl/research_and_citation/resources.htm
l
9. DOCTOR IN BUSINESS ADMINISTRATION PROGRAM
BUS 730
Management Strategy for Performance
Hybrid
Syllabus
BUS 730 Hybrid Syllabus
10. 2 of 33
Table of Contents
Westcliff University Mission Statements
........................................................................................ 3
Welcome to Management Strategy for Performance – BUS 730
................................................... 4
Course Description
...............................................................................................
........................... 6
Course Assignments At-A-Glance
...............................................................................................
... 7
Course Learning Outcomes (CLOs) Linked to Program
Outcomes ............................................... 8
CLA Linking Table
...............................................................................................
.......................... 9
PA Linking Table
...............................................................................................
............................. 9
DQ Linking Table
...............................................................................................
............................ 9
11. Detailed Description of Each Grading Criteria:
............................................................................ 10
Rubrics
.............................................................................................. .
............................................ 14
Detailed Course Outline
...............................................................................................
................. 19
BUS 730 Hybrid Syllabus
12. 3 of 33
Westcliff University Mission Statements
Westcliff University
Westcliff University’s mission is to educate, inspire, and
empower students from around the
world to acquire the competencies to excel personally and
professionally through innovative,
high-quality distance and campus programs.
College of Business Mission Statement
Westcliff University’s College of Business mission is to deliver
a high-quality business
education that can improve the lives of students, personally and
professionally. The College’s
teaching philosophy is to vitalize business concepts by offering
a curriculum in a pragmatic and
relevant framework. Through the use of innovative teaching
methods, students are enabled to
13. enhance their business acumen in an ethical and socially
responsible way.
DBA Program Mission Statement
The mission of the Doctor of Business Administration program
is to present advanced business
concepts to graduate students through the exploration and
discovery of new knowledge. The
program creates meaningful learning experiences that develop
practitioner-based scholars who
from a leadership perspective can apply creative and innovative
concepts pragmatically to
complex and diverse business problems. It promotes leaders
contributing to the field of business
using sustainable practices in an ethical and professional
manner.
14. BUS 730 Hybrid Syllabus
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Professor: Dr. Fathiah Inserto
Email: [email protected]
Office Hours: By Appointment only
University Phone Number: 888-491-8686
Welcome to Management Strategy for Performance – BUS 730
Hello Students and Welcome to Class:
I am looking forward to working with each of you as we embark
on this journey together. Please
15. feel free to contact me anytime with questions about the course
and the assignments described in
this syllabus. I am also happy to provide additional clarification
of any assignment, so please do
not hesitate to ask questions.
I will generally return e-mail messages within 24 hours.
Communication between Students and
Instructors is paramount to the overall quality of a course.
Assessing the individual needs of a student will make the
difference between a mediocre and
successful experience, therefore each Professor at Westcliff
University has a unique and personal
instruction style that focuses on increasing Student knowledge.
As an Instructor, I try to foster an
open learning environment that leads to problem solutions
through concept application. My goal
is to show students the many different possibilities available
through research and study while
providing my own professional insight. It is my sincere desire
to assist you in rising to the
rigorous challenge presented by this course.
Additionally, if you are unable to participate in class discussion
during a particular week, or are
16. unable to meet a deadline, I require that you contact me in
advance to discuss this matter.
BUS 730 Hybrid Syllabus
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Instructor Biography
Dr. Fathiah holds a Doctor of Philosophy in Human
Development degree, a Juris
Doctor degree, a Master of Arts in Human Development degree,
a Master of Science
in Marriage, Family and Child Therapy degree, and a Diploma
in Social Studies. Prof.
Fathiah has been an educator and administrator for several
years. She has served as
17. President, Dean, and Adjunct Faculty and has taught classes in
organizational
development, change management, human resource
management, training and
development, psychology, sociology, cultural diversity and
other areas related to
human behavior and development. She has developed
curriculum in human
development and business at undergraduate and graduate levels
and has served as chair
and mentor of doctoral candidates.
BUS 730 Hybrid Syllabus
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18. Course Description
COURSE NAME Management Strategy for Performance
CODE BUS 730
UNITS 3
CAMPUS Irvine
TERM Spring 2020 Session 3
LENGTH OF CLASS 8 weeks
SESSION START January 6, 2020
SESSION END March 1, 2020
LECTURE (Day/Time) Tuesday 6:30-8:30 PM
DISCUSSION (Day/Time) Tuesday 8:30-10:00 PM
INSTRUCTOR Dr. Fathiah Inserto
CONTACT INFORMATION [email protected]
COURSE DESCRIPTION People are the most important and
valuable resource within an
organization, and as such must be incorporated in any
functional
business strategy. This course examines strategic principles
related to
achieving maximum performance from managing people;
creating and
19. fostering environments for creativity, efficiency, and innovation
are
explored
REQUIRED TEXT Baldwin, T., Bommer, B., & Rubin, R.
(2013). Managing
organizational behavior: What great managers know and do (2nd
ed.). New York, NY: McGraw-Hill ISBN: 978-0073530406
METHOD OF
INSTRUCTION
The course is conducted in a hybrid modality. Students interact
with
each other and with the faculty in a classroom setting and in an
online
learning system. Learning will be facilitated through lecture-
discussions, presentations, cooperative learning, and case
studies.
SCOPE Student outcomes are measured through professional
individual
assignments, discussion postings, comprehensive learning
assessments, and class participation. This ensures that the scope
of this
course will be a closed cycle.
20. BUS 730 Hybrid Syllabus
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Course Assignments At-A-Glance
Week Assignment Deadline
Week
1
Discussion Question (AC) Response
Discussion Question Peer Responses
Applied Learning Assignment (Current Events)
Thursday by 11:59pm
Sunday by 11:59pm
21. Sunday by 11:59pm
Week
2
Discussion Question (DQP) Response
Discussion Question Peer Responses
Professional Assignment 1 (PA1)
Thursday by 11:59pm
Sunday by 11:59pm
Sunday by 11:59pm
Week
3
Discussion Question (Standard DQ) Response
Discussion Question Peer Responses
Applied Learning Assignment (Personalized CLO)
Thursday by 11:59pm
Sunday by 11:59pm
Sunday by 11:59pm
23. Professional Assignment 2 (PA2)
Thursday by 11:59pm
Sunday by 11:59pm
Sunday by 11:59pm
Week
7
Discussion Question (Standard DQ) Response
Discussion Question Peer Responses
Applied Learning Assignment (Topic Videos)
Exam
Thursday by 11:59pm
Sunday by 11:59pm
Sunday by 11:59pm
Monday -Sunday by 11:59pm
Week
8
Discussion Question (Summary & Critical Thinking)
Response
Discussion Question Peer Responses
24. Comprehensive Learning Assessment 2 (CLA2)
Comprehensive Learning Assessment 2 Final PPP
Thursday by 11:59pm
Sunday by 11:59pm
Sunday - the last day of the Session, by
11:59pm
Last Day of Lecture
BUS 730 Hybrid Syllabus
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Course Learning Outcomes (CLOs) Linked to Program
Outcomes
Learning outcomes are statements that describe significant and
essential learning that learners
have achieved, and can reliably demonstrate at the end of the
course. Learning outcomes identify
25. what the learner will know and be able to do by the end of a
course – the essential and enduring
knowledge, abilities (skills) and attitudes (values, dispositions)
that constitute the integrated
learning needed by a graduate of this course. The learning
outcomes for this course summarize
what you can expect to learn, and how this course is tied
directly to the educational outcomes of
your DBA degree.
Course Learning Outcomes (CLOs)
DBA
Program
Outcomes
(K)
Knowledge
(S) Skill
(A) Attitude
1. Determine how people-skills and evidence-based management
play
a role in the development of Organizational Behavior.
26. 1, 2, 3, 4, 5,
6, 7
K
2. Explain all the facets of becoming an effective manager.
3, 4, 5, 6 S
3. Evaluate techniques for problem-solving, generating
alternative
solutions, and effective bias-free decision making. 1, 4, 5 S, A
4. Develop a working framework for the theories of motivation
in the
workforce, what motivational problems exist, and how they may
be
remedied. Value a motivational work environment.
1, 3, 6, 7 K, S, A
5. Assess what leadership effectiveness is and what it entails,
especially in the framework of comparing and contrasting
styles,
while applying a methodology of improving leadership skills.
1, 2 K, S
6. Evaluate the steps involved in implementing teams, and
develop an
understanding of how teams can outperform the performance of
individuals. Describe the various managerial, team, and
27. leadership
tactics to increase the creative abilities within an organization.
1, 2, 3 K, S, A
7. Critique the various models of change discussed in class and
in your
course materials. Assess a plan for change initiatives within an
organization, evaluate the change initiatives, and develop a
strategy
to incorporate change within the strategy of the organization
1, 4, 5 K, S, A
BUS 730 Hybrid Syllabus
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28. CLA Linking Table
Comprehensive Learning Assessments (CLAs), Professional
Assessments (PAs) and
Discussion Questions (DQs) directly measure Course Learning
Outcomes and indirectly
measure MBA Program Outcomes. The following table shows
how all those are linked
together.
Comprehensive Learning
Assessments (CLAs)
Course Learning Outcomes
(CLOs)
DBA Program Outcomes
CLA1 (Week 4)
1, 2, 3, 4 1, 2, 3, 4, 5, 6, 7
CLA2 (Week 8)
5, 6, 7 1, 2, 3, 4, 5
29. PA Linking Table
Professional Assessments (CLAs)
Course Learning Outcomes
(CLOs)
MBA Program Outcomes
PA1 (Week 2)
3 1, 4, 5
PA2 (Week 6)
6 1, 2, 3
DQ Linking Table
Discussion Questions (DQs)
Course Learning Outcomes
(CLOs)
MBA Program Outcomes
DQ1 (Week 3)
4 1, 4, 5
30. DQ2 (Week 7)
7 1, 4, 5
BUS 730 Hybrid Syllabus
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Detailed Description of Each Grading Criteria:
What are Grading Rubrics (Metrics)?
Westcliff University makes use of Grading Rubrics for scoring
of grades in many
assignments. Grading or scoring rubrics are used as a tool used
to delineate criteria and
31. expectations pertaining to assignments and to establish an
objective consistency in grading.
Typically, rubrics are divided into components so as to allow
for a more direct and precise
measurement and interpretation of assignments. Hence, rubrics
are designed to provide
guidelines for grading assignments and represents a systematic
appraisal of student-work
only from this perspective. The final grading of all assignments
will have a subjective
component that typically includes the instructor’s
interpretations, judgments, and any policies
pertaining to assignments.
A. Grading Criteria for Class Participation and Attendance
For students participating in a Hybrid course, students will
receive two weekly Participation
grades:
(1) On-Campus Class Session Discussion:
Students are expected to attend their On-Campus Class Session
(OCS) each week.
Preparation for class involves reading the materials and working
through, in some detail, the
case preparation for class in advance. By preparing these
32. questions, students will get the most
learning out of the class. While in class, more participation will
lead to increases in the
quality and rigor not only of the class but of other student’s
learning modalities as well.
Westcliff University provides an open forum environment.
There is no limit on the
discussion in which you may involve yourself.
(2) Online Discussion Board Discussions
Each week, students will be assigned 1-3 Discussion Questions.
For each Discussion
Question, students must post an answer in the Discussion Board
on their course Global
Academic Portal (GAP) by the assigned deadline each week.
Students must then post a Peer
Response for each Discussion Question by the deadline that
same week. The GAP can be
accessed online at gap.westcliff.edu.
You are expected to answer each discussion question critically
by using your textbook,
LIRN-based research, and the Internet and actively participate
in class. All discussion
responses should be at least 1 paragraph in length with
33. significant, rigorous content. Your
response should reflect your ability to conduct research and
should include citations. You
should also present your analysis and back it up with specific
examples. Responses to other
learners' analyses should add substance, request clarification,
provide a different perspective,
or challenge the assertions made by providing real or
hypothetical scenarios that the original
analysis does not adequately address. It is also good practice to
provide normal, supportive
comments. Everyone appreciates this feedback. Remember, the
purpose of course
discussions is to stimulate academic debate.
BUS 730 Hybrid Syllabus
11 of 33
At the graduate-level, discussion questions can be based on any
one (or combination) of the
following resources:
34. ● Textbook, current and previous chapter(s)
● Other readings
● Research (journals, periodicals, and other electronic
resources)
● Lecture
The University makes a concerted effort to promote a variety of
discussion questions that
related to the current course and/or its content as it relates to
the field in business in general.
In assigning grades to class discussion, faculty will focus
primarily on the quality of your
input; however, it usually takes at least some quantity of
participation for us to make that
evaluation.
Good case discussions take the group farther than any one
individual or study group can go
on their own. However, it takes at least a certain quantity of
participation to make that
evaluation. Instructors will develop grades and scores based on
the quantity and quality of
your contributions.
In general, the instructors’ criteria are:
35. 1. Are points made relevant to the discussion?
2. Do they go beyond a mere recitation of case facts, and are
implications clearly
drawn?
3. Is there evidence of analysis rather than expression of
opinion?
4. Are comments linked to those of others?
5. Did the contribution further the class’ understanding of
issues?
Students who neglect to submit their Class Participation
responses (either answers to
discussion questions or responses to classmates/faculty) by the
stated weekly deadlines will
be deducted up to 15% of the online participation points
possible for that week. Discussion
Boards close on Sunday of each week at 11:59pm at which time
students are no longer able
to post responses and receive no credit for missed posts.
Technological issues are not
considered valid grounds for late assignment submission.
Students are responsible for
printing their own assignments, when necessary. Unless an
‘Incomplete’ grade has been
granted, assignments submitted after the last day of class will
36. not be accepted
B. Grading Criteria for Professional Assignments:
In Weeks 2 and 6 students will write a 2-3 page paper in
response to a case study or similar
assignment provided by your professor. Student answers are to
be clear, well-organized, and
specific. Provide a concise, cogent argument and include
details to support your response.
Please refer to Expectations of Student Assignments and the
Formatting Requirements
for Written Assignments on page 10 of the University Policies
for a detailing of specific
expectations for how to format and write your paper.
Additionally, you may refer to the PA
and CLA Grading Rubric found on page 12 of the syllabus.
C. Grading Criteria for Quizzes
BUS 730 Hybrid Syllabus
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37. In Week 7 you will have a quiz. Quizzes will cover the
chapters assigned and discussed
during the previous week(s). Your access to the quiz begins on
Monday and closes on
Sunday at midnight. All quizzes are strictly closed book.
Some Quizzes will be chosen for proctoring. Please see the
Proctored Examination Policy on
Pg. 11 of the University Policies.
Grading Criteria for Comprehensive Learning Assessments
(CLAs):
CLAs are comprehensive assignments that provide evidence of
how well students have
mastered the course content and test the students on all the
Course Learning Outcomes.
CLAs measure student achievement of CLOs in a way that goes
beyond rote memorization
and gauges true understanding and mastery of course content.
CLAs can include assignments
such as case study analyses, research papers, and/or student
presentations. The answers
provided to graduate level CLA’s must demonstrate a broad
view of organizational
performance factors from the general management perspective
38. that demonstrate concepts
pertaining to effective leadership and management in the 21st
century globalized business
economy. One of the grading criteria requirements is that
answers provided exhibit skills that
promote and integrate program outcomes and should include
decision-making, strategic
management, creativity and innovation, leadership, problem-
solving and real-time business
application. Answers must also demonstrate the student’s ability
to research and demonstrate
a graduate writing level.
D. Comprehensive Learning Assessment (CLA 1)
In Week 4 students are to write a 4-6 page minimum APA
formatted paper in response to a
case study or similar assignment provided by the professor.
Students must reference at least
6 sources beyond the course materials. Students’ answers are to
be clear, well-organized,
and specific. Provide a concise, cogent argument and include
details to support your
response. CLA 1 focuses on assessing course foundations and
the student’s ability to define
39. and understand its main concepts.
Please refer to Expectations of Student Assignments and the
Formatting Requirements
for Written Assignments on page 10 of the University Policies
for a detailing of specific
expectations for how to format and write your paper.
Additionally, you may refer to the PA
and CLA Grading Rubric found on page 12 of the syllabus.
E. Comprehensive Learning Assessment (CLA 2)
Written Paper Criteria:
In Week 8 students complete CLA2, which is the logical
culmination of the course. Your
CLA2 submission (cumulative report) should be a minimum of
4-6 pages in length. The CLA
assignments encompass the learning outcomes for this course
and are designed to
demonstrate what has been learning or achieved by the student.
CLA 2 measures the
student’s competency and mastery of the course concepts,
particularly the application of
those concepts.
Please refer to Expectations of Student Assignments and the
40. Formatting Requirements
for Written Assignments on page 10 of the University Policies
for a detailing of specific
expectations for how to format and write your paper.
Additionally, you may refer to the PA
and CLA Grading Rubric found on page 12 of the syllabus.
BUS 730 Hybrid Syllabus
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F. Comprehensive Learning Assessment (CLA 2) Presentation
CLA2 Presentation Criteria:
In addition to your CLA2 report, please prepare a professional
PowerPoint presentation
summarizing your findings for CLA2. The presentation will
consist of your major findings,
analysis, and recommendations in a concise presentation of 18
slides (minimum). You should
use content from your CLA2 report as material for your
PowerPoint presentation. In addition,
41. you should include learning outcomes from all your major
assignments. This would include
PA1, CLA1, PA2, and of course, CLA2 (unless otherwise
specified by your Professor). An
agenda, executive summary, and references slides should also
be included. Please keep in
mind that the university is moving towards a more digital
footprint for our students. This
means that your final CLA2 presentation may be recorded, so
that you may include it in your
“e-portfolio” (graduating students should have all of their CLA2
presentations on a flash-
drive, in addition to student biography, resume, interests, and so
forth). Students will present
their PowerPoint during the last week of class in either the On-
Campus Class Session or the
online Virtual Class Session, as determined by the professor.
Presentations should not exceed
18 minutes.
Each CLA2 and presentation will become a part of the student’s
digital portfolio. Upon
completion of the program, the student’s digital portfolio will
demonstrate the student’s
42. mastery of the course and program learning outcomes.
BUS 730 Hybrid Syllabus
14 of 33
43. Rubrics
GRADING METRICS FOR WEEKLY ONLINE DISCUSSION
Exemplary Proficient Needs Progress Unsatisfactory
Points 30 27 24 21 18 15 12 9 6 3 0 Weight of
Grade
Answering
Discussion
Questions
Student answers or responds
to all questions completely,
demonstrating knowledge
and understanding of key
concepts, ability to think
critically, and has included
original examples in his/her
response. It is required that
the textbook and/or scholarly
research be included to justify
and/or solidify any argument
44. or reasoning.
Student answers or
responds to all discussion
questions, but lacks some
demonstration of
understanding of key
concepts, or ability to think
critically, or does not
include examples and/or
textbook or scholarly
research.
Student answers or responds
to at least one, but not all
discussion questions, and/or
lacks some demonstration of
understanding of key
concepts, or ability to think
critically, or does not include
45. examples.
Student fails to answer or
respond to discussion
questions assigned and/or
does not demonstrate
understanding of key
concepts, or ability to think
critically, or does not include
examples.
30%
Points 30 27 24 21 18 15 12 9 6 3 0
Response to
Peers
Student’s responses are well
conceived, offering insight
and original examples.
Student incorporates or
builds off of the ideas of
46. others and provides analysis
of concepts discussed.
Student responds to
classmates’ postings but a
few responses are not well
conceived, or do not offer
insight, or original
examples. Student might
not incorporate or build off
of the ideas of others in a
meaningful way and may
lack analysis.
Student responds to
classmates’ postings, but
does not meet the minimum
number of responses
required, and some
responses are not well
47. conceived, or do not offer
insight, or original examples.
Student might not
incorporate or build off of
the ideas of others in a
meaningful way.
Student neglects to respond
to classmates’ postings or
responses are not well
conceived, do not offer
insight, or original examples.
Student does not
incorporate or build off of
the ideas of others.
30%
Points 25 22.5 20 17.5 15 12.5 10 7.5 5 2.5 0
Preparation
Student brings in outside
48. examples and is able to
examine a problem or
situation from a variety of
perspectives.
Student demonstrates an
understanding of key
concepts, but offers only
some analysis or original
thought.
Student responds to
questions and postings with
verbiage copied directly
from textbook, rather than
in their own words.
Student fails to
demonstrate knowledge or
understanding of the
assigned reading.
49. 25%
Points 15 13.5 12 10.5 9 7.5 6 4.5 3 1.5 0
Accountability Student posts answers and
responses on time.
Student is late in posting
and/or responding to
postings, but has a viable
excuse and has notified the
professor in advance.
Student is late posting either
answers or responses.
Student fails to post answers
and responses on time. 15%
Total Possible 100%
BUS 730 Hybrid Syllabus
50. 15 of 33
Assignment Components
Originality and
Content
30% 30
Argument 25% 25
Organization 10% 10
Grammar and
Spelling
10% 10
Formatting 5% 5
Effective Research 10% 10
Quality Resources 10% 10
100% 100
DBA PROGRAM
Professional Assignment (PA) Comprehensive Learning
Assessment (CLA) Applied Learning Assignment (ALA)
Grading
Rubric
Exemplary Proficient Needs Improvement Unsatisfactory
51. Percentage
of Overal l
Grade
Poi nts
Pos s i bl e
The paper is content rich, all
questions and their parts have been
answered demonstrating:
*critical analysis
*application of learned concepts to
real world
*research-based evidence
*originality with a maximum
similarity index of 20%.
The paper is content rich, most
questions and their parts have been
answered demonstrating:
*critical analysis
52. *example application of learned
concepts
*research-based evidence
*originality with a maximum
similarity index of 22%.
The paper contains relevant content,
some questions and their parts have
been answered demonstrating:
*some critical analysis
*example of learned concepts
*research-based evidence
*originality with a maximum
similarity index of 25%.
The paper lacks relevant content,
some questions and their parts
have been answered
demonstrating:
*limited critical analysis
53. *limited or no example of learned
concepts
*limited or no research-based
evidence
*similarity index exceeds 25%.
The paper:
*demonstrates effective, well
supported argument
*provides supporting evidence for
argument
*demonstrates a strong relationship
between argument and assignment
requirements
The paper:
*demonstrates the ability to support
an argument
* provides some supporting evidence
for the argument
54. *demonstrates some relationship
between argument and assignment
requirements
The paper:
*demonstrates limited support for
the argument
*provides limited evidence for the
argument
…
Confi rming Pages
INSTRUCTORS GET:
• Interactive Applications – book-specifi c interactive
assignments that require students to APPLY what
they’ve learned.
• Simple assignment management, allowing you to
spend more time teaching.
• Auto-graded assignments, quizzes, and tests.
55. • Detailed Visual Reporting where student and
section results can be viewed and analyzed.
• Sophisticated online testing capability.
• A fi ltering and reporting function
that allows you to easily assign and
report on materials that are correlated
to accreditation standards, learning
outcomes, and Bloom’s taxonomy.
• An easy-to-use lecture capture tool.
With McGraw-Hill's Connect® Plus Organizational Behavior,
Would you like your students to show up for class more
prepared? (Let’s face it,
class is much more fun if everyone is engaged and prepared…)
Want ready-made application-level interactive assignments,
student progress
reporting, and auto-assignment grading? (Less time grading
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56. INSTRUCTORS...
Less managing. More teaching. Greater learning.
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Confi rming Pages
Want an online, searchable version of your textbook?
Wish your textbook could be available online while you’re
doing
your assignments?
Want to get more value from your textbook purchase?
Think learning management should be a bit more interesting?
Connect® Plus Organizational Behavior
eBook
If you choose to use Connect® Plus Organizational Behavior,
you have an affordable and searchable online version of
your book integrated with your other online tools.
Connect® Plus Organizational Behavior
eBook offers features like:
• Topic search
• Direct links from assignments
• Adjustable text size
57. • Jump to page number
• Print by section
Check out the STUDENT RESOURCES
section under the Connect® Library tab.
Here you’ll fi nd a wealth of resources designed to help you
achieve your goals in the course. You’ll fi nd things like
quizzes,
PowerPoints, and Internet activities to help you study.
Every student has different needs, so explore the STUDENT
RESOURCES to fi nd the materials best suited to you.
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Confi rming Pages
MANAGING ORGANIZATIONAL BEHAVIOR
What Great Managers Know and Do
SECOND EDITION
Timothy T. Baldwin
Indiana University
William H. Bommer
California State University, Fresno
Robert S. Rubin
DePaul University
59. Editorial director: Paul Ducham
Executive editor: John Weimeister
Executive director of development: Ann Torbert
Development editor: Jane Beck
Editorial coordinator: Heather Darr
Vice president and director of marketing: Robin J. Zwettler
Marketing director: Amee Mosley
Senior marketing manager: Michelle Heaster
Vice president of editing, design, and production: Sesha
Bolisetty
Senior project manager: Diane L. Nowaczyk
Buyer II: Debra R. Sylvester
Senior designer: Mary Kazak Sander
Senior photo research coordinator: Jeremy Cheshareck
Photo researcher: Ira C. Roberts
Lead media project manager: Daryl Horrocks
Media project manager: Suresh Babu, Hurix Systems Pvt. Ltd.
Cover and interior design: Kay Lieberherr
Cover image: Jan Greune/Getty Images
Typeface: 10/12 New Aster LT Std
Compositor: Laserwords Private Limited
Printer: R. R. Donnelley
Library of Congress Cataloging-in-Publication Data
Baldwin, Timothy T.
Managing organizational behavior : what great managers know
and do / Timothy T. Baldwin,
William H. Bommer, Robert S. Rubin. — 2nd ed.
p. cm.
Rev. ed. of: Developing management skills : what great
managers know and do / Timothy T.
Baldwin, William H. Bommer, Robert S. Rubin. 2008
Includes index.
ISBN-13: 978–0–07–353040–6 (alk. paper)
ISBN-10: 0–07–353040–9 (alk. paper)
1. Management—Study and teaching. 2. Organizational
60. behavior. 3. Executive ability.
I. Bommer, William. II. Rubin, Robert S. III. Baldwin, Timothy
T. Developing management
skills. IV. Title.
HD30.4.B355 2013
658.4'07124—dc23
2011040779
www.mhhe.com
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To JoEllen—25 years together and I can’t imagine the
journey without you.
—Tim Baldwin
To the kids—always a test of my management skills.
—Bill Bommer
To Leah—the glue that holds us all together.
—Bob Rubin
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61. Confi rming Pages
vi
ABOUT THE AUTHORS
TIMOTHY (Tim) T. BALDWIN is the Eveleigh Professor of
Business Leader-
ship at the Indiana University Kelley School of Business.
Professor Baldwin holds
a PhD in organizational behavior and an MBA from Michigan
State University.
He has published his research work in leading academic and
professional outlets,
including the Academy of Management Journal, Journal of
Applied Psychology, Per-
sonnel Psychology, Journal of Management, Leadership
Quarterly, and Academy of
Management Learning & Education. He has won several
national research awards
including eight Best Paper Awards from the Management
Education & Develop-
ment division of the Academy of Management. He has twice
been the recipient of
the Richard A. Swanson Excellence in Research Award
presented by the Ameri-
can Society for Training & Development (ASTD). He is the co-
author of Improv-
ing Transfer Systems in Organizations (Jossey-Bass: 2003) and
his current research
interests include leadership development and organizational
training effectiveness.
In his time at Indiana University, Tim has been recognized
frequently for
teaching excellence, winning eight MBA Teaching Awards, the
62. Eli Lilly Alumni
Teaching Award, the FACET All-University Teaching Award,
and the Dow Innova-
tion in Teaching Fellowship. He is a proud member of the
Organizational Behav-
ior Teaching Society (OBTS) and a passionate supporter of the
mission of that
organization to improve teaching effectiveness in our discipline.
Tim’s background includes consultation with Cummins Engine,
Eli Lilly,
FedEx, Ingersoll Rand, Whirlpool, and a variety of other
organizations in both
the public and private sectors. He has also designed and
delivered numer-
ous executive education seminars in the U.S. and abroad,
including the Kel-
ley School’s Asia-Pacifi c Management Development program.
He serves on the
Board of Directors of Cripe Architects & Engineers, Inc., a
professional services
fi rm based in Indianapolis.
Tim is married with one son, one dog, one cat, and until
recently, one gerbil (a
sad story, and the cat is implicated). His interests include
coaching youth sports,
golf, basketball, gardening, and a little amateur magic.
WILLIAM (Bi l l ) H. BOMMER earned his master’s degree
in organizational
development from Bowling Green State University, and his PhD
in organiza-
tional behavior from Indiana University. He is currently a
professor of manage-
ment in the Craig School of Business at California State
63. University, Fresno. Prior
to his move to California, Bill served as faculty at Bowling
Green State Univer-
sity, Southern Illinois University at Edwardsville, Georgia State
University, and
Cleveland State University.
Bill has published widely in the management area in journals
including the
Academy of Management Journal, Academy of Management
Learning & Education,
Leadership Quarterly, Organizational Behavior and Human
Decision Processes, Per-
sonnel Psychology, Journal of Applied Psychology, Journal of
Management, Journal
of Vocational Behavior, and Organization Science. His
current research interests
include transformational leadership, organizational and personal
change, and
the linkage between attitudes and behavior.
Prior to entering academia, Bill worked as a fi nancial analyst
and as a group
process consultant in private industry. Bill has remained active
in his business
relationships and has designed and led numerous executive
education programs
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ABOUT THE AUTHORS vii
64. over the last 15 years. In support of his research interests, he
has served as a
trainer and consultant to a large number of manufacturing
companies across the
United States and has had a long-term relationship with the
Centers for Disease
Control. In this capacity, Bill has designed corporate
universities for his clients.
Bill is also managing partner of Collegiate Assessment Partners
(CAPs), a com-
pany that builds management skills assessment tools and
consults with univer-
sity business schools in support of their learning objectives and
their compliance
with accreditation standards. When not involved with teaching,
researching, or
consulting, Bill enjoys traveling, hiking, eating, and cycling.
Robert (Bob) S. Rubin is an associate professor of
management in the Kell-
stadt Graduate School of Business at DePaul University. He
received his BA in
psychology from Indiana University, his MA in industrial-
organizational psychol-
ogy from Southern Illinois University at Edwardsville, and his
PhD in organiza-
tional psychology from Saint Louis University.
Bob specializes in human resource management and
organizational behavior
at DePaul, where he is an avid and award-winning teacher
committed to advanc-
ing the fi eld of management education. He has been nationally
recognized for
his dedication to management andragogy and scholarship,
65. including multiple
Best Paper Awards from the Management Education Division of
the Academy of
Management. His research interest centers on individual
differences and their
role in effective leadership and management development and
includes forays
into aspects of transformational leadership, managerial
assessment and develop-
ment, academic assessment centers, and emotions at work. Bob
has published
his work in leading academic journals such as Academy of
Management Jour-
nal, Journal of Applied Psychology, Personnel Psychology,
Journal of Management,
Academy of Management Learning & Education, The
Leadership Quarterly, Jour-
nal of Organizational Behavior, and Journal of Management
Education. Currently,
Bob is an editorial board member of three journals, the
Academy of Management
Learning & Education, Journal of Organizational Behavior,
and Leadership and
Organizational Studies.
In addition to his academic work, Bob has been an active
human resources
and organization development consultant to a variety of
industries including bio-
technology, health care, dentistry, and transportation. His
consulting work has
spanned employee selection, management assessment, and
development. Bob
also frequently serves as a coach for purposes of management
skill development.
When he’s not engaged in managing his more senior textbook
66. co-authors (Note:
He had a full head of hair prior to beginning this book project),
Bob enjoys play-
ing music, traveling, hiking, and wrestling with his three kids.
“The great thing about having a
PhD is when people do not under-
stand you, they think it’s them.”
— Henry Kissinger
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Confi rming Pages
viii
A Different Kind of Textbook—Because
Teaching and Learning OB Are Hard Enough!
Contemporary students put extraordinary demands on OB
instructors and text-
books alike. On one hand, students immersed in quantitative
courses such as
fi nance and accounting and other business disciplines are often
quick to dis-
miss OB/management courses as “soft” or “elementary” or
“common sense”—so
there is a pressing need for relevance and richness. On the other
hand, modern
technology and short attention spans have created an aversion to
the theoretical
grounding and evidence-based education necessary to build true
67. understanding
and applicable skills.
Thoughtful OB and management instructors are therefore often
torn between
opting for a traditional descriptive text, strong on concepts and
defi nitions, but
with little application focus, or choosing a more popular-press
reading, strong on
war-story anecdotes and prescriptions (often more popular with
students), but
short on theory and evidence.
Recognizing this tension in our own OB classrooms, we set out
to create a
book (and ancillary package) with an express mission of
balance. To work for
us, the book would have to be one that students would fi nd
engaging but also
would have the coverage, rigor, and evidence base demanded of
professional
OB and management instructors. So this text is evidence-based
but targeted to
application. It covers traditional OB topics but in a decision-
oriented, not just
descriptive, way. It embraces the best OB models and evidence
but engages stu-
dents in how to use those models to improve their skill-sets and
more success-
fully navigate organizational life. Just as the book’s title
conveys, it is about both
knowing and doing. It is expressly designed to reconcile
student demands for
relevance and application with instructor interests in rigor,
evidence, and appro-
priate coverage of the discipline. We know fi rsthand that
68. teaching OB today is
akin to straddling a glacier crevasse and this book is designed
in that spirit.
Put another way, we saw our charge as creating a book that
would inform,
illuminate, and inspire. We wanted to inform students of the
best and most
current knowledge about organizational behavior and its
application to man-
agement contexts. We wanted to illuminate those concepts
with the most vivid
and memorable examples and illustrations. And we wanted to
inspire learners
by capturing and conveying the challenge and excitement and
even playfulness
involved in managing and working with people. To do that, we
found it appropri-
ate to diverge from conventional textbooks in several signifi
cant ways, and we
briefl y highlight those choices in the following.
Skills and Decisions vs. Concepts and Description
For whatever reason, almost every leading OB textbook today
still has a decid-
edly descriptive orientation. For example, team effectiveness
may sound like a
very applied topic. Yet most textbook chapters so titled deal
exclusively with the
different types of teams, comparisons of individual and team
decision making,
“Ideal management education
should reorient its priorities and
focus on skill training. A great deal
is known about inculcating such
69. skills, but the knowledge does not
typically make its way into the
business curriculum.”
— Henry Mintzberg , McGill University
PREFACE
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Rev. Confi rming Pages
PREFACE ix
theories of team development and confl ict, and so on. In most
cases, the infor-
mation is accurate, but it leaves students marginally prepared to
work effectively
in a team.
Similarly, chapters on motivation and leadership often trace the
history of
research and theory in those areas but end up not directly
addressing the skills
and behaviors a student needs to actually motivate others or
lead a group or a
change project. Our goal in this text was to get beyond
description to skill devel-
opment and decisions, that is, not just what defi nes a good
group, but how one
might make a group function better. Our goal was to translate
from description
to decisions—from OB concepts to organizational and
70. managerial action.
Student-Centric Evidence and Learning
vs. Comprehensive Body of Knowledge
In recent years, we have come to understand much more about
how students
actually consume textbook material. As a result, we approached
the process of
writing this book in a different way than perhaps a traditional
textbook might be
written. For example, in selecting the content for each chapter
in this book, we
purposively did not start by spreading out all of the existing
textbooks and look-
ing at all the accumulated knowledge about that topic. Rather,
we began with
the key questions, problems, and challenges people face in, say,
managing time,
communicating a persuasive message, overcoming resistance to
change, or deal-
ing with a problem team member, and then turned to the
existing literature to
build chapters around those problems.
Indeed, as we wrote each chapter, we adopted a position akin to
editors of
Consumer Reports magazine. That is, we tried to test
assumptions about what
students really read and consume, and what instructors really
use from a text-
book. And we asked ourselves: What do we want to use? What
material connects
with students? What are the best readings and exercises? What
material do we
rarely or never use? We call this student-centric material.
71. The Russian author Tolstoy once insightfully noted that “ all
happy families
resemble each other, but each unhappy family is unhappy in its
own way. ” Simi-
larly, we would contend that all effective managers resemble
one another, but
poor ones are ineffective in their own unique ways. And the fi
rst phase of com-
petence is how readily and skillfully novices can respond to
routine situations,
not simply their ability to handle unusual ones. So we should
strive less for com-
prehensiveness and more on achieving fundamental skills and
knowledge that
can help aspiring managers operate in the most core and
recurring situations
commonly faced (e.g., our Manage What? scenarios that frame
each chapter are
designed to do just that). Our goal was to include the material
and evidence, and
only that material and evidence, that might be labeled
“mission critical.” The
book is relatively short in order to do important things well,
rather than attempt
to superfi cially cover the waterfront.
We hasten to add, however, that to suggest that students today
want nothing
to do with research, or want their texts “dumbed down,” is both
inaccurate and
condescending. Indeed, our experience is that students do want
to know the ori-
gins of what they are being taught—provided the research helps
bring concepts
to life. For example, a fascinating recent study found that
monkeys will turn
72. down very desirable food if they know that other fellow
monkeys are getting even
more desirable food. In our view, this is a terrifi c illustration
of the intense power
of equity perceptions, and something that is likely to stick with
students in their
study of motivational concepts.
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PREFACEx
Hearing the Voice of the Student
vs. Pushing the Discipline
We like to think that our “partners” in writing this book were
the many students
and practicing managers who have been in our courses,
completed our surveys,
and shared with us the ideas, tools, quotations, and “little gems”
that helped them
develop and refi ne their own skills. Indeed, over the last few
years we have asked
our students to interview practicing managers and to fi nd out
how those manag-
ers would evaluate the organizational behavior and management
courses they
took in college. In doing so, the managers frequently pointed
out that courses
focused a lot of attention on theories and concepts but, in their
view, focused too
little on relevant prescriptive principles and skills. They were
73. challenged most by
the “people problems” in their work, and yet felt their
management education
had not emphasized, or adequately prepared them for, that
component of their
job. So in writing this text, we tried to consistently take into
account what those
who ultimately must go and practice management most need to
know.
Finally, in the course of writing this book we were often asked
how our book
would differ from popular-press books. In responding to that we
are always quick
to clarify that we certainly do not consider “popular” to be
synonymous with bad.
Indeed, there are some wonderful and useful popular works that
we draw from
in this book. We do, however, think the distinction between this
book and many
of the popular-press books on similar topics is pronounced and
critically impor-
tant. In our view, any book targeted to students in a university
context must pro-
vide exposure to the “whys,” that is, the conceptual foundation
of skills. We think
this book’s defi ning value is its practicality and usefulness, but
we contend that
this is so because it is based on good theory and research, not
because we avoided
the important conceptual grounding.
The OB Teaching Challenge: Aiming for Balance
We believe that inculcating OB/management skills is perhaps
the greatest chal-
lenge in business education today—and it is time to more
74. directly and intention-
ally take on that challenge. Few people question the analytic
capability of today’s
graduating students—but the jury is still out on their
interpersonal and leader-
ship competence. We think a skills-based, decision-oriented
approach, manifest
in this text, is critical to addressing that challenge. In sum,
working and man-
aging effectively in organizations today is an act of supreme
balance—and our
hope is that we have created a textbook that is true to that
charge.
Features of the Book
Manage What?
One of our favorite teaching colleagues is an accounting
professor who enjoys
pointing out to us that, while every organization has accounting,
information sys-
tems, and marketing departments, he has never heard of a
corporation that has a
management department. He further chides us that having a
degree in manage-
ment invites the question, “ Management of what? ” In reality,
he is a passionate
advocate for improving the management skills of his accounting
students and
even pushed us to write this text. But his observation raises an
important issue.
One of the legitimate criticisms of OB and management courses
and text-
books, even those with a stated skills focus, is that they tend to
be rather abstract
75. about what is really being managed. There is often a curious
lack of focus on the
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Confi rming Pages
PREFACE xi
specifi cs of what managers are challenged to do, and on how
great professionals
might respond to those challenges.
With that in mind, we decided to open each chapter with a
section we call
Manage What? The Manage What? feature consists of several
fundamental and
specifi c questions or challenges related to the skill focus of
that chapter. For
example, in the chapter on team effectiveness, one scenario
poses a challenge
regarding how to deal with members who are not pulling their
weight. In the
motivation chapter, one of the scenarios addresses how to
diagnose and deal
with a person who shows little desire to do better work, and so
on. So that stu-
dents can conduct a “skills check,” we have also included
selected critiques or
debriefi ngs of how a skilled manager might have proceeded on
the Manage
What? scenarios. We have intentionally, however, not included
all of the debriefs
76. at the end of the chapters. Some of the debriefs are only
available in the instruc-
tor’s manual so that those critiques can be distributed to
students at any point—
or sometimes as the key when we use the Manage What?
scenarios as exam
questions.
Taken together, the Manage What? scenarios comprise a set of
the most fun-
damental of management skills. They are hardly
comprehensive—there is clearly
much more to learn about management (and in the book) than
how to handle
just those scenarios—but the set is a concrete start toward
isolating the main-
stream and recurring things that great managers do well.
Our accounting professor friend likes to heighten student
interest by point-
ing out how his course material is good preparation to become a
CPA (certifi ed
public accountant). We would contend that an understanding
and mastery of the
Manage What? scenarios would likewise constitute a good step
toward becoming
a hypothetical CPM or “certifi ed people manager.” No such
certifi cation actu-
ally exists, but we have sought to include the recurring skills we
would expect
someone to demonstrate to be certifi ed as a great manager if
there were such a
reputable credential. Those skills are the focus of the Manage
What? scenarios.
Management Live
77. We doubt there is an OB/management instructor alive who
would deny the criti-
cal importance of illustration and examples in helping students
develop the skills
of great managers. So, in addition to liberally using examples in
the text itself,
we also have created a separate feature designed to highlight the
most vivid and
engaging illustrations, stories, and short cases we could fi nd.
We call the section
Management Live to capture the spirit of those illustrations,
which is expressly
to enliven the text and bring to life the concepts in ways
meaningful and memo-
rable to learners.
Learning theorists have begun using the term “stickiness” to
describe learn-
ing stimuli that ultimately stay with learners, and that very
much captures the
spirit of this feature of the book. Our experience is that our
students often recall
specifi c cases and examples long after they have forgotten
lectures and text. So
our goal was to infuse each chapter with Management Live
examples that catch
attention, strike the imagination, and really do “stick” with
students as examples
and guides.
Manager’s Tool Kits
An irrefutable aspect of applying skills is to have a good set of
tools. In our exec-
utive education work, we have been struck by how much
participants appreci-
ate “takeaways” like self-assessments, good forms, quick
78. checklists, and so on.
Although we have never been particularly focused on such
takeaways for our
degree students, it occurred to us that such tools would be
useful for anyone
“Example is not the main thing in
influencing others. It is the only
thing.”
— Albert Schweitzer
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PREFACExii
trying to improve his or her management skills. Indeed, a
fundamental supposi-
tion of the evidence-based management movement is that once
evidence is well
established, it should be codifi ed into practice through the use
of checklists or
other decision supports. In this spirit, we therefore embed
several Manager’s Tool
Kits into each chapter. For example, the performance
management chapter has
Manager’s Tool Kits for choosing the right performance
evaluation method, ana-
lyzing a performance problem, and terminating or reassigning
an employee. The
motivation chapter has a quick guide to rewarding effectively,
79. the confl ict chapter
includes a checklist for effective mediation, and so on. The
Manager’s Tool Kits
are presented in a way that students can copy and actually make
use of them now
or in the future. Taken collectively, the Manager’s Tool Kits
comprise something of
a management skills manual. We …