The scientific method allows us to pose questions, test questions, and analyze results. Through observation and research we begin to understand the world around us. Consider research you have read about or been a part of and analyze the following in one page:
Was the Scientific method followed? How?
What pieces were or were not part of it? (Randomization, study type, placebos, etc.)
For the second part, present a research project you would like to propose in approximately one page.
How can it help us learn about basic principles of behavior?
How can you use the scientific method to find and address possible problems in your research design?
This paper should be 2pages in length and use APA formatting (cover page, paper body formatting, citations, and references: see Rasmussen's APA guide in the Resources tab, or by clicking here . Prior to submitting your paper, be sure you proofread your work to check your spelling and grammar. If you use any outside sources,
please site those sources in APA citation format.
OLCU 400 Leadership Theory and Practice
Signature Assignment - Leadership Application Paper: Assignment and Rubric
Due Date: Submit within Week Eight Assignments folder by Wednesday (midnight).
Points Possible: 250
Length:4-6 pages; APA standards (Excluding the APA formatted Title page and References)
As a young politician, Abraham Lincoln once provoked an opponent to tears by using his expert communication skills to mimic and ridicule his rival. Soon afterward, the man who would later become the 16th president of the United States felt disappointed and ashamed of his own behavior and sought out his opponent to offer an apology. Lincoln took this as a valuable lesson about channeling his emotions, practicing empathy, and using his abilities to promote good. From then on, Lincoln applied his superb leadership and communication skills to serve the higher interests of the American people rather than his own goals and ego. – Daft (2015, pg. 3)
Consider your own leadership traits, behaviors and characteristics. How will you apply what you have learned in this course? What legacy will you leave as you move on to other positions and roles on your pending career path? In this paper, you will have an opportunity to express your thoughts on how application of the leadership theories we have covered may enhance your leadership efficacy.
Directions:
Prepare and submit through Turnitin (View/Complete below), a 4 – 6 page paper that identifies and discusses how you will apply to your leadership skills (and leadership theories or concepts) studied during OLCU 400.The paper should be specific; your grade will be determined on how well you demonstrate understanding of the leadership theories, your assessment of how their application can enhance your leadership effectiveness, and your action plan to apply them in the real world. While the paper should focus on your personal learning, insights and real world application, it must be based on .
1
BUSS215 – Management Principles
Portfolio Project Directions and Rubric
This Assessment is worth 20% of your grade.
Completing this Assessment will help you to:
Course Outcomes:
• Explain various motivational techniques and rewards designed to improve employee
satisfaction.
• Apply the five primary functions of management; staffing, planning, organizing,
controlling and leading.
• Develop and demonstrate an understanding of how strategic planning meets the
organizational and departmental business objectives.
• Create and present a research paper that includes the basic functions of management that
defends your management and leadership decision-making process using Multimedia.
Program Outcomes:
• Recognize management and leadership skills.
• Identify and apply the basice functions of management such as staffing, planning,
organizing, controlling, and leading to the decision-making process.
Institutional Outcomes:
• Information Literacy and Communication - Utilize apporopriate current technology
and resources to locate and evaluate information needed to accomplish a goal, and then
communicate findings in visual, written and/or oral formats.
• Relational Learning - Transfer knowledge, skills and behaviors acquired through formal
and informal learning and life experiences to new situations.
• Community and Career - Participate in social, learning, and professional communities
for personal and career growth.
Deadlines
Timeline Activity Grading
Due Week 6 by Wednesday
at 11:59 pm, ET.
Submit your rough draft for
peer review.
This will count for 20% of
your overall Portfolio
Project grade.
Due Week 7 by Saturday at
11:59 pm, ET.
Upload your Portfolio Project to
Upload to your ePortfolio.
This will count for 80% of
your overall Portfolio
Project grade.
BUSS215 – Portfolio Project 2
Directions:
You will have the opportunity to write a Portfolio Project in which you explore a business
concept that is interesting to you and relate the ideas covered in this course which you may then
connect to your life and your future career interests.
Using your information literacy skills, you will research the information necessary to write your
Portfolio Project on a concept in business that we have covered in this course (please see below
for the approved topic list). The main objective of this Portfolio Project is to explore a business
concept, summarize the concept, and analyze the main points of experts in the field. In the
project you will provide a summary of the topic along with how it relates to what you have
learned in this course as well as to your role as a professional.
It is an expectation for this course that all written projects will follow the standards for fair use of
information, including the avoidance of all intentional and unintentional plagiarism, and
incorporating appropriate usage according to the conventions of the APA citatio ...
Assessment Task 1 Leadership Development ReportThis assessmen.docxdavezstarr61655
Assessment Task 1: Leadership Development Report
This assessment task is a REPORT.
This requires you to use a particular style of writing which involves both the way the report is structured and the way that you acknowledge other people’s ideas used in your work.
Your second step should be mastering the art of referencing. There are many styles of referencing in use in different disciplines and geographical locations.
HARVARD REFERENCING is required.
Remember: this current assessment task is a REPORT not an ESSAY.
The critical thinking element
We want you to be very comfortable with questioning everything you read and hear.
Anyone can remember facts and state other people’s views but a far more useful skill is to critically review what you read and hear and decide for yourself how reliable, accurate, applicable, contemporary, objective and fair it is.
In this report, your assessor will value the fact that you are able to see both benefits and deficiencies in a particular theory. Make sure you look through the critical thinking exercises in the course site to get a clear understanding of critical thinking!
How many references should I cite?
There is no right answer to this question because it all depends on what you write in your report. Some statements you make in your report will certainly need a reference to support them.
So, to determine how many references you need to cite, first (as described in the report writing tutorial) draw a mind map of ideas to go into your report and for each idea try to link it to a reference source.
How will the report be marked?
Your lecturers have already created a marking rubric that will be used to award you a mark out of 50 as the report comprises 50 of the overall 100 marks available in this course.
The rubric is reproduced over the page and will be used as a way of providing feedback to you on how you performed.
The most important thing about the rubric is that it DEFINES what you will be marked on. If you include additional material that is not mentioned in the rubric it will not attract any marks, if you forget to write about something listed in the rubric, you’ll lose marks.
So the rubric is like a “contract” between you and your lecturer. Following the rubric clearly is your best strategy for a good result
THE TASK
1. Explore the Central Michigan University competencies model (5 clusters eg. Self-Management, Leading others, Task management, Innovation and Social Responsibility)
2. Identify your current strengths and weaknesses as a leader (or potential leader) within the context of the CMU (eg. Create a clear vision of yourself in approx. 5-10 years time – only then will you be able to identify your strengths and weaknesses)
3. Review the leadership theories explored in this course and describe how they relate to you and your leadership development (again in the context of the CMU model eg. Blake and Mouton model grid)
4. Create a leadership development plan (*Starting point – Acti.
Assessment Task 1 Leadership Development ReportThis assessmen.docxfredharris32
Assessment Task 1: Leadership Development Report
This assessment task is a REPORT.
This requires you to use a particular style of writing which involves both the way the report is structured and the way that you acknowledge other people’s ideas used in your work.
Your second step should be mastering the art of referencing. There are many styles of referencing in use in different disciplines and geographical locations.
HARVARD REFERENCING is required.
Remember: this current assessment task is a REPORT not an ESSAY.
The critical thinking element
We want you to be very comfortable with questioning everything you read and hear.
Anyone can remember facts and state other people’s views but a far more useful skill is to critically review what you read and hear and decide for yourself how reliable, accurate, applicable, contemporary, objective and fair it is.
In this report, your assessor will value the fact that you are able to see both benefits and deficiencies in a particular theory. Make sure you look through the critical thinking exercises in the course site to get a clear understanding of critical thinking!
How many references should I cite?
There is no right answer to this question because it all depends on what you write in your report. Some statements you make in your report will certainly need a reference to support them.
So, to determine how many references you need to cite, first (as described in the report writing tutorial) draw a mind map of ideas to go into your report and for each idea try to link it to a reference source.
How will the report be marked?
Your lecturers have already created a marking rubric that will be used to award you a mark out of 50 as the report comprises 50 of the overall 100 marks available in this course.
The rubric is reproduced over the page and will be used as a way of providing feedback to you on how you performed.
The most important thing about the rubric is that it DEFINES what you will be marked on. If you include additional material that is not mentioned in the rubric it will not attract any marks, if you forget to write about something listed in the rubric, you’ll lose marks.
So the rubric is like a “contract” between you and your lecturer. Following the rubric clearly is your best strategy for a good result
THE TASK
1. Explore the Central Michigan University competencies model (5 clusters eg. Self-Management, Leading others, Task management, Innovation and Social Responsibility)
2. Identify your current strengths and weaknesses as a leader (or potential leader) within the context of the CMU (eg. Create a clear vision of yourself in approx. 5-10 years time – only then will you be able to identify your strengths and weaknesses)
3. Review the leadership theories explored in this course and describe how they relate to you and your leadership development (again in the context of the CMU model eg. Blake and Mouton model grid)
4. Create a leadership development plan (*Starting point – Acti ...
Top of Form 1VARK Analysis Paper 1Unsatisf.docxturveycharlyn
Top of Form 1
VARK Analysis Paper
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
79.00%
4
Good
89.00%
5
Excellent
100.00%
80.0 %Content
50.0 % Personal Learning Style and Strategies
Personal learning style and learning strategies content is missing.
Personal learning style is identified, but summary is incomplete. Preferred learning strategies and personal learning style strategies are not compared. References are vague and/or irrelevant. Subject knowledge is unclear and/or inconsistent.
Personal learning style is identified and basic summary is provided. Some preferred learning strategies are described and compared against those of the personal learning style. References are mostly appropriate. Some subject knowledge is evident.
Personal learning style is identified and described in detail. Preferred learning strategies and learning style strategies are compared in detail. References are appropriate and clearly connected to content. Good subject knowledge is demonstrated.
Personal learning style is identified and described in detail. Preferred learning strategies and learning style strategies are compared in detail. References are appropriate and clearly connected to content. Offers examples that display personal insight and/or reflection. Subject knowledge appears comprehensive.
30.0 % Perceptions of Learning and Teaching
A discussion of how awareness of learning attributes influences perceptions of teaching and learning is missing.
A discussion of how awareness of learning attributes influences perceptions of teaching and learning is present, but may be incomplete, lack relevant information, or not meet assignment criteria. References are vague and/or irrelevant. Subject knowledge is unclear and/or inconsistent.
A basic discussion of how awareness of learning attributes influences perceptions of teaching and learning is present and mostly relevant. References are mostly appropriate. Some subject knowledge is evident.
A detailed discussion of how awareness of learning attributes influences perceptions of teaching and learning is offered. References are appropriate and clearly connected to content. Good subject knowledge is demonstrated.
A detailed discussion of how awareness of learning attributes influences perceptions of teaching and learning is offered. References are appropriate and clearly connected to content. Offers examples that display personal insight and/or reflection. Subject knowledge appears comprehensive.
15.0 %Organization and Effectiveness
5.0 % Thesis Development and Purpose
Paper lacks any discernible overall purpose or organizing claim.
Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.
Thesis and/or main claim are apparent and appropriate to purpose.
Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.
Thes ...
Pick a focus on one of the recent article readings from HBR (2011).docxkarlhennesey
Pick a focus on one of the recent article readings from HBR (2011) Ethics or the Discipline of Teams and write a brief research paper based on your topic area or if desired, you may write about COVID-19, and relate to our readings. This work is due April 19, not later than 11:59 pm.
Please complete a research paper using either one or both of the recent readings from the HBR (2011) textbook that best relates to the research you are presenting about your topic. You should frame this paper from the lens of the recent readings from one of the articles, How (Un) Ethical Are You or Discipline of Team, as presented in HBR (2011). Please clearly present the relationship to a problem or issue for your selected topic area.
This is our final shorter research paper before the course final paper due April 26. Be mindful to craft this work and you can build upon the research for your final paper.
Select one issue around your topic area about either ethics or effective discipline of teams. Provide the following:
Introduction - the topic and research question(s) for this paper.
Title Page
Introduction
Introduce the topic being explored from your selected topic and present a relationship between the coursework and your research. Please use academic databases, peer-review journal articles, and please go beyond open web sources.
In the introduction or issues section, please be clear about the relationship to the coursework.
Issue/Problem Statement
What is the issue or problem being researched? Perhaps include who cares and why...
What is the significant purpose of the work?
Literature Review
A brief review of the literature and supporting data to provide an analysis and "your" conclusion - making sense of the issue and presenting scholarly research and providing your stance to demonstrates a clear understanding of the coursework. You may use new sources or existing material from prior course readings, discussions, media files or your own research. This paper should not exceed three (3) pages. The title and reference page do not count.
A review of the literature must use include two (2) "new" academic sources (use may use sources from the discussion thread articles), and also include at least one (1) from the textbook or assigned videos for a total of four (4) references. This is not an annotated bibliography, it is a review of the literature you research and placed in a logical narrative form. You may also use supporting articles provided in the coursework or from the discussion thread postings.
IDEAS: What are the findings in the research about how leadership approaches and motivational behavior drives key factors we learned about in the readings, such an ethical dilemma? How do these concepts of managing people relate to effectiveness in the workplace, perhaps to promote ethical behaviors or building teams?
Please approach the work in a manner that is relevant, makes sense, provides meaning to your work, and can help build up ...
Pick a focus on one of the recent article readings from HBR (2011).docxJUST36
Pick a focus on one of the recent article readings from HBR (2011) Ethics or the Discipline of Teams and write a brief research paper based on your topic area or if desired, you may write about COVID-19, and relate to our readings. This work is due April 19, not later than 11:59 pm.
Please complete a research paper using either one or both of the recent readings from the HBR (2011) textbook that best relates to the research you are presenting about your topic. You should frame this paper from the lens of the recent readings from one of the articles, How (Un) Ethical Are You or Discipline of Team, as presented in HBR (2011). Please clearly present the relationship to a problem or issue for your selected topic area.
This is our final shorter research paper before the course final paper due April 26. Be mindful to craft this work and you can build upon the research for your final paper.
Select one issue around your topic area about either ethics or effective discipline of teams. Provide the following:
Introduction - the topic and research question(s) for this paper.
Title Page
Introduction
Introduce the topic being explored from your selected topic and present a relationship between the coursework and your research. Please use academic databases, peer-review journal articles, and please go beyond open web sources.
In the introduction or issues section, please be clear about the relationship to the coursework.
Issue/Problem Statement
What is the issue or problem being researched? Perhaps include who cares and why...
What is the significant purpose of the work?
Literature Review
A brief review of the literature and supporting data to provide an analysis and "your" conclusion - making sense of the issue and presenting scholarly research and providing your stance to demonstrates a clear understanding of the coursework. You may use new sources or existing material from prior course readings, discussions, media files or your own research. This paper should not exceed three (3) pages. The title and reference page do not count.
A review of the literature must use include two (2) "new" academic sources (use may use sources from the discussion thread articles), and also include at least one (1) from the textbook or assigned videos for a total of four (4) references. This is not an annotated bibliography, it is a review of the literature you research and placed in a logical narrative form. You may also use supporting articles provided in the coursework or from the discussion thread postings.
IDEAS: What are the findings in the research about how leadership approaches and motivational behavior drives key factors we learned about in the readings, such an ethical dilemma? How do these concepts of managing people relate to effectiveness in the workplace, perhaps to promote ethical behaviors or building teams?
Please approach the work in a manner that is relevant, makes sense, provides meaning to your work, and can help build up .
Details:
Complete "The VARK Questionnaire: How Do I Learn Best?"
http://vark-learn.com/the-vark-questionnaire/
Click "OK" to receive your questionnaire scores.
Once you have determined your preferred learning style, review the corresponding link to view your learning preference.
Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).
Compare your preferred learning strategies to the identified strategies for your preferred learning style.
Appraise how this awareness of learning attributes influences your perceptions of teaching and learning.
In a paper (750-1,000 words), summarize your analysis of this exercise. Include the following:
Provide a summary of your learning style.
List your preferred learning strategies.
Compare your preferred learning strategies to the identified strategies for your preferred learning style.
Discuss how the awareness of individual learning styles, preferences and strategies influence teaching (those who are in a position to teach) and learning (those who are in a position to learn).
Cite a minimum of three references in the paper.
Although the topic of this assignment refers to your individual learning style, avoid the use of first person voice (words such as, "I, we, our") in your essay.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
APPLY
RUBRIC
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
79.00%
4
Good
89.00%
5
Excellent
100.00%
80.0 %
Content
50.0 %
Personal Learning Style and Strategies
Personal learning style and learning strategies content is missing.
Personal learning style is identified, but summary is incomplete. Preferred learning strategies and personal learning style strategies are not compared. References are vague and/or irrelevant. Subject knowledge is unclear and/or inconsistent.
Personal learning style is identified and basic summary is provided. Some preferred learning strategies are described and compared against those of the personal learning style. References are mostly appropriate. Some subject knowledge is evident.
Personal learning style is identified and described in detail. Preferred learning strategies and learning style strategies are compared in detail. References are appropriate and clearly connected to content. Good subject knowledge is demonstrated.
Personal learning style is identified and described in detail. Preferred learning strategies and learning style strategies are compared in detail. References are appropriate and clearly connected to content. Offers examples that display personal insight and/or reflection. Subject knowledge appears comprehensive.
30.0 %
Perceptions of Learning and Teachi.
Details:
Complete "The VARK Questionnaire: How Do I Learn Best?"
http://vark-learn.com/the-vark-questionnaire/
Click "OK" to receive your questionnaire scores.
Once you have determined your preferred learning style, review the corresponding link to view your learning preference.
Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).
Compare your preferred learning strategies to the identified strategies for your preferred learning style.
Appraise how this awareness of learning attributes influences your perceptions of teaching and learning.
In a paper (750-1,000 words), summarize your analysis of this exercise. Include the following:
Provide a summary of your learning style.
List your preferred learning strategies.
Compare your preferred learning strategies to the identified strategies for your preferred learning style.
Discuss how the awareness of individual learning styles, preferences and strategies influence teaching (those who are in a position to teach) and learning (those who are in a position to learn).
Cite a minimum of three references in the paper.
Although the topic of this assignment refers to your individual learning style, avoid the use of first person voice (words such as, "I, we, our") in your essay.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
APPLY
RUBRIC
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
79.00%
4
Good
89.00%
5
Excellent
100.00%
80.0 %
Content
50.0 %
Personal Learning Style and Strategies
Personal learning style and learning strategies content is missing.
Personal learning style is identified, but summary is incomplete. Preferred learning strategies and personal learning style strategies are not compared. References are vague and/or irrelevant. Subject knowledge is unclear and/or inconsistent.
Personal learning style is identified and basic summary is provided. Some preferred learning strategies are described and compared against those of the personal learning style. References are mostly appropriate. Some subject knowledge is evident.
Personal learning style is identified and described in detail. Preferred learning strategies and learning style strategies are compared in detail. References are appropriate and clearly connected to content. Good subject knowledge is demonstrated.
Personal learning style is identified and described in detail. Preferred learning strategies and learning style strategies are compared in detail. References are appropriate and clearly connected to content. Offers examples that display personal insight and/or reflection. Subject knowledge appears comprehensive.
30.0 %
Perceptions of Learning and Teachi.
1
BUSS215 – Management Principles
Portfolio Project Directions and Rubric
This Assessment is worth 20% of your grade.
Completing this Assessment will help you to:
Course Outcomes:
• Explain various motivational techniques and rewards designed to improve employee
satisfaction.
• Apply the five primary functions of management; staffing, planning, organizing,
controlling and leading.
• Develop and demonstrate an understanding of how strategic planning meets the
organizational and departmental business objectives.
• Create and present a research paper that includes the basic functions of management that
defends your management and leadership decision-making process using Multimedia.
Program Outcomes:
• Recognize management and leadership skills.
• Identify and apply the basice functions of management such as staffing, planning,
organizing, controlling, and leading to the decision-making process.
Institutional Outcomes:
• Information Literacy and Communication - Utilize apporopriate current technology
and resources to locate and evaluate information needed to accomplish a goal, and then
communicate findings in visual, written and/or oral formats.
• Relational Learning - Transfer knowledge, skills and behaviors acquired through formal
and informal learning and life experiences to new situations.
• Community and Career - Participate in social, learning, and professional communities
for personal and career growth.
Deadlines
Timeline Activity Grading
Due Week 6 by Wednesday
at 11:59 pm, ET.
Submit your rough draft for
peer review.
This will count for 20% of
your overall Portfolio
Project grade.
Due Week 7 by Saturday at
11:59 pm, ET.
Upload your Portfolio Project to
Upload to your ePortfolio.
This will count for 80% of
your overall Portfolio
Project grade.
BUSS215 – Portfolio Project 2
Directions:
You will have the opportunity to write a Portfolio Project in which you explore a business
concept that is interesting to you and relate the ideas covered in this course which you may then
connect to your life and your future career interests.
Using your information literacy skills, you will research the information necessary to write your
Portfolio Project on a concept in business that we have covered in this course (please see below
for the approved topic list). The main objective of this Portfolio Project is to explore a business
concept, summarize the concept, and analyze the main points of experts in the field. In the
project you will provide a summary of the topic along with how it relates to what you have
learned in this course as well as to your role as a professional.
It is an expectation for this course that all written projects will follow the standards for fair use of
information, including the avoidance of all intentional and unintentional plagiarism, and
incorporating appropriate usage according to the conventions of the APA citatio ...
Assessment Task 1 Leadership Development ReportThis assessmen.docxdavezstarr61655
Assessment Task 1: Leadership Development Report
This assessment task is a REPORT.
This requires you to use a particular style of writing which involves both the way the report is structured and the way that you acknowledge other people’s ideas used in your work.
Your second step should be mastering the art of referencing. There are many styles of referencing in use in different disciplines and geographical locations.
HARVARD REFERENCING is required.
Remember: this current assessment task is a REPORT not an ESSAY.
The critical thinking element
We want you to be very comfortable with questioning everything you read and hear.
Anyone can remember facts and state other people’s views but a far more useful skill is to critically review what you read and hear and decide for yourself how reliable, accurate, applicable, contemporary, objective and fair it is.
In this report, your assessor will value the fact that you are able to see both benefits and deficiencies in a particular theory. Make sure you look through the critical thinking exercises in the course site to get a clear understanding of critical thinking!
How many references should I cite?
There is no right answer to this question because it all depends on what you write in your report. Some statements you make in your report will certainly need a reference to support them.
So, to determine how many references you need to cite, first (as described in the report writing tutorial) draw a mind map of ideas to go into your report and for each idea try to link it to a reference source.
How will the report be marked?
Your lecturers have already created a marking rubric that will be used to award you a mark out of 50 as the report comprises 50 of the overall 100 marks available in this course.
The rubric is reproduced over the page and will be used as a way of providing feedback to you on how you performed.
The most important thing about the rubric is that it DEFINES what you will be marked on. If you include additional material that is not mentioned in the rubric it will not attract any marks, if you forget to write about something listed in the rubric, you’ll lose marks.
So the rubric is like a “contract” between you and your lecturer. Following the rubric clearly is your best strategy for a good result
THE TASK
1. Explore the Central Michigan University competencies model (5 clusters eg. Self-Management, Leading others, Task management, Innovation and Social Responsibility)
2. Identify your current strengths and weaknesses as a leader (or potential leader) within the context of the CMU (eg. Create a clear vision of yourself in approx. 5-10 years time – only then will you be able to identify your strengths and weaknesses)
3. Review the leadership theories explored in this course and describe how they relate to you and your leadership development (again in the context of the CMU model eg. Blake and Mouton model grid)
4. Create a leadership development plan (*Starting point – Acti.
Assessment Task 1 Leadership Development ReportThis assessmen.docxfredharris32
Assessment Task 1: Leadership Development Report
This assessment task is a REPORT.
This requires you to use a particular style of writing which involves both the way the report is structured and the way that you acknowledge other people’s ideas used in your work.
Your second step should be mastering the art of referencing. There are many styles of referencing in use in different disciplines and geographical locations.
HARVARD REFERENCING is required.
Remember: this current assessment task is a REPORT not an ESSAY.
The critical thinking element
We want you to be very comfortable with questioning everything you read and hear.
Anyone can remember facts and state other people’s views but a far more useful skill is to critically review what you read and hear and decide for yourself how reliable, accurate, applicable, contemporary, objective and fair it is.
In this report, your assessor will value the fact that you are able to see both benefits and deficiencies in a particular theory. Make sure you look through the critical thinking exercises in the course site to get a clear understanding of critical thinking!
How many references should I cite?
There is no right answer to this question because it all depends on what you write in your report. Some statements you make in your report will certainly need a reference to support them.
So, to determine how many references you need to cite, first (as described in the report writing tutorial) draw a mind map of ideas to go into your report and for each idea try to link it to a reference source.
How will the report be marked?
Your lecturers have already created a marking rubric that will be used to award you a mark out of 50 as the report comprises 50 of the overall 100 marks available in this course.
The rubric is reproduced over the page and will be used as a way of providing feedback to you on how you performed.
The most important thing about the rubric is that it DEFINES what you will be marked on. If you include additional material that is not mentioned in the rubric it will not attract any marks, if you forget to write about something listed in the rubric, you’ll lose marks.
So the rubric is like a “contract” between you and your lecturer. Following the rubric clearly is your best strategy for a good result
THE TASK
1. Explore the Central Michigan University competencies model (5 clusters eg. Self-Management, Leading others, Task management, Innovation and Social Responsibility)
2. Identify your current strengths and weaknesses as a leader (or potential leader) within the context of the CMU (eg. Create a clear vision of yourself in approx. 5-10 years time – only then will you be able to identify your strengths and weaknesses)
3. Review the leadership theories explored in this course and describe how they relate to you and your leadership development (again in the context of the CMU model eg. Blake and Mouton model grid)
4. Create a leadership development plan (*Starting point – Acti ...
Top of Form 1VARK Analysis Paper 1Unsatisf.docxturveycharlyn
Top of Form 1
VARK Analysis Paper
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
79.00%
4
Good
89.00%
5
Excellent
100.00%
80.0 %Content
50.0 % Personal Learning Style and Strategies
Personal learning style and learning strategies content is missing.
Personal learning style is identified, but summary is incomplete. Preferred learning strategies and personal learning style strategies are not compared. References are vague and/or irrelevant. Subject knowledge is unclear and/or inconsistent.
Personal learning style is identified and basic summary is provided. Some preferred learning strategies are described and compared against those of the personal learning style. References are mostly appropriate. Some subject knowledge is evident.
Personal learning style is identified and described in detail. Preferred learning strategies and learning style strategies are compared in detail. References are appropriate and clearly connected to content. Good subject knowledge is demonstrated.
Personal learning style is identified and described in detail. Preferred learning strategies and learning style strategies are compared in detail. References are appropriate and clearly connected to content. Offers examples that display personal insight and/or reflection. Subject knowledge appears comprehensive.
30.0 % Perceptions of Learning and Teaching
A discussion of how awareness of learning attributes influences perceptions of teaching and learning is missing.
A discussion of how awareness of learning attributes influences perceptions of teaching and learning is present, but may be incomplete, lack relevant information, or not meet assignment criteria. References are vague and/or irrelevant. Subject knowledge is unclear and/or inconsistent.
A basic discussion of how awareness of learning attributes influences perceptions of teaching and learning is present and mostly relevant. References are mostly appropriate. Some subject knowledge is evident.
A detailed discussion of how awareness of learning attributes influences perceptions of teaching and learning is offered. References are appropriate and clearly connected to content. Good subject knowledge is demonstrated.
A detailed discussion of how awareness of learning attributes influences perceptions of teaching and learning is offered. References are appropriate and clearly connected to content. Offers examples that display personal insight and/or reflection. Subject knowledge appears comprehensive.
15.0 %Organization and Effectiveness
5.0 % Thesis Development and Purpose
Paper lacks any discernible overall purpose or organizing claim.
Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.
Thesis and/or main claim are apparent and appropriate to purpose.
Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.
Thes ...
Pick a focus on one of the recent article readings from HBR (2011).docxkarlhennesey
Pick a focus on one of the recent article readings from HBR (2011) Ethics or the Discipline of Teams and write a brief research paper based on your topic area or if desired, you may write about COVID-19, and relate to our readings. This work is due April 19, not later than 11:59 pm.
Please complete a research paper using either one or both of the recent readings from the HBR (2011) textbook that best relates to the research you are presenting about your topic. You should frame this paper from the lens of the recent readings from one of the articles, How (Un) Ethical Are You or Discipline of Team, as presented in HBR (2011). Please clearly present the relationship to a problem or issue for your selected topic area.
This is our final shorter research paper before the course final paper due April 26. Be mindful to craft this work and you can build upon the research for your final paper.
Select one issue around your topic area about either ethics or effective discipline of teams. Provide the following:
Introduction - the topic and research question(s) for this paper.
Title Page
Introduction
Introduce the topic being explored from your selected topic and present a relationship between the coursework and your research. Please use academic databases, peer-review journal articles, and please go beyond open web sources.
In the introduction or issues section, please be clear about the relationship to the coursework.
Issue/Problem Statement
What is the issue or problem being researched? Perhaps include who cares and why...
What is the significant purpose of the work?
Literature Review
A brief review of the literature and supporting data to provide an analysis and "your" conclusion - making sense of the issue and presenting scholarly research and providing your stance to demonstrates a clear understanding of the coursework. You may use new sources or existing material from prior course readings, discussions, media files or your own research. This paper should not exceed three (3) pages. The title and reference page do not count.
A review of the literature must use include two (2) "new" academic sources (use may use sources from the discussion thread articles), and also include at least one (1) from the textbook or assigned videos for a total of four (4) references. This is not an annotated bibliography, it is a review of the literature you research and placed in a logical narrative form. You may also use supporting articles provided in the coursework or from the discussion thread postings.
IDEAS: What are the findings in the research about how leadership approaches and motivational behavior drives key factors we learned about in the readings, such an ethical dilemma? How do these concepts of managing people relate to effectiveness in the workplace, perhaps to promote ethical behaviors or building teams?
Please approach the work in a manner that is relevant, makes sense, provides meaning to your work, and can help build up ...
Pick a focus on one of the recent article readings from HBR (2011).docxJUST36
Pick a focus on one of the recent article readings from HBR (2011) Ethics or the Discipline of Teams and write a brief research paper based on your topic area or if desired, you may write about COVID-19, and relate to our readings. This work is due April 19, not later than 11:59 pm.
Please complete a research paper using either one or both of the recent readings from the HBR (2011) textbook that best relates to the research you are presenting about your topic. You should frame this paper from the lens of the recent readings from one of the articles, How (Un) Ethical Are You or Discipline of Team, as presented in HBR (2011). Please clearly present the relationship to a problem or issue for your selected topic area.
This is our final shorter research paper before the course final paper due April 26. Be mindful to craft this work and you can build upon the research for your final paper.
Select one issue around your topic area about either ethics or effective discipline of teams. Provide the following:
Introduction - the topic and research question(s) for this paper.
Title Page
Introduction
Introduce the topic being explored from your selected topic and present a relationship between the coursework and your research. Please use academic databases, peer-review journal articles, and please go beyond open web sources.
In the introduction or issues section, please be clear about the relationship to the coursework.
Issue/Problem Statement
What is the issue or problem being researched? Perhaps include who cares and why...
What is the significant purpose of the work?
Literature Review
A brief review of the literature and supporting data to provide an analysis and "your" conclusion - making sense of the issue and presenting scholarly research and providing your stance to demonstrates a clear understanding of the coursework. You may use new sources or existing material from prior course readings, discussions, media files or your own research. This paper should not exceed three (3) pages. The title and reference page do not count.
A review of the literature must use include two (2) "new" academic sources (use may use sources from the discussion thread articles), and also include at least one (1) from the textbook or assigned videos for a total of four (4) references. This is not an annotated bibliography, it is a review of the literature you research and placed in a logical narrative form. You may also use supporting articles provided in the coursework or from the discussion thread postings.
IDEAS: What are the findings in the research about how leadership approaches and motivational behavior drives key factors we learned about in the readings, such an ethical dilemma? How do these concepts of managing people relate to effectiveness in the workplace, perhaps to promote ethical behaviors or building teams?
Please approach the work in a manner that is relevant, makes sense, provides meaning to your work, and can help build up .
Details:
Complete "The VARK Questionnaire: How Do I Learn Best?"
http://vark-learn.com/the-vark-questionnaire/
Click "OK" to receive your questionnaire scores.
Once you have determined your preferred learning style, review the corresponding link to view your learning preference.
Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).
Compare your preferred learning strategies to the identified strategies for your preferred learning style.
Appraise how this awareness of learning attributes influences your perceptions of teaching and learning.
In a paper (750-1,000 words), summarize your analysis of this exercise. Include the following:
Provide a summary of your learning style.
List your preferred learning strategies.
Compare your preferred learning strategies to the identified strategies for your preferred learning style.
Discuss how the awareness of individual learning styles, preferences and strategies influence teaching (those who are in a position to teach) and learning (those who are in a position to learn).
Cite a minimum of three references in the paper.
Although the topic of this assignment refers to your individual learning style, avoid the use of first person voice (words such as, "I, we, our") in your essay.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
APPLY
RUBRIC
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
79.00%
4
Good
89.00%
5
Excellent
100.00%
80.0 %
Content
50.0 %
Personal Learning Style and Strategies
Personal learning style and learning strategies content is missing.
Personal learning style is identified, but summary is incomplete. Preferred learning strategies and personal learning style strategies are not compared. References are vague and/or irrelevant. Subject knowledge is unclear and/or inconsistent.
Personal learning style is identified and basic summary is provided. Some preferred learning strategies are described and compared against those of the personal learning style. References are mostly appropriate. Some subject knowledge is evident.
Personal learning style is identified and described in detail. Preferred learning strategies and learning style strategies are compared in detail. References are appropriate and clearly connected to content. Good subject knowledge is demonstrated.
Personal learning style is identified and described in detail. Preferred learning strategies and learning style strategies are compared in detail. References are appropriate and clearly connected to content. Offers examples that display personal insight and/or reflection. Subject knowledge appears comprehensive.
30.0 %
Perceptions of Learning and Teachi.
Details:
Complete "The VARK Questionnaire: How Do I Learn Best?"
http://vark-learn.com/the-vark-questionnaire/
Click "OK" to receive your questionnaire scores.
Once you have determined your preferred learning style, review the corresponding link to view your learning preference.
Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).
Compare your preferred learning strategies to the identified strategies for your preferred learning style.
Appraise how this awareness of learning attributes influences your perceptions of teaching and learning.
In a paper (750-1,000 words), summarize your analysis of this exercise. Include the following:
Provide a summary of your learning style.
List your preferred learning strategies.
Compare your preferred learning strategies to the identified strategies for your preferred learning style.
Discuss how the awareness of individual learning styles, preferences and strategies influence teaching (those who are in a position to teach) and learning (those who are in a position to learn).
Cite a minimum of three references in the paper.
Although the topic of this assignment refers to your individual learning style, avoid the use of first person voice (words such as, "I, we, our") in your essay.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
APPLY
RUBRIC
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
79.00%
4
Good
89.00%
5
Excellent
100.00%
80.0 %
Content
50.0 %
Personal Learning Style and Strategies
Personal learning style and learning strategies content is missing.
Personal learning style is identified, but summary is incomplete. Preferred learning strategies and personal learning style strategies are not compared. References are vague and/or irrelevant. Subject knowledge is unclear and/or inconsistent.
Personal learning style is identified and basic summary is provided. Some preferred learning strategies are described and compared against those of the personal learning style. References are mostly appropriate. Some subject knowledge is evident.
Personal learning style is identified and described in detail. Preferred learning strategies and learning style strategies are compared in detail. References are appropriate and clearly connected to content. Good subject knowledge is demonstrated.
Personal learning style is identified and described in detail. Preferred learning strategies and learning style strategies are compared in detail. References are appropriate and clearly connected to content. Offers examples that display personal insight and/or reflection. Subject knowledge appears comprehensive.
30.0 %
Perceptions of Learning and Teachi.
Excellent Good Satisfactory Needs Improvement PoorCategory 1.docxgitagrimston
Excellent Good Satisfactory Needs Improvement Poor
Category 10 9‐8 7‐5 4‐2 1‐0 Total
Title Page & Abstract All required information is included. No
extraneous information is included. An
accurate and concise description of the
literature review is provided, including
background, purpose, method, results and
conclusion.
All required information is
included. Some extraneous
information is included. The
abstract is a description of the
literature review, but is
sometimes unclear or wordy.
Some required information is
missing. Extraneous information
is included.The abstract is not a
good reflection of the literature
review. The abstract is
excessively wordy.
Required information missing.
The abstract is excessively
wordy and very difficult to
follow. The reader cannot
ascertain the description of the
literature review.
Title page present but the
abstract is not included.
/10
Organization The reader is guided smoothly through the
logically arranged paper.
The overall arrangement is logical
but is occasionally difficult to
follow.
Arrangement is less than clear,
or organization is clear but
some digressions,
Arrangement is unclear and/or
paper strays substantially from
topic
The arrangement of content
is haphazard and difficult to
follow.
/10
Category 20 19‐16 15‐12 11‐6 5‐0
Introduction
Clear overview of paper,
demonstrates importance of
topic.
Aim and scope are repeated and topic is
introduced, and rationale is explained.
Aim and scope are repeated and
topic is introduced. Rationale is
not explained.
Aim and scope are not
repeated. Topic is introduced
and rationale is explained.
Aim and scope is not repeated.
Topic is introduced and
rationale is explained.
Aim and scope are not
repeated. Topic is
introduced, but rationale is
not explained. /20
Category 30 29‐24 23‐17 16‐9 8‐0
Methodology At least five disciple specific articles published
since 2002 are included. All articles are relevant
to the topic. Identifies research methods and
connects them to proposed research problem.
Evidence of a comprehensive and systematic
search and selection of material. Wide use of
databases, experts, handbooks, and web
resources. Use of high quality sources, like
peerreviewed articles and empirical studies
(quantitative and qualitative). At least five
disciple specific articles published since 2002
are selected.
At least 5 discipline specific
articles. The connection between
the articles and some of the
topics are unclear. Research
methods reviewed but limited
link
made to proposed research
problem.Evidence of a broad
search and selection of material.
Consistent use of databases,
experts, handbooks, and web
resources.
Selection of high quality material,
like peer.
At least 5 discipline specific
articles. Evidence of a limited
search. Limited use of
databases, experts, handbooks,
and web resources.
A few well selected materials,
but mostly non‐sch ...
BUSM 4194 Leading for ChangeSemester 1, 2014Assessment Tas.docxhumphrieskalyn
BUSM 4194 Leading for Change
Semester 1, 2014
Assessment Task 1: Leadership Development Report
Writing instructions and Marking Rubric
This assessment task is a REPORT.
The RMIT College of Business requires you to use a particular style of writing which involves both the way the report is structured and the way that you acknowledge other people’s ideas used in your work.
The structuring of a report is very clearly described in the RMIT Study and Learning Centre Report Writing Skills Online Tutorial available on the BUSM4194 course Blackboard site
Your first step in preparing for this assessment task should be to complete this tutorial.
Investing time before you start writing will result in a better report.
Your second step should be mastering the art of referencing. There are many styles of referencing in use in different disciplines and geographical locations. You are required to use the RMIT Business Referencing System. This is available to you via the Library website, in your course site on myRMIT and is uploaded to the assessments folder in the BUSM 4194 course site. This is a 50 page document but reading it through will be enormously helpful for you in this and future assessment tasks.
Make sure that you can clearly distinguish the difference between an essay (page 28 of the document) and a report (page 36).
Remember: this current assessment task is a REPORT not an ESSAY.
The critical thinking element
We want you to be very comfortable with questioning everything you read and hear.
Anyone can remember facts and state other people’s views but a far more useful skill is to critically review what you read and hear and decide for yourself how reliable, accurate, applicable, contemporary, objective and fair it is.
In this report, your assessor will value the fact that you are able to see both benefits and deficiencies in a particular theory. Make sure you look through the critical thinking exercises in the course site to get a clear understanding of critical thinking!
How many references should I cite?
There is no right answer to this question because it all depends on what you write in your report. Some statements you make in your report will certainly need a reference to support them.
So, to determine how many references you need to cite, first (as described in the report writing tutorial) draw a mind map of ideas to go into your report and for each idea try to link it to a reference source.
How will the report be marked?
Your lecturers have already created a marking rubric that will be used to award you a mark out of 50 as the report comprises 50 of the overall 100 marks available in this course.
The rubric is reproduced over the page and will be used as a way of providing feedback to you on how you performed.
The most important thing about the rubric is that it DEFINES what you will be marked on. If you include additional material that is not mentioned in the rubric it will not attract any marks, if you forget to w ...
Intellectual DisabilityDiscuss the meanings of intelligence and .docxnormanibarber20063
Intellectual Disability
Discuss the meanings of intelligence and adaptive behavior with a teacher of students with intellectual disability (ID). Include discussion of the following questions:
1. What problems are associated with assessing students with ID?
2. What are the characteristics of the teacher's students with ID that result in eligibility for special education?
Write a summary and evaluation of the discussion in an essay of 1,000-1,250 words.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
Academic Instruction for Students with Moderate and Severe Intellectual Disabilities in Inclusive Classrooms
Read Chapters 3 and 6 in Academic Instruction for Students with Moderate and Severe Intellectual Disabilities in Inclusive Classrooms.
http://gcumedia.com/digital-resources/sage/2010/academic-instruction-for-students-with-moderate-and-severe-intellectual-disabilities-in-inclusive-classrooms_ebook_1e.php
Before Special Ed: How Pre-Referral Works
Read “Before Special Ed: How Pre-Referral
Works,” located on the GreatSchools website.
http://www.greatschools.org/gk/articles/pre-referral/
2. Children with an Intellectual Disability
Read "Children with an Intellectual Disability," located on the American Academy of Child & Adolescent Psychiatry website.
http://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/Facts_for_Families_Pages/Children_with_an_Intellectual_Disability_23.aspx
50.0 %Intelligence and Adaptive Behavior: Discuss the meanings of intelligence and adaptive behavior with a teacher of students with ID
Summary and evaluation of the discussion is irrelevant, and fails to incorporate one or both of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
Summary and evaluation of the discussion is underdeveloped, and incorporates one of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
Summary and evaluation of the discussion is adequate, and includes discussion of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
Summary and evaluation of the discussion is proficient, and includes discussion of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
Summary and evaluation of the discussion is relevant, and includes discussion of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
30.0 %Content Comprehension
Content is incomplete and omit.
BBA 3651, Leadership 1
Course Description
Leadership presents the importance of leadership in conjunction with various leadership traits, styles, and qualities.
Enhances the importance of having a vision, the motivation to lead, social motives in the workplace, levels of morality and
values, and the significance of empowerment for effective leadership. Topics include situational leadership, organizational
climate, moral dilemmas, personal integrity, servant leadership, participative management, human relations, high-
performance teams, diversity, cultural and interpersonal differences, workplace stress, performance management, and
organizational change.
Course Material(s)
No physical textbook is required; resources are integrated within the course.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Analyze the significance of the concept of leadership and the different leadership styles.
2. Distinguish between the importance of vision, the motive to lead, and organizational climate.
3. Explore various aspects of effective leadership, to include influence, follower motivation, and effective
followership.
4. Illustrate the role of ethics and values in guiding organizational behavior.
5. Articulate globalization and the resulting cultural implications of leadership, including unique considerations for
leading multicultural teams.
6. Analyze the role of leadership in decision-making processes that serve to establish an organizational climate
oriented to meet business goals.
7. Analyze methods used to appropriately manage groups and teams.
8. Evaluate different aspects of organizational change.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Each unit contains Reading Assignments from outside resources.
5. Suggested Reading: Suggested Readings are listed in the Unit III, IV, and VI-VIII study guides. Students are
encouraged to read the resources listed if the opportunity arises, but they will not be tested on their knowledge of
the Suggested Readings.
6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study.
7. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications
can be found in the Student Resources link listed in the Course Menu bar.
BBA 3651, Leadership
Course Syllabus
BBA 3651, Leadership 2
8. Unit Assignm ...
BLENDEDOLCU 400 Leadership Theory and Practice Lead.docxjasoninnes20
BLENDED
OLCU 400 Leadership Theory and Practice
Leadership Theories: Week Six Assessment Assignment and Rubric
Due Date: Submit within Week Six Assignments folder by Sunday (midnight)
Points Possible: 110
Directions:
Prepare and submit, through Turnitin, answers to three (3) of the four prompts listed below; extra credit will not be given for answering a fourth prompt.
Each prompt should be answered in a two-page double-spaced response (approximately 700 words). After answering three prompts, your final paper will be six double-spaced pages of appropriately 2100 words (excluding the Title page and References).
Guidelines:
In responding to each prompt, be certain to identify the prompt you are answering; comprehensively discuss and analyze the topic by responding to the posed prompts; include expert citations (such as from your textbook) to support your analysis and conclusions; use specific examples as evidence; submit two (2) double-spaced pages (approximately 700 words) for each prompt; and use complete sentences, correct spelling and grammar; adhere to APA standards.
Select and address three of the following prompts:
1. Select and analyze one of the following theories: Trait Approach, The Leadership Grid, Leader Member Exchange or Servant Leadership. In preparing your response, consider:
· Which leadership theory did you select and why?
· What are the key components of this leadership theory?
· What is the impact of this theory on the practice of leadership, followers and organizational results?
2. Select and analyze one of the following theories:Fiedler’s Model, Hersey and Blanchard’s Situational Leadership, Path-Goal Theory or Vroom-Jago Model. In preparing your response, consider:
· Which leadership theory did you select and why?
· What are the key components of this leadership theory?
· What is the impact of this theory on the practice of leadership, followers and organizational results?
3. Analyze the issue. What are the distinguishable differences between the two - Leadership and Management? (Consult your course texts)
· What is leadership?
· What is management and how does it differ from leadership?
· Why do organizations need leaders and/or managers?
4. Analyze the issue. What are the distinguishable differences between the two – Leaders and followers? (Consult your course texts)
· What is an effective follower?
· What similarities and differences exist between leadership and followership?
· How does the situation influence leader and follower effectiveness?
Paper
Credit earned for responding to 3 of the four prompts
Exemplary
Proficient
Developing
Emerging
No credit
Prompt 1: Discuss each leadership theory and its impact on leadership practice, followers and organizational results.
Trait Approach, The Leadership Grid, Leader-Member Exchange or Servant Leadership
30
Comprehensively discusses a leadership theory ...
BLENDEDOLCU 400 Leadership Theory and Practice Lead.docxrichardnorman90310
BLENDED
OLCU 400 Leadership Theory and Practice
Leadership Theories: Week Six Assessment Assignment and Rubric
Due Date: Submit within Week Six Assignments folder by Sunday (midnight)
Points Possible: 110
Directions:
Prepare and submit, through Turnitin, answers to three (3) of the four prompts listed below; extra credit will not be given for answering a fourth prompt.
Each prompt should be answered in a two-page double-spaced response (approximately 700 words). After answering three prompts, your final paper will be six double-spaced pages of appropriately 2100 words (excluding the Title page and References).
Guidelines:
In responding to each prompt, be certain to identify the prompt you are answering; comprehensively discuss and analyze the topic by responding to the posed prompts; include expert citations (such as from your textbook) to support your analysis and conclusions; use specific examples as evidence; submit two (2) double-spaced pages (approximately 700 words) for each prompt; and use complete sentences, correct spelling and grammar; adhere to APA standards.
Select and address three of the following prompts:
1. Select and analyze one of the following theories: Trait Approach, The Leadership Grid, Leader Member Exchange or Servant Leadership. In preparing your response, consider:
· Which leadership theory did you select and why?
· What are the key components of this leadership theory?
· What is the impact of this theory on the practice of leadership, followers and organizational results?
2. Select and analyze one of the following theories:Fiedler’s Model, Hersey and Blanchard’s Situational Leadership, Path-Goal Theory or Vroom-Jago Model. In preparing your response, consider:
· Which leadership theory did you select and why?
· What are the key components of this leadership theory?
· What is the impact of this theory on the practice of leadership, followers and organizational results?
3. Analyze the issue. What are the distinguishable differences between the two - Leadership and Management? (Consult your course texts)
· What is leadership?
· What is management and how does it differ from leadership?
· Why do organizations need leaders and/or managers?
4. Analyze the issue. What are the distinguishable differences between the two – Leaders and followers? (Consult your course texts)
· What is an effective follower?
· What similarities and differences exist between leadership and followership?
· How does the situation influence leader and follower effectiveness?
Paper
Credit earned for responding to 3 of the four prompts
Exemplary
Proficient
Developing
Emerging
No credit
Prompt 1: Discuss each leadership theory and its impact on leadership practice, followers and organizational results.
Trait Approach, The Leadership Grid, Leader-Member Exchange or Servant Leadership
30
Comprehensively discusses a leadership theory.
Signature Assignment 5 My Utopia Job Length .docxaryan532920
** Signature Assignment** 5:
My Utopia Job
Length: The guideline is 3 - 5 pages, double-spaced (Times Roman 12 font with standard 1” margins).
Due: Week 7 by Midnight Sunday night
Post: On-line, Week 7, Assignment 5
Addresses Learning Outcomes: 4 and 5. You may want to view this YouTube Video for some information:
http://www.youtube.com/watch?v=D-6jocg8Zyk You may also want to view this:
http://www.ted.com/talks/lang/en/daniel_goldstein_the_battle_between_your_present_and_futur e_self.html
Students may submit an outline week 6 to the instructor for comments.
Based upon:
1. What you have learned about yourself and your particular management strengths; 2. Two to
three of the most useful management techniques that have been offered in the text and in class
discussions;
3. What you have learned about the global marketplace.
Using the above three criterion, design your ideal position. The purpose of this paper is for students to take
management theories presented in this class and the text and apply them to themselves. Students are to identify
their own particular management strengths and to consider two to three of specific management tools offered in
this class. Students need to then apply that information and design and explain what they feel would be their
ideal work role and environment. This is going to be a personal paper that is backed up by the data from this
class.
This paper is to address the following questions:
• What are the student’s strengths?
• What management concept best fits with the student’s strengths?
• How would the management concepts in this class be utilized to create the utopia job for the student?
• Why would the proposed role and environment best fit the student’s strengths?
• What would be two to three specific boundaries, authority, role and tasks that would be a part of the
utopian job?
• How does this job fit in with the four responsibilities of management: Planning, Organizing,
Controlling and Leading?
Introduction (10%)
• Is there a clear “Purpose Statement”?
• Does the introduction explain what the paper is about – the main points of analysis?
• Does it give a quick overview of the three to five points of analysis?
Analysis (60%)
• Does the paper have three to five main points of analyzing how the organization did or did not
evolve as explained in the text on how the chosen organization did or did not follow the theories
presented?
• Does each of the main points have a citation back to the text with a page number and a direct (short –
3 to 5 words) quote? Conclusion (10%)
• Is the conclusion a clear and concise recap of the analysis?
http://www.youtube.com/watch?v=D-6jocg8Zyk
http://www.youtube.com/watch?v=D-6jocg8Zyk
http://www.ted.com/talks/lang/en/daniel_goldstein_the_battle_between_your_present_and_future_self.html
http://www.ted.com/talks/lang/en/daniel_goldstein_the_battle_between_y ...
Team Case and Action Plan –Short essay option Guide and .docxSANSKAR20
Team Case and Action Plan
–
Short essay option
Guide and Grading Rubric
Below you have the situation of troubled, diverse team which you have been just asked to manage. You decide how to approach the situation or problem.
Through a set of short-answer essay questions
identify how you would manage this situation as the leader.
Short answer essay
means that you review each question (listed later in the guide) and answer that question with several sentences to explain your answer.
For most of the questions, you are likely to structure your answer into 2 or more paragraphs, with one topic per paragraph to explain clearly and logically.
The Situation
You are the new leader of a 6-person team. The team all works out of a large medical device/pharmaceutical company in NJ. It is tasked with researching an implant/pump that can increase management of insulin release for Type 2 Diabetics.
If successful the project will be highly rewarded—not only will the team’s professionals be developing a profitable product for the company, but the device will be very beneficial to diabetics all over the world.
The team is made up of the following people:
John - 43 year old (Afro-American)
Julie - 51 year old (Chinese)
Jinsoo - 27 year old (Korean)
Darius - 32 year male (Iranian)
Harpreet - 30 year old female (Indian)
Tom - 33 year old (Irish)
And you, the new manager (your national culture)
Darius and Harpreet joined the team 3 months ago. The rest of the team has been together for more than 9 months. The team has been working on the implant pump that is due to be delivered in 45 days. You, as the leader, have a lot riding on this project, including a promotion.
Darius and Harpreet have unique skills and experience that require them to work together on a key part of your project however, they do not get along and have been bickering and complaining about each other for the last month or so. Today, Harpreet complained to you that Darius, as a Muslim, has been deliberately undermining her and does not respect her because she is a woman and a Hindu.
The rest of team knows of this tension and are distracted by the situation.
Your project is getting off schedule and the project deadline is now 45 days away.
SCHEDULE: See Assignment link introduction to this assignment.
SUBMIT to Turnitin before posting to assignment link.
Resource Materials
Hofstede Cultural Dimensions website:
http://geert-hofstede.com/countries.html
from LEO Course Content links:
·
Weekly Lecture Notes on Change
Also helpful:
·
Adler Chapter 5 (Multi-cultural teams) and Chapter 4 (Synergy)
·
Ader, Chapter 9 on Negotiation
You may research additional materials from the UMUC library or the web.
To format the assignment:
1.
Provide a cover page with assignment title, your name, course name, and date submitted.
2.
Copy each of the essay questions and its number onto your file document and then write your answer.
3.
Add a reference c.
RES710 v4Variables and Levels of MeasurementRES710 v4Page .docxheunice
RES/710 v4
Variables and Levels of Measurement
RES/710 v4
Page 3 of 3
Variables and Levels of Measurement
Define the IV and DV and level of measurement in the following examples.
Specifically note whether the variables are nominal, ordinal, interval, or ratio along with IV and DV, using the following table.
Example
Independent Variable
Dependent Variable
Levels of Measurement
Nominal, Ordinal, Interval, or Ratio?
What is the difference between PTSD avoidance symptom severity post scores of critical illness survivors who receive nurse-initiated diaries during hospitalization and critical illness survivors who do not receive nurse-initiated diaries during hospitalization at a large military medical center in the Pacific Region?
Do males and females differ on their level of math anxiety?
There is no significant difference among students who manifests high, moderate, and low achievement motivation with regards to their mathematics performance.
Gender has no significant influence on students' achievement motivation and attitude with regards to their Mathematics performance.
To what extent does an administrator’s knowledge of eminent domain law contribute to his or her use of eminent domain for economic development?
People who are clinically depressed will have different sleep patterns than those who are not clinically depressed.
In routine office work, the introduction of a four-day work week will lead to higher productivity among millennials.
Does weight and blood pressure affect sleep efficiency in elder adults?
Does Melatonin 1 mg and Melatonin 5 mg have the same effect on sleep patterns in HIV-positive individuals?
Is teacher effectiveness, as a measure of professionalism, higher for schools that have implemented sustained Professional Learning Communities (PLCs) than those schools that have not implemented sustained PLCs?
Copyright 2020 by University of Phoenix. All rights reserved.
Copyright 2020 by University of Phoenix. All rights reserved.
OL 665 Milestone Two Guidelines and Rubric
Overview: Not-for-profit organizations need inspirational leadership to assist them in achieving their missions and reaching their altruistic goals. In addition,
good communication practices promote positive public relations and attract supporters.
Prompt: Analyze the leadership strategies and communication practices of the not-for-profit organization on which you will perform your strategic analysis.
Specifically, the following critical elements must be addressed:
I. Introduction: Write an introduction to your paper that includes a hook and a controlling idea (thesis). The introduction should generate interest and let
the reader know what to expect in the paper.
II. Analysis:
a. Leadership:
i. Discuss the specific board structure present in your chosen organization, explaining the benefits of this structure.
ii. Discuss the current management strategies for recruiting, utilizing, .
RES710 v4Variables and Levels of MeasurementRES710 v4Page .docxaudeleypearl
RES/710 v4
Variables and Levels of Measurement
RES/710 v4
Page 3 of 3
Variables and Levels of Measurement
Define the IV and DV and level of measurement in the following examples.
Specifically note whether the variables are nominal, ordinal, interval, or ratio along with IV and DV, using the following table.
Example
Independent Variable
Dependent Variable
Levels of Measurement
Nominal, Ordinal, Interval, or Ratio?
What is the difference between PTSD avoidance symptom severity post scores of critical illness survivors who receive nurse-initiated diaries during hospitalization and critical illness survivors who do not receive nurse-initiated diaries during hospitalization at a large military medical center in the Pacific Region?
Do males and females differ on their level of math anxiety?
There is no significant difference among students who manifests high, moderate, and low achievement motivation with regards to their mathematics performance.
Gender has no significant influence on students' achievement motivation and attitude with regards to their Mathematics performance.
To what extent does an administrator’s knowledge of eminent domain law contribute to his or her use of eminent domain for economic development?
People who are clinically depressed will have different sleep patterns than those who are not clinically depressed.
In routine office work, the introduction of a four-day work week will lead to higher productivity among millennials.
Does weight and blood pressure affect sleep efficiency in elder adults?
Does Melatonin 1 mg and Melatonin 5 mg have the same effect on sleep patterns in HIV-positive individuals?
Is teacher effectiveness, as a measure of professionalism, higher for schools that have implemented sustained Professional Learning Communities (PLCs) than those schools that have not implemented sustained PLCs?
Copyright 2020 by University of Phoenix. All rights reserved.
Copyright 2020 by University of Phoenix. All rights reserved.
OL 665 Milestone Two Guidelines and Rubric
Overview: Not-for-profit organizations need inspirational leadership to assist them in achieving their missions and reaching their altruistic goals. In addition,
good communication practices promote positive public relations and attract supporters.
Prompt: Analyze the leadership strategies and communication practices of the not-for-profit organization on which you will perform your strategic analysis.
Specifically, the following critical elements must be addressed:
I. Introduction: Write an introduction to your paper that includes a hook and a controlling idea (thesis). The introduction should generate interest and let
the reader know what to expect in the paper.
II. Analysis:
a. Leadership:
i. Discuss the specific board structure present in your chosen organization, explaining the benefits of this structure.
ii. Discuss the current management strategies for recruiting, utilizing, ...
Asssignment 1Leadership Theory Paper Milestone #2 Assessing S.docxcockekeshia
Asssignment 1
Leadership Theory Paper Milestone #2: Assessing Strengths & Limitations
Review the content requirements for the Leadership Theory Paper. Note that one of the key requirements is to explain the foundational philosophical assumptions and principles of each of the selected leadership paradigms. In this written assignment, take one of the theories you selected for your Leadership Theory Paper (I selected Behavioural Theory, Transformational theory, AND Trait theory, please chose one ) and explain its foundational philosophical assumptions and principles.
You will submit a draft of this written assignment to the Writing Center for feedback in order to become familiar with this resource prior to submitting a draft of your final paper in Week 5. At the doctoral level, you should become accustomed to developing multiple drafts before submitting a complete paper to your instructor - the Writing Center's paper review option will be a great guide in this continuous improvement process. You will need to submit a draft of this written assignment by Day 3 of Week 3 so you that you have time to make changes and submit a completed paper to your instructor on Day 7.
As you prepare this written assignment for the course, please keep in mind that a successful final draft of any written assignment should be the product of brainstorming, outlining, and writing multiple drafts. Many of the assignments in this course are building blocks toward the final Leadership Theory paper, but it is important to keep in mind that you will need to continually revise your work using the feedback from your instructor as well as the Writing Center as you use these pieces to develop the final draft. University of the Rockies Writing Center is a great service for all students, offering 24/7 live chat support and a 24 hour feedback turnaround for papers and discussion posts. It is suggested that you submit a draft for the Writing Center for this paper, and required of you for the written assignments in Weeks 5 and 6. In addition, continue to leverage Grammarly and Turnitin as you build toward the final paper.
Point Value: 7 Points
Weekly Learning Outcome Alignment: 2
Course Learning Outcome Alignment: 5, 6
Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.
Grading RUBRIC:
Total Possible Score: 7.00
Identifies One Foundational Leadership Theory and Explains the History of the Theory, Including the Key Scholar(s) Responsible for the Theory’s Development
Total: 1.40
Distinguished - Identifies one foundational leadership theory and thoroughly explains the history of the theory, including the key scholar(s) responsible for the theory’s development.
Proficient - Identifies one foundational leadership theory and explains the history of the theory, including the key scholar(s) responsible for the theory’s development.
Basic - Identifies one foundational leadership theory and adequately explains th.
Asssignment 1Leadership Theory Paper Milestone #2 Assessing S.docxjasoninnes20
Asssignment 1
Leadership Theory Paper Milestone #2: Assessing Strengths & Limitations
Review the content requirements for the Leadership Theory Paper. Note that one of the key requirements is to explain the foundational philosophical assumptions and principles of each of the selected leadership paradigms. In this written assignment, take one of the theories you selected for your Leadership Theory Paper (I selected Behavioural Theory, Transformational theory, AND Trait theory, please chose one ) and explain its foundational philosophical assumptions and principles.
You will submit a draft of this written assignment to the Writing Center for feedback in order to become familiar with this resource prior to submitting a draft of your final paper in Week 5. At the doctoral level, you should become accustomed to developing multiple drafts before submitting a complete paper to your instructor - the Writing Center's paper review option will be a great guide in this continuous improvement process. You will need to submit a draft of this written assignment by Day 3 of Week 3 so you that you have time to make changes and submit a completed paper to your instructor on Day 7.
As you prepare this written assignment for the course, please keep in mind that a successful final draft of any written assignment should be the product of brainstorming, outlining, and writing multiple drafts. Many of the assignments in this course are building blocks toward the final Leadership Theory paper, but it is important to keep in mind that you will need to continually revise your work using the feedback from your instructor as well as the Writing Center as you use these pieces to develop the final draft. University of the Rockies Writing Center is a great service for all students, offering 24/7 live chat support and a 24 hour feedback turnaround for papers and discussion posts. It is suggested that you submit a draft for the Writing Center for this paper, and required of you for the written assignments in Weeks 5 and 6. In addition, continue to leverage Grammarly and Turnitin as you build toward the final paper.
Point Value: 7 Points
Weekly Learning Outcome Alignment: 2
Course Learning Outcome Alignment: 5, 6
Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.
Grading RUBRIC:
Total Possible Score: 7.00
Identifies One Foundational Leadership Theory and Explains the History of the Theory, Including the Key Scholar(s) Responsible for the Theory’s Development
Total: 1.40
Distinguished - Identifies one foundational leadership theory and thoroughly explains the history of the theory, including the key scholar(s) responsible for the theory’s development.
Proficient - Identifies one foundational leadership theory and explains the history of the theory, including the key scholar(s) responsible for the theory’s development.
Basic - Identifies one foundational leadership theory and adequately explains th ...
Report #1 Checks and Balances After reading Chapter 2 of your t.docxaudeleypearl
Report #1: Checks and Balances
After reading Chapter 2 of your text, “The Constitution,” and watching the C-Span video “Checks and Balances: Intentions of the Founders” (link to the video below, it is about an hour and a half long), write a brief report. The report should contain three separate sections that address all the points in each question. Notice the expected word count for each section (exceeding the word count will not negatively affect your grade, but please try to stay within the range).
1. Based on your reading of Chapter 2 of the text, describe the major checks and balances in the Constitution that are intended to limit the power of each of the three branches of government. Be specific in indicating how each branch checks the others. (approximately 200-250 words)
2. According to the discussion in the video, what makes some people worry that these checks and balances are not as effective as they once were in limiting power (particularly the power of the president)? What possible reforms or changes might be needed to restore the balance of power among the branches? (approximately 200-250 words)
3. List and describe two points made during the discussion on the video concerning checks and balances that you found particularly interesting, novel, or insightful. (approximately 100-150 words)
Be careful not to plagiarize. If you want to quote directly from your book or from the video, do so by using quotation marks and by indicating the page number (if available). But try to do this sparingly and simply use your own words in addressing the questions.
In your writing, use an analytical tone that is free of your personal opinions. In other words, try to answer the questions in a straightforward and objective manner.
Link to the video: CSPAN Video on Checks and Balances
Article Critique Guidelines and Rubric
Overview
Articles are written to inform, misinform, influence, or misdirect, among other reasons. Sometimes they serve as nothing more than a vehicle for an author to
achieve fame, notoriety, and wealth. You should never take at face value the elements of any article you read, but you should be able to:
• Differentiate between fact and opinion
• Recognize and evaluate author bias and rhetoric
• Determine cause-and-effect relationships
• Determine accuracy and completeness of information presented
• Recognize logical fallacies and faulty reasoning
• Compare and contrast information and points of view
• Develop inferential skills
• Make judgments and draw logical conclusions
When writing an article critique, you will need to summarize, evaluate, and offer critical comment on the ideas and information that the author(s) presents in
the article.
Starting in Module Two, you are assigned two articles to read, which are located in Module Resources for that specific module. You have to select one of the two
articles and write a critique of it. In your paper, cite any and all information taken f ...
2BA300 Manager Interview AssignmentThis is a research pa.docxrhetttrevannion
2
BA300 Manager Interview Assignment
This is a research paper, so you need to approach it as just that. The point of this assignment is to demonstrate that you can complete research, and connect that research to the class material. In doing this, you will show that you understand and can explain the class material through the research. The research in this assignment is the information that you collect from the interview and shadowing experiences.
Complete the following steps to complete this project:
Step 1: Choose an interview and shadowing subject – This should be a person that:
1. Is currently a manager with employees that they manage,
2. You have access to for both the interview and shadowing, and
3. Agrees to allow you to interview and shadow them.
If you need a letter from the professor to gain their approval, please request one from the professor.
Step 2: Conduct your interview - Use the questions listed below for conducting your Manager Interview. You’ll want to take notes and, if possible, audio record the interview for use when you’re preparing your paper.
Step 3: Shadow your interviewee – spend at least 4 or more hours following the manager through their daily routine. Make notes during this time that focus on what the manager may or may not be doing well based on your opinion and the material from the class.
Step 4: After conducting your interview – prepare a 5-7-page paper that reports your findings from the interview. Think of the interview and shadowing as a primary source (like a book or research journal) to use to write your paper. You MUST clearly cover the following five points:
a. Summarize the manager’s responses to the questions.
b. Evaluate and compare the manager’s responses compared to textbook and lecture discussions.
c. What advice might you give to the manager in order to improve his/her performance?
d. What information most surprised you from the interview and was most useful to you?
e. Use the interview to identify lessons for doing management that you would keep in mind if you held a managerial position.
TIPS FOR WRITING YOUR PAPER:
DO:
DON’T:
1. Use subtopic titles to identify main topics or sections of the paper.
2. Use direct quotes from the interview/shadowing to emphasize and connect ideas, and to show that you completed both.
3. Make direct connections between the class topics and things identified in the interview/shadowing.
4. Use correct English words and grammar in your paper to make this a credible research paper.
5. Use correct paragraph structure, meaning that all sentences in a paragraph should support a topic sentence. If a sentence doesn’t support the topic sentence, that means that another paragraph is needed with a different topic sentence or the sentence should be deleted.
1. Write in the first person by using I, me, my, etc. This is a research paper, it’s about the interviewee and not about you.
2. Inject bias into your paper and make the research less credible by establishing a .
Criteria for Grading Organizational Development ProposalA.docxvanesaburnand
Criteria for Grading Organizational Development Proposal
A
B
C
F
Points Earned
Quality of Content
(55 pts)
Student demonstrated exceptional knowledge of relevant concepts and theories; all statements and opinions were supported by appropriate citations from the literature.
55 - 50 points
Student demonstrated satisfactory knowledge of relevant concepts and theories; most statements and opinions were supported by appropriate citations from the literature.
49 - 44 points
Student demonstrated less than satisfactory knowledge of relevant concepts and theories; some statements and opinions were not supported by appropriate citations from the literature.
43 - 39 points
Student demonstrated unsatisfactory knowledge of relevant concepts and theories; many statements and opinions were not supported by appropriate citations from the literature.
38 - 0 points
Comments
Quality of Research
(20 pts)
Student did an exceptional job of integrating course readings with additional research. Student cited more than the required number of references. Sources listed were all scholarly or practitioner journals from the last ten years.
20 - 18 points
Student did a satisfactory job of integrating course readings with additional research. Student cited the required number of references. Sources listed were primarily scholarly or practitioner journals from the last ten years.
17 – 16 points
Student did a less than satisfactory job of integrating course readings with additional research. Student may not have cited the required number of references. Some sources listed may not have been scholarly or practitioner journals from the last ten years.
15 - 14 points
Student did an inadequate job of integrating course readings with additional research. Student did not cite the required number of references. Many of the sources listed were not scholarly or practitioner journals from the last ten years.
13 – 0 points
Comments
Organization and Mechanics
(20 pts)
Student presented information in a logical sequence that was very easy to follow. Essay had no major spelling and/or grammar errors. The page length requirement was met.
20 – 18 points
Student presented information in a mostly logical sequence that was fairly easy follow. Essay had a few minor spelling and/or grammar errors. The page length requirement was met or may have been slightly exceeded.
17 – 16 points
Student presented information in a confusing sequence that was not easy to follow. Essay had several major spelling and/or grammar errors. The page length requirement may not have been met.
15 - 14 points
Student presented information in an illogical sequence that was difficult to follow. Essay had many spelling and/or grammar errors. The page length requirement was not met.
13 – 0 points
Comments
APA formatting
(5 pts)
All citations, quotations, and references were formatted correctly or contained only one or two minor errors.
5.0 – 4.5
Most citations, quotations, and ref.
The State and LocalParty Organizationscentury ago, man.docxjoshua2345678
The State and Local
Party Organizations
century ago, many party organizations were described as “machines,”
with the power to control city governments and mobilize large numbers
of activists. Just a few decades later, most of these machines were gone.
A variety of forces had drained the strength of state and local parties, and
most party organizations at the state and local levels were described as weak
and inactive. Since that time, party organizations have revived at all levels and
moved into the Internet age. State and local parties, in short, have been on a
wild ride during the past century—demonstrating how capable they are of
adapting to changes in the American political environment.
What difference does it make if a party organization is vibrant or weak?
As the Introduction to Part II noted, in many ways, the party organization is
the foundation of a political party. It gives the party a way to endure, despite
a changing cast of candidates and elected officeholders. More than the party
in government or the party identifiers, the party organizations are the keepers
of the parties’ brands—the unifying labels and ideas that give candidates a
shortcut in identifying themselves to voters and that give voters a means to
choose among candidates. Without this organization, a party becomes only an
unstable alliance of convenience among candidates and between candidates
and groups of voters—too changeable to accomplish the important work that
parties can perform in a democracy.
In this chapter, after considering how to measure “party strength,” we
will explore the reality of state and local party organizations as they adapt to
their environments. Next, we Will turn to the local party organizations, trac-
ing their path from the fabled political machines that dominated a number of
eastern and Midwestern cities beginning in the last half of the 1800s to the
fall and rise of local parties more recently. Finally, we will see how the state
parties grew from weakness to greater strength in the closing decades of the
twentieth century.
WHAT IS A “STRONG” PARTY?
How can a “strong” party be defined? Many researchers measure a party’s
Vigor by examining its organizational features. Stronger parties would have
50
*—_—_—_——LPARTII The Political Party as an Organization 49
of the political parties. They are the sector of the parties that can provide
continuity, even as the party’s candidates, elected officials, and identifiers
come and go. A strong party organization can hunt for the resources needed
for long-term election success and can present a united, persuasive approach
to issues. So the development of a stronger party organization can change the
character of politics and elections. In fact, as American party organizations
have become more robust in recent years, they have altered our politics in
ways ranging from campaign fund-raising to the nature of political debate.
Chapter 3 begins by exploring the party organizations closest to home: st.
The standard way to conduct quantitative content analyses prescribes.docxjoshua2345678
The standard way to conduct quantitative content analyses prescribes that the main researcher should ideally train other people, called “coders”, to “code” the media content the researcher is interested in analyzing in their study. In other words, ideally the main researcher trains other people how to record numerical information about the media content being studied. Why is this a necessary step in content analyses? Why not just have the main researcher “code” the media messages themselves? And relatedly, if there is more than one “coder” analyzing media content in a study, what is the purpose of collecting intercoder reliability data? What does intercoder reliability data do for the main researcher and their findings?
2 paragraphs
due tonight
.
The Star Spangled Banner was a poem written in 1814 during the Bat.docxjoshua2345678
The Star Spangled Banner
was a poem written in 1814 during the Battle of Baltimore in the War of 1812. It was adopted as the national anthem in the early 1900s. However, just this year, it has come under scrutiny as the author had been a slave owner and the words are believed by many to have racist undertones.
Choose
ONE
of the following topics below to write on
. Use appropriate academic language and argumentation. This is not for you to air any emotion or assumptions but for you to create an argument using research and concrete evidence for an informative position.
You should have an intro with a position statement (thesis) and two body paragraphs that address the prompt using historical detail AND explanation to why that detail answers your position. Your conclusion should be a summation of your evidence from your paper and position statement from the introduction.
1-1.5 pages max
Make an argument for another song to become our new national anthem that may better represent our current nation
. Be sure to include in your argument at least a portion of the lyrics of your chosen song and the background of the author.
.
The Sprit Catches You” Study Guide Ch. 11-13Give 3 details th.docxjoshua2345678
“The Sprit Catches You” Study Guide Ch. 11-13
Give 3 details that Fadiman includes that help us to understand the severity of Lia’s condition when “The Big One” is happening.
Why was Lia actually taken to Fresno? Why did her parents think she was taken to Fresno?
Which medical procedure after “The Big One” most distressed Nao Kao, and why?
What were the medical professionals’ expectations for Lia after her time in Fresno?
What happened the first time the Lees tried to flee to Thailand in 1976?
How did the Vietnamese and Pathet Lao treat the Hmong people that remained in Laos?
Explain the trouble with babies when Hmong families were walking to Thailand. How did they solve the problem?
What does Dave Schneider have to say about Lia’s condition back at MCMC?
What special thing did Foua do for the Hmong new year in 1986?
What is a Code X, and why did it happen?
BBA 311 SUPPLY CHAIN MANAGEMENT Task brief & rubrics
Midterm Assesment
The task is individual
The deliverable has to be a report: 2,500-3,000 words.
The weight is equivalent to 40% of the overall grade.
The report has to be delivered in Turnitin on the 21st of June, before 11.59 CEST. Harvard Referencing System has to be used.
Pick up one company from the following list
• Inditex
• VW Wolsfburg
• Starbucks
• Carrefour
• IKEA
• Inditex
• Unilever
• Nestle
• McDonald’s
• Nike
• H&M
• Amazon
• Samsung
1) Briefly describe the company (shareholders, products/services provided, sales figures, recent evolution) and identify its supply chain
2) Discuss how the selected company achieves a balance between Supply chain arrangements and consumer value
3) Identify their Supply Chain.
4) Describe each of the three parts of this SC
a. Supplies
b. Manufacturing or creation of services
c. Distribution channels
5) Make a critical analysis of each of them and of the supply chain as a whole
6) Discuss availability in logistics customer service and provide examples of the different ways to monitor the company’s performance in
availability.
Rubric
Exceptional
90-100
Good
80-89
Fair
70-79
Fail
<70
Knowledge &
understanding
(20%)
Student demonstrates clear
understanding of the Supply
Chain Management concepts
involved in the discussion
questions; Provide relevant
examples from Corporate
world to establish a connection
between practice and theory;
Free of grammatical or stylistic
errors
Student demonstrates fair
understanding of the Supply
Chain Management concepts
involved in the discussion
questions; Provide few
examples from Corporate world
to establish a connection
between practice and theory;
Few grammatical or stylistic
errors.
Student demonstrates few, if
any new ideas or connections;
summarize other postings;
Several grammatical or stylistic
errors.
Student demonstrates little or no
awareness of key concepts
required in the discussion
questions; .
The Stages of Change The stages of change are Preconte.docxjoshua2345678
The Stages of Change
The stages of change are:
Precontemplation (Not yet acknowledging that there is a problem behavior that needs to
be changed)
Contemplation (Acknowledging that there is a problem but not yet ready or sure of
wanting to make a change)
Preparation/Determination (Getting ready to change)
Action/Willpower (Changing behavior)
Maintenance (Maintaining the behavior change) and
Relapse (Returning to older behaviors and abandoning the new changes)
Stage One: Precontemplation
In the precontemplation stage, people are not thinking seriously about changing and are not
interested in any kind of help. People in this stage tend to defend their current bad habit(s) and do
not feel it is a problem. They may be defensive in the face of other people’s efforts to pressure
them to quit.
They do not focus their attention on quitting and tend not to discuss their bad habit with others. In
AA, this stage is called “denial,” but at Addiction Alternatives, we do not like to use that term.
Rather, we like to think that in this stage people just do not yet see themselves as having a
problem.
Are you in the precontemplation stage? No, because the fact that you are reading this shows that
you are already ready to consider that you may have a problem with one or more bad habits.
(Of course, you may be reading this because you have a loved one who is still in the pre-
contemplation stage. If this is the case, keep reading for suggestions about how you can help
others progress through their stages of change)
Stage Two: Contemplation
In the contemplation stage people are more aware of the personal consequences of their bad
habit and they spend time thinking about their problem. Although they are able to consider the
possibility of changing, they tend to be ambivalent about it.
In this stage, people are on a teeter-totter, weighing the pros and cons of quitting or modifying
their behavior. Although they think about the negative aspects of their bad habit and the positives
associated with giving it up (or reducing), they may doubt that the long-term benefits associated
with quitting will outweigh the short-term costs.
It might take as little as a couple weeks or as long as a lifetime to get through the contemplation
stage. (In fact, some people think and think and think about giving up their bad habit and may die
never having gotten beyond this stage)
On the plus side, people are more open to receiving information about their bad habit, and more
likely to actually use educational interventions and reflect on their own feelings and thoughts
concerning their bad habit.
Stage Three: Preparation/Determination
In the preparation/determination stage, people have made a commitment to make a change.
Their motivation for changing is reflected by statements such as: “I’ve got to do something about
this — this is serious. Something has to change. What can I do?”
This is sort of a .
The Staffing FunctionLearning ObjectivesAfter completi.docxjoshua2345678
The Staffing Function
Learning Objectives
After completing this chapter, you should be able to:
• View staffing as an organization-wide activity taking place in a complex legal environment.
• Design jobs and plan for future human resource requirements.
• Conduct employee placement in a manner that leads to quality hires.
• Maintain an effective work force through compensation policies and other staffing
activities.
• Explain how staffing is related to building careers and working with unions.
4
Shekhardino/iStock/Thinkstock
Introduction Chapter 4
4.1 Introduction
In Chapter 1, we defined management as the process that consists of a collection of techniques
used to lead the human resources in an organization to become productive. Notice that a key
element of that definition is the human resource component. The people who work in an organi-
zation are its most valuable resource, because they convert raw materials into finished products
and services, which help generate profits for the business. People also design products and make
decisions about when and how products and services are distributed to maximize organizational
effectiveness. People are often the most valuable asset of the organization. At the same time,
people can be the most expensive part of running a business and often pose the greatest chal-
lenges to effective management (Mathis & Jackson, 1997).
M A N A G E M E N T I N P R A C T I C E
Zappos.com—Strategic Staffing
Shoe stores lose one out of every three sales because the customer’s size is not in stock. This factor
explains some of the success and growth of online shoe sales. The online shoe market share has
reached over $3 billion. Zappos.com, which is an adaptation of the Spanish word for “shoe,” has
captured a 20% share of the overall shoe market. The organization has moved into sales of various
products beyond footwear, increasing sales and market awareness. New product lines include cloth-
ing, electronics, and accessories.
Nick Swinmurn founded Zappos.com in 1999 after spending a day walking in a mall looking for a
pair of shoes and being unable to find the pair he wanted. His first business concept was to create
an inventory so large that the odds of the customer finding exactly the right pair would be very
high. Zappos.com now maintains more than 4 million pairs of shoes in its inventory. The Zappos.
com business model dictates that key customer contacts are made via the phone center. If a cus-
tomer cannot locate the exact pair of shoes he or she wants, the center’s service representative will
direct the person to two or three other companies that might have the item. Each phone operator
is required to exhibit a consistently friendly, upbeat, and helpful demeanor. Zappos.com represents
a prime example of a company that
effectively completes the staffing
function. The overall mission for the
organization combines employee sat-
isfaction with customer satisfaction.
The quali.
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Excellent Good Satisfactory Needs Improvement PoorCategory 1.docxgitagrimston
Excellent Good Satisfactory Needs Improvement Poor
Category 10 9‐8 7‐5 4‐2 1‐0 Total
Title Page & Abstract All required information is included. No
extraneous information is included. An
accurate and concise description of the
literature review is provided, including
background, purpose, method, results and
conclusion.
All required information is
included. Some extraneous
information is included. The
abstract is a description of the
literature review, but is
sometimes unclear or wordy.
Some required information is
missing. Extraneous information
is included.The abstract is not a
good reflection of the literature
review. The abstract is
excessively wordy.
Required information missing.
The abstract is excessively
wordy and very difficult to
follow. The reader cannot
ascertain the description of the
literature review.
Title page present but the
abstract is not included.
/10
Organization The reader is guided smoothly through the
logically arranged paper.
The overall arrangement is logical
but is occasionally difficult to
follow.
Arrangement is less than clear,
or organization is clear but
some digressions,
Arrangement is unclear and/or
paper strays substantially from
topic
The arrangement of content
is haphazard and difficult to
follow.
/10
Category 20 19‐16 15‐12 11‐6 5‐0
Introduction
Clear overview of paper,
demonstrates importance of
topic.
Aim and scope are repeated and topic is
introduced, and rationale is explained.
Aim and scope are repeated and
topic is introduced. Rationale is
not explained.
Aim and scope are not
repeated. Topic is introduced
and rationale is explained.
Aim and scope is not repeated.
Topic is introduced and
rationale is explained.
Aim and scope are not
repeated. Topic is
introduced, but rationale is
not explained. /20
Category 30 29‐24 23‐17 16‐9 8‐0
Methodology At least five disciple specific articles published
since 2002 are included. All articles are relevant
to the topic. Identifies research methods and
connects them to proposed research problem.
Evidence of a comprehensive and systematic
search and selection of material. Wide use of
databases, experts, handbooks, and web
resources. Use of high quality sources, like
peerreviewed articles and empirical studies
(quantitative and qualitative). At least five
disciple specific articles published since 2002
are selected.
At least 5 discipline specific
articles. The connection between
the articles and some of the
topics are unclear. Research
methods reviewed but limited
link
made to proposed research
problem.Evidence of a broad
search and selection of material.
Consistent use of databases,
experts, handbooks, and web
resources.
Selection of high quality material,
like peer.
At least 5 discipline specific
articles. Evidence of a limited
search. Limited use of
databases, experts, handbooks,
and web resources.
A few well selected materials,
but mostly non‐sch ...
BUSM 4194 Leading for ChangeSemester 1, 2014Assessment Tas.docxhumphrieskalyn
BUSM 4194 Leading for Change
Semester 1, 2014
Assessment Task 1: Leadership Development Report
Writing instructions and Marking Rubric
This assessment task is a REPORT.
The RMIT College of Business requires you to use a particular style of writing which involves both the way the report is structured and the way that you acknowledge other people’s ideas used in your work.
The structuring of a report is very clearly described in the RMIT Study and Learning Centre Report Writing Skills Online Tutorial available on the BUSM4194 course Blackboard site
Your first step in preparing for this assessment task should be to complete this tutorial.
Investing time before you start writing will result in a better report.
Your second step should be mastering the art of referencing. There are many styles of referencing in use in different disciplines and geographical locations. You are required to use the RMIT Business Referencing System. This is available to you via the Library website, in your course site on myRMIT and is uploaded to the assessments folder in the BUSM 4194 course site. This is a 50 page document but reading it through will be enormously helpful for you in this and future assessment tasks.
Make sure that you can clearly distinguish the difference between an essay (page 28 of the document) and a report (page 36).
Remember: this current assessment task is a REPORT not an ESSAY.
The critical thinking element
We want you to be very comfortable with questioning everything you read and hear.
Anyone can remember facts and state other people’s views but a far more useful skill is to critically review what you read and hear and decide for yourself how reliable, accurate, applicable, contemporary, objective and fair it is.
In this report, your assessor will value the fact that you are able to see both benefits and deficiencies in a particular theory. Make sure you look through the critical thinking exercises in the course site to get a clear understanding of critical thinking!
How many references should I cite?
There is no right answer to this question because it all depends on what you write in your report. Some statements you make in your report will certainly need a reference to support them.
So, to determine how many references you need to cite, first (as described in the report writing tutorial) draw a mind map of ideas to go into your report and for each idea try to link it to a reference source.
How will the report be marked?
Your lecturers have already created a marking rubric that will be used to award you a mark out of 50 as the report comprises 50 of the overall 100 marks available in this course.
The rubric is reproduced over the page and will be used as a way of providing feedback to you on how you performed.
The most important thing about the rubric is that it DEFINES what you will be marked on. If you include additional material that is not mentioned in the rubric it will not attract any marks, if you forget to w ...
Intellectual DisabilityDiscuss the meanings of intelligence and .docxnormanibarber20063
Intellectual Disability
Discuss the meanings of intelligence and adaptive behavior with a teacher of students with intellectual disability (ID). Include discussion of the following questions:
1. What problems are associated with assessing students with ID?
2. What are the characteristics of the teacher's students with ID that result in eligibility for special education?
Write a summary and evaluation of the discussion in an essay of 1,000-1,250 words.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
Academic Instruction for Students with Moderate and Severe Intellectual Disabilities in Inclusive Classrooms
Read Chapters 3 and 6 in Academic Instruction for Students with Moderate and Severe Intellectual Disabilities in Inclusive Classrooms.
http://gcumedia.com/digital-resources/sage/2010/academic-instruction-for-students-with-moderate-and-severe-intellectual-disabilities-in-inclusive-classrooms_ebook_1e.php
Before Special Ed: How Pre-Referral Works
Read “Before Special Ed: How Pre-Referral
Works,” located on the GreatSchools website.
http://www.greatschools.org/gk/articles/pre-referral/
2. Children with an Intellectual Disability
Read "Children with an Intellectual Disability," located on the American Academy of Child & Adolescent Psychiatry website.
http://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/Facts_for_Families_Pages/Children_with_an_Intellectual_Disability_23.aspx
50.0 %Intelligence and Adaptive Behavior: Discuss the meanings of intelligence and adaptive behavior with a teacher of students with ID
Summary and evaluation of the discussion is irrelevant, and fails to incorporate one or both of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
Summary and evaluation of the discussion is underdeveloped, and incorporates one of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
Summary and evaluation of the discussion is adequate, and includes discussion of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
Summary and evaluation of the discussion is proficient, and includes discussion of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
Summary and evaluation of the discussion is relevant, and includes discussion of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
30.0 %Content Comprehension
Content is incomplete and omit.
BBA 3651, Leadership 1
Course Description
Leadership presents the importance of leadership in conjunction with various leadership traits, styles, and qualities.
Enhances the importance of having a vision, the motivation to lead, social motives in the workplace, levels of morality and
values, and the significance of empowerment for effective leadership. Topics include situational leadership, organizational
climate, moral dilemmas, personal integrity, servant leadership, participative management, human relations, high-
performance teams, diversity, cultural and interpersonal differences, workplace stress, performance management, and
organizational change.
Course Material(s)
No physical textbook is required; resources are integrated within the course.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Analyze the significance of the concept of leadership and the different leadership styles.
2. Distinguish between the importance of vision, the motive to lead, and organizational climate.
3. Explore various aspects of effective leadership, to include influence, follower motivation, and effective
followership.
4. Illustrate the role of ethics and values in guiding organizational behavior.
5. Articulate globalization and the resulting cultural implications of leadership, including unique considerations for
leading multicultural teams.
6. Analyze the role of leadership in decision-making processes that serve to establish an organizational climate
oriented to meet business goals.
7. Analyze methods used to appropriately manage groups and teams.
8. Evaluate different aspects of organizational change.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Each unit contains Reading Assignments from outside resources.
5. Suggested Reading: Suggested Readings are listed in the Unit III, IV, and VI-VIII study guides. Students are
encouraged to read the resources listed if the opportunity arises, but they will not be tested on their knowledge of
the Suggested Readings.
6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study.
7. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications
can be found in the Student Resources link listed in the Course Menu bar.
BBA 3651, Leadership
Course Syllabus
BBA 3651, Leadership 2
8. Unit Assignm ...
BLENDEDOLCU 400 Leadership Theory and Practice Lead.docxjasoninnes20
BLENDED
OLCU 400 Leadership Theory and Practice
Leadership Theories: Week Six Assessment Assignment and Rubric
Due Date: Submit within Week Six Assignments folder by Sunday (midnight)
Points Possible: 110
Directions:
Prepare and submit, through Turnitin, answers to three (3) of the four prompts listed below; extra credit will not be given for answering a fourth prompt.
Each prompt should be answered in a two-page double-spaced response (approximately 700 words). After answering three prompts, your final paper will be six double-spaced pages of appropriately 2100 words (excluding the Title page and References).
Guidelines:
In responding to each prompt, be certain to identify the prompt you are answering; comprehensively discuss and analyze the topic by responding to the posed prompts; include expert citations (such as from your textbook) to support your analysis and conclusions; use specific examples as evidence; submit two (2) double-spaced pages (approximately 700 words) for each prompt; and use complete sentences, correct spelling and grammar; adhere to APA standards.
Select and address three of the following prompts:
1. Select and analyze one of the following theories: Trait Approach, The Leadership Grid, Leader Member Exchange or Servant Leadership. In preparing your response, consider:
· Which leadership theory did you select and why?
· What are the key components of this leadership theory?
· What is the impact of this theory on the practice of leadership, followers and organizational results?
2. Select and analyze one of the following theories:Fiedler’s Model, Hersey and Blanchard’s Situational Leadership, Path-Goal Theory or Vroom-Jago Model. In preparing your response, consider:
· Which leadership theory did you select and why?
· What are the key components of this leadership theory?
· What is the impact of this theory on the practice of leadership, followers and organizational results?
3. Analyze the issue. What are the distinguishable differences between the two - Leadership and Management? (Consult your course texts)
· What is leadership?
· What is management and how does it differ from leadership?
· Why do organizations need leaders and/or managers?
4. Analyze the issue. What are the distinguishable differences between the two – Leaders and followers? (Consult your course texts)
· What is an effective follower?
· What similarities and differences exist between leadership and followership?
· How does the situation influence leader and follower effectiveness?
Paper
Credit earned for responding to 3 of the four prompts
Exemplary
Proficient
Developing
Emerging
No credit
Prompt 1: Discuss each leadership theory and its impact on leadership practice, followers and organizational results.
Trait Approach, The Leadership Grid, Leader-Member Exchange or Servant Leadership
30
Comprehensively discusses a leadership theory ...
BLENDEDOLCU 400 Leadership Theory and Practice Lead.docxrichardnorman90310
BLENDED
OLCU 400 Leadership Theory and Practice
Leadership Theories: Week Six Assessment Assignment and Rubric
Due Date: Submit within Week Six Assignments folder by Sunday (midnight)
Points Possible: 110
Directions:
Prepare and submit, through Turnitin, answers to three (3) of the four prompts listed below; extra credit will not be given for answering a fourth prompt.
Each prompt should be answered in a two-page double-spaced response (approximately 700 words). After answering three prompts, your final paper will be six double-spaced pages of appropriately 2100 words (excluding the Title page and References).
Guidelines:
In responding to each prompt, be certain to identify the prompt you are answering; comprehensively discuss and analyze the topic by responding to the posed prompts; include expert citations (such as from your textbook) to support your analysis and conclusions; use specific examples as evidence; submit two (2) double-spaced pages (approximately 700 words) for each prompt; and use complete sentences, correct spelling and grammar; adhere to APA standards.
Select and address three of the following prompts:
1. Select and analyze one of the following theories: Trait Approach, The Leadership Grid, Leader Member Exchange or Servant Leadership. In preparing your response, consider:
· Which leadership theory did you select and why?
· What are the key components of this leadership theory?
· What is the impact of this theory on the practice of leadership, followers and organizational results?
2. Select and analyze one of the following theories:Fiedler’s Model, Hersey and Blanchard’s Situational Leadership, Path-Goal Theory or Vroom-Jago Model. In preparing your response, consider:
· Which leadership theory did you select and why?
· What are the key components of this leadership theory?
· What is the impact of this theory on the practice of leadership, followers and organizational results?
3. Analyze the issue. What are the distinguishable differences between the two - Leadership and Management? (Consult your course texts)
· What is leadership?
· What is management and how does it differ from leadership?
· Why do organizations need leaders and/or managers?
4. Analyze the issue. What are the distinguishable differences between the two – Leaders and followers? (Consult your course texts)
· What is an effective follower?
· What similarities and differences exist between leadership and followership?
· How does the situation influence leader and follower effectiveness?
Paper
Credit earned for responding to 3 of the four prompts
Exemplary
Proficient
Developing
Emerging
No credit
Prompt 1: Discuss each leadership theory and its impact on leadership practice, followers and organizational results.
Trait Approach, The Leadership Grid, Leader-Member Exchange or Servant Leadership
30
Comprehensively discusses a leadership theory.
Signature Assignment 5 My Utopia Job Length .docxaryan532920
** Signature Assignment** 5:
My Utopia Job
Length: The guideline is 3 - 5 pages, double-spaced (Times Roman 12 font with standard 1” margins).
Due: Week 7 by Midnight Sunday night
Post: On-line, Week 7, Assignment 5
Addresses Learning Outcomes: 4 and 5. You may want to view this YouTube Video for some information:
http://www.youtube.com/watch?v=D-6jocg8Zyk You may also want to view this:
http://www.ted.com/talks/lang/en/daniel_goldstein_the_battle_between_your_present_and_futur e_self.html
Students may submit an outline week 6 to the instructor for comments.
Based upon:
1. What you have learned about yourself and your particular management strengths; 2. Two to
three of the most useful management techniques that have been offered in the text and in class
discussions;
3. What you have learned about the global marketplace.
Using the above three criterion, design your ideal position. The purpose of this paper is for students to take
management theories presented in this class and the text and apply them to themselves. Students are to identify
their own particular management strengths and to consider two to three of specific management tools offered in
this class. Students need to then apply that information and design and explain what they feel would be their
ideal work role and environment. This is going to be a personal paper that is backed up by the data from this
class.
This paper is to address the following questions:
• What are the student’s strengths?
• What management concept best fits with the student’s strengths?
• How would the management concepts in this class be utilized to create the utopia job for the student?
• Why would the proposed role and environment best fit the student’s strengths?
• What would be two to three specific boundaries, authority, role and tasks that would be a part of the
utopian job?
• How does this job fit in with the four responsibilities of management: Planning, Organizing,
Controlling and Leading?
Introduction (10%)
• Is there a clear “Purpose Statement”?
• Does the introduction explain what the paper is about – the main points of analysis?
• Does it give a quick overview of the three to five points of analysis?
Analysis (60%)
• Does the paper have three to five main points of analyzing how the organization did or did not
evolve as explained in the text on how the chosen organization did or did not follow the theories
presented?
• Does each of the main points have a citation back to the text with a page number and a direct (short –
3 to 5 words) quote? Conclusion (10%)
• Is the conclusion a clear and concise recap of the analysis?
http://www.youtube.com/watch?v=D-6jocg8Zyk
http://www.youtube.com/watch?v=D-6jocg8Zyk
http://www.ted.com/talks/lang/en/daniel_goldstein_the_battle_between_your_present_and_future_self.html
http://www.ted.com/talks/lang/en/daniel_goldstein_the_battle_between_y ...
Team Case and Action Plan –Short essay option Guide and .docxSANSKAR20
Team Case and Action Plan
–
Short essay option
Guide and Grading Rubric
Below you have the situation of troubled, diverse team which you have been just asked to manage. You decide how to approach the situation or problem.
Through a set of short-answer essay questions
identify how you would manage this situation as the leader.
Short answer essay
means that you review each question (listed later in the guide) and answer that question with several sentences to explain your answer.
For most of the questions, you are likely to structure your answer into 2 or more paragraphs, with one topic per paragraph to explain clearly and logically.
The Situation
You are the new leader of a 6-person team. The team all works out of a large medical device/pharmaceutical company in NJ. It is tasked with researching an implant/pump that can increase management of insulin release for Type 2 Diabetics.
If successful the project will be highly rewarded—not only will the team’s professionals be developing a profitable product for the company, but the device will be very beneficial to diabetics all over the world.
The team is made up of the following people:
John - 43 year old (Afro-American)
Julie - 51 year old (Chinese)
Jinsoo - 27 year old (Korean)
Darius - 32 year male (Iranian)
Harpreet - 30 year old female (Indian)
Tom - 33 year old (Irish)
And you, the new manager (your national culture)
Darius and Harpreet joined the team 3 months ago. The rest of the team has been together for more than 9 months. The team has been working on the implant pump that is due to be delivered in 45 days. You, as the leader, have a lot riding on this project, including a promotion.
Darius and Harpreet have unique skills and experience that require them to work together on a key part of your project however, they do not get along and have been bickering and complaining about each other for the last month or so. Today, Harpreet complained to you that Darius, as a Muslim, has been deliberately undermining her and does not respect her because she is a woman and a Hindu.
The rest of team knows of this tension and are distracted by the situation.
Your project is getting off schedule and the project deadline is now 45 days away.
SCHEDULE: See Assignment link introduction to this assignment.
SUBMIT to Turnitin before posting to assignment link.
Resource Materials
Hofstede Cultural Dimensions website:
http://geert-hofstede.com/countries.html
from LEO Course Content links:
·
Weekly Lecture Notes on Change
Also helpful:
·
Adler Chapter 5 (Multi-cultural teams) and Chapter 4 (Synergy)
·
Ader, Chapter 9 on Negotiation
You may research additional materials from the UMUC library or the web.
To format the assignment:
1.
Provide a cover page with assignment title, your name, course name, and date submitted.
2.
Copy each of the essay questions and its number onto your file document and then write your answer.
3.
Add a reference c.
RES710 v4Variables and Levels of MeasurementRES710 v4Page .docxheunice
RES/710 v4
Variables and Levels of Measurement
RES/710 v4
Page 3 of 3
Variables and Levels of Measurement
Define the IV and DV and level of measurement in the following examples.
Specifically note whether the variables are nominal, ordinal, interval, or ratio along with IV and DV, using the following table.
Example
Independent Variable
Dependent Variable
Levels of Measurement
Nominal, Ordinal, Interval, or Ratio?
What is the difference between PTSD avoidance symptom severity post scores of critical illness survivors who receive nurse-initiated diaries during hospitalization and critical illness survivors who do not receive nurse-initiated diaries during hospitalization at a large military medical center in the Pacific Region?
Do males and females differ on their level of math anxiety?
There is no significant difference among students who manifests high, moderate, and low achievement motivation with regards to their mathematics performance.
Gender has no significant influence on students' achievement motivation and attitude with regards to their Mathematics performance.
To what extent does an administrator’s knowledge of eminent domain law contribute to his or her use of eminent domain for economic development?
People who are clinically depressed will have different sleep patterns than those who are not clinically depressed.
In routine office work, the introduction of a four-day work week will lead to higher productivity among millennials.
Does weight and blood pressure affect sleep efficiency in elder adults?
Does Melatonin 1 mg and Melatonin 5 mg have the same effect on sleep patterns in HIV-positive individuals?
Is teacher effectiveness, as a measure of professionalism, higher for schools that have implemented sustained Professional Learning Communities (PLCs) than those schools that have not implemented sustained PLCs?
Copyright 2020 by University of Phoenix. All rights reserved.
Copyright 2020 by University of Phoenix. All rights reserved.
OL 665 Milestone Two Guidelines and Rubric
Overview: Not-for-profit organizations need inspirational leadership to assist them in achieving their missions and reaching their altruistic goals. In addition,
good communication practices promote positive public relations and attract supporters.
Prompt: Analyze the leadership strategies and communication practices of the not-for-profit organization on which you will perform your strategic analysis.
Specifically, the following critical elements must be addressed:
I. Introduction: Write an introduction to your paper that includes a hook and a controlling idea (thesis). The introduction should generate interest and let
the reader know what to expect in the paper.
II. Analysis:
a. Leadership:
i. Discuss the specific board structure present in your chosen organization, explaining the benefits of this structure.
ii. Discuss the current management strategies for recruiting, utilizing, .
RES710 v4Variables and Levels of MeasurementRES710 v4Page .docxaudeleypearl
RES/710 v4
Variables and Levels of Measurement
RES/710 v4
Page 3 of 3
Variables and Levels of Measurement
Define the IV and DV and level of measurement in the following examples.
Specifically note whether the variables are nominal, ordinal, interval, or ratio along with IV and DV, using the following table.
Example
Independent Variable
Dependent Variable
Levels of Measurement
Nominal, Ordinal, Interval, or Ratio?
What is the difference between PTSD avoidance symptom severity post scores of critical illness survivors who receive nurse-initiated diaries during hospitalization and critical illness survivors who do not receive nurse-initiated diaries during hospitalization at a large military medical center in the Pacific Region?
Do males and females differ on their level of math anxiety?
There is no significant difference among students who manifests high, moderate, and low achievement motivation with regards to their mathematics performance.
Gender has no significant influence on students' achievement motivation and attitude with regards to their Mathematics performance.
To what extent does an administrator’s knowledge of eminent domain law contribute to his or her use of eminent domain for economic development?
People who are clinically depressed will have different sleep patterns than those who are not clinically depressed.
In routine office work, the introduction of a four-day work week will lead to higher productivity among millennials.
Does weight and blood pressure affect sleep efficiency in elder adults?
Does Melatonin 1 mg and Melatonin 5 mg have the same effect on sleep patterns in HIV-positive individuals?
Is teacher effectiveness, as a measure of professionalism, higher for schools that have implemented sustained Professional Learning Communities (PLCs) than those schools that have not implemented sustained PLCs?
Copyright 2020 by University of Phoenix. All rights reserved.
Copyright 2020 by University of Phoenix. All rights reserved.
OL 665 Milestone Two Guidelines and Rubric
Overview: Not-for-profit organizations need inspirational leadership to assist them in achieving their missions and reaching their altruistic goals. In addition,
good communication practices promote positive public relations and attract supporters.
Prompt: Analyze the leadership strategies and communication practices of the not-for-profit organization on which you will perform your strategic analysis.
Specifically, the following critical elements must be addressed:
I. Introduction: Write an introduction to your paper that includes a hook and a controlling idea (thesis). The introduction should generate interest and let
the reader know what to expect in the paper.
II. Analysis:
a. Leadership:
i. Discuss the specific board structure present in your chosen organization, explaining the benefits of this structure.
ii. Discuss the current management strategies for recruiting, utilizing, ...
Asssignment 1Leadership Theory Paper Milestone #2 Assessing S.docxcockekeshia
Asssignment 1
Leadership Theory Paper Milestone #2: Assessing Strengths & Limitations
Review the content requirements for the Leadership Theory Paper. Note that one of the key requirements is to explain the foundational philosophical assumptions and principles of each of the selected leadership paradigms. In this written assignment, take one of the theories you selected for your Leadership Theory Paper (I selected Behavioural Theory, Transformational theory, AND Trait theory, please chose one ) and explain its foundational philosophical assumptions and principles.
You will submit a draft of this written assignment to the Writing Center for feedback in order to become familiar with this resource prior to submitting a draft of your final paper in Week 5. At the doctoral level, you should become accustomed to developing multiple drafts before submitting a complete paper to your instructor - the Writing Center's paper review option will be a great guide in this continuous improvement process. You will need to submit a draft of this written assignment by Day 3 of Week 3 so you that you have time to make changes and submit a completed paper to your instructor on Day 7.
As you prepare this written assignment for the course, please keep in mind that a successful final draft of any written assignment should be the product of brainstorming, outlining, and writing multiple drafts. Many of the assignments in this course are building blocks toward the final Leadership Theory paper, but it is important to keep in mind that you will need to continually revise your work using the feedback from your instructor as well as the Writing Center as you use these pieces to develop the final draft. University of the Rockies Writing Center is a great service for all students, offering 24/7 live chat support and a 24 hour feedback turnaround for papers and discussion posts. It is suggested that you submit a draft for the Writing Center for this paper, and required of you for the written assignments in Weeks 5 and 6. In addition, continue to leverage Grammarly and Turnitin as you build toward the final paper.
Point Value: 7 Points
Weekly Learning Outcome Alignment: 2
Course Learning Outcome Alignment: 5, 6
Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.
Grading RUBRIC:
Total Possible Score: 7.00
Identifies One Foundational Leadership Theory and Explains the History of the Theory, Including the Key Scholar(s) Responsible for the Theory’s Development
Total: 1.40
Distinguished - Identifies one foundational leadership theory and thoroughly explains the history of the theory, including the key scholar(s) responsible for the theory’s development.
Proficient - Identifies one foundational leadership theory and explains the history of the theory, including the key scholar(s) responsible for the theory’s development.
Basic - Identifies one foundational leadership theory and adequately explains th.
Asssignment 1Leadership Theory Paper Milestone #2 Assessing S.docxjasoninnes20
Asssignment 1
Leadership Theory Paper Milestone #2: Assessing Strengths & Limitations
Review the content requirements for the Leadership Theory Paper. Note that one of the key requirements is to explain the foundational philosophical assumptions and principles of each of the selected leadership paradigms. In this written assignment, take one of the theories you selected for your Leadership Theory Paper (I selected Behavioural Theory, Transformational theory, AND Trait theory, please chose one ) and explain its foundational philosophical assumptions and principles.
You will submit a draft of this written assignment to the Writing Center for feedback in order to become familiar with this resource prior to submitting a draft of your final paper in Week 5. At the doctoral level, you should become accustomed to developing multiple drafts before submitting a complete paper to your instructor - the Writing Center's paper review option will be a great guide in this continuous improvement process. You will need to submit a draft of this written assignment by Day 3 of Week 3 so you that you have time to make changes and submit a completed paper to your instructor on Day 7.
As you prepare this written assignment for the course, please keep in mind that a successful final draft of any written assignment should be the product of brainstorming, outlining, and writing multiple drafts. Many of the assignments in this course are building blocks toward the final Leadership Theory paper, but it is important to keep in mind that you will need to continually revise your work using the feedback from your instructor as well as the Writing Center as you use these pieces to develop the final draft. University of the Rockies Writing Center is a great service for all students, offering 24/7 live chat support and a 24 hour feedback turnaround for papers and discussion posts. It is suggested that you submit a draft for the Writing Center for this paper, and required of you for the written assignments in Weeks 5 and 6. In addition, continue to leverage Grammarly and Turnitin as you build toward the final paper.
Point Value: 7 Points
Weekly Learning Outcome Alignment: 2
Course Learning Outcome Alignment: 5, 6
Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.
Grading RUBRIC:
Total Possible Score: 7.00
Identifies One Foundational Leadership Theory and Explains the History of the Theory, Including the Key Scholar(s) Responsible for the Theory’s Development
Total: 1.40
Distinguished - Identifies one foundational leadership theory and thoroughly explains the history of the theory, including the key scholar(s) responsible for the theory’s development.
Proficient - Identifies one foundational leadership theory and explains the history of the theory, including the key scholar(s) responsible for the theory’s development.
Basic - Identifies one foundational leadership theory and adequately explains th ...
Report #1 Checks and Balances After reading Chapter 2 of your t.docxaudeleypearl
Report #1: Checks and Balances
After reading Chapter 2 of your text, “The Constitution,” and watching the C-Span video “Checks and Balances: Intentions of the Founders” (link to the video below, it is about an hour and a half long), write a brief report. The report should contain three separate sections that address all the points in each question. Notice the expected word count for each section (exceeding the word count will not negatively affect your grade, but please try to stay within the range).
1. Based on your reading of Chapter 2 of the text, describe the major checks and balances in the Constitution that are intended to limit the power of each of the three branches of government. Be specific in indicating how each branch checks the others. (approximately 200-250 words)
2. According to the discussion in the video, what makes some people worry that these checks and balances are not as effective as they once were in limiting power (particularly the power of the president)? What possible reforms or changes might be needed to restore the balance of power among the branches? (approximately 200-250 words)
3. List and describe two points made during the discussion on the video concerning checks and balances that you found particularly interesting, novel, or insightful. (approximately 100-150 words)
Be careful not to plagiarize. If you want to quote directly from your book or from the video, do so by using quotation marks and by indicating the page number (if available). But try to do this sparingly and simply use your own words in addressing the questions.
In your writing, use an analytical tone that is free of your personal opinions. In other words, try to answer the questions in a straightforward and objective manner.
Link to the video: CSPAN Video on Checks and Balances
Article Critique Guidelines and Rubric
Overview
Articles are written to inform, misinform, influence, or misdirect, among other reasons. Sometimes they serve as nothing more than a vehicle for an author to
achieve fame, notoriety, and wealth. You should never take at face value the elements of any article you read, but you should be able to:
• Differentiate between fact and opinion
• Recognize and evaluate author bias and rhetoric
• Determine cause-and-effect relationships
• Determine accuracy and completeness of information presented
• Recognize logical fallacies and faulty reasoning
• Compare and contrast information and points of view
• Develop inferential skills
• Make judgments and draw logical conclusions
When writing an article critique, you will need to summarize, evaluate, and offer critical comment on the ideas and information that the author(s) presents in
the article.
Starting in Module Two, you are assigned two articles to read, which are located in Module Resources for that specific module. You have to select one of the two
articles and write a critique of it. In your paper, cite any and all information taken f ...
2BA300 Manager Interview AssignmentThis is a research pa.docxrhetttrevannion
2
BA300 Manager Interview Assignment
This is a research paper, so you need to approach it as just that. The point of this assignment is to demonstrate that you can complete research, and connect that research to the class material. In doing this, you will show that you understand and can explain the class material through the research. The research in this assignment is the information that you collect from the interview and shadowing experiences.
Complete the following steps to complete this project:
Step 1: Choose an interview and shadowing subject – This should be a person that:
1. Is currently a manager with employees that they manage,
2. You have access to for both the interview and shadowing, and
3. Agrees to allow you to interview and shadow them.
If you need a letter from the professor to gain their approval, please request one from the professor.
Step 2: Conduct your interview - Use the questions listed below for conducting your Manager Interview. You’ll want to take notes and, if possible, audio record the interview for use when you’re preparing your paper.
Step 3: Shadow your interviewee – spend at least 4 or more hours following the manager through their daily routine. Make notes during this time that focus on what the manager may or may not be doing well based on your opinion and the material from the class.
Step 4: After conducting your interview – prepare a 5-7-page paper that reports your findings from the interview. Think of the interview and shadowing as a primary source (like a book or research journal) to use to write your paper. You MUST clearly cover the following five points:
a. Summarize the manager’s responses to the questions.
b. Evaluate and compare the manager’s responses compared to textbook and lecture discussions.
c. What advice might you give to the manager in order to improve his/her performance?
d. What information most surprised you from the interview and was most useful to you?
e. Use the interview to identify lessons for doing management that you would keep in mind if you held a managerial position.
TIPS FOR WRITING YOUR PAPER:
DO:
DON’T:
1. Use subtopic titles to identify main topics or sections of the paper.
2. Use direct quotes from the interview/shadowing to emphasize and connect ideas, and to show that you completed both.
3. Make direct connections between the class topics and things identified in the interview/shadowing.
4. Use correct English words and grammar in your paper to make this a credible research paper.
5. Use correct paragraph structure, meaning that all sentences in a paragraph should support a topic sentence. If a sentence doesn’t support the topic sentence, that means that another paragraph is needed with a different topic sentence or the sentence should be deleted.
1. Write in the first person by using I, me, my, etc. This is a research paper, it’s about the interviewee and not about you.
2. Inject bias into your paper and make the research less credible by establishing a .
Criteria for Grading Organizational Development ProposalA.docxvanesaburnand
Criteria for Grading Organizational Development Proposal
A
B
C
F
Points Earned
Quality of Content
(55 pts)
Student demonstrated exceptional knowledge of relevant concepts and theories; all statements and opinions were supported by appropriate citations from the literature.
55 - 50 points
Student demonstrated satisfactory knowledge of relevant concepts and theories; most statements and opinions were supported by appropriate citations from the literature.
49 - 44 points
Student demonstrated less than satisfactory knowledge of relevant concepts and theories; some statements and opinions were not supported by appropriate citations from the literature.
43 - 39 points
Student demonstrated unsatisfactory knowledge of relevant concepts and theories; many statements and opinions were not supported by appropriate citations from the literature.
38 - 0 points
Comments
Quality of Research
(20 pts)
Student did an exceptional job of integrating course readings with additional research. Student cited more than the required number of references. Sources listed were all scholarly or practitioner journals from the last ten years.
20 - 18 points
Student did a satisfactory job of integrating course readings with additional research. Student cited the required number of references. Sources listed were primarily scholarly or practitioner journals from the last ten years.
17 – 16 points
Student did a less than satisfactory job of integrating course readings with additional research. Student may not have cited the required number of references. Some sources listed may not have been scholarly or practitioner journals from the last ten years.
15 - 14 points
Student did an inadequate job of integrating course readings with additional research. Student did not cite the required number of references. Many of the sources listed were not scholarly or practitioner journals from the last ten years.
13 – 0 points
Comments
Organization and Mechanics
(20 pts)
Student presented information in a logical sequence that was very easy to follow. Essay had no major spelling and/or grammar errors. The page length requirement was met.
20 – 18 points
Student presented information in a mostly logical sequence that was fairly easy follow. Essay had a few minor spelling and/or grammar errors. The page length requirement was met or may have been slightly exceeded.
17 – 16 points
Student presented information in a confusing sequence that was not easy to follow. Essay had several major spelling and/or grammar errors. The page length requirement may not have been met.
15 - 14 points
Student presented information in an illogical sequence that was difficult to follow. Essay had many spelling and/or grammar errors. The page length requirement was not met.
13 – 0 points
Comments
APA formatting
(5 pts)
All citations, quotations, and references were formatted correctly or contained only one or two minor errors.
5.0 – 4.5
Most citations, quotations, and ref.
Similar to The scientific method allows us to pose questions, test questions,.docx (16)
The State and LocalParty Organizationscentury ago, man.docxjoshua2345678
The State and Local
Party Organizations
century ago, many party organizations were described as “machines,”
with the power to control city governments and mobilize large numbers
of activists. Just a few decades later, most of these machines were gone.
A variety of forces had drained the strength of state and local parties, and
most party organizations at the state and local levels were described as weak
and inactive. Since that time, party organizations have revived at all levels and
moved into the Internet age. State and local parties, in short, have been on a
wild ride during the past century—demonstrating how capable they are of
adapting to changes in the American political environment.
What difference does it make if a party organization is vibrant or weak?
As the Introduction to Part II noted, in many ways, the party organization is
the foundation of a political party. It gives the party a way to endure, despite
a changing cast of candidates and elected officeholders. More than the party
in government or the party identifiers, the party organizations are the keepers
of the parties’ brands—the unifying labels and ideas that give candidates a
shortcut in identifying themselves to voters and that give voters a means to
choose among candidates. Without this organization, a party becomes only an
unstable alliance of convenience among candidates and between candidates
and groups of voters—too changeable to accomplish the important work that
parties can perform in a democracy.
In this chapter, after considering how to measure “party strength,” we
will explore the reality of state and local party organizations as they adapt to
their environments. Next, we Will turn to the local party organizations, trac-
ing their path from the fabled political machines that dominated a number of
eastern and Midwestern cities beginning in the last half of the 1800s to the
fall and rise of local parties more recently. Finally, we will see how the state
parties grew from weakness to greater strength in the closing decades of the
twentieth century.
WHAT IS A “STRONG” PARTY?
How can a “strong” party be defined? Many researchers measure a party’s
Vigor by examining its organizational features. Stronger parties would have
50
*—_—_—_——LPARTII The Political Party as an Organization 49
of the political parties. They are the sector of the parties that can provide
continuity, even as the party’s candidates, elected officials, and identifiers
come and go. A strong party organization can hunt for the resources needed
for long-term election success and can present a united, persuasive approach
to issues. So the development of a stronger party organization can change the
character of politics and elections. In fact, as American party organizations
have become more robust in recent years, they have altered our politics in
ways ranging from campaign fund-raising to the nature of political debate.
Chapter 3 begins by exploring the party organizations closest to home: st.
The standard way to conduct quantitative content analyses prescribes.docxjoshua2345678
The standard way to conduct quantitative content analyses prescribes that the main researcher should ideally train other people, called “coders”, to “code” the media content the researcher is interested in analyzing in their study. In other words, ideally the main researcher trains other people how to record numerical information about the media content being studied. Why is this a necessary step in content analyses? Why not just have the main researcher “code” the media messages themselves? And relatedly, if there is more than one “coder” analyzing media content in a study, what is the purpose of collecting intercoder reliability data? What does intercoder reliability data do for the main researcher and their findings?
2 paragraphs
due tonight
.
The Star Spangled Banner was a poem written in 1814 during the Bat.docxjoshua2345678
The Star Spangled Banner
was a poem written in 1814 during the Battle of Baltimore in the War of 1812. It was adopted as the national anthem in the early 1900s. However, just this year, it has come under scrutiny as the author had been a slave owner and the words are believed by many to have racist undertones.
Choose
ONE
of the following topics below to write on
. Use appropriate academic language and argumentation. This is not for you to air any emotion or assumptions but for you to create an argument using research and concrete evidence for an informative position.
You should have an intro with a position statement (thesis) and two body paragraphs that address the prompt using historical detail AND explanation to why that detail answers your position. Your conclusion should be a summation of your evidence from your paper and position statement from the introduction.
1-1.5 pages max
Make an argument for another song to become our new national anthem that may better represent our current nation
. Be sure to include in your argument at least a portion of the lyrics of your chosen song and the background of the author.
.
The Sprit Catches You” Study Guide Ch. 11-13Give 3 details th.docxjoshua2345678
“The Sprit Catches You” Study Guide Ch. 11-13
Give 3 details that Fadiman includes that help us to understand the severity of Lia’s condition when “The Big One” is happening.
Why was Lia actually taken to Fresno? Why did her parents think she was taken to Fresno?
Which medical procedure after “The Big One” most distressed Nao Kao, and why?
What were the medical professionals’ expectations for Lia after her time in Fresno?
What happened the first time the Lees tried to flee to Thailand in 1976?
How did the Vietnamese and Pathet Lao treat the Hmong people that remained in Laos?
Explain the trouble with babies when Hmong families were walking to Thailand. How did they solve the problem?
What does Dave Schneider have to say about Lia’s condition back at MCMC?
What special thing did Foua do for the Hmong new year in 1986?
What is a Code X, and why did it happen?
BBA 311 SUPPLY CHAIN MANAGEMENT Task brief & rubrics
Midterm Assesment
The task is individual
The deliverable has to be a report: 2,500-3,000 words.
The weight is equivalent to 40% of the overall grade.
The report has to be delivered in Turnitin on the 21st of June, before 11.59 CEST. Harvard Referencing System has to be used.
Pick up one company from the following list
• Inditex
• VW Wolsfburg
• Starbucks
• Carrefour
• IKEA
• Inditex
• Unilever
• Nestle
• McDonald’s
• Nike
• H&M
• Amazon
• Samsung
1) Briefly describe the company (shareholders, products/services provided, sales figures, recent evolution) and identify its supply chain
2) Discuss how the selected company achieves a balance between Supply chain arrangements and consumer value
3) Identify their Supply Chain.
4) Describe each of the three parts of this SC
a. Supplies
b. Manufacturing or creation of services
c. Distribution channels
5) Make a critical analysis of each of them and of the supply chain as a whole
6) Discuss availability in logistics customer service and provide examples of the different ways to monitor the company’s performance in
availability.
Rubric
Exceptional
90-100
Good
80-89
Fair
70-79
Fail
<70
Knowledge &
understanding
(20%)
Student demonstrates clear
understanding of the Supply
Chain Management concepts
involved in the discussion
questions; Provide relevant
examples from Corporate
world to establish a connection
between practice and theory;
Free of grammatical or stylistic
errors
Student demonstrates fair
understanding of the Supply
Chain Management concepts
involved in the discussion
questions; Provide few
examples from Corporate world
to establish a connection
between practice and theory;
Few grammatical or stylistic
errors.
Student demonstrates few, if
any new ideas or connections;
summarize other postings;
Several grammatical or stylistic
errors.
Student demonstrates little or no
awareness of key concepts
required in the discussion
questions; .
The Stages of Change The stages of change are Preconte.docxjoshua2345678
The Stages of Change
The stages of change are:
Precontemplation (Not yet acknowledging that there is a problem behavior that needs to
be changed)
Contemplation (Acknowledging that there is a problem but not yet ready or sure of
wanting to make a change)
Preparation/Determination (Getting ready to change)
Action/Willpower (Changing behavior)
Maintenance (Maintaining the behavior change) and
Relapse (Returning to older behaviors and abandoning the new changes)
Stage One: Precontemplation
In the precontemplation stage, people are not thinking seriously about changing and are not
interested in any kind of help. People in this stage tend to defend their current bad habit(s) and do
not feel it is a problem. They may be defensive in the face of other people’s efforts to pressure
them to quit.
They do not focus their attention on quitting and tend not to discuss their bad habit with others. In
AA, this stage is called “denial,” but at Addiction Alternatives, we do not like to use that term.
Rather, we like to think that in this stage people just do not yet see themselves as having a
problem.
Are you in the precontemplation stage? No, because the fact that you are reading this shows that
you are already ready to consider that you may have a problem with one or more bad habits.
(Of course, you may be reading this because you have a loved one who is still in the pre-
contemplation stage. If this is the case, keep reading for suggestions about how you can help
others progress through their stages of change)
Stage Two: Contemplation
In the contemplation stage people are more aware of the personal consequences of their bad
habit and they spend time thinking about their problem. Although they are able to consider the
possibility of changing, they tend to be ambivalent about it.
In this stage, people are on a teeter-totter, weighing the pros and cons of quitting or modifying
their behavior. Although they think about the negative aspects of their bad habit and the positives
associated with giving it up (or reducing), they may doubt that the long-term benefits associated
with quitting will outweigh the short-term costs.
It might take as little as a couple weeks or as long as a lifetime to get through the contemplation
stage. (In fact, some people think and think and think about giving up their bad habit and may die
never having gotten beyond this stage)
On the plus side, people are more open to receiving information about their bad habit, and more
likely to actually use educational interventions and reflect on their own feelings and thoughts
concerning their bad habit.
Stage Three: Preparation/Determination
In the preparation/determination stage, people have made a commitment to make a change.
Their motivation for changing is reflected by statements such as: “I’ve got to do something about
this — this is serious. Something has to change. What can I do?”
This is sort of a .
The Staffing FunctionLearning ObjectivesAfter completi.docxjoshua2345678
The Staffing Function
Learning Objectives
After completing this chapter, you should be able to:
• View staffing as an organization-wide activity taking place in a complex legal environment.
• Design jobs and plan for future human resource requirements.
• Conduct employee placement in a manner that leads to quality hires.
• Maintain an effective work force through compensation policies and other staffing
activities.
• Explain how staffing is related to building careers and working with unions.
4
Shekhardino/iStock/Thinkstock
Introduction Chapter 4
4.1 Introduction
In Chapter 1, we defined management as the process that consists of a collection of techniques
used to lead the human resources in an organization to become productive. Notice that a key
element of that definition is the human resource component. The people who work in an organi-
zation are its most valuable resource, because they convert raw materials into finished products
and services, which help generate profits for the business. People also design products and make
decisions about when and how products and services are distributed to maximize organizational
effectiveness. People are often the most valuable asset of the organization. At the same time,
people can be the most expensive part of running a business and often pose the greatest chal-
lenges to effective management (Mathis & Jackson, 1997).
M A N A G E M E N T I N P R A C T I C E
Zappos.com—Strategic Staffing
Shoe stores lose one out of every three sales because the customer’s size is not in stock. This factor
explains some of the success and growth of online shoe sales. The online shoe market share has
reached over $3 billion. Zappos.com, which is an adaptation of the Spanish word for “shoe,” has
captured a 20% share of the overall shoe market. The organization has moved into sales of various
products beyond footwear, increasing sales and market awareness. New product lines include cloth-
ing, electronics, and accessories.
Nick Swinmurn founded Zappos.com in 1999 after spending a day walking in a mall looking for a
pair of shoes and being unable to find the pair he wanted. His first business concept was to create
an inventory so large that the odds of the customer finding exactly the right pair would be very
high. Zappos.com now maintains more than 4 million pairs of shoes in its inventory. The Zappos.
com business model dictates that key customer contacts are made via the phone center. If a cus-
tomer cannot locate the exact pair of shoes he or she wants, the center’s service representative will
direct the person to two or three other companies that might have the item. Each phone operator
is required to exhibit a consistently friendly, upbeat, and helpful demeanor. Zappos.com represents
a prime example of a company that
effectively completes the staffing
function. The overall mission for the
organization combines employee sat-
isfaction with customer satisfaction.
The quali.
The Spread of New Ways in Eurasia, 200 CE to 1000 CERequired Rea.docxjoshua2345678
The Spread of New Ways in Eurasia, 200 CE to 1000 CE
Required Reading
We will all read Chapter 4 in The Human Journey as well as other readings and videos specific to the Discussion Board topic you choose. Those readings can be found in the Discussion Board itself. To access the required reading, click on the Discussion Board link below and then on the Week Three Discussion 1 link.
There are two topics for each Discussion Board this week but you only write on one topic. It should take you about a day to read the materials for a Discussion Board. To help you follow what is happening historically to whom by whom and where, be sure to consult the time lines at the start of each chapter and the maps printed throughout the book. They will help orient you to the main developments we are studying.
At the end of the module, students should be able to:
· Explain "southernization"
· Compare and contrast the rise and spread of the world's major salvation religions
· Analyze the role of "Silk Roads" in facilitating the transfer of ideas and material goods across Eurasia
Lecture Notes and Key Terms
Lecture Notes from the Instructor
Rome After People
The Roman Empire had its continuation in the east as the Byzantine Empire. But in the west, Europe was shattered by the destruction of Roman institutions. It literally crumbled as people vacated the dying or destroyed urban centers and fled to the country and simpler rural lifeways.
In onsite classes, I like to show the History Channel program called Life After People to demonstrate what it must have felt like to watch a sophisticated complex urban civilization devolve back to nature in the post-classical era. It uses Computer-Generated Imaging to show that, in a scenario where people are removed, time destroys the icons of our complex industrial civilization. Vines tear apart skyscrapers and algae clogs Hoover Dam. The lights go out and nature and wildlife cover the urban landscape.You can rent or stream this video from Netflix.
Rome’s collapse sent Europe backward into a simpler, non-urbanized period. Imagine all the complexities of urban life that we’ve discussed – diversified roles, complex religions and rituals, and levels of classism from elites to slaves – falling apart. The population of the City of Rome itself was reduced from about 1 million to around 10,000.
Without slaves and overseers to maintain baths, theaters, aqueducts and other public amenities of urban Roman life all over Europe, these structures and the customs associated with them fell to ruin. Even literacy and theoretical knowledge fell by the wayside. Historians called it the “Dark Ages” because of an absence of writing from this period to “illuminate” for us what happened then.
Janet Abu-Lughod in her book, Before European Hegemony, paints a picture of Europe as a virtual backwater in the post-classical period. Not so the rest of the Old World! Trade and commerce, exchange of ideas, language, and culture, and a steady stream of.
The SpillDiscussion Questions1. At what level of managemen.docxjoshua2345678
The Spill
Discussion Questions
1. At what level of management (Strategic, Tactical, or Operational) is the breakdown at BP? Explain.
2. What is BP’s culture and values? Explain.
3. Are BP’s executives leading by example? Explain.
4. What were the ramifications of cost cutting for BP? Explain.
5. What are some Strengths, Weaknesses, Opportunities, and Threats (SWOT) for BP? Explain.
6. How would you explain BP’s Crisis Planning? Explain.
.
The St. Clare Hospital was founded in 1988. In the past few years, t.docxjoshua2345678
The St. Clare Hospital was founded in 1988. In the past few years, the revenues have dropped steadily to a point where CEO James Edwards is considering cost control to improve the organization’s bottom line. Mr. Edwards understands physicians play a critical role in controlling cost, but they do not have a great interest in cooperating with him to sustain the viability of the hospital. Mr. Edwards decides to hire Wendy Jones as the chief operating officer and empower her to cut costs for the hospital.
The first measure taken by
Ms. Jones is to outsource the interpretation of imaging readings and fire the radiologist Dr. Harris. By doing so, the hospital would save $160,000 per year. However, after two weeks, the hospital sees 18% inaccuracy rates in outsourced reading reports. The hospital might face legal liabilities from inaccurate readings. Mr. Edwards and Ms. Jones want to stay with the plan to control costs, but the physicians are furious. The medical director, Dr. Wiseman, gathers all staff physicians to a call for action.
Write a four-to six-page double-spaced paper (excluding title and reference pages), addressing the following:
Describe types of conflict identified in this case.
Explain conflict management styles evidenced in this case.
Propose a conflict resolution strategy to be used.
Recommend strategies to reduce cost and legal liabilities.
Including an introduction and conclusion paragraph, your paper must be 5 spaced pages (excluding title and reference pages) and formatted according to APA style
. Utilize a minimum of three scholarly and/or peer-reviewed sources, including the textbook, that were published within the last five years.
.
The speed S of blood that is r centimeters from the center of an art.docxjoshua2345678
The speed S of blood that is r centimeters from the center of an artery is given below, where C is a constant, R is the radius of the artery, and S is measured in centimeters per second. Suppose a drug is administered and the artery begins to dilate at a rate of dR/dt. At a constant distance r, find the rate at which S changes with respect to t for C = 1.71 105, R = 1.4 10-2, and dR/dt = 1.0 10-5. (Round your answer to 4 decimal places.)
S = C(R2 − r2)
dS/dt=???????/
.
The Specificity Principle in Acculturation ScienceMarc H. .docxjoshua2345678
The Specificity Principle in Acculturation Science
Marc H. Bornstein
Child and Family Research, Eunice Kennedy Shriver National Institute of Child Health and Human
Development, National Institutes of Health, Public Health Service
Abstract
The Specificity Principle in Acculturation Science asserts that specific setting conditions of
specific people at specific times moderate specific domains in acculturation by specific processes.
Our understanding of acculturation depends critically on what is studied where, in whom, how,
and when. This article defines, explains, and illustrates the Specificity Principle in Acculturation
Science. Research hypotheses about acculturation can be more adequately tested, inconsistencies
and discrepancies in the acculturation literature can be satisfactorily resolved, acculturation
interventions can be tailored to be more successful, and acculturation policies can be brought to
new levels of effectiveness if the specificity principle that governs acculturation science is more
widely recognized.
Migration and Acculturation
The world is in motion. Throughout human history, people have been on the move, and
migration and acculturation have been facts of the human condition ever since peoples of the
African savannah radiated outward in their treks to new lands (Cann, Stoneking, & Wilson,
1987; Jin et al., 1999; Stringer, 1988). Polynesian expansion, Phoenician trade, Jewish
diaspora, Persian realm, Alexandrian conquest, Roman hegemony, Hun invasion, Umayyad
caliphate, Viking settlement, Ifat sultanate, Hanseatic league, and Columbian exchange
illuminate the history of successive intercultural contacts, just as, beginning 23 centuries BC
with Sargon’s expansion of Akkad across the Fertile Crescent, Egyptian, Kushite, Aksumite,
Ottoman, Inca, Mongol, Songhai, Moghul, Napoleonic, and British empires—all
intercultural permeations—followed one another inexorably. Indeed, human beings have not
ceased migrating even though virtually all habitable places on earth have long since been
settled.
It comes as little surprise, then, that migration and acculturation are global concerns in our
own time. Everywhere one looks, the numbers stun. What in 1990 was 154 million and in
2000 175 million, the United Nations (U.N.) Population Division reported that as of 2015
nearly 245 million people live outside the country of their birth or citizenship. That
translates into roughly 1 in every 30 people on the face of the globe (United Nations, 2016).
Address correspondence to: Dr. Marc H. Bornstein, Child and Family Research, Eunice Kennedy Shriver National Institute of Child
Health and Human Development, Suite 8030, 6705 Rockledge Drive, Bethesda MD 20892-7971, USA, TEL: 301-496-6832, FAX:
301-496-2766, [email protected]
HHS Public Access
Author manuscript
Perspect Psychol Sci. Author manuscript; available in PMC 2018 January 01.
Published in final edited form as:
Perspect Psychol Sci..
The specific parts of the Friendly Assisted Living Facility case stu.docxjoshua2345678
The specific parts of the Friendly Assisted Living Facility case study you will need to prepare this week’s elements of the project plan are listed below.
Meredith, J.R., Mantel, Jr. S.J., Shafer, S.M., & Sutton, M.M. (2017).
Project management in practice
(6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
Parts 1,2,3: Friendly Assisted Living Facility case –on pp. 29, 67 and 104.
Part 4: Friendly Assisted Living Facility case Project Budget Development (pp. 140-141)
Part 5: Friendly Assisted Living Facility case (pp. 179-181)
Friendly Assisted Living Facility case Construction Project Plan (pp. 181)
Incorporate from your Project Charter the:
Project Description
Project Assumptions and Constraints
Stakeholder Acceptance Process
Create the:
Project Management Approach
Responsibility Assignment Matrix
Project Scope Statement
.
The special education resource teacher is trying to quiet an agitate.docxjoshua2345678
The special education resource teacher is trying to quiet an agitated student in the library. The student is so out of control that he turns over his chair and throws a book from the shelf at the resource teacher. The resource teacher is struck in the head by the book. The regular education teacher attempts to restore calmness by slamming a large paperweight onto a table. The teacher has to remove the student from the library due to his uncontrollable behavior. The regular education teacher holds onto the student’s upper arm to guide him out of the library to a time-out area designated for this type of behavior. The student yells derogatory remarks at the teacher and tells her she will be sued. The next day, the parents of the student contacts the school administration and school resource officer with a report of child abuse.
Decide if there is a possible tort law liability and who might be liable? Next, propose an alternate way to resolve the situation above to avoid possible tort law liability.
.
The special education process can be overwhelming for both paren.docxjoshua2345678
The special education process can be overwhelming for both parents and educators. For example, differentiating between IFSPs, IEPs, and 504s can be difficult. The classroom teacher is a member of the interdisciplinary team, and it is important for the teacher to have a general understanding of IFSPs, IEPs, and 504s. The interdisciplinary team includes the grade level teacher, special education teacher, district representative, school psychologist/specialist, the parents, and the student (when it is appropriate).
For this assignment, create a 12-15 slide digital presentation for an upcoming professional development.
Include the following in the presentation:
Explanations of IDEA, IFSPs, IEPs, and 504 plans and how they differ from each other.
General processes for special education identification, including Child Find, parent referral, and school referral.
Roles family, the school, and/or district faculty and staff play in identification, support, and reporting, as well as the meaning of service delivery.
Methods of communication with families regarding the process of special education identification.
A title slide, reference slide, and presenter’s notes.
Support your presentation with 3-5 scholarly references.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite.
.
The Sony Pictures Entertainment Hack The Problem On .docxjoshua2345678
The Sony Pictures Entertainment Hack
The Problem
On November 24, 2014, a hacker group called the “Guardians of Peace” or
GOP successfully attacked Sony Pictures Entertainment (www.sonypictures.com;
SPE). The attackers obtained personally identifiable information about 47,000
current and former SPE employees and their dependents. These materials included
numerous sensitive e-mails among top SPE executives concerning actors, financial
deals, and creative disagreements; executive salaries; and complete copies of
unreleased Sony films. The information included names, addresses, social security
numbers, driver's license numbers, passport numbers, bank account information,
credit card information used for corporate travel and expenses, usernames and
passwords, and compensation and other employment-related information. The
hackers claimed to have stolen more than 100 terabytes of data from SPE.
The GOP initially released the most damaging information over the Internet.
This information consisted of digital copies of SPE films that had been released (e.g.,
Fury) or were yet to be released (e.g., Annie). In addition, the attackers announced
they would continue to release more interesting SPE information.
Although the specific motives for the attack had not been revealed as of mid-
2016, the hack has been linked to the planned release of the SPE film The Interview.
In this movie, producers of a tabloid television show learn that North Korea's leader,
Kim Jong Un, is a big fan of the show, and they set up an interview with him. While
the show's team is preparing for the interview, the CIA recruits them to assassinate
Kim Jong Un.
Prior to the Sony hack, North Korean officials had expressed concerns about
the film to the United Nations. The officials stated that “to allow the production and
distribution of such a film on the assassination of an incumbent head of a sovereign
state should be regarded as the most undisguised sponsoring of terrorism as well as
an act of war.”
On December 16, 2014, the GOP mentioned The Interview by name, and they
threatened to take terrorist actions against the film's New York City premiere at
Sunshine Cinema on December 18. The GOP also threatened similar actions on the
film's America-wide release date of December 25 (Christmas).
On December 18, two messages allegedly from the GOP appeared. The first
claimed that the GOP would not release any further information if SPE agreed not to
release The Interview and to remove it completely from the Internet. The second
http://www.sonypictures.com/
stated that SPE had “suffered enough” and it could release the film, but only if Kim
Jong Un's death scene was not “too happy.”
In the aftermath of the attack, the studio was forced to use fax machines, to
communicate through hard-copy posted messages, and to pay its employees with
paper checks. Employees worked with pen and paper, and shops located on Sony
property accepted only cash.
.
The son mexicano is a broad Mexican musical category. (TF)The.docxjoshua2345678
The
son mexicano
is a broad Mexican musical category. (T/F)
The
son jarocho
is native to western Merico. (T/F)
3.
The
canción mexicana
and the
son mexicano
are one in the same.(T/F)
4.
The
canción ranchera
is a form of
son
. (T/F)
5.
Mariachi Cobre is an example of a Chicano
mariachi
.(T/F)
Los Lobos and Conjunto Hueyapan are examples of Chicano ensembles, who perform
son jarocho
. (T/F)
7.
Chicano literature is limited to poetry and novels. (T/F)
8.
Code-switching and__________are defining features of Chicano literature.
(a)
caló
(b)
pochismos
(c) profanity (d) both a & b
9.
Chicanismo
is not often reflected in works by Chicano writers. (T/F)
10.
Juan Seguín and Mariano Vallejo were early writers, who wrote protest literature. (T/F)
11.
Sandra Cisneros wrote
Mexican Village
in 1945. (T/F)
12.
Quinto Sol Publications nurtured the careers of authors such as Rodolfo Anaya,
(a)
Rolando Hinojosa-Smith (b) Tomás Rivera (c) Luis Valdez (d) both a & b
13.
I am Joaquín
is an epic poem written by Chicano activist
(a)
Alurista (b) Rodolfo “Corky” Gonzáles (c) José Montoya (d) Rodlofo Anaya
14.
I am Joaquín
laid the groundwork for the future of Chicano literature since 1967. (T/F)
15.
I am Joaquín
popularized the use of the term, Mexican-American. (T/F)
I am Joaquín
is an epic poem, which relates the history of the Chicano. (T/F)
El Plan Espiritual de Aztlan
, written by “Alurista”, inspired a sense of Chicano nationalism. (T/F)
Chicano author, Richard Rodríguez, often expresses his sense of
chicanismo
is his work. (T/F)
Sandra Cisneros wrote the popular novel
Bless Me Última
. (T/F)
Author Cherrie Montoya deals with issues of Chicana lesbianism in her works. (T/F)
Tomás Rivera and Rolando Hinojosa-Smith wrote Spanish language
estampas.
(T/F)
Mexican
corridos
often narrated stories of the Mexican-American experience in the 1800’s. (T/F)
Richard Rodríguez often explores his strong sense of
chicanismo
. (T/F)
The poet, José Montoya, utilizes much
caló
in his poems. (T/F)
Gregorio Cortéz is the subject of a popular 19
th
century
corrido
from Texas. (T/F)
.
The Soul Selects Her Own Society and My Life Had Stood-A Loaded Gun.docxjoshua2345678
The Soul Selects Her Own Society and My Life Had Stood-A Loaded Gun
Write a 150 word analysis that answers the following question-
Death and isolation are common themes in Dickinson’s poetry, yet her poems rarely seem melancholy. What elements prevent her poems from becoming too solemn?
A minimum of one (1) Figurative/Connotative Device found in the work should be mentioned. Include a minimum of one (1) quote from the work with author name/page number reference in parentheses following the quote.
.
The soul friendships” can be difficult to cultivate. As it sta.docxjoshua2345678
The “soul friendships” can be difficult to cultivate. As it states in the chapter, they can take time to develop, but usually there is some sort of commonality between the two people in which the friendship can develop into one of the soul. The example in the chapter in which Mark Vernon uses for this is between Montaigne and La Boetie. Montaigne is said to state that individuals that are capable of soul friendship are rare and thus the soul friendship even rarer. He goes on to say that they are a force of destiny. However, Mark Vernon points out that the friendship in which Montaigne and La Boetie formed was based off of timing and the period in which the lived. Both had similar, and dangerous points of view for the time, so when the met their friendship already had a foundation to built upon. This is an important aspect for the development of a friendship of the soul because without some form of commonality in where mutual respect is given the friendship cannot develop into something deeper. The author also uses Emerson and Fuller as an example, even all Emerson uses the “phrase divine friendship.” When they firs met Emerson did not initially take a liking to her, however he soon had a great respect for her because of her mind. This then laid a common ground and mutual respect was able to form and then deepen into a friendship of the soul. I think it is important for friends of the soul to have a foundation of mutual respect, and by having this they are less inclined to be upset or the friendship failing when the other person is completely honest with them. In fact, that should be something that is welcomed, because they respect each other to such a degree that it goes beyond petty indifferences. I can say that I have one such friend, I may not call our friendship a “soul friendship” but it is close. I respect him and he respects me and we have always been able to be honest with each other. It is a friendship where, although there is still and element of self-loving, we can see past our differences and in a way that makes the friendship more meaningful. The reason I say this is that I can count on him to real me back in when I am being a little stubborn, or when I cannot see the truth of a matter because I am blinded by some emotion. The key to is to be honest and respectful and to understand that difference of opinions is what makes the friendship more than just someone I can be around and be polite to.
References
Vernon, M. (2010). The Meaning Friendship. New York : Palgrave Macmillian.
.
The song is black holes by the Renee Rosnes QuintetContemporary .docxjoshua2345678
The song is black holes by the Renee Rosnes Quintet
Contemporary jazz reflects both its past and the current music scene in general. Some artists are more traditional and are attached to older styles, while others stretch jazz to a place that is not necessarily even recognizable to many as jazz. R&B styles and musical styles from around the world have become common as part of the jazz language. Though this kind of genre mixing has been around in jazz for a long time, jazz today has its own sound and styles.
400 words
Essay Topic:
After reading Chapter 15 and going through the listening examples, as well as seeking out other recordings mentioned throughout the chapter, write an essay in five parts:
1a. Choose one recording form Chapter 15 that you particularly like. Discuss the recording in detail.
1b. Discuss the one thing that stands out the most to you in the recording in detail.
2a. Choose a recording by an artist in a genre of your choosing. Discuss it in detail.
2b. Discuss the one thing that stands out the most to you in the recording in detail.
2c. Discuss similarities and/or differences between the Chapter 15 recording and the one of your own choosing.
.
The son mexicano is a broad Mexican musical category. (TF).docxjoshua2345678
The
son mexicano
is a broad Mexican musical category. (
T
/F)
The
son jarocho
is native to western Merico. (
T
/F)
3.
The
canción mexicana
and the
son mexicano
are one in the same.(T/
F
)
4.
The
canción ranchera
is a form of
son
. (T/
F
)
5.
Mariachi Cobre is an example of a Chicano
mariachi
.(T/
F
)
Los Lobos and Conjunto Hueyapan are examples of Chicano ensembles, who perform
son jarocho
. (T/F)
7.
Chicano literature is limited to poetry and novels. (T/F)
8.
Code-switching and__________are defining features of Chicano literature.
(a)
caló
(b)
pochismos
(c) profanity (d) both a & b
9.
Chicanismo
is not often reflected in works by Chicano writers. (T/F)
10.
Juan Seguín and Mariano Vallejo were early writers, who wrote protest literature. (T/F)
11.
Sandra Cisneros wrote
Mexican Village
in 1945. (T/F)
12.
Quinto Sol Publications nurtured the careers of authors such as Rodolfo Anaya,
(a)
Rolando Hinojosa-Smith (b) Tomás Rivera (c) Luis Valdez (d) both a & b
13.
I am Joaquín
is an epic poem written by Chicano activist
(a)
Alurista (b) Rodolfo “Corky” Gonzáles (c) José Montoya (d) Rodlofo Anaya
14.
I am Joaquín
laid the groundwork for the future of Chicano literature since 1967. (T/F)
15.
I am Joaquín
popularized the use of the term, Mexican-American. (T/F)
I am Joaquín
is an epic poem, which relates the history of the Chicano. (T/F)
El Plan Espiritual de Aztlan
, written by “Alurista”, inspired a sense of Chicano nationalism. (T/F)
Chicano author, Richard Rodríguez, often expresses his sense of
chicanismo
is his work. (T/F)
Sandra Cisneros wrote the popular novel
Bless Me Última
. (T/F)
Author Cherrie Montoya deals with issues of Chicana lesbianism in her works. (T/F)
Tomás Rivera and Rolando Hinojosa-Smith wrote Spanish language
estampas.
(T/F)
Mexican
corridos
often narrated stories of the Mexican-American experience in the 1800’s. (T/F)
Richard Rodríguez often explores his strong sense of
chicanismo
. (T/F)
The poet, José Montoya, utilizes much
caló
in his poems. (T/F)
Gregorio Cortéz is the subject of a popular 19
th
century
corrido
from Texas. (T/F)
.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Embracing GenAI - A Strategic ImperativePeter 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 Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Thesis Statement for students diagnonsed withADHD.ppt
The scientific method allows us to pose questions, test questions,.docx
1. The scientific method allows us to pose questions, test
questions, and analyze results. Through observation and
research we begin to understand the world around us. Consider
research you have read about or been a part of and analyze the
following in one page:
Was the Scientific method followed? How?
What pieces were or were not part of it? (Randomization, study
type, placebos, etc.)
For the second part, present a research project you would like to
propose in approximately one page.
How can it help us learn about basic principles of behavior?
How can you use the scientific method to find and address
possible problems in your research design?
This paper should be 2pages in length and use APA formatting
(cover page, paper body formatting, citations, and references:
see Rasmussen's APA guide in the Resources tab, or by clicking
here . Prior to submitting your paper, be sure you proofread
your work to check your spelling and grammar. If you use any
outside sources,
please site those sources in APA citation format.
OLCU 400 Leadership Theory and Practice
Signature Assignment - Leadership Application Paper:
Assignment and Rubric
Due Date: Submit within Week Eight Assignments folder by
Wednesday (midnight).
Points Possible: 250
Length:4-6 pages; APA standards (Excluding the APA formatted
Title page and References)
2. As a young politician, Abraham Lincoln once provoked an
opponent to tears by using his expert communication skills to
mimic and ridicule his rival. Soon afterward, the man who
would later become the 16th president of the United States felt
disappointed and ashamed of his own behavior and sought out
his opponent to offer an apology. Lincoln took this as a
valuable lesson about channeling his emotions, practicing
empathy, and using his abilities to promote good. From then on,
Lincoln applied his superb leadership and communication skills
to serve the higher interests of the American people rather than
his own goals and ego. – Daft (2015, pg. 3)
Consider your own leadership traits, behaviors and
characteristics. How will you apply what you have learned in
this course? What legacy will you leave as you move on to other
positions and roles on your pending career path? In this paper,
you will have an opportunity to express your thoughts on how
application of the leadership theories we have covered may
enhance your leadership efficacy.
Directions:
Prepare and submit through Turnitin (View/Complete below), a
4 – 6 page paper that identifies and discusses how you will
apply to your leadership skills (and leadership theories or
concepts) studied during OLCU 400.The paper should be
specific; your grade will be determined on how well you
demonstrate understanding of the leadership theories, your
assessment of how their application can enhance your leadership
effectiveness, and your action plan to apply them in the real
world. While the paper should focus on your personal learning,
insights and real world application, it must be based on course
concepts and include appropriate citations.
Leadership Application Paper Guidelines:
In preparing your paper, reflect and respond to the following:
· What were the three (3) most valuable leadership theories or
3. concepts learned?
· Why are these theories or concepts valuable in enhancing your
leadership practice and effectiveness?
· How will you change your behavior and/or thinking to
integrate your learning?
· What specific actions will you take to apply the theories or
concepts to your leadership practice?
Evaluation Criteria for the Signature Assignment - Leadership
Application Paper: Assignment and Rubric
Learning Outcome
Criteria
Exemplary
Proficient
Developing
Emerging
Not complete
CLO
Introduction
50
Provides an interesting introduction clearly stating the purpose
of the paper.
44
Provides a clear introduction and explains the purpose of the
paper
38
Provides a somewhat clear introduction to the paper. Somewhat
explains the purpose of the paper
32
Provides limited or unclear introduction. Purpose of the paper
is not identified.
0
4. The assignment was not submitted, and/or the attempt at the
criteria was completely unacceptable.
PLO
Leadership Theories
50
Accurately defines 3 leadership theories or concepts. Clearly
links and discusses their importance to leadership practice in all
cases.
44
Fairly accurately defines 3 leadership theories or concepts.
Describes their importance to leadership practice in most of the
cases.
38
Identifies 2 -3 leadership theories or concepts. Somewhat
describes their importance to leadership practice.
32
Identifies 1 or zero leadership theories or concepts. Limited if
any discussion of importance to leadership practice.
0
The assignment was not submitted, and/or the attempt at the
criteria was completely unacceptable.
ILO
Learning Integration
50
Clearly and concisely describes how course concepts and
learning has or will be integrated; reflects upon diverse
concepts and ways of thinking in-depth on how behavior and/or
thinking changed.
44
For the most part identifies how course concepts and learning
has or will be integrated; reflects generally on how behavior
and/or thinking changed.
38
Somewhat describes how course concepts and learning has or
will be integrated; limited reflection on how behavior and/or
5. thinking changed.
32
Limited if any description of how course concepts and learning
could be integrated; little if any reflection on how behavior
and/or thinking changed.
0
The assignment was not submitted, and/or the attempt at the
criteria was completely unacceptable.
PLO
Application to Leadership Practice
50
Clearly and concisely analyzes how the leadership theories or
concepts can enhance leadership practice; outlines a specific
action plan.
44
For the most part describes how the leadership theories or
concepts will be implemented to enhance leadership practice;
outlines a general action plan.
38
Somewhat describes how the leadership theories or concepts
will be implemented to enhance leadership practice; some
general action suggested.
32
Limited if any analysis of how the leadership theories or
concepts will be implemented to enhance leadership practice; no
specific action plan included.
0
The assignment was not submitted, and/or the attempt at the
criteria was completely unacceptable.
CLO
Writing Mechanics
25
The paper is logical and well organized; spelling, grammar and
punctuation are accurate. Paper is the required length of 4 - 6
6. pages of content, and includes a correctly prepared title page.
22
The paper is mostly logical and organized but with minor (1 –
3) errors in spelling, grammar and/or punctuation. The content
may be 5% too long or short; includes a correctly prepared title
page.
19
The paper is somewhat logical but may lack organization. May
have several (4 – 10) errors in spelling, grammar and/or
punctuation. The content may be 10% too long or short, and
may not include a correctly prepared title page
16
The paper lacks clarity and may be confusing with numerous
(11+) errors in spelling, grammar and/or punctuation. The
content may be 15% too long or short, and may not include a
title page
0
The assignment was not submitted, and/or the attempt at the
criteria was completely unacceptable.
CLO
APA
25
Uses 2 or more scholarly sources including course required text
and 1 peer-reviewed journal article. Uses headers to organize
paper, and accurately adheres to APA standards; reference page
and citations are correct. All sources listed in References are
cited in paper
22
Uses course textbook as “1 scholarly source.” Does not include
a peer-reviewed journal article. Uses headers to organize paper,
and adheres to APA standards; reference page and citations are
correct with minor (1-3) errors. All sources listed in References
are cited in paper
19
7. Uses 1 journal article, does not include the course required text.
May not use headers. APA standards are somewhat followed;
the work of others is cited but with numerous (4 – 10) errors.
Sources listed in References and citations may not match
16
Uses 0 scholarly sources or the course required text. Limited
adherence to APA standards in the paper and Reference page;
work of others may be cited but with multiple (11+) errors.
Sources listed in References and citations do not match
0
The assignment was not submitted, and/or the attempt at the
criteria was completely unacceptable.
Signature Assignment - Leadership Application Paper:
Assignment and Rubric summer 2019
Australia • Brazil • Mexico • Singapore • United Kingdom •
United States
The Leadership
Experience
SEVENTH EDITION
RICHARD L. DAFT
Owen Graduate School of Management
Vanderbilt University
With the assistance of
Patricia G. Lane
8. The Leadership Experience
Seventh Edition
Richard L. Daft
With the assistance of Patricia G. Lane
Vice President, General Manager, Social
Science & Qualitative Business: Erin Joyner
Product Director: Jason Fremder
Product Manager: Mike Roche
Content Developer: Jamie Mack
Product Assistant: Allie Janneck
Marketing Director: Kristen Hurd
Marketing Manager: Emily Horowitz
Marketing Coordinator: Casey Binder
Art and Cover Direction, Production
Management, and Composition: Cenveo
Publisher Services
Intellectual Property
Analyst: Diane Garrity
Project Manager: Sarah Shainwald
Manufacturing Planner: Ron Montgomery
9. Cover Image(s): Moment/Getty Images;
blackzheep/Shutterstock.com
Interior design credits: Design Pics/The Irish
Image Collection/Getty Images; Steve
Weinrebe/Photographer’s Choice RF/Getty
Images; Bastar/Vetta/Getty Images; Vinimay
Kaul/EyeEm/Getty Images; Matic Stojs/
ShutterStock.com
ª 2018, 2015 Cengage Learning¤
ALL RIGHTS RESERVED. No part of this work covered by the
copyright
herein may be reproduced or distributed in any form or by any
means,
except as permitted by U.S. copyright law, without the prior
written
permission of the copyright owner.
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Cengage Learning Customer & Sales Support, 1-800-354-9706
For permission to use material from this text or product, submit
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requests online at www.cengage.com/permissions
Further permissions questions can be emailed to
[email protected]
Library of Congress Control Number: 2016940679
ISBN-13: 978-1-337-10227-8
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11. To the spiritual leaders who shaped my growth
and development as a leader and as a human being.
BRIEF CONTENTS
PART 1: INTRODUCTION TO LEADERSHIP 1
1. What Does It Mean to Be a Leader? 2
PART 2: RESEARCH PERSPECTIVES ON LEADERSHIP 33
2. Traits, Behaviors, and Relationships 34
3. Contingency Approaches to Leadership 64
PART 3: THE PERSONAL SIDE OF LEADERSHIP 97
4. The Leader as an Individual 98
5. Leadership Mind and Emotion 134
6. Courage and Moral Leadership 166
7. Followership 196
PART 4: THE LEADER AS A RELATIONSHIP BUILDER 225
12. 8. Motivation and Empowerment 226
9. Leadership Communication 260
10. Leading Teams 292
11. Developing Leadership Diversity 326
12. Leadership Power and Influence 360
PART 5: THE LEADER AS SOCIAL ARCHITECT 393
13. Creating Vision and Strategic Direction 394
14. Shaping Culture and Values 428
15. Leading Change 462
Name Index 494
Index of Organizations 498
Subject Index 502
iv
13. CONTENTS
PART 1: INTRODUCTION TO LEADERSHIP 1
Chapter 1: What Does It Mean to Be a Leader? 2
1.1 Why We Need Leadership 4
1.1a Defining Leadership 5
1.1b Everyday Leadership 6
Leader’s Bookshelf 7
1.2 The New Reality for Leaders 8
1.2a From Stabilizer to Change Manager 9
1.2b From Controller to Facilitator 9
1.2c From Competitor to Collaborator 10
Leader’s Self-Insight 1.1 11
1.2d From Diversity Avoider to Diversity
Promoter 11
14. Consider This! 12
1.2e From Hero to Humble 12
In the Lead 13
1.3 How Leadership Differs from Management 14
1.3a Providing Direction 14
1.3b Aligning Followers 15
1.3c Building Relationships 16
1.3d Developing Personal Leadership Qualities 16
1.3e Creating Outcomes 16
Leader’s Self-Insight 1.2 17
1.4 Evolving Theories of Leadership 17
1.4a Historical Overview of Major Approaches 18
1.4b A Model of Leadership Evolution 19
1.5 Leadership Can Be Learned 21
15. 1.5a Leader Fatal Flaws 21
Leader’s Self-Insight 1.3 22
1.5b Leader Good Behaviors 23
In the Lead 23
1.6 Mastering the Art and Science of Leadership 24
1.7 Organization of This Book 24
Leadership Essentials 26
Discussion Questions 27
Leadership at Work 27
Leadership Right–Wrong 27
Leadership Development: Cases for analysis 29
Sales Engineering Division 29
The Marshall Plan 29
16. References 30
PART 2: RESEARCH PERSPECTIVES ON LEADERSHIP 33
Chapter 2: Traits, Behaviors, and Relationships 34
2.1 The Trait Approach 36
2.1a Optimism and Self-Confidence 37
Leader’s Bookshelf 38
2.1b Honesty and Integrity 38
Leader’s Self-Insight 2.1 40
2.1c Drive 40
In the Lead 40
2.2 Know Your Strengths 41
2.2a What Are Strengths? 41
2.2b Matching Strengths with Roles 42
2.3 Behavior Approaches 43
17. v
2.3a Autocratic versus Democratic Behaviors 43
Consider This! 44
In the Lead 45
2.3b Ohio State Studies 46
Leader’s Self-Insight 2.2 47
In the Lead 47
2.3c University of Michigan Studies 48
2.3d The Leadership Grid 49
In the Lead 50
2.3e Theories of a ‘‘High-High’’ Leader 50
2.4 Individualized Leadership 52
2.4a Vertical Dyad Linkage Model 53
2.4b Leader–Member Exchange 54
18. 2.4c Partnership Building 54
Leader’s Self-Insight 2.3 55
2.5 Entrepreneurial Traits and Behaviors 55
Leadership Essentials 56
Discussion Questions 57
Leadership at Work 58
Your Ideal Leader Traits 58
Leadership Development: Cases for Analysis 58
Consolidated Products 58
Transition to Leadership 60
References 61
Chapter 3: Contingency Approaches to Leadership 64
3.1 The Contingency Approach 66
19. Leader’s Bookshelf 67
Leader’s Self-Insight 3.1 69
3.2 Hersey and Blanchard’s Situational Theory 69
3.2a Leader Style 70
3.2b Follower Readiness 71
In the Lead 72
Leader’s Self-Insight 3.2 73
3.3 Fiedler’s Contingency Model 73
3.3a Leadership Style 73
3.3b Situation 74
3.3c Contingency Theory 75
In the Lead 75
3.4 Path–Goal Theory 77
3.4a Leader Behavior 77
20. In the Lead 79
3.4b Situational Contingencies 79
Consider This! 80
3.4c Use of Rewards 80
3.5 The Vroom–Jago Contingency Model 81
3.5a Leader Participation Styles 82
3.5b Diagnostic Questions 83
3.5c Selecting a Decision Style 83
In the Lead 87
3.6 Substitutes for Leadership 88
In the Lead 89
Leader’s Self-Insight 3.3 90
Leadership Essentials 91
Discussion Questions 92
21. Leadership at Work 92
Task versus Relationship Role Play 92
Leadership Development: Cases for Analysis 93
Alvis Corporation 93
An Impossible Dream? 94
References 95
PART 3: THE PERSONAL SIDE OF LEADERSHIP 97
Chapter 4: The Leader as an Individual 98
4.1 The Secret Ingredient for Leadership Success 100
4.1a The Importance of Self-Awareness 100
4.1b Leader Blind Spots 101
4.2 Personality and Leadership 102
In the Lead 102
22. 4.2a A Model of Personality 102
Leader’s Self-Insight 4.1 103
Leader’s Bookshelf 106
4.2b Personality Traits and Leader Behavior 106
In the Lead 107
Leader’s Self-Insight 4.2 108
4.3 Values and Attitudes 109
4.3a Instrumental and End Values 109
Leader’s Self-Insight 4.3 110
In the Lead 111
4.3b How Attitudes Affect Leadership 112
vi CONTENTS
Consider This! 112
23. 4.4 Social Perception and Attributions 114
4.4a Perceptual Distortions 114
4.4b Attributions 115
In the Lead 116
4.5 Cognitive Differences 116
4.5a Patterns of Thinking and Brain
Dominance 117
Leader’s Self-Insight 4.4 118
In the Lead 119
4.5b Problem-Solving Styles: Jungian Types 120
4.6 Working with Different Personality Types 122
Leader’s Self-Insight 4.5 123
Leadership Essentials 126
Discussion Questions 127
24. Leadership at Work 127
Past and Future 127
Leadership Development: Cases for Analysis 128
A Nice Manager 128
Environmental Designs International 130
References 131
Chapter 5: Leadership Mind and Emotion 134
5.1 Leading with Head and Heart 136
5.2 Mental Models 136
5.2a Assumptions 138
5.2b Changing or Expanding Mental Models 138
In the Lead 139
5.3 Developing a Leader’s Mind 140
5.3a Independent Thinking 140
25. Leader’s Bookshelf 141
5.3b Open-Mindedness 142
Leader’s Self-Insight 5.1 143
5.3c Systems Thinking 144
5.3d Personal Mastery 145
5.4 Emotional Intelligence 146
5.4a What Are Emotions? 146
5.4b Why Are Emotions Important? 147
5.4c The Components of Emotional
Intelligence 149
In the Lead 152
Leader’s Self-Insight 5.2 153
5.5 Leading with Love versus Leading with Fear 153
Leader’s Self-Insight 5.3 154
5.5a Fear in Organizations 155
26. In the Lead 155
5.5b Bringing Love to Work 156
Consider This! 157
5.5c Why Followers Respond to Love 158
Leadership Essentials 158
Discussion Questions 159
Leadership at Work 160
Mentors 160
Leadership Development: Cases for Analysis 160
The New Boss 160
The USS Florida 162
References 163
Chapter 6: Courage and Moral Leadership 166
6.1 Moral Leadership Today 168
27. 6.1a The Ethical Climate in Business 168
Leader’s Bookshelf 169
6.1b Leaders Set the Ethical Tone 169
In the Lead 170
Leader’s Self-Insight 6.1 172
6.2 Acting Like a Moral Leader 173
6.3 Becoming a Moral Leader 174
6.4 Servant Leadership 176
6.4a Authoritarian Management 176
6.4b Participative Management 177
6.4c Stewardship 177
6.4d The Servant Leader 178
In the Lead 179
Leader’s Self-Insight 6.2 180
28. 6.5 Leading with Courage 180
6.5a What Is Courage? 181
Consider This! 181
In the Lead 182
Leader’s Self-Insight 6.3 184
6.5b How Does Courage Apply to Moral
Leadership? 184
6.5c Finding Personal Courage 185
In the Lead 186
Leadership Essentials 187
CONTENTS vii
Discussion Questions 188
Leadership at Work 189
29. Scary Person 189
Leadership Development: Cases for Analysis 189
‘‘What Should I Say?’’ 189
The Boy, the Girl, the Ferryboat Captain, and the Hermits 191
References 192
Chapter 7: Followership 196
7.1 The Art of Followership 198
7.1a Learn to Manage Up as Well as Down 199
7.1b Managing Up Presents Unique Challenges 199
In the Lead 199
7.2 What Your Leader Wants from You 200
7.3 Styles of Followership 201
Leader’s Self-Insight 7.1 203
30. In the Lead 204
Consider This! 205
7.4 Strategies for Managing Up 205
7.4a Understand the Leader 205
7.4b Tactics for Managing Up 206
Leader’s Self-Insight 7.2 207
Leader’s Bookshelf 209
In the Lead 209
7.5 The Power and Courage to Manage Up 210
7.5a Sources of Power for Managing Up 210
7.5b Necessary Courage to Manage Up 211
In the Lead 213
7.6 What Followers Want from Leaders 213
7.6a Clarity of Direction 214
31. 7.6b Opportunities for Growth 214
7.6c Frequent, Specific, and Immediate
Feedback 216
Leader’s Self-Insight 7.3 217
7.6d Protection from Organizational
Intrusions 217
Leadership Essentials 218
Discussion Questions 218
Leadership at Work 219
Follower Role Play 219
Leadership Development: Cases for Analysis 220
Waiting for Clearance 220
Jake’s Pet Land 221
32. References 222
PART 4: THE LEADER AS A RELATIONSHIP BUILDER 225
Chapter 8: Motivation and Empowerment 226
8.1 Leadership and Motivation 228
8.1a Intrinsic and Extrinsic Rewards 229
8.1b Positive and Negative Motives 230
Leader’s Bookshelf 232
8.2 Needs-Based Theories of Motivation 232
8.2a Hierarchy of Needs Theory 233
8.2b Two-Factor Theory 234
In the Lead 235
8.2c Acquired Needs Theory 236
Leader’s Self-Insight 8.1 237
8.3 Other Motivation Theories 237
33. Consider This! 238
8.3a Reinforcement Perspective on Motivation 238
8.3b Expectancy Theory 240
8.3c Equity Theory 241
Leader’s Self-Insight 8.2 242
8.4 Empowering People to Meet Higher Needs 243
8.4a The Psychological Model of
Empowerment 244
8.4b Job Design for Empowerment 244
8.4c Empowerment Applications 246
In the Lead 246
Leader’s Self-Insight 8.3 248
8.5 Giving Meaning to Work through
Engagement 248
34. In the Lead 249
8.6 New Ideas for Motivation 250
8.6a The Making Progress Principle 250
8.6b Building a Thriving Workforce 250
Leadership Essentials 251
Discussion Questions 252
Leadership at Work 252
Should, Need, Like, Love 252
Leadership Development: Cases for Analysis 254
Commissions for Charlotte 254
viii CONTENTS
Sun Spots 255
35. References 256
Chapter 9: Leadership Communication 260
9.1 How Leaders Communicate 262
9.1a Management Communication 263
Leader’s Self-Insight 9.1 264
9.1b The Leader as Communication
Champion 264
Consider This! 265
9.2 Leading Strategic Conversations 266
In the Lead 266
9.2a Creating an Open Communication
Climate 267
9.2b Asking Questions 267
9.2c Listening 268
36. Leader’s Self-Insight 9.2 270
9.2d Dialogue 270
9.2e Communicating with Candor 272
Leader’s Self-Insight 9.3 273
In the Lead 273
9.2f The Power of Stories 274
Leader’s Bookshelf 275
9.3 Communicating to Persuade and Influence 275
9.4 Selecting the Correct Communication
Channel 276
9.4a The Continuum of Channel Richness 277
In the Lead 278
9.4b Effectively Using Electronic Communication
Channels 279
9.5 Nonverbal Communication 281
37. 9.6 Current Communication Challenges 281
9.6a Leadership via Social Media 281
9.6b Being Crisis-Ready 282
In the Lead 283
Leadership Essentials 283
Discussion Questions 284
Leadership at Work 285
Listen Like a Professional 285
Leadership Development: Cases for Analysis 286
The Superintendent’s Directive 286
Hunter-Worth 287
References 288
Chapter 10: Leading Teams 292
10.1 The Value of Teams 294
38. 10.1a What Is a Team? 294
Consider This! 295
10.1b Types of Teams 295
In the Lead 297
10.2 The Dilemma for Team Members 298
Leader’s Self-Insight 10.1 299
10.3 Leading a Team to High Performance 300
Leader’s Bookshelf 301
10.4 Team Processes 301
10.4a How Teams Develop 302
10.4b Team Cohesiveness 303
In the Lead 304
10.4c Team Norms 305
10.5 What Team Members Must Contribute 306
39. 10.5a Essential Team Competencies 306
Leader’s Self-Insight 10.2 307
10.5b Team Member Roles 307
10.6 Leading a Virtual Team 308
In the Lead 309
10.6a Uses of Virtual Teams 309
10.6b Challenges of Virtual Teams 310
10.7 Handling Team Conflict 311
10.7a Types of Conflict 312
10.7b Balancing Conflict and Cooperation 312
10.7c Causes of Conflict 313
10.7d Styles to Handle Conflict 313
Leader’s Self-Insight 10.3 315
10.7e Negotiation 316
Leadership Essentials 317
40. Discussion Questions 317
Leadership at Work 318
Team Feedback 318
Leadership Development: Cases for Analysis 319
Decision Time 319
Devereaux-Dering Group 320
References 322
Chapter 11: Developing Leadership Diversity 326
11.1 Leading People Who Aren’t Like You 328
Leader’s Self-Insight 11.1 329
CONTENTS ix
11.2 Diversity Today 329
41. 11.2a Definition of Diversity 329
11.2b Changing Attitudes toward Diversity 330
In the Lead 331
11.2c The Value of Organizational Diversity 331
11.3 Challenges Minorities Face 332
11.3a Prejudice, Stereotypes, and
Discrimination 332
Leader’s Self-Insight 11.2 333
11.3b The Glass Ceiling 334
Leader’s Bookshelf 336
In the Lead 337
11.4 Ways Women Lead 337
Consider This! 338
11.4a Women as Leaders 339
11.4b Is Leader Style Gender-Driven? 340
42. In the Lead 340
11.5 Global Diversity 341
11.5a The Sociocultural Environment 341
Leader’s Self-Insight 11.3 342
11.5b Social Value Systems 343
11.5c Developing Cultural Intelligence 344
11.5d Leadership Implications 345
11.6 Becoming an Inclusive Leader 346
In the Lead 347
11.7 Ways to Encourage the Advancement of Women
and Minorities 349
11.7a Employee Affinity Groups 349
11.7b Minority Sponsorship 350
Leadership Essentials 351
43. Discussion Questions 352
Leadership at Work 352
Personal Diversity 352
Leadership Development: Cases for Analysis 353
True to Myself 353
The Trouble with Bangles 355
References 356
Chapter 12: Leadership Power and Influence 360
12.1 Four Kinds of Influential Leadership 362
12.1a Transformational Leadership 362
12.1b Charismatic Leadership 363
Leader’s Self-Insight 12.1 364
12.1c Coalitional Leadership 365
In the Lead 366
44. 12.1d Machiavellian-Style Leadership 368
Leader’s Bookshelf 369
Leader’s Self-Insight 12.2 370
In the Lead 371
12.2 Using Hard versus Soft Power 371
12.2a Specific Types of Power 372
In the Lead 374
12.2b Follower Responses to the Use of
Power 375
Consider This! 376
12.3 Increasing Power through Political Activity 376
12.3a Leader Frames of Reference 377
12.3b Political Tactics for Asserting Leader
Influence 378
Leader’s Self-Insight 12.3 379
45. In the Lead 382
12.4 Don’t Take Power Personally 382
Leadership Essentials 384
Discussion Questions 385
Leadership at Work 386
Circle of Influence 386
Leadership Development: Cases for Analysis 387
The Suarez Effect 387
Waite Pharmaceuticals 388
References 390
PART 5: THE LEADER AS SOCIAL ARCHITECT 393
Chapter 13: Creating Vision and Strategic Direction 394
13.1 The Leader’s Job: Looking Forward 396
46. 13.1a Stimulating Vision and Action 396
Consider This! 397
13.1b Strategic Leadership 398
In the Lead 399
x CONTENTS
13.2 Leadership Vision 400
Leader’s Self-Insight 13.1 402
13.2a What Vision Does 402
Leader’s Self-Insight 13.2 404
13.2b Common Themes of Vision 404
In the Lead 406
13.2c Leader Steps to Creating a Vision 406
13.3 Mission 407
13.3a What Mission Does 407
47. Leader’s Bookshelf 408
13.3b A Framework for Noble Purpose 410
In the Lead 412
13.4 The Leader as Strategist-in-Chief 413
13.4a How to Achieve the Vision 413
13.4b How to Execute 415
In the Lead 415
Leader’s Self-Insight 13.3 416
Leadership Essentials 419
Discussion Questions 420
Leadership at Work 420
Future Thinking 420
Leadership Development: Cases for Analysis 422
48. The New Museum 422
The Visionary Leader 423
References 425
Chapter 14: Shaping Culture and Values 428
14.1 Organizational Culture 430
14.1a What Is Culture? 430
Leader’s Bookshelf 431
14.1b Importance of Culture 432
In the Lead 433
Consider This! 434
14.2 Culture Strength, Responsiveness, and
Performance 435
14.2a Responsive Cultures 435
Leader’s Self-Insight 14.1 436
14.2b The High-Performance Culture 437
49. In the Lead 439
14.3 Cultural Leadership 440
14.3a Ceremonies 441
14.3b Stories 441
14.3c Symbols 441
14.3d Specialized Language 442
14.3e Selection and Socialization 442
14.3f Daily Actions 443
14.4 The Competing Values Approach to Shaping
Culture 443
Leader’s Self-Insight 14.2 445
14.4a Adaptability Culture 446
In the Lead 446
14.4b Achievement Culture 446
14.4c Involvement Culture 447
50. 14.4d Consistency Culture 447
14.5 Ethical Values in Organizations 448
In the Lead 448
14.6 Values-Based Leadership 449
14.6a Personal Values 449
In the Lead 449
14.6b Spiritual Values 450
Leader’s Self-Insight 14.3 451
Leadership Essentials 453
Discussion Questions 454
Leadership at Work 454
Walk the Talk 454
Leadership Development: Cases for Analysis 456
51. Culture Clash 456
5 Star and Amtech 457
References 458
Chapter 15: Leading Change 462
15.1 Leadership Means Leading Change 464
15.1a Resistance Is Real 464
15.1b The Leader as Change Agent 465
Leader’s Self-Insight 15.1 466
In the Lead 466
15.2 A Framework for Change 467
15.3 Using Appreciative Inquiry 469
15.3a Applying Appreciative Inquiry on a Large
Scale 469
Leader’s Self-Insight 15.2 470
52. In the Lead 472
15.3b Applying Appreciative Inquiry Every
Day 472
Leader’s Bookshelf 473
15.4 Leading Creativity for Change 473
CONTENTS xi
15.4a Instilling Creative Values 474
15.4b Leading Creative People 475
Leader’s Self-Insight 15.3 477
15.5 Implementing Change 481
Consider This! 481
15.5a Helping People Change 482
15.5b The Keys That Help People Change 483
53. In the Lead 484
Leadership Essentials 486
Discussion Questions 486
Leadership at Work 487
Organizational Change Role Play 487
Leadership Development: Cases for Analysis 488
‘‘From This Point On. . .’’ 488
Riverside Pediatric Associates 489
References 491
Name Index 494
Index of Organizations 498
Subject Index 502
54. xii CONTENTS
ABOUT THE AUTHOR
Richard L. Daft, Ph.D., is the Brownlee O. Currey, Jr.,
Professor of Management
and Principal Senior Lecturer in the Owen Graduate School of
Management at Van-
derbilt University. Professor Daft specializes in the study of
leadership and organiza-
tion theory. Dr. Daft is a Fellow of the Academy of
Management and has served on
the editorial boards of Academy of Management Journal,
Administrative Science
Quarterly, and Journal of Management Education. He also
served as the associate
dean at the Owen School, was the associate editor-in-chief of
Organization Science,
and served for three years as associate editor of Administrative
Science Quarterly.
Professor Daft has authored or coauthored 14 books. His latest
books include
55. The Executive and the Elephant: A Leader’s Guide to Building
Inner Excellence
(Jossey-Bass, 2010) and Building Management Skills: An
Action First Approach
(with Dorothy Marcic, Cengage/Southwest, 2014). He is also
the author of Organi-
zation Theory and Design (Cengage/Southwest, 2016),
Management (Cengage/
Southwest, 2018), and Fusion Leadership: Unlocking the Subtle
Forces That
Change People and Organizations (with Robert Lengel, Berrett-
Koehler, 2000). He
has also authored dozens of scholarly articles, papers, and
chapters. His work has
been published in Organizational Dynamics, Administrative
Science Quarterly,
Academy of Management Journal, Academy of Management
Review, Strategic
Management Journal, Journal of Management, Accounting
Organizations and Soci-
ety, Management Science, MIS Quarterly, California
Management Review, Leader-
ship Excellence, Leader to Leader, and Organizational Behavior
Teaching Review.
56. Dr. Daft also is an active teacher and consultant. He has taught
leadership, lead-
ing change, management, organizational theory, and
organizational behavior. He
has also produced for-profit theatrical productions and helped
manage a start-up
enterprise. He has been involved in management development
and consulting for
many companies and government organizations, including the
National Academy of
Science, Oak Ridge National Laboratory, American Banking
Association, Auto-
Zone, Aegis Technology, Bell Canada, Aluminum Bahrain
(Alba), Bridgestone,
TVA, Cardinal Healthcare, Pratt & Whitney, Allstate Insurance,
State Farm Insur-
ance, the United States Air Force, the U.S. Army, Central
Parking System, USAA,
Bristol-Myers Squibb, Eli Lilly, Vulcan Materials, and the
Vanderbilt University
Medical Center.
xiii
57. PREFACE
Many leaders have recently had their assumptions challenged
about how organiza-
tions succeed. Leaders are struggling to make sense of the
shifting environment and
to learn how to lead the people in their companies effectively
and successfully in the
midst of turmoil. The crisis in the housing, mortgage, and
finance industries and
resulting recession; volatile oil prices; ethical scandals;
political turmoil; and other
events have dramatically shifted the organizational and
economic landscape. This
edition of The Leadership Experience addresses themes and
issues that are directly
relevant to the current turbulent environment. My vision for the
seventh edition is
to give students an exciting, applied, and comprehensive view
of what leadership is
like in today’s world. The Leadership Experience integrates
recent ideas and appli-
cations with established scholarly research in a way that makes
the topic of leader-
58. ship come alive. Organizations are undergoing major changes,
and this textbook
addresses the qualities and skills leaders need in this rapidly
evolving world.
Recent chaotic events, combined with factors such as a growing
need for
creativity and innovation in organizations, the rise of social
media, the growth of
e-business and mobile commerce, the use of virtual teams and
telecommuting, glob-
alization, the growing problem of cybercrime, and other
ongoing transformations
place new demands on leaders that go far beyond the topics
traditionally taught in
courses on management or organizational behavior. My
experiences teaching lead-
ership to students and managers, and working with leaders to
change their organiza-
tions, have affirmed for me the value of traditional leadership
concepts while
highlighting the importance of including new ideas and
applications.
The Leadership Experience thoroughly covers the history of
59. leadership studies
and the traditional theories but goes beyond that to incorporate
valuable ideas such
as leadership vision, shaping culture and values, leadership
courage, and the impor-
tance of moral leadership. The book expands the treatment of
leadership to capture
the excitement of the subject in a way that motivates students
and challenges them
to develop their leadership potential.
NEW TO THE SEVENTH EDITION
A primary focus for revising The Leadership Experience,
seventh edition, has been
to relate leadership concepts and theories to real events in
today’s turbulent environ-
ment. Each chapter has been revised and updated to bring in
current issues and
events that leaders are facing.
Topics and application examples that have been added or
expanded in the sev-
enth edition include:
xiv
60. • developing a global mindset
• leading with humility
• leadership courage as a skill
• the influence of emotions on
performance
• the importance of self-awareness for
leadership
• entrepreneurial leadership
• overcoming bias in the workplace
• candid communication
• how leaders use social media
• leadership coaching
• balancing conflict and cooperation
• agile leadership
• fostering a thriving workforce
• team competencies
• how to confront others during
conflict
61. • diversity of thought
• co-creating a vision
• building a high-performance culture
through values and results
• the mental transition required for
people to change behavior
• using a positive emotional attractor
Some of the new examples of leaders and leadership within
organizations that
show practical applications of key concepts include:
• Pope Francis
• Mickey Drexler, J. Crew
• Warren Buffett, Berkshire
Hathaway
• Satya Nadella, Microsoft
• Laura Smith, Yola
• Nancy Dubec, A&E Networks
• Angela Ahrendts, Apple
• Coach Ron Rivera, Carolina
62. Panthers
• Chade-Meng Tan, Google
• Kip Tindell, Container Store
• Gen. Stanley McChrystal, U. S.
Army
• Rich Gee, Rich Gee Group
• Dan Price, Gravity Payments
• Grant Reid, Mars Inc
• Zingerman’s
• Honda Engine Plant
• Seattle Seahawks
• Earl’s Restaurants
• Mattel Toys
• Chris Rufer, Morning Star
• Golden State Warriors
• Vivek Gupta, Zensar Technologies
• Inga Beale, Lloyd’s of London
• Intel
• HealthFitness
• Norman Seabrook, Riker’s Island
• Dick Costolo, Twitter
• BNSF Railway
• Rui Sousa, Ronnie McKnight,Tom
63. Camp, UPS
• Natarajan Chandrasekaran, Tata
Consultancy
• Marvin Ellison, J. C. Penney
• Jon Fairest, Sanofi Canada
The Leadership Experience continues to offer students great
opportunities for
self-assessment and leadership development. An important
aspect of learning to be a
leader involves looking inward for greater self-understanding,
and the seventh edi-
tion provides many opportunities for this type of reflection.
Each chapter includes
multiple questionnaires or exercises that enable students to
learn about their own
leadership beliefs, values, competencies, and skills. These
exercises help students
gauge their current standing and connect the chapter concepts
and examples to ideas
for expanding their own leadership abilities. A few of the self-
assessment topics
involve engagement, networking, ethical maturity, personality
64. traits, leading diverse
people, developing a personal vision, spiritual leadership,
candor, leadership cour-
age, optimism, and leading with love versus leading with fear.
Self-assessments
related to basic leadership abilities such as listening skills,
emotional intelligence,
motivating others, and using power and influence are also
included. Additional self-
assessments are available within MindTap.
PREFACE xv
ORGANIZATION
The organization of the book is based on first understanding
basic ways in which
leaders differ from managers, and the ways leaders set
direction, seek alignment
between organizations and followers, build relationships, and
create change. Thus,
the organization of this book is in five parts:
1. Introduction to Leadership
65. 2. Research Perspectives on Leadership
3. The Personal Side of Leadership
4. The Leader as a Relationship Builder
5. The Leader as Social Architect
The book integrates materials from both micro and macro
approaches to lead-
ership, from both academia and the real world, and from
traditional ideas and
recent thinking.
DISTINGUISHING FEATURES
This book has a number of special features that are designed to
make the material
accessible and valuable to students.
In the Lead The …