How to Create a Mentoring Program That Works | Webinar 08.18.15BizLibrary
Mentoring can help you address key business issues like succession planning, manager and supervisor development, rapid growth, attracting and retaining top talent, training reinforcement and diversity. In this webinar we’ll discuss how mentoring will help you overcome key business challenges and provide 7 key steps to create a program that will actually work and improve organizational productivity and performance.
www.bizlibrary.com
Partnerships that bring organizations together promise unique opportunities; the reality is often otherwise. Successful partnerships manage the partnership, not just the agreement, for collaborative advantage. Above all, they pay attention to learning priorities.
How to Create a Mentoring Program That Works | Webinar 08.18.15BizLibrary
Mentoring can help you address key business issues like succession planning, manager and supervisor development, rapid growth, attracting and retaining top talent, training reinforcement and diversity. In this webinar we’ll discuss how mentoring will help you overcome key business challenges and provide 7 key steps to create a program that will actually work and improve organizational productivity and performance.
www.bizlibrary.com
Partnerships that bring organizations together promise unique opportunities; the reality is often otherwise. Successful partnerships manage the partnership, not just the agreement, for collaborative advantage. Above all, they pay attention to learning priorities.
Fundamentals of Mentoring - An Introduction for Psychiatric-Mental Health Nu...AmerPsychNurses
A presentation exploring the basics of mentoring for psychiatric-mental health nurses, prepared by members of the American Psychiatric Nurses Association Administrative Council.
Self Determination Theory incorporates competence, relatedness and autonomy. Check out Juliette's Self Determination Theory video below: https://youtu.be/pToliShvm3I
An introduction to learners and learning. This slide deck covers basic concepts every person engaged with education in any form should be familiar with. I gave this presentation to MBA students in Iqra University as a guest speaker in 2018. Hopefully, it could be useful for more people.
November 3-6 i Potsdam -- the OECD is hosting a seminar on how to assess the impact of entrepreneurship training. This is my white paper (draft!) on how to assess student outcomes: How can we rigorously assess change in the entrepreneurial mindset? Comments definitely welcome!
This presentation on coaching and mentoring gives you a greater understanding of the benefits of coaching as well as the benefits of mentoring. The mentoring techniques are a great value add for managers who manage large teams, especially coaching and mentoring skills.
Mentoring is very important aspect in organization management for proper grooming, growth and development of new entrant in an organization.This presentation will introduce u about the various aspects,method ad straties of mentoring.
As program staff, how many times have you heard a mentor say, “I don’t know what to do with my mentee” or “My mentee just doesn’t want to work on academics”? Probably more often than you’d like! In this month’s webinar, part of the free series from Friends for Youth's Mentoring Institute, we review the latest research on how activities between mentors and mentees positively and negatively impact the relationship, discuss the purpose of activities in building the relationship, and focus on one particular activity through a variety of formats. Additionally, participants were invited to share ideas of activities appropriate for a range of mentees.
Goal setting, an important aspect within both instrumental and developmental approaches, was examined through two specific examples used by mentoring programs: Targeting Goals activities contained in the Mentoring Journal from Friends for Youth and the online Goal Setting tool available through the AmericaLearns platform from Blue Ribbon Advocate-Mentor Program. Each program discussed when and how they introduce these tools to maximize the relationship and further its development.
This webinar featured Graig Meyer, Program Coordinator from the Blue Ribbon Mentor-Advocate Program in Chapel Hill, NC with Sarah Kremer from Friends for Youth both sharing expertise on supporting mentors in brainstorming effective activities.
A guide on the principles to developing an easy, non intrusive mentoring framework, with a user friendly template, as an example, that can be adapted or borrowed for use.
An introduction to evaluation and feedback. This slide deck covers basic concepts every person engaged with designing evaluation or feedback systems for training should be familiar with. I gave this presentation to MBA students in Iqra University as a guest speaker in 2018. Hopefully, it could be useful for more people.
Emotional Intelligence: is at the core of this process: This is about building self awareness and self belief in order to achieve your full potential and to be able to maximize your performance in all areas of your life.
Coaching generates Emotional Intelligence through an understanding of SELF.
Emotional awareness increases PEAK PERFORMANCE, which in turn increases bottom line profit.
This is a STEM Education Course, this is due within 10 hours! MuGrazynaBroyles24
**This is a STEM Education Course, this is due within 10 hours! Must use original work and cite work using APA Style Formatting.***
Directions: Please answer the Discussion Questions in 150 words each (must cite references). Answer the response questions in 100 words.
Discussion Question 1: How have you used feedback from assessments to improve future achievement? How can you use this understanding to help your students monitor their progress in a way that leads to academic success?
Discussion Question 2: How will you collaborate and show compassion and concern for and with families of a student who has accommodations to make sure they feel listened to, supported, and guided in this process?
Response
Jill Wrote:
As I reflect upon feedback that I have personally received from past classes and course work, I have learned to not attach self-worth to criticism or critique. I must view the feedback as ways to improve and learn rather than a negative. Demonstrating and vocalizing this growth mindset is an important skill that we, as educators, can instill in our students (and work on ourselves). Seeing our academic learning as a journey rather than a “right or wrong” experience. I have found myself telling my students that if they already knew everything, they wouldn’t need to attend classes. See each day as an opportunity to learn and improve should be the cornerstone of the educational experience.
Molly Wrote:
For me, feedback from assessments has reinforced what I am currently doing well while providing a catalyst for any changes needed to do things better. Feedback has improved future achievement for me by providing a foundation for goal-setting. If I can improve on something, appropriate and positive feedback will point me in the direction of growth. I am fortunate to have had excellent supervisors, mentors and teachers who have supported my growth and development with healthy feedback.
I can apply these experiences to help my students in the same way. I can provide meaningful, supportive and healthy feedback in ways that push them to set goals for themselves to succeed academically. I also can encourage them to take more personal ownership in the learning process by allowing them opportunities for self-assessment and for tracking their own data (Li, 2017). The more involved students are in their learning, the more confident they will be. Student confidence supports goal achievement and academic success.
Jill Wrote:
Clear communication and the demonstration of empathy are vital to creating and fostering positive relations with students and parents/guardians. The article “20 Tips for Developing Positive Relationships with Parents”, provides numerous tips and reminders in order to foster these foundations of parent/teacher relationships. Of these tips, a few really spoke to me, and I hope to incorporate them in future parent/guardian interactions. Declaring the intention to work with them and their student which set the stage f ...
Chapter 6Our Coherence Framework is simplexity.” Simplexity is .docxmccormicknadine86
Chapter 6
Our Coherence Framework is “simplexity.” Simplexity is not a real word, but it is a valuable concept. Simplexity means that you take a difficult problem and identify a small number of key factors (about four to six)—this is the simple part. And then you make these factors gel under the reality of action with its pressures, politics, and personalities in the situation—this is the complex part. In the case of our framework, there are only four big chunks and their interrelationships. Not only are these components dynamic but they also get refined over time in the setting in which you work. You have to focus on the right things, but you also must learn as you go. One of our favorite insights came from a retired CEO from a very successful company who, when asked about the most important thing he has learned about leadership, responded by say- ing, “It is more important to be right at the end of the meeting than the most important thing he has learned about leadership, responded by saying- ing, “It is more important to be right at the end of the meeting than the beginning” (David Cote, Honeywell, nyti.ms/1chUHqp). He was using this as a metaphor for a good change process: leaders influence the group, but they also learn from it. In fact, joint learning is what happens in effective change processes. If you are right at the beginning of the meeting, you are right only in your mind. If you are right at the notional end of the meeting, it means that you have processed the ideas with the group. McKinsey & Company conducted a study of leaders in the social sector (education et al.) and opened their report with these words: “chronic underinvestment [in leadership development] is placing increasing demands on social sector leaders” (Callanan, Gardner, Mendonca, & Scott, 2014). Their conclusions are right in our wheelhouse. In the survey of 200 social sector leaders, participants rated four critical attributes: balancing innovation with implementation, building executive teams, collaborating, and manag- ing outcomes. Survey respondents found themselves and their peers to be deficient in all four domains. In one table, they show the priorities—ability to innovate and implement, ability to surround selves with talented teams, collaboration, and ability to manage to outcomes—in terms of how respon- dents rated themselves and rated their peers as strong in the given domain. Both sets of scores were low—all below 40 percent. Collaboration, for example, was rated as 24 percent (self-rating) and 24 percent (rating of their peers). So the top capabilities are in short supply. Leaders build coherence when they combine the four components of our Coherence Framework with meeting the varied needs of the complex organizations they lead. Coherence making is a forever job because people come and go, and the situational dynamics are always in flux. They actively develop lateral and vertical connections so that the collaborative culture is deepened and drives dee ...
Fundamentals of Mentoring - An Introduction for Psychiatric-Mental Health Nu...AmerPsychNurses
A presentation exploring the basics of mentoring for psychiatric-mental health nurses, prepared by members of the American Psychiatric Nurses Association Administrative Council.
Self Determination Theory incorporates competence, relatedness and autonomy. Check out Juliette's Self Determination Theory video below: https://youtu.be/pToliShvm3I
An introduction to learners and learning. This slide deck covers basic concepts every person engaged with education in any form should be familiar with. I gave this presentation to MBA students in Iqra University as a guest speaker in 2018. Hopefully, it could be useful for more people.
November 3-6 i Potsdam -- the OECD is hosting a seminar on how to assess the impact of entrepreneurship training. This is my white paper (draft!) on how to assess student outcomes: How can we rigorously assess change in the entrepreneurial mindset? Comments definitely welcome!
This presentation on coaching and mentoring gives you a greater understanding of the benefits of coaching as well as the benefits of mentoring. The mentoring techniques are a great value add for managers who manage large teams, especially coaching and mentoring skills.
Mentoring is very important aspect in organization management for proper grooming, growth and development of new entrant in an organization.This presentation will introduce u about the various aspects,method ad straties of mentoring.
As program staff, how many times have you heard a mentor say, “I don’t know what to do with my mentee” or “My mentee just doesn’t want to work on academics”? Probably more often than you’d like! In this month’s webinar, part of the free series from Friends for Youth's Mentoring Institute, we review the latest research on how activities between mentors and mentees positively and negatively impact the relationship, discuss the purpose of activities in building the relationship, and focus on one particular activity through a variety of formats. Additionally, participants were invited to share ideas of activities appropriate for a range of mentees.
Goal setting, an important aspect within both instrumental and developmental approaches, was examined through two specific examples used by mentoring programs: Targeting Goals activities contained in the Mentoring Journal from Friends for Youth and the online Goal Setting tool available through the AmericaLearns platform from Blue Ribbon Advocate-Mentor Program. Each program discussed when and how they introduce these tools to maximize the relationship and further its development.
This webinar featured Graig Meyer, Program Coordinator from the Blue Ribbon Mentor-Advocate Program in Chapel Hill, NC with Sarah Kremer from Friends for Youth both sharing expertise on supporting mentors in brainstorming effective activities.
A guide on the principles to developing an easy, non intrusive mentoring framework, with a user friendly template, as an example, that can be adapted or borrowed for use.
An introduction to evaluation and feedback. This slide deck covers basic concepts every person engaged with designing evaluation or feedback systems for training should be familiar with. I gave this presentation to MBA students in Iqra University as a guest speaker in 2018. Hopefully, it could be useful for more people.
Emotional Intelligence: is at the core of this process: This is about building self awareness and self belief in order to achieve your full potential and to be able to maximize your performance in all areas of your life.
Coaching generates Emotional Intelligence through an understanding of SELF.
Emotional awareness increases PEAK PERFORMANCE, which in turn increases bottom line profit.
This is a STEM Education Course, this is due within 10 hours! MuGrazynaBroyles24
**This is a STEM Education Course, this is due within 10 hours! Must use original work and cite work using APA Style Formatting.***
Directions: Please answer the Discussion Questions in 150 words each (must cite references). Answer the response questions in 100 words.
Discussion Question 1: How have you used feedback from assessments to improve future achievement? How can you use this understanding to help your students monitor their progress in a way that leads to academic success?
Discussion Question 2: How will you collaborate and show compassion and concern for and with families of a student who has accommodations to make sure they feel listened to, supported, and guided in this process?
Response
Jill Wrote:
As I reflect upon feedback that I have personally received from past classes and course work, I have learned to not attach self-worth to criticism or critique. I must view the feedback as ways to improve and learn rather than a negative. Demonstrating and vocalizing this growth mindset is an important skill that we, as educators, can instill in our students (and work on ourselves). Seeing our academic learning as a journey rather than a “right or wrong” experience. I have found myself telling my students that if they already knew everything, they wouldn’t need to attend classes. See each day as an opportunity to learn and improve should be the cornerstone of the educational experience.
Molly Wrote:
For me, feedback from assessments has reinforced what I am currently doing well while providing a catalyst for any changes needed to do things better. Feedback has improved future achievement for me by providing a foundation for goal-setting. If I can improve on something, appropriate and positive feedback will point me in the direction of growth. I am fortunate to have had excellent supervisors, mentors and teachers who have supported my growth and development with healthy feedback.
I can apply these experiences to help my students in the same way. I can provide meaningful, supportive and healthy feedback in ways that push them to set goals for themselves to succeed academically. I also can encourage them to take more personal ownership in the learning process by allowing them opportunities for self-assessment and for tracking their own data (Li, 2017). The more involved students are in their learning, the more confident they will be. Student confidence supports goal achievement and academic success.
Jill Wrote:
Clear communication and the demonstration of empathy are vital to creating and fostering positive relations with students and parents/guardians. The article “20 Tips for Developing Positive Relationships with Parents”, provides numerous tips and reminders in order to foster these foundations of parent/teacher relationships. Of these tips, a few really spoke to me, and I hope to incorporate them in future parent/guardian interactions. Declaring the intention to work with them and their student which set the stage f ...
Chapter 6Our Coherence Framework is simplexity.” Simplexity is .docxmccormicknadine86
Chapter 6
Our Coherence Framework is “simplexity.” Simplexity is not a real word, but it is a valuable concept. Simplexity means that you take a difficult problem and identify a small number of key factors (about four to six)—this is the simple part. And then you make these factors gel under the reality of action with its pressures, politics, and personalities in the situation—this is the complex part. In the case of our framework, there are only four big chunks and their interrelationships. Not only are these components dynamic but they also get refined over time in the setting in which you work. You have to focus on the right things, but you also must learn as you go. One of our favorite insights came from a retired CEO from a very successful company who, when asked about the most important thing he has learned about leadership, responded by say- ing, “It is more important to be right at the end of the meeting than the most important thing he has learned about leadership, responded by saying- ing, “It is more important to be right at the end of the meeting than the beginning” (David Cote, Honeywell, nyti.ms/1chUHqp). He was using this as a metaphor for a good change process: leaders influence the group, but they also learn from it. In fact, joint learning is what happens in effective change processes. If you are right at the beginning of the meeting, you are right only in your mind. If you are right at the notional end of the meeting, it means that you have processed the ideas with the group. McKinsey & Company conducted a study of leaders in the social sector (education et al.) and opened their report with these words: “chronic underinvestment [in leadership development] is placing increasing demands on social sector leaders” (Callanan, Gardner, Mendonca, & Scott, 2014). Their conclusions are right in our wheelhouse. In the survey of 200 social sector leaders, participants rated four critical attributes: balancing innovation with implementation, building executive teams, collaborating, and manag- ing outcomes. Survey respondents found themselves and their peers to be deficient in all four domains. In one table, they show the priorities—ability to innovate and implement, ability to surround selves with talented teams, collaboration, and ability to manage to outcomes—in terms of how respon- dents rated themselves and rated their peers as strong in the given domain. Both sets of scores were low—all below 40 percent. Collaboration, for example, was rated as 24 percent (self-rating) and 24 percent (rating of their peers). So the top capabilities are in short supply. Leaders build coherence when they combine the four components of our Coherence Framework with meeting the varied needs of the complex organizations they lead. Coherence making is a forever job because people come and go, and the situational dynamics are always in flux. They actively develop lateral and vertical connections so that the collaborative culture is deepened and drives dee ...
Reflection Part 6
CSBI Course 6: Relationship, Change Management and Consulting skills
● Leading Change
● Finding Opportunity
● Communicating Within the Industry
● Proving Value
Leading Change
Consultants leverage knowledge,expertise and communications competency to support
decision-makers in considering data and information in ways that reveal robust opportunities for
organizations. Some of these opportunities have not previously been envisioned at an
operations level because meaningful information has not been available or presented.
Exercising Influence and Stimulating Action
A well-considered and integrated use of emotional intelligence, a variety of leadership styles and
appropriate use of power will be valuable to the BI/Analytics consultants as a change agent in
times of turbulence. We will describe each of these attributes and then discuss how their
integrated use creates strong leverage for influence.
Much has been written over the past fifteen years about the success of those who work with
emotional intelligence(EI). High-EI people can understand and read, in real time, their own
emotions while simultaneously understanding those of others and subsequently advancing their
positions by interacting with greater skill and influence than others. This capability is present
even in the heat of the moment, when most individuals would turn to more base-level
interpretations of and reactions to themselves, others and a situation.
Daniel Goleman, a well-known author on EI, finds that leadership performance is affected by
one’s ability to work within the two EI competency sets- personal and social. Specifically, one’s
ability to engage certain personal and social competencies yields stronger leadership
performance and subsequent results as a change agent.
Self Awareness
● Emotional awareness
● Accurate self-assessment
● Self confidence
Self Management
● Self control
● Trustworthiness
● Conscientiousness
● Adaptability
● Innov.
Due Finals weekContent 3-4 + cover and refrence page = 5-6.docxsagarlesley
Due Finals week
Content 3-4 + cover and refrence page = 5-6
· In text citation
INDIVIDUAL FINAL PAPER (100 points)
· 5-7 pages; including cover page and references page (abstract not necessary for this paper)
· APA Format - Double-spaced - appropriate headers - use in-text citations/references where necessary
· Sections to include:
· Introduction (this should introduce your paper - what the paper is going to tell the reader)
· Analysis of Organizational Behavior (this should include an analysis of the final presentation created with your group.
· Compelling Components - Things I Found Most Interesting
· Difficult Components - Things I Didn't Fully Understand
· How I May Utilize What I've Learned in my Career
Graded on the ability to describe and synthesize what you've learned throughout the course and how you might utilize this new knowledge in the business world. Grammar, spelling, and format (neatness) are taken into consideration.
Example: A 5 page paper with some grammatical and spelling errors with no more than answers to the questions and little synthesizing would result in a C letter grade. A 7-page paper, well formatted, well thought out, grammatically correct and a couple of solid in-text citations and references to support what you're saying would result in an A letter grade.
PLEASE COMPLETE THIS IN MS WORD - There will be a spot for you to hand it in within Blackboard.
1
Running head: THE Marriage of Finance and Organization
7
THE MARRIAGE OF FINANCE AND ORGANIZATION
The Marriage of Finance and Organization: A Reflection Paper
The Marriage of Finance and Organization: A Reflection Paper
When someone encounters the word organization, first comes to mind would probably be chart-boxes, arrows, and functions. A chart represents what organization is, and how it functions. My entire course in Organizational Behavior, however, has thought me how to understand and look beyond what is seen in a chart. This paper describes what I’ve learned in the entire term including the things that I find most interesting and the things I wish to be improved on. More importantly, I am going to share how the knowledge in organization behavior will help me in the practice of my major.
Analysis of Organizational Behavior
A shared goal is the purpose why organization exists. In achieving this goal, an organization uses different techniques or methods in achieving them. Not able to do so follows the failure of the goal. It also important to note that organizational behavior does not only explain what organization is, but also gives careful elaborations on how organization works and why some fail. In this course, the importance of every member of organization is realized; that an organization’s success is not just because of a single person but how harmonious a group is. Different leadership styles, ethical performance of responsibilities, and effective motivations are just some of the few ...
Geared toward undergraduate student-level supervisors, this presentation gives students a chance to review their results from the StrengthsQuest assessment and learn how to apply their Strengths to the work they will do as a peer leader and supervisor.
For professional development, I need to use evidence to analyse and incorporate the experiences so that I can form an instructive part for my future practice and work. Professional growth and development is strongly encouraged. So it is advised to become involved with professional associations (Boyle, 2013, p.12). I should participate in professional conferences. Involvement and attending in conferences, helps to develop in professional skills as well as forming and maintaining professional relationship with colleagues. Placement can put me at a distinct advantage when applying for future employment.
Discussion 2 Key Life Area Goals, Objectives, and Action PlansNowVinaOconner450
Discussion 2: Key Life Area Goals, Objectives, and Action Plans
Now that you have submitted your completed Capstone Project, it is time to look back on your work and reflect through the creation of a brief slideshow presentation. This will also provide other class members with the opportunity to share their own work and garner new information from yours.
Assignment:
Respond to two of your colleagues’ PowerPoints that contain a perspective other than yours. Your response will typically be 2–3 paragraphs in length, as a general expectation.
· View Two (2) of Colleagues’ powerpoint presentation “See attachment”
· Share an insight about what you learned from having read your colleagues’ postings and discuss how and why your colleague’s posting resonated with you professionally and personally. (Note: This may be a great opportunity to help you think about passions you share with your colleagues who could become part of your Walden network.)
· Offer an example from your experience or observation that validates what your colleague discussed.
· Offer specific suggestions that will help your colleague build upon his or her perceptions as a leader.
· Offer further assessment from having read your colleague’s post that could impact a leader’s effectiveness.
· Share how something your colleague discussed changed the way you consider your own leadership qualities.
· See Colleagues Powerpoint
· No plagiarism
1st Colleague – Jimena Patane
RE: Discussion 1: Research Paper Track - Week 7
Top of Form
Conclusion
The research shows that forgiveness is a skill that leads to resolving conflicts between people in organizations by preserving and strengthening the relationships. Strong relations lead to positive change, better levels of well-being, higher employee engagement, and profitability. Organizations should address the act of forgiveness as a way to promote collaboration and build trust with employees.
Forgiveness is a crucial component of effective conflict management and provides employees with psychological safety. Designing environments that not only reduce stress and anxiety but also foster relationships results in higher levels of engagement and productivity.
Ayoko (2008) describes the potential reactions and emotions people face during a conflict:
· Aggressive Emotions: Distrustful, resentful, angry
· Positive Receptive Emotions: Confident, curious, optimistic
· Avoidant Emotions: fearful, vulnerable, uncertain
The know-how to manage the process and feelings during conflict would help influence how relationships evolve in an organization.
Recommendation
The secret is in institutionalizing mechanisms to manage conflict effectively. Not to be confused with micromanaging employee relationships. It means to pay attention to our behaviors and talk about them. It means to train leaders and employees on how conflict is managed and why it is important to forgive, and the impact on the relationships and the workplace culture.
The recommendatio ...
Psychological Foundations of Leadership 1 Course LearningTatianaMajor22
Psychological Foundations of Leadership 1
Course Learning Outcomes for Unit VI
Upon completion of this unit, students should be able to:
6. Examine characteristics leaders exhibit to achieve organizational objectives.
6.1 Examine knowledge management.
6.2 Explain the benefit for a learning organization to develop a strategy toward effectively
competing with ecommerce.
6.3 Examine the need for a leadership development program to guide a learning organization
toward sustainability.
Course/Unit
Learning Outcomes
Learning Activity
6.1
Unit Lesson
Chapter 13
Unit VI Case Study
6.2
Unit Lesson
Chapter 13
Unit VI Case Study
6.3
Unit Lesson
Chapter 13
Chapter 15
Unit VI Case Study
Required Unit Resources
Chapter 13: Strategic Leadership and Knowledge Management
Chapter 15: Leadership Development and Succession
Unit Lesson
Introduction
Welcome to Unit VI! As our vibrant learning continues, we will now examine essential characteristics for
leaders needed to drive organizational success. As we continue to reflect upon the psychological foundations,
we are led to consider characteristics that directly correlate to each of these dimensions. For the purposes of
initiation, please pause and think about a successful leader who influenced and guided an organization that
you were a part of. What characteristics did they display? Perhaps they displayed authenticity, self-
confidence, and exceptional verbal skills? Logically, one will contemplate these characteristics in the context
of key leadership functions, two of which we will examine in this unit.
For the purposes of this lesson, we will first identify critical characteristics needed for the formulation and
execution of business strategy, and we will contemplate the role of knowledge management. Second, we will
explore important characteristics needed for successful development and execution of leadership
development programs. Finally, we will conclude with an examination of how these characteristics in these
important activities relate to the psychological foundations of leadership.
UNIT VI STUDY GUIDE
Leadership Characteristics for
Organizational Success
Psychological Foundations of Leadership 2
UNIT x STUDY GUIDE
Title
Strategy
We continue to learn that the success of any business necessitates a clearly expressed vision and mission
statement that leaders utilize in order to gain followership and influence activities that lead to the attainment of
organizational goals. Given that one of the critical functions of organizational leadership is the development of
strategy, it is essential to translate the vision and mission statement into a viable plan for execution. DuBrin
(2019) posits that strategy is the mechanism that supports the planning process, which provides inspiration
and direction. Recognizing that leaders must possess essential characteristics to gain followership for this
strategy, let’s consider three most critica ...
Ashford 5: - Week 4 - Assignment
Human Resource Planning and Organizational Strategy
In a four- to five-page paper (excluding the title and references pages), discuss the relationship between human resource planning activities and the organization’s strategic development and implementation. Describe the eight elements of the staffing process. Examine the relationship between the eight elements of the staffing process and the four activities related to human resource planning.
Based on the information presented in Figure 10.5, review the human resource planning process and the previous readings from Chapters 4 and 8. Explain the relationship between the four activities of human resource planning and the organization’s strategic planning, development, and implementation.
Your paper should include in-text citations and references for at least three scholarly sources, in addition to the text, and be formatted according to APA style as outlined in the
Ashford Writing Center
.
Carefully review the
Grading Rubric
for the criteria that will be used to evaluate your assignment.
FIGURE 10.5 Human resource planning process
(Plunkett 330-331)
Plunkett, Warren R., Gemmy Allen, Raymond Attner. Management. Cengage Learning, 01/2012. VitalBook file.
CHAPTER 4 PLANNING AND STRATEGY
LEARNING OBJECTIVES
After studying this chapter, you should be able to:
1 Explain the importance of planning
2 Differentiate between strategic, tactical, operational, and contingency plans
3 List and explain the steps in a basic planning process
4 Discuss various ways to make plans effective
5 Distinguish between strategic planning, strategic management, strategy formulation, and strategy implementation
6 Explain the steps involved in the strategic planning process
7 Explain the formulation of corporate-level strategy, business-level strategy, and functional-level strategy
SELF-MANAGEMENT
Strategic Thinking
What do you want to accomplish with your life? To be successful, you need to be proactive, look ahead, anticipate change, and analyze opportunities. In other words, you need to plan and think strategically. This will help you to determine the potential impact of your actions on other individuals. As a result you will make better decisions.
Strategic thinking involves the gathering and use of data to make significant long-term decisions that will affect future business performance. This process requires examination of the mission, core functions and current performance of a business, the industry in which it operates, and the external environment. An important step in becoming a manager is to think strategically. For each of the following statements, circle the number which indicates your level of agreement. Rate your agreement as it is, not what you think it should be. Objectivity will enable you to determine your management skill strengths and weaknesses.
Almost Always
Often
Sometimes
Rarely
Almost Never
I set clear goals for myself.
.
Strategic Planning is a key business activity for many organizations, and yet, many of these plans remain on the shelf while day-to-day demands take over. This presentation outlines how psychological type (popularized in the Myers-Briggs Type Indicator - MBTI) can be leveraged as a great tool for a strategic planning effort. Originally presented at the August 2009 APTi Conference by Jennifer Tucker and Hile Rutledge:
Book Summary of Execution : The Discipline of Getting Things DoneChandra Kopparapu
The book titled Execution: The Discipline of Getting Things Done by Lawrence Bossidy and Ram Charan is an examination of what it takes for companies to succeed through strategies, processes, leadership and ultimately, execution. It is this which sets successful companies apart from those that fail. It was reported that nearly 25% of the fortune 500 CEO’s failed to execute the Business Strategy.
5 Establishing Organizational Objectives
iStock/Thinkstock
Ah, but a man’s reach should exceed his grasp,
Or what’s a heaven for?
—Robert Browning
Learning Objectives
After reading this chapter, you should be able to do the following:
• Describe the nature of objectives and the important role of—and management by—objectives in an HCO.
• Discuss the characteristics of good objectives.
• Delineate the types of objectives that are included in a strategic plan, and include examples of objectives for
key result areas.
• Provide an example of how to use data from an internal and external environmental analysis to set good
objectives.
• Explain how to perform a periodic review of objectives for measuring progress and making updates
as needed.
Section 5.1The Nature and Role of Objectives
Introduction
An HCO cannot achieve goals if none exist for the organization. Although this idea is quite
simple, many people overlook it. To accomplish anything, an organization must have a clear
understanding of what is to be accomplished. Strategic objectives are the tool by which
organizations define their goals and sketch out a specific road map for achieving them. If we
fail to set specific objectives, we simply waste our time and energy by going in circles. Later,
we look back at what we accomplished and wonder where the time went. Just being busy and
involved in activities does not mean that we are accomplishing what we need to accomplish.
This chapter focuses on the need to establish objectives, the characteristics of good objec-
tives, and the process of writing objectives. After the vision and mission of the HCO have been
defined, and the internal and external analyses completed, relevant objectives are developed
for the strategic plan.
5.1 The Nature and Role of Objectives
Objectives can be defined as clear, concise written statements outlining what is to be accom-
plished in key result areas in a certain time period, in measurable terms. Peter Drucker argues
that “objectives are not fate; they are direction. They are not commands, but they are com-
mitments. They do not determine the future, but they are the means by which the resources
and energies of the operation can be mobilized for the making of the future” (Drucker, 1954,
p. 102).
As noted in Chapter 2, the words key results, goals, and targets often are used synonymously
when talking about short- and long-term objectives. Whatever the label used, the idea is to
focus on a specific set of target activities and outcomes to be accomplished. Think of the anal-
ogy of the archer used in Chapter 2. An HCO administrator wants the whole organization
aimed at a single target, just as an archer wants every arrow aimed at the bull’s-eye. People
get confused and disorganized if they do not know where they are going. In large measure,
the success or failure of an HCO is based on its ability to set goals, as well as on tools with
which to measure progress toward those.
Similar to This is a stem education course, this is due within 10 hours! mu (20)
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.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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
This is a stem education course, this is due within 10 hours! mu
1. **This is a STEM Education Course, this is due within 10
hours! Must use original work and cite work using APA Style
Formatting.***
Directions: Please answer the Discussion Questions in 150
words each (must cite references). Answer the response
questions in 100 words.
Discussion Question 1: How have you used feedback from
assessments to improve future achievement? How can you use
this understanding to help your students monitor their progress
in a way that leads to academic success?
Discussion Question 2: How will you collaborate and show
compassion and concern for and with families of a student who
has accommodations to make sure they feel listened to,
supported, and guided in this process?
Response
Jill Wrote:
As I reflect upon feedback that I have personally received from
past classes and course work, I have learned to not attach self-
worth to criticism or critique. I must view the feedback as ways
to improve and learn rather than a negative. Demonstrating and
vocalizing this growth mindset is an important skill that we, as
educators, can instill in our students (and work on ourselves).
Seeing our academic learning as a journey rather than a “right
or wrong” experience. I have found myself telling my students
that if they already knew everything, they wouldn’t need to
attend classes. See each day as an opportunity to learn and
improve should be the cornerstone of the educational
experience.
Molly Wrote:
2. For me, feedback from assessments has reinforced what I am
currently doing well while providing a catalyst for any changes
needed to do things better. Feedback has improved future
achievement for me by providing a foundation for goal-setting.
If I can improve on something, appropriate and positive
feedback will point me in the direction of growth. I am
fortunate to have had excellent supervisors, mentors and
teachers who have supported my growth and development with
healthy feedback.
I can apply these experiences to help my students in the same
way. I can provide meaningful, supportive and healthy
feedback in ways that push them to set goals for themselves to
succeed academically. I also can encourage them to take more
personal ownership in the learning process by allowing them
opportunities for self-assessment and for tracking their own
data (Li, 2017). The more involved students are in their
learning, the more confident they will be. Student confidence
supports goal achievement and academic success.
Jill Wrote:
Clear communication and the demonstration of empathy are
vital to creating and fostering positive relations with students
and parents/guardians. The article “20 Tips for Developing
Positive Relationships with Parents”, provides numerous tips
and reminders in order to foster these foundations of
parent/teacher relationships. Of these tips, a few really spoke to
me, and I hope to incorporate them in future parent/guardian
interactions. Declaring the intention to work with them and
their student which set the stage for all future meetings. I will
work to always lead with positives from the classroom
concerning their student and to communicate early and often
(Aguilar, 2011). In order to ensure that parents are feeling
valued and heard, I will ask them for input and to assist in make
some instructional decisions. The article also promotes sharing
successes with parents in a timely manner. These successes may
include academic or social achievements. It is so very important
that parents hear a well-rounded recap of their student’s
3. classroom and learning experience. In the end, I feel that it is at
times, more important to listen rather than to speak.
6 Organization Structure
and Management
Systems: The
Fundamentals of
Strategy Implementation
Ultimately, there may be no long-term sustainable advantage
other than the ability to
organize and manage.
—JAY GALBRAITH AND ED LAWLER
I’d rather have first-rate execution and second-rate strategy
anytime than brilliant
ideas and mediocre management.
—JAMIE DIMON, CEO, JPMORGAN CHASE & CO.
Many people regard execution as detail work that’s beneath the
dignity of a business
leader. That’s wrong. To the contrary, it’s a leader’s most
important job.
—LARRY BOSSIDY, FORMER CEO, HONEYWELL
6
◆ Introduction and Objectives
◆ Strategy Formulation and Strategy Implementation
4. ● The Strategic Planning System: Linking Strategy
to Action
◆ The Fundamentals of Organizing: Specialization,
Cooperation, and Coordination
● Specialization and Division of Labor
● The Cooperation Problem
● The Coordination Problem
◆ Developing Organizational Capability
● Processes
● Motivation
● Structure
◆ Organization Design
● The Role of Hierarchy
● Defining Organizational Units
● Alternative Structural Forms: Functional,
Multidivisional, Matrix
● Systems and Style: Mechanistic versus Organic
Organizational Forms
● Recent Trends in Organizational Design
◆ Summary
5. ◆ Self-Study Questions
◆ Notes
O U T L I N E
132 PART II THE TOOLS OF STRATEGY ANALYSIS
Introduction and Objectives
We spend a lot of our time strategizing: pondering our next
career move, making plans for a vaca-
tion; thinking about how to improve our marketability. Most of
these strategies remain just wishful
thinking: if strategy is to yield results, it must be backed by
commitment and translated into action.
The challenges of strategy implementation are even greater for
organizations than for individuals.
Executing strategy requires the combined efforts of all the
members of the organization, many of whom
will have played no role in its formulation; others will find that
the strategy conflicts with their own
personal interests. Even without these impediments,
implementation tends to be neglected because
it requires commitment, persistence, and hard work. “How many
meetings have you attended where
people left without firm conclusions about who would do what
and when?” asks super-consultant,
Ram Charan.1
In this chapter, we consider some of the fundamentals of
strategy implementation. We begin by
6. clarifying the relationship between strategy formulation and
strategy implementation. If strategy
involves translating intention into action, the basic
organizational requirements are for coordination
and cooperation. We view organizational capability as the
mechanism through which coordination
and cooperation effectuate action. We disaggregate
organizational capability into four components:
resources, motivation, processes, and structure and go on to
explore the role of each of these in strategy
implementation.
This chapter introduces only the fundamentals of strategy
implementation. In subsequent chap-
ters, we shall consider strategy implementation in particular
contexts, such as strategic change
(Chapter 8), innovation (Chapter 9), mature industries
(Chapter 10), international business (Chapter 12),
multi business firms (Chapter 14), and mergers and
acquisitions (Chapter 15). At the same time, our
consideration of strategy implementation is limited: ultimately
strategy implementation embraces the
whole of management.
By the time you have completed this chapter, you will be able
to:
◆◆Understand the relationship between strategy formulation
and strategy implementation
and the role of strategic planning systems in linking strategy to
action.
◆◆Recognize the role of cooperation and coordination as the
basic requirements for organi-
zational effectiveness.
7. ◆◆Appreciate the role that resources, processes, motivation,
and structure play in developing
organizational capabilities.
◆◆Select the organizational structure best suited to a
particular business context.
CHAPTER 6 ORGANIZATION STRUCTURE AND
MANAGEMENT SYSTEMS 133
Strategy Formulation and Strategy Implementation
The relationship between strategy formulation and strategy
implementation has long
been a contentious issue. During the early years of corporate
planning, strategy was
viewed as a two-stage process: first, formulation (mainly by top
management), then
implementation (mainly by middle management). This
conception was challenged by
Henry Mintzberg who envisaged strategy as emerging from the
interaction between
the formulation and implementation (see the discussion of “How
is Strategy Made? The
Strategy Process” in Chapter 1).2
From what we have learned about the nature of strategy, it is
clear that we cannot
separate strategic management into self-contained formulation
and implementation
stages. The intended strategy of any organization is inevitably
incomplete: it com-
prises goals, directions, and priorities, but it can never be
comprehensive. It is during
8. implementation that the gaps are filled in and, because
circumstances change, the
strategy adapts. Equally, strategy formulation must take account
of the conditions of
implementation. The observation “Great strategy; lousy
implementation” is typically a
misdiagnosis of strategic failure: a strategy which has been
formulated without taking
account of its ability to be implemented is a poorly formulated
strategy. Clearly, strategy
formulation and implementation are interdependent.
Nevertheless, the fact remains that
purposeful behavior requires that action must be preceded by
intention, and intention
needs to be preceded by thought.
The Strategic Planning System: Linking Strategy to Action
Our outline of the development of strategic management in
Chapter 1 (see “A Brief
History of Business Strategy”) indicated that companies adopted
corporate planning,
not to formulate strategy but to facilitate coordination and
control in increasingly large
and complex organizations.
Similarly with entrepreneurial start-ups, when Steve Jobs and
Steve Wozniak founded
Apple Computer at the beginning of 1977, strategy was
developed in their heads and
through their conversation. A written articulation of Apple’s
strategy did not appear
until they needed to write a business plan in order to attract
venture capital funding.3
However, Apple did not adopt a systematic strategic planning
process until several
9. years later when it needed to establish capital expenditure
budgets for its different
functions and product teams and link strategy to day-to-day
decision-making.
Thus, Mintzberg’s claim that formalized strategic planning is a
poor way to make
strategy, even if it is right, fails to recognize the real value
purpose of strategic planning
systems. As we shall see, strategic planning systems provide a
framework for the
strategy process which can assist in building consensus,
communicating the strategy
and its rationale throughout the organization, allocating
resources to support the
strategy, and establishing performance goals to guide and
motivate the individuals and
groups responsible for carrying out the strategy.
The Strategic Planning Cycle Most large companies have a
regular (normally
annual) strategic planning process that results in a document
that is endorsed by the
board of directors and provides a development plan for the
company for the next three
to five years. The strategic planning process is a systematized
approach that assem-
bles information, shares perceptions, conducts analysis, reaches
decisions, ensures
134 PART II THE TOOLS OF STRATEGY ANALYSIS
consistency among those decisions, and commits managers to
courses of action and
10. performance targets.
Strategic planning processes vary between organizations. At
some they are highly
centralized. Even after an entrepreneurial start-up has grown
into a large company,
strategy making may remain the preserve of the chief executive.
At MCI Communica-
tions, former CEO Orville Wright observed: “We do it strictly
top-down at MCI.”4 How-
ever, at most large companies, the strategic planning process
involves a combination of
top-down direction and bottom-up initiatives.5
Figure 6.1 shows a typical strategic planning cycle. The
principal stages are:
1 Setting the context: guidelines, forecasts, assumptions. The
CEO typically initiates
the process by indicating strategic priorities—these will be
influenced by the
outcome of the previous performance reviews. In addition, the
strategic planning
unit may provide assumptions or forecasts that offer a common
basis for strategic
planning by different units within the organization. For
example, the 2017–20
strategic plan of the Italian oil and gas company Eni was based
upon (a) the
goal of increasing free cash flow by expanding petroleum
production and selling
assets and (b) assumptions that the price of crude would rise to
$60 per barrel
and the dollar/euro exchange rate would appreciate to 1.20 by
2020.6
11. 2 Business plans. On the basis of these priorities and planning
assumptions, the
different organizational units—product divisions, functional
departments, and
geographical units—create strategic plans that are then
presented for com-
ment and discussion to top management. This dialogue
represents a critically
important feature of the strategy system: it provides a process
for sharing
knowledge, communicating ideas, and reaching consensus. This
process may
be more important than the strategic plans that are created. As
General (later
President) Dwight Eisenhower observed: “Plans are worthless,
but planning is
everything.”7
Corporate
Guidelines
Draft
Business
Plans
Discussions
with
Corporate
Revised
Business
Plans
13. the board
for approval.
4 Capital expenditure budgets. Capital expenditure budgets link
strategy
to resource allocation. They are established through both top-
down and
bottom-up initiatives. When organizational units prepare their
business plans,
they will indicate the major projects they plan to undertake
during the stra-
tegic planning period and the capital expenditures involved.
When top
management aggregates business plans to create the corporate
plan, it estab-
lishes capital expenditure budgets both for the company as a
whole and for
the individual businesses. The businesses then submit capital
expenditure
requests for specific projects that are evaluated through
standard appraisal
methodologies, typically using discounted cash flow analysis.
Capital expen-
diture approvals take place at different levels of a company
according to
their size. Projects of up to $5 million might be approved by a
business
unit head; projects of up to $25 million might be approved by
divisional
top management; larger projects might need to be approved by
the top
management committee; the biggest projects may require
approval by the
board of directors.
5 Operational plans and performance targets. Implementing
14. strategy requires
breaking down strategic plans into a series of shorter-term plans
that pro-
vide a focus for action and a basis for performance monitoring.
At the basis
of the annual operating plan are a set of performance targets
derived from
the strategic plan. These performance targets are both financial
(sales growth,
margins, return on capital) and operational (inventory turns,
defect rates,
number of new outlets opened). In the section on “Setting
Performance Tar-
gets” in Chapter 2, I outlined the basic cascading logic for goal
setting: overall
goals of the organization are disaggregated into more specific
performance
goals as we move down the organization. As Chapter 2 shows,
this can use
either a simple financial disaggregation or the balanced
scorecard method-
ology. There is nothing new about this approach: management
by objectives
(the process of participative goal setting) was proposed by Peter
Drucker in
1954.8 Performance targets can be built into the annual
operating budget. The
operating budget is a pro forma profit-and-loss statement for the
company as
a whole and for individual divisions and business units for the
upcoming year.
It is usually divided into quarters and months to permit
continual monitoring
and the early identification of variances. The operating budget
is part fore-
cast and part target. Each business typically prepares an
15. operating budget for
the following year that is then discussed with the top
management committee
and, if acceptable, approved. In some organizations, the
budgeting process
is part of the strategic planning system: the operating budget is
the first year
of the strategic plans; in others, budgeting follows strategic
planning. Opera-
tional planning is more than setting performance targets and
agreeing budgets;
it also involves planning specific activities. As Bossidy and
Charan explain:
“An operating plan includes the programs your business is
going to complete
within one year ... Among these programs are product launches;
the marketing
plan; a sales plan that takes advantage of market opportunities;
a manufac-
turing plan that stipulates production outputs; and a
productivity plan that
improves efficiency.”9
136 PART II THE TOOLS OF STRATEGY ANALYSIS
The Fundamentals of Organizing: Specialization, Cooperation,
and Coordination
Translating intention into action requires organizing. To
understand what organizing
involves, we must understand why firms exist.
Specialization and Division of Labor
16. Firms exist because of their efficiency advantages in producing
goods and services that
results from the division of labor: each worker specializing in a
specific task. Consider
Adam Smith’s description of pin manufacture:
One man draws out the wire, another straightens it, a third cuts
it, a fourth points it, a
fifth grinds it at the top for receiving the head; to make the head
requires two or three
distinct operations; to put it on is a peculiar business, to whiten
the pins is another; it
is even a trade by itself to put them into the papers.10
Smith’s pin makers produced about 4800 pins per person each
day. “But if they had all
wrought separately and independently, and without any of them
having been educated
to this peculiar business, they certainly could not each have
made 20, perhaps not one
pin, in a day.”
However, specialization comes at a cost: dividing the
production process requires
integrating the separate efforts. This involves two problems:
first, the cooperation
problem, aligning the interests of individuals who have
divergent goals; second, the
coordination problem, even in the absence of goal conflict, how
do individuals harmo-
nize their separate efforts?
The Cooperation Problem
The economics literature analyzes cooperation problems arising
from goal misalign-
17. ment as the agency problem.11 An agency relationship exists
when one party (the
principal) contracts with another party (the agent) to act on
behalf of the principal. The
problem is ensuring that the agent acts in the principal’s
interest. Particular attention has
been given to agency problems arising between owners
(shareholders) and managers.
The central issue of corporate governance is ensuring that
managers act in the inter-
ests of shareholders. However, agency problems exist
throughout the entire hierarchy:
employees tend to pursue their own interests rather than those
of their organization.
Even organizational goals fragment as a result of specialization
as each department
creates its own subgoals. The classic conflicts are between
different functions: sales
wishes to please customers, production wishes to maximize
output, R & D wants to
introduce mind-blowing new products, while finance worries
about profit and loss.
Several mechanisms are available to management for achieving
goal alignment
within organizations:
● Control mechanisms typically operate through hierarchical
supervision: man-
agers supervise the behavior and performance of subordi nates
using positive
and negative incentives. The principal positive incentive is the
oppor-
tunity for promotion up the hierarchy; negative incentives are
dismissal
and demotion.
18. CHAPTER 6 ORGANIZATION STRUCTURE AND
MANAGEMENT SYSTEMS 137
● Performance incentives link rewards to output: they include
piece rates for pro-
duction workers and profit bonuses for executives.
Performance-related incen-
tives have the advantages of being “high powered”—rewards are
directly related
to performance—and they avoid the need for costly monitoring
and supervision
of employees. Pay-for-performance is less effective when
employees work in
teams or where output is difficult to measure.
● Shared values. Some organizations achieve high levels of
cooperation and
low levels of goal conflict without resorting to either punitive
controls or
performance incentives. The members of churches, charities,
and voluntary
organizations often share values that support common purpose.
Similarly,
for business enterprises, as we saw in Chapter 2 (see pp. 52–
53), shared values
among members encourage the convergence of interests and
perceptions that
facilitate consensus and enhances performance.12 In doing so,
shared values
can act as a control mechanism that is an alternative to
bureaucratic control or
financial incentives. An organization’s values are one
component of its culture.
19. Strategy Capsule 6.1 discusses the role of organizational culture
in aligning
individual actions with company strategy.
● Persuasion. Implementing strategy requires leadership and at
the heart of lead-
ership is persuasion. J.-C. Spender argues that, language is
central, both to the
conceptualization of strategy and to its implementation.13
Leadership requires
influencing others, where rhetoric—the use of language for
persuasion—is a
core skill. Management rhetoric is not simply about
communicating strategy; it
involves changing the perceptions of organizational members,
their relationships
with the organization, and, ultimately, guiding their actions to
actualize the
strategy in the face of uncertainty and ambiguity.
The Coordination Problem
Willingness to cooperate is not enough to ensure that
organizational members integrate
their efforts—it is not a lack of a common goal that causes
Olympic relay teams to drop
the baton. Unless individuals can find ways of coordinating
their efforts, production
does not happen. As we shall see in our discussion of
organizational capabilities, the
exceptional performance of Disney theme parks, the Ferrari
Formula 1 pit crew, and
the US Marine Corps band derives less from the skills of the
individual members and
more from superb coordination among them.
20. Mechanisms for coordination include the following:
● Rules and directives: A basic feature of all firms is a general
employment
contract under which individuals agree to perform a range of
duties as required
by their employer. This allows managers to exercise authority
by means of
general rules (“Secret agents on overseas missions will have
essential expenses
reimbursed only on production of original receipts”) and
specific directives
(“Miss Moneypenny, show Mr Bond his new toothbrush with 4G
communica-
tion and a concealed death ray”).
● Mutual adjustment: The simplest form of coordination
involves the mutual
adjustment of individuals engaged in related tasks. In soccer or
doubles
tennis, players coordinate their actions spontaneously without
direction or
established routines. Such mutual adjustment occurs in
leaderless teams and
is especially suited to novel tasks where routinization is not
feasible.
138 PART II THE TOOLS OF STRATEGY ANALYSIS
● Routines: Where activities are performed repeatedly,
coordination becomes
routinized. As we shall see in more detail when we discuss
processes,
organizational routines are “regular and predictable sequences
21. of coordinated
actions by individuals” that provide the foundation of
organizational capability.
If organizations are to perform complex activities efficiently
and reliably, rules,
directives, and mutual adjustments are not enough—
coordination must become
embedded in routines.
STRATEGY CAPSULE 6.1
Organizational Culture as an Integrating Device
Corporate culture comprises the beliefs, values, and
behavioral norms of the company, which influence
how employees think and behave.a It is manifest in
symbols, ceremonies, social practices, rites, vocabulary,
and dress. While shared values are effective in aligning
the goals of organizational members, culture exercises
a wider influence on an organization’s capacity for pur-
poseful action. Organizational culture is a complex
phenomenon. It is shaped by the national and ethnic
cultures within which the firm is embedded and the
social and professional cultures of organizational mem-
bers. Most of all, it is a product of the organization’s his -
22. tory, especially the founder’s personality and beliefs: the
corporate culture of Walt Disney Company continues to
reflect the values, aspirations, and personal style of Walt
Disney. A corporate culture is seldom homogeneous:
different cultures coexist within different functions and
departments.
Culture can facilitate both cooperation and
coordination through fostering social norms and a sense
of identity. Cultures can also be divisive and dysfunc-
tional. At the British bank NatWest during the 1990s, John
Weeks identified a “culture of complaining” which was a
barrier to top-down strategy initiatives.b A culture may
support some types of corporate action but handicap
others. Lehman Brothers (whose collapse in September
2008 triggered the global financial crisis) was renowned
for its individualistic, entrepreneurial culture whose
downside was ineffective risk management. The culture
of the British Broadcasting Corporation reflects internal
23. politicization, professional values, and dedication to the
public good, but a lack of customer focus.c
Cultures take a long time to develop and cannot
easily be changed. As the external environment changes,
a highly effective culture may become dysfunctional. The
police forces of some US cities have developed cultures
of professionalism and militarism, which increased their
effectiveness in fighting crime, but led to isolation and
unresponsiveness to community needs.d
Despite its power in determining how an orga-
nization behaves, culture is far from being a flexible
management tool at the disposal of chief executives. It
is a property of the organization as a whole, which is not
amenable to manipulation. CEOs inherit rather than cre-
ate the culture of their organizations. The key issue is to
recognize the culture of the organization and to ensure
that structure and systems work with the culture and not
against it. Where strategy is aligned with organizational
24. culture, it can act as a control device and a source of flex-
ibility: when individuals internalize the goals and princi -
ples of the organization, they can be allowed to use their
initiative and creativity in their work.
Notes:
aE. H. Schein, “Organizational Culture,” American Psychologist
45
(1990): 109–119.
bJ. Weeks, Unpopular Culture: The Ritual of Complaint in a
British
Bank (Chicago: University of Chicago Press, 2004).
cT. Burns, The BBC: Public Institution and Private World
(London:
Macmillan, 1977).
d“Policing: Don’t Shoot,” Economist (December 13, 2014): 37.
CHAPTER 6 ORGANIZATION STRUCTURE AND
MANAGEMENT SYSTEMS 139
The relative roles of these different coordination devices
depend on the types of
activity being performed and the intensity of collaboration
required. Rules are highly
efficient for activities where standardized outcomes are
required—most quality- control
procedures involve the application of simple rules. Routines are
essential for activ-
ities where close interdependence exists between individuals, be
the activity a basic
25. production task (supplying customers at Starbucks) or more
complex (performing
a heart bypass operation). Mutual adjustment works best for
nonstandardized tasks
(such as problem-solving), where those involved are well
informed of the actions of
their coworkers, either because they are in close visual contact
(a chef de cuisine and
her sous chefs) or because of information exchange (a design
team using interactive
CAD software).
Developing Organizational Capability
Translating strategy into action requires organizational
capability. Hence, the develop-
ment and deployment of organizational capabilities lies at the
core of strategy imple-
mentation. So far, we have said little about the determinants of
organizational capability
beyond recognizing that capabilities involve combining
resources to perform a task. Let
us look more closely at the structure of organizational
capability in the light of our pre-
ceding discussion of the fundamentals of organizing.
Capabilities require resources, and the level of capability
depends, to some degree,
upon the amount and quality of these resources. However, there
is more to capa-
bility than resources alone. In sport, all-star teams can be
beaten by teams that create
strong capabilities from modest resources. In 1992, the US
men’s Olympic basketball
team—the “Dream Team” that included Charles Barkley, Larry
Bird, Patrick Ewing,
26. Magic Johnson, Michael Jordan, Karl Malone, and Scottie
Pippen—lost to a team of
college players in one of their practice games. In Euro 2016, the
English soccer team,
with a market value of $810 million, was eliminated by Iceland,
a team valued at
$30 million. Similarly, in business: upstarts with modest
resources can outcompete
established giants—Dyson against Electrolux in domestic
appliances, ARM against Intel
in microprocessors, Spotify against Apple in streamed music.
Clearly, there is more to
organizational capability than just resources.
The effectiveness with which resources—people especially—are
integrated to cre-
ate capabilities depends upon three major factors: processes,
motivation, and structure.
These are depicted in Figure 6.2.
ORGANIZATIONAL
CAPABILITIES
RESOURCES
Motivation StructureProcesses
FIGURE 6.2 Integrating resources to build capability
140 PART II THE TOOLS OF STRATEGY ANALYSIS
Processes
The academic literature views organizational capability as based
27. upon organizational
routines—“regular and predictable behavioral patterns
[comprising] repetitive patterns
of activity” that determine what firms do, who they are, and
how they develop.14 Like
individual skills, organizational routines develop through
learning-by-doing—and, if
not used, they wither.
However, the academic literature’s emphasis on routines as an
emergent phenomenon
ignores the role of management. In practice, patterns of
coordination among organi-
zational members to undertake a productive task are planned by
managers who use
learning-before-doing as a vital preliminary to learning-by-
doing. For this reason, I
emphasize organizational processes over organizational
routines, where a process is
a coordinated sequence of actions through which specific
productive tasks are per-
formed. Not only is the term process well understood by
managers, but there are
established tools for their design, mapping, and development.15
Motivation
Processes provide the basis for team members to coordinate
their individual actions;
however, the effectiveness of the coordination depends upon the
extent of their
motivation. We discussed motivation in relation to the challenge
of aligning the goals
of individuals with those of the organization. Team motivation
is more complex: it
depends not only on each individual’s willingness to strive in
28. performing his/her
specific task but also on a willingness to subordinate
individuals to team goals. Despite
decades of research, the determinant of exceptional team
performance remains a
mystery—which is why outstandingly successful sports
coaches—Alex Ferguson,
Joe Gibbs, John Wooden, Scotty Bowman—command huge fees
on the corporate
lecture circuits.
Structure
The people and processes that contribute to an organizational
capability need to
be located within the same organizatio nal unit if they are to
coordinate effectively.
Processes that span internal organizational boundaries rarely
achieve high levels
of capability. Until the mid-1980s, European and US
automakers used a sequential
system of new product development which began in marketing
then went, in turn,
to styling, engineering, manufacturing, and …
Case 22
If a man could flow with the stream, grow with the way of
nature, he’d accomplish
more and he’d be happier doing it than bucking the flow of the
water.
—W. L. GORE
29. W. L. Gore &
Associates:
Rethinking
Management
Malcolm Gladwell (author of The Tipping Point and Outliers)
described his visit to
W. L. Gore & Associates (Gore) as follows:
When I visited a Gore associate named Bob Hen at one of the
company’s plants
in Delaware, I tried, unsuccessfully, to get him to tell me what
his position was.
I suspected, from the fact that he had been recommended to me,
that he was one of
the top executives. But his office wasn’t any bigger than anyone
else’s. His card just
called him an “associate.” He didn’t seem to have a secretary,
one that I could see
anyway. He wasn’t dressed any differently from anyone else,
and when I kept asking
the question again and again, all he finally said, with a big grin,
was, “I’m a meddler.”1
The absence of job titles and the lack of the normal symbols of
hierarchy are not
the only things that are different about Gore. Since its founding
in 1958, Gore has
deliberately adopted a system of management that contrasts
sharply with that of other
established corporations. While the styles of management of all
start-up companies
reflect the personality and values of their founders, the
remarkable thing about Gore is
that, as a $3.2 billion company with 9500 employees
(“associates”) in 25 countries of
31. son, Bob, the Gores’ first product was Teflon-insulated cable.
However, their break-
through was Bob Gore’s discovery of the potential of Teflon to
be stretched and
laced with microscopic holes. The resulting fabric shed water
droplets but was also
breathable. Gore-Tex received a US patent in 1976. Not only
did it have a wide
range of applications for outdoor clothing, the fact that Gore-
Tex was chemically
inert and resistant to infection made it an excellent material for
medical applications
such as artificial arteries and intravenous bags. The potential to
vary the size of
the microscopic holes in Gore-Tex also made it ideal for a wide
range of filtration
applications.
Since then, continuous innovation has resulted in a growing
array of consumer prod-
ucts (such as guitar strings, dental floss, footwear components,
and vacuum cleaner
bags), industrial products (such as fuel cell components,
electronic components, fire
safety fabrics, and rope fibers), and medical products (such as
implantable medical
devices, pharmaceutical tubing products, and sealants).
Origins of the Gore Management Philosophy
FundingUniverse.com describes the development of Bill Gore’s
management ideas
as follows:
From their basement office, the Gores expanded into a separate
production facility in
32. their hometown of Newark, Delaware. Sales were brisk after
initial product introduc-
tions. By 1965, just seven years after the business had started,
Gore & Associates was
employing about 200 people. It was about that time that Gore
began to develop and
implement the unique management system and philosophy for
which his company
would become recognized. Gore noticed that as his company
had grown, efficiency
and productivity had started to decline. He needed a new
management structure, but
he feared that the popular pyramid management structure that
was in vogue at the
time suppressed the creativity and innovation that he valued so
greatly. Instead of
adopting the pyramid structure, Gore decided to create his own
system.
During World War II, while on a task force at DuPont, Gore had
learned of another
type of organizational structure called the lattice system, which
was developed to
enhance the ingenuity and overall performance of a group
working toward a goal.
It emphasized communication and cooperation rather than
hierarchy of authority.
Under the system that Gore developed, any person was allowed
to make a decision
as long as it was fair, encouraged others, and made a
commitment to the company.
Consultation was required only for decisions that could
potentially cause serious
damage to the enterprise. Furthermore, new associates joined
the company on the
same effective authority level as all the other workers,
33. including Bill and Vieve. There
were no titles or bosses, with only a few exceptions, all
commands were replaced by
personal commitments.
New employees started out working in an area best suited to
their talents, under the
guidance of a sponsor. As the employee progressed there came
more responsibility,
CASE 22 W. L. GORE & ASSOCIATES: REThINkING
MANAGEMENT 631
and workers were paid according to their individual
contribution. “Team members
know who is producing,” Bill explained in a February 1986
issue of the Phoenix
Business Journal. “They won’t put up with poor performance.
There is tremendous
peer pressure. You promote yourself by gaining knowledge and
working hard, every
day. There is no competition, except with yourself.” The effect
of the system was to
encourage workers to be creative, take risks, and perform at
their highest level.2
Bill Gore’s ideas about management were influenced by
Douglas McGregor’s The
Human Side of Enterprise, published when Gore was starting up
his own company.
In it, McGregor identifies two models of management: the
conventional model of
management, rooted in Taylor’s scientific management, and
Weber’s principles of
34. bureaucracy, which McGregor termed “Theory X.” At its core is
the assumption that
work is unpleasant, that employees are motivated only by
money, and that manage-
ment’s principal role is to prevent shirking. “Theory Y” was
McGregor’s alternative
theory rooted in the work of the human relations school of
management, which
assumes that individuals are self-motivated, anxious to solve
problems, and capable of
working harmoniously on joint tasks.
Bill Gore’s dominant concern was the limits to organizational
size. He believed that
the need for interpersonal trust would result in organizations
declining in effective-
ness once they reached about 200 members. Hence, in 1967,
rather than expand their
Delaware facility, Bill and Vieve decided to build a second
manufacturing facility in
Flagstaff, Arizona. From then on, Gore built a new facility each
time an existing unit
reached 200 associates.
According to Malcolm Gladwell, Gore’s insistence upon small
organizational units
is an application of a principle developed by anthropologist
Robin Dunbar. According
to Dunbar, social groups are limited by individuals’ capacity to
manage complex social
relationships. Among primates, the size of the typical social
group for a species is cor-
related with the size of the neocortex of that species’ brain. For
humans, Dunbar esti-
mates that 148 is the maximum number of individuals that a
person can comfortably
35. have social relations with. Across a range of different societies,
Dunbar found that 150
was the typical maximum size of tribes, religious groups, and
army units.3
Organization Structure and Management Principles
The Gore organization does include elements of hierarchy. For
example, as a corpo-
ration, it is legally required to have a board of directors —this is
chaired by Bob Gore.
There is also a CEO, Terri Kelly. The company is organized
into four divisions (fabrics,
medical, industrial, and electronic products), each with a
recognized “leader.” Within
these divisions there are specific business units, each based
upon a group of products.
There are also specialized, company-wide functions such as
human resources and
information technology.
What is lacking is a codified set of ranks and positions. Gore
associates are expected
to adapt their roles to match their skills and aptitudes. The basic
organizational units
are small, self-managing teams.
Relationships within teams and between teams are based upon
the concept of a
lattice rather than a conventional hierarchy. The idea of a lattice
is that every orga-
nizational member is connected to every other organiza tional
member within the
particular facility. In the lattice, communication is peer to peer,
not superior to sub-
ordinate. For Bill Gore, this was a more natural way to
36. organize. He observed that in
632 CASES TO ACCOMPANY CONTEMPORARY STRATEGY
ANALYSIS
most formal organizations it was through informal connections
that things actually got
done: “Most of us delight in going around the formal procedures
and doing things the
straightforward and easy way.”4
New associates are assigned to a “sponsor” whose job is to
introduce the new hire
to the company and guide him or her through the lattice. The
new hire is likely to
spend time with several teams during the first few months of
employment. It is up
to the new associate and a team to find a good match. An
associate is free to find
EXHIBIT 1
What we believe
Founder Bill Gore built the company on a set of beliefs
and principles that guide us in the decisions we make,
in the work we do, and in our behavior toward others.
What we believe is the basis for our strong culture, which
connects Gore associates worldwide in a common bond.
37. FUNDAMENTAL BELIEFS
Belief in the individual: If you trust individuals and believe
in them, they will be motivated to do what’s right for
the company.
Power of small teams: Our lattice organization harnesses
the fast decision-making, diverse perspectives, and col-
laboration of small teams.
All in the same boat: All Gore associates are part owners of
the company through the associate stock plan. Not only
does this allow us to share in the risks and rewards of the
company, it gives us an added incentive to stay com-
mitted to its long-term success. As a result, we feel that
we are all in this effort together and believe we should
always consider what’s best for the company as a whole
when making decisions.
Long-term view: Our investment decisions are based on
long-term payoff and our fundamental beliefs are not
sacrificed for short-term gain.
38. GUIDING PRINCIPLES
◆ Freedom: the company was designed to be an orga-
nization in which associates can achieve their own
goals best by directing their efforts toward the suc-
cess of the corporation; action is prized; ideas are
encouraged; and making mistakes is viewed as part
of the creative process. We define freedom as being
empowered to encourage each other to grow in
knowledge, skill, scope of responsibility, and range
of activities. We believe that associates will exceed
expectations when given the freedom to do so.
◆ Fairness: everyone at Gore sincerely tries to be fair
with each other, our suppliers, our customers, and
anyone else with whom we do business.
◆ Commitment: we are not assigned tasks; rather, we
each make our own commitments and keep them.
◆ Waterline: everyone at Gore consults with other
associates before taking actions that might be
39. “below the waterline”—causing serious damage
to the company.
Working in Our Unique Culture
Our founder Bill Gore once said, “The objective of the
Enterprise is to make money and have fun doing so.” And
we still believe that, more than 50 years later.
Because we are all part owners of the company
through the associate stock plan, Gore associates expect
a lot from each other. Innovation and creativity; high
ethics and integrity; making commitments and standing
behind them. We work hard at living up to these expec-
tations as we strive for business success. But we also trust
CASE 22 W. L. GORE & ASSOCIATES: REThINkING
MANAGEMENT 633
a new sponsor if desired. Typically, each associate works on
two or three different
project teams.
Annual reviews are peer based. Information is collected from at
least 20 other asso-
ciates. Each associate is then ranked against every other
40. associate within the unit in
terms of overall contribution. This ranking determines
compensation.
The company’s beliefs, management principles, and work
culture are articulated on
its website (Exhibit 1).
and respect each other and believe it’s important to cele-
brate success.
Gore is much less formal than most workplaces. Our
relationships with other associates are open and informal
and we strive to treat everyone respectfully and fairly. This
type of environment naturally promotes social interac-
tion and many associates have made lifelong friends with
those they met working at Gore.
Do Something You’re
Passionate About
At Gore, we believe it’s important to have passion for what
you do. If you’re passionate about your work, you are natu-
rally going to be highly self-motivated and focused. If you
feel pride and ownership, you will want to do whatever it
takes to be successful and have an impact. So when you
41. apply for an opportunity at Gore, be sure you’re going to
be passionate about the work you’ll be doing.
The Lattice Structure and Individual
Accountability
Gore’s unique “lattice” management structure, which illus-
trates a nonhierarchical system based on interconnec-
tion among associates, is free from traditional bosses and
managers. There is no assigned authority, and we become
leaders based on our ability to gain the respect of our
peers and to attract followers.
You will be responsible for managing your own work-
load and will be accountable to others on your team.
More importantly, only you can make a commitment to
do something (e.g., a task, a project, or a new role)—but
once you make a commitment, you will be expected
to meet it. A “core commitment” is your primary area of
concentration. You may take on additional commitments
depending on your interests, the company’s needs, and
42. your availability.
Relationships and Direct
Communication
Relationships are everything at Gore—relationships with
each other, with customers, with vendors and suppliers,
and with our surrounding communities. We encourage
people to build and maintain long-term relationships by
communicating directly. Of course, we all use e-mail, but
we find that face-to-face meetings and phone calls work
best when collaborating with others.
Sponsors
Everyone at Gore has a sponsor, who is committed to
helping you succeed. Sponsors are responsible for sup-
porting your growth, for providing good feedback on
your strengths and areas that offer opportunities for
development and for helping you connect with others in
the organization.
Source: www.gore.com/en_xx/careers/whoweare/about-gore.
html, W. L. Gore & Associates: Beliefs, Principles and Culture.
Reproduced by permission of W. L. Gore & Associates.
43. 634 CASES TO ACCOMPANY CONTEMPORARY STRATEGY
ANALYSIS
Leadership
Leadership is important at Gore, but the basic principle is that
of natural leadership:
“If you call a meeting and people show up—you’re a leader.”5
Teams can appoint
team leaders; they can also replace their team leaders. As a
result, every team leader’s
accountability is to the team. “Someone who is accustomed to
snapping their fingers
and having people respond will be frustrated,” says John
McMillan, a Gore associate.
“I snap my fingers and nobody will do anything. My job is to
acquire followership, artic-
ulate a goal and get there … and hope the rest of the people
think that makes sense.”6
CEO Terri Kelly compares the conventional approach to
leadership with Gore’s
“ distributed leadership model”:
The model of the single powerful leader who operates through
command and control
is attractive in its simplicity … In reality, it is impractical to
expect the single leader to
have all the answers, and history has shown that relying upon
rigid control mecha-
nisms will not prevent catastrophic outcomes. It’s far better to
rely upon a broad base
of individuals and leaders who share a common set of values
44. and feel personal own-
ership for the overall success of the organization. And as
organizations grow in size
and complexity, it becomes even more critical to distribute the
leadership load … The
capacity of the organization increases when it distributes the
leadership load to com-
petent leaders on the ground who can make the best knowledge-
based decisions.7
She argues that talented newcomers to the workforce adapt
much more easily to the
distributed leadership than to traditional modes of management.
Young people recog-
nize that they have choices, are not wedded to a single
organization, and will move to
where they perceive the best opportunities. As a result,
companies that persevere with
traditional management models will find it difficult to retain the
best talent. At the same
time, warns Kelly, making the shift to a distributed leadership
model is a challenge to
top management. It requires a fundamental change in the values,
attitudes, and reward
systems that are deeply embedded in most organizations:
It will require a shift within the organization from valuing a key
few to valuing the
unique contributions of many. Individuals will need to feel they
have a voice and can
be heard. Leaders will need to recognize that their primary role
is to empower others
versus build their own power. They will no longer stand behind
a title with assumed
authority to tell people what to do.
45. Leaders’ focus will shift to creating the right environment and
instilling the right values
that can enable capable leaders to emerge. They will recognize
that they are only
leaders if they have willing followers, and that this needs to be
earned every day.
Ultimately, their contributions will be judged by the people they
lead.
Most rewards systems depend upon higher level management to
assess the effec-
tiveness of the leader. This view can be somewhat limited and
biased by the fact the
managers were often the ones who put the leader in the role in
the first place. Those
who know their leaders best are typically the individuals they
lead. If you want indi-
viduals to have a voice in the organization, they must also have
a voice in selecting
and evaluating their leaders.
CASE 22 W. L. GORE & ASSOCIATES: REThINkING
MANAGEMENT 635
In our company, we have found it very useful to adopt a peer
ranking system. All
associates get the opportunity to rank members of their team,
including their leaders.
They are asked to create a contribution list in rank order based
on who they believe
is making the greatest contribution to the success of the
enterprise. This approach
serves as an excellent form of “checks and balances” when it
comes to who is truly
46. recognized for their contributions as well as for overall
leadership.8
Innovation
The success of Gore’s unusual management system is its
capacity for innovation. Between
1976 and 2017, Gore received 1428 US patents; in each year
between 2012 and 2018 it
was awarded between 70 and 108 patents. Even more
remarkable has been its ability to
extend its existing technological breakthroughs to a wide
variety of new applications.
Central to Gore’s ability to innovate is its willingness to allow
individuals the freedom
to pursue their own projects: each associate is allowed a half
day each week of “dabble
time.” New product ideas typically originate with customers or
individual employees
and are then developed by a self-directed team. Gore’s Elixir
guitar strings began when
several amateur guitarists in the research department began
experimenting with differ-
ent coatings for guitar strings, then sent samples to musicians to
try.
The source of Gore’s innovations is not so much its brilliant
technologists and engi-
neers as a management system that attracts top talent and
provides an environment that
inspires creativity and collaboration. Gary Hamel closes his
discussion of Gore with the
following challenge:
Bill Gore was a 40-something chemical engineer when he laid
the foundations for his
49. Your well-written paper should meet the following
requirements:
· 5 pages which does not include the required title and
reference pages.
· APA style.
· Support your submission with course material concepts,
principles, and theories from the textbook and at least two
scholarly, peer-reviewed journal articles unless the assignment
calls for more.
· Turnitin Originality Check REPORT REQUIRED.