Week 6 - JournalLeadership Reflection
As noted above, leadership styles can be affected by your personality type. First, complete this free, online assessment to determine your personality type: http://www.humanmetrics.com/cgi-win/jtypes2.asp Second, write a journal entry of 500 words that evaluates your personality type. Consider how your personality type may influence the type of leadership style that best fits you. What strategies do you think you will need to adopt in order to implement other leadership styles? Which style(s) do you think are the hardest for you, and why? Is there a leadership type that you think is best suited for community-organization leadership? Be sure to follow APA-formatting and to reference at least 2 scholarly sources.
My scoreENFJ
Extravert(16%) iNtuitive(47%) Feeling(16%) Judging(12%)
· You have slight preference of Extraversion over Introversion (16%)
· You have moderate preference of Intuition over Sensing (47%)
· You have slight preference of Feeling over Thinking (16%)
· You have slight preference of Judging over Perceiving (12%)
Professor notes
Introduction: Ethics and leadership in community organizations
Last week, we spent time examining the connection of a community-based organization to its stakeholders, including its constituents. We discussed barriers organizations might face when trying to reach its stakeholders, and then also thought about diversity and its role in these organizations, both with outreach and with hiring and leadership. Now, for our final week of class, we are going to talk about leadership and ethical issues that organizations may face.
Leadership
Daniel Goleman (2000) identified six major leadership styles, and suggested that often, people can choose when to use each one, like a tool in a toolbox. While a personality trait may more comfortably lend itself to a particular leadership style, people can move between them when the need arises.
1. The coercive leader is effective in times of crisis. He or she will make commands and expect others to follow.
2. The authoritative leader lays out the overall goals, but gives others the chance to choose how to meet those goals.
3. The affiliative leader focuses on people first, often laying out praise and building harmony.
4. The democratic leader wants to give everyone a voice in decision-making.
5. The pacesetting leader sets high standards and models these standards.
6. The coaching leader focuses on personal development and less on organizational goals (Goleman, 2000).
Each of these styles is important with community-based organizations. Leadership must know how to recognize when to use the right style with the appropriate situation. Good leadership is integral with helping an organization reach its goals!
Ethics
Ethical living is based on a value system and on daily choices. Community-based organizations face unique ethical circumstances that are based on their organizational values. Often, these values are based on improving qual ...
The document discusses different frameworks for leadership including situational leadership theory and approaches for team-oriented leadership. It also provides examples of how to apply the leadership frameworks in various healthcare contexts such as establishing a new teaching hospital. Effective leadership requires assessing the situation and matching the appropriate leadership style to the readiness of the followers.
PrintCurrent Debate in Learning Theory Scoring Guide.docxsleeperharwell
PrintCurrent Debate in Learning Theory Scoring Guide
Current Debate in Learning Theory Scoring Guide Grading Rubric
Criteria
Non-performance
Basic
Proficient
Distinguished
Explain how the evolution of learning theories and neuroscience over time has shaped a selected learning controversy.
Does not explain how the evolution of learning theories and neuroscience over time has shaped a selected learning controversy.
Explains how the evolution of learning theories and neuroscience over time, but not how it has shaped a selected learning controversy.
Explains how the evolution of learning theories and neuroscience over time has shaped a selected learning controversy.
Explains how the evolution of learning theories and neuroscience over time has shaped a selected learning controversy. Draws from multiple perspectives and evidence-based research to support explanation.
Evaluate multiple perspectives on the selected learning controversy.
Does not identify multiple perspectives on the selected learning controversy.
Identifies but does not analyze multiple perspectives on the selected learning controversy.
Analyzes multiple perspectives on the selected learning controversy.
Evaluates multiple perspectives on the selected learning controversy.
Assess the implications of this learning controversy on your area of specialization.
Does not assess the implications of this learning controversy on an area of specialization.
Assesses the implications of this learning controversy but does not associate with area of specialization.
Assesses the implications of this learning controversy on one's own area of specialization.
Assesses the implications of this learning controversy on one's own area of specialization. Discusses best practices for staying informed with current research in field.
Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics; format paper, citations, and references using APA style.
Does not write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics; does not format paper, citations, and references correctly using APA style.
Uses sentence structure that is mostly clear, with a few minor spelling or grammatical errors but fails to attribute quotes and citations in a few places, or allows some inconsistencies in APA style.
Writes clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics; formats paper, citations, and references using APA style.
Writes clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics; uses relevant evidence to support a central idea; f.
This document discusses contingency management as a treatment for substance abuse issues. While contingency management has shown short-term effectiveness, more research is needed to demonstrate long-term benefits and sustained results. Relapse is a particular issue for treatments like smoking addiction. Developing schemes to combat relapse and create more effective intervention programs is important. Contingency management is also not as well known as other addiction treatments, so increasing public awareness of it could help more substance users seek treatment. Providing alternative rewards beyond just money or vouchers, like meals or employment assistance, may also help treatment centers while potentially being more cost effective than other addiction treatment options in the long run.
Corporations often use different costs of capital for different op.docxvanesaburnand
Corporations often use different costs of capital for different operating divisions. Using an example, calculate the weighted cost of capital (WACC). What are some potential issues in using varying techniques for cost of capital for different divisions? If the overall company weighted average cost of capital (WACC) were used as the hurdle rate for all divisions, would more conservative or riskier divisions get a greater share of capital? Explain your reasoning. What are two techniques that you could use to develop a rough estimate for each division’s cost of capital? Your response should be 200 to 250 words
Running Head: LEADERSHIP THEORIES
LEADERSHIP THEORIES6
Assignment 1: Theories of Leadership
For all assignments, assume that the City Manager has hired you as the Chief of Staff for your local government. The City Manager has tasked you with developing and implementing the government’s new million dollar grant funded Public Leadership Academy. The mission of the Public Leadership Academy is to provide ongoing training and development of the local government’s current and prospective public leaders. This program was developed in an effort to build and sustain world class public leadership that exemplifies exceptional leadership traits and skills, while fostering long-term relationships internal and external stakeholders and constituents. In the upcoming weeks, you will deliver your first presentation to the government’s local councilpersons, in which you address the type of public leadership model(s) that is both needed within the local government for its public leaders and required to fulfil the mission of the Public Leadership Academy.
After careful review and analysis of the steps needed to meet your goal, your first assignment is to revisit the theories and styles of leadership. You will examine the theories and styles that support the role of the public leader.
You may use the Internet and / or Strayer databases to complete any additional research.
Note: You may create and / or make all necessary assumptions needed for the completion of this assignment.
Use the basic outline below to draft your paper. Organize your responses to each question (except Question 4) under the following section headings:
· Defining The Public Leader (for Question 1)
· Leadership Theories (for Question 2)
· Leadership Styles (for Question 3)
Write a four to five (4-5) page paper in which you:
1. Determine two (2) leadership theories and two (2) leadership styles that support the definition of a public leader. Provide a rationale for your response.
2. Assess the effectiveness of the two (2) leadership theories from Question 1. Provide two (2) examples for each leadership theory.
3. Assess the effectiveness of the two (2) leadership styles from Question 1. Provide two (2) examples for each leadership style.
Question 1: Defining the Public Leader
Leadership is defined as the process by which a leader influences people to aid in the completion o.
Unit 9 AssignmentFinal personal leadership portraitTeresa A Jor.docxmarilucorr
Unit 9 Assignment/Final personal leadership portrait
Teresa A Jordan
PSL7010
Professor Michael Webb
· Final Personal Leadership Portrait
Your last project assignment, Final Personal Leadership Portrait, is due at the end of this unit. You will synthesize all aspects of leadership and communication that you have examined and discussed in the course and analyze your own leadership qualities to create a portrait of the effective public service leader you aspire to be.
Since this assignment requires you to develop a self-portrait, you may write this paper in first-person voice. Note:It is very important for your academic development that you recognize that writing in the first person is not usually acceptable in academic papers. However, given the nature of this assignment, it has been deemed appropriate to make an exception here. Please remember that the third-person voice is the universal norm in academic writing. You should always exercise careful consideration before departing from this norm.
Your course project must be completed in its entirety. By now, you have received feedback from your Writing Coach and your instructor, which you should incorporate into this revised assignment.
Refer to the results of the Multifactor Leadership Questionnaire (MLQ) and the communication style self-assessment you completed in Units 1 and 2. Be sure to review and use the Writing Coach and Instructor feedback you received on your previous assignments as well:
· Unit 3: Communication and Organizational Effectiveness.
· Unit 5: Communicating and Leading for Change and Innovation.
· Unit 6: Developing Ethical and Authentic Leadership Behavior.
· Unit 7: Draft of Personal Leadership Portrait assignments.
For this assignment:
· Analyze one or more leadership styles and corresponding leadership theories based on the unit readings and your MLQ assessment results that you believe best align with personal leadership effectiveness.
I will like to focus the leadership style on an innovation leader and the transformational leader, and please use leadership theories on these types of leaders. You can just focus on the leadership style I possess which is transformational leader.
In the beginning of this course, I consider myself a democratic/participative leader, who would ideally like to become a transformational leader. This is the type of leader that is able to motivate others to become more or do more than they intended. This leader sets challenging expectations and higher performance. I believed that since this course starts I am more of a transformational leader, but also participative. The MLQ assessment shows me as a transformational leader.
Analyze one or more communication styles based on the unit readings and the results of your communication style self-assessment that you believe best align with personal communication effectiveness. There are various communication strategies for relaying information. Information can be conveyed verbally, nonverbally, or ...
Gimme SHELDR! Preparing for Strategic LeadershipDouglas Anderson
Presented at 2017 American College of Healthcare Executive (ACHE), Congress, March 2017. The thirst for how to develop strategic minded leaders at all levels will be quenched in this workshop-style seminar. The seminar will help students reflect, think and communicate strategically, and provide methods on how to develop strategic minded leaders at all levels including themselves. Students will be introduced to the Strategic Health Leadership (SHELDR) competency model followed by a self- assessment. Research on the SHELDR competencies, overview of successful strategic leaders (i.e., competencies applied most or wish they had more of), and distillation of strategic leader development programs according to experts will be presented.
Learning Objectives:
a. Differentiate managerial versus strategic leadership competencies, learn from successful leaders and develop plans to develop strategic minded leaders including themselves
b. Challenge students to develop a personal ethos statement and communicate strategically
10A1-00 - POLICY ACTION PLANFor this project, identify an issue .docxpaynetawnya
This document outlines the requirements for a policy action plan project. Students are asked to develop a policy action plan addressing a public issue of their choice. The plan must include an executive summary, literature review on leadership theory, a problem statement, an action plan with stakeholder analysis and policy recommendation, an implementation proposal, and a personal leadership profile. Students are expected to apply leadership theories and concepts from the course to critically analyze the problem and propose solutions. The project aims to demonstrate students' understanding of applying leadership skills to address public problems.
The document discusses different frameworks for leadership including situational leadership theory and approaches for team-oriented leadership. It also provides examples of how to apply the leadership frameworks in various healthcare contexts such as establishing a new teaching hospital. Effective leadership requires assessing the situation and matching the appropriate leadership style to the readiness of the followers.
PrintCurrent Debate in Learning Theory Scoring Guide.docxsleeperharwell
PrintCurrent Debate in Learning Theory Scoring Guide
Current Debate in Learning Theory Scoring Guide Grading Rubric
Criteria
Non-performance
Basic
Proficient
Distinguished
Explain how the evolution of learning theories and neuroscience over time has shaped a selected learning controversy.
Does not explain how the evolution of learning theories and neuroscience over time has shaped a selected learning controversy.
Explains how the evolution of learning theories and neuroscience over time, but not how it has shaped a selected learning controversy.
Explains how the evolution of learning theories and neuroscience over time has shaped a selected learning controversy.
Explains how the evolution of learning theories and neuroscience over time has shaped a selected learning controversy. Draws from multiple perspectives and evidence-based research to support explanation.
Evaluate multiple perspectives on the selected learning controversy.
Does not identify multiple perspectives on the selected learning controversy.
Identifies but does not analyze multiple perspectives on the selected learning controversy.
Analyzes multiple perspectives on the selected learning controversy.
Evaluates multiple perspectives on the selected learning controversy.
Assess the implications of this learning controversy on your area of specialization.
Does not assess the implications of this learning controversy on an area of specialization.
Assesses the implications of this learning controversy but does not associate with area of specialization.
Assesses the implications of this learning controversy on one's own area of specialization.
Assesses the implications of this learning controversy on one's own area of specialization. Discusses best practices for staying informed with current research in field.
Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics; format paper, citations, and references using APA style.
Does not write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics; does not format paper, citations, and references correctly using APA style.
Uses sentence structure that is mostly clear, with a few minor spelling or grammatical errors but fails to attribute quotes and citations in a few places, or allows some inconsistencies in APA style.
Writes clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics; formats paper, citations, and references using APA style.
Writes clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics; uses relevant evidence to support a central idea; f.
This document discusses contingency management as a treatment for substance abuse issues. While contingency management has shown short-term effectiveness, more research is needed to demonstrate long-term benefits and sustained results. Relapse is a particular issue for treatments like smoking addiction. Developing schemes to combat relapse and create more effective intervention programs is important. Contingency management is also not as well known as other addiction treatments, so increasing public awareness of it could help more substance users seek treatment. Providing alternative rewards beyond just money or vouchers, like meals or employment assistance, may also help treatment centers while potentially being more cost effective than other addiction treatment options in the long run.
Corporations often use different costs of capital for different op.docxvanesaburnand
Corporations often use different costs of capital for different operating divisions. Using an example, calculate the weighted cost of capital (WACC). What are some potential issues in using varying techniques for cost of capital for different divisions? If the overall company weighted average cost of capital (WACC) were used as the hurdle rate for all divisions, would more conservative or riskier divisions get a greater share of capital? Explain your reasoning. What are two techniques that you could use to develop a rough estimate for each division’s cost of capital? Your response should be 200 to 250 words
Running Head: LEADERSHIP THEORIES
LEADERSHIP THEORIES6
Assignment 1: Theories of Leadership
For all assignments, assume that the City Manager has hired you as the Chief of Staff for your local government. The City Manager has tasked you with developing and implementing the government’s new million dollar grant funded Public Leadership Academy. The mission of the Public Leadership Academy is to provide ongoing training and development of the local government’s current and prospective public leaders. This program was developed in an effort to build and sustain world class public leadership that exemplifies exceptional leadership traits and skills, while fostering long-term relationships internal and external stakeholders and constituents. In the upcoming weeks, you will deliver your first presentation to the government’s local councilpersons, in which you address the type of public leadership model(s) that is both needed within the local government for its public leaders and required to fulfil the mission of the Public Leadership Academy.
After careful review and analysis of the steps needed to meet your goal, your first assignment is to revisit the theories and styles of leadership. You will examine the theories and styles that support the role of the public leader.
You may use the Internet and / or Strayer databases to complete any additional research.
Note: You may create and / or make all necessary assumptions needed for the completion of this assignment.
Use the basic outline below to draft your paper. Organize your responses to each question (except Question 4) under the following section headings:
· Defining The Public Leader (for Question 1)
· Leadership Theories (for Question 2)
· Leadership Styles (for Question 3)
Write a four to five (4-5) page paper in which you:
1. Determine two (2) leadership theories and two (2) leadership styles that support the definition of a public leader. Provide a rationale for your response.
2. Assess the effectiveness of the two (2) leadership theories from Question 1. Provide two (2) examples for each leadership theory.
3. Assess the effectiveness of the two (2) leadership styles from Question 1. Provide two (2) examples for each leadership style.
Question 1: Defining the Public Leader
Leadership is defined as the process by which a leader influences people to aid in the completion o.
Unit 9 AssignmentFinal personal leadership portraitTeresa A Jor.docxmarilucorr
Unit 9 Assignment/Final personal leadership portrait
Teresa A Jordan
PSL7010
Professor Michael Webb
· Final Personal Leadership Portrait
Your last project assignment, Final Personal Leadership Portrait, is due at the end of this unit. You will synthesize all aspects of leadership and communication that you have examined and discussed in the course and analyze your own leadership qualities to create a portrait of the effective public service leader you aspire to be.
Since this assignment requires you to develop a self-portrait, you may write this paper in first-person voice. Note:It is very important for your academic development that you recognize that writing in the first person is not usually acceptable in academic papers. However, given the nature of this assignment, it has been deemed appropriate to make an exception here. Please remember that the third-person voice is the universal norm in academic writing. You should always exercise careful consideration before departing from this norm.
Your course project must be completed in its entirety. By now, you have received feedback from your Writing Coach and your instructor, which you should incorporate into this revised assignment.
Refer to the results of the Multifactor Leadership Questionnaire (MLQ) and the communication style self-assessment you completed in Units 1 and 2. Be sure to review and use the Writing Coach and Instructor feedback you received on your previous assignments as well:
· Unit 3: Communication and Organizational Effectiveness.
· Unit 5: Communicating and Leading for Change and Innovation.
· Unit 6: Developing Ethical and Authentic Leadership Behavior.
· Unit 7: Draft of Personal Leadership Portrait assignments.
For this assignment:
· Analyze one or more leadership styles and corresponding leadership theories based on the unit readings and your MLQ assessment results that you believe best align with personal leadership effectiveness.
I will like to focus the leadership style on an innovation leader and the transformational leader, and please use leadership theories on these types of leaders. You can just focus on the leadership style I possess which is transformational leader.
In the beginning of this course, I consider myself a democratic/participative leader, who would ideally like to become a transformational leader. This is the type of leader that is able to motivate others to become more or do more than they intended. This leader sets challenging expectations and higher performance. I believed that since this course starts I am more of a transformational leader, but also participative. The MLQ assessment shows me as a transformational leader.
Analyze one or more communication styles based on the unit readings and the results of your communication style self-assessment that you believe best align with personal communication effectiveness. There are various communication strategies for relaying information. Information can be conveyed verbally, nonverbally, or ...
Gimme SHELDR! Preparing for Strategic LeadershipDouglas Anderson
Presented at 2017 American College of Healthcare Executive (ACHE), Congress, March 2017. The thirst for how to develop strategic minded leaders at all levels will be quenched in this workshop-style seminar. The seminar will help students reflect, think and communicate strategically, and provide methods on how to develop strategic minded leaders at all levels including themselves. Students will be introduced to the Strategic Health Leadership (SHELDR) competency model followed by a self- assessment. Research on the SHELDR competencies, overview of successful strategic leaders (i.e., competencies applied most or wish they had more of), and distillation of strategic leader development programs according to experts will be presented.
Learning Objectives:
a. Differentiate managerial versus strategic leadership competencies, learn from successful leaders and develop plans to develop strategic minded leaders including themselves
b. Challenge students to develop a personal ethos statement and communicate strategically
10A1-00 - POLICY ACTION PLANFor this project, identify an issue .docxpaynetawnya
This document outlines the requirements for a policy action plan project. Students are asked to develop a policy action plan addressing a public issue of their choice. The plan must include an executive summary, literature review on leadership theory, a problem statement, an action plan with stakeholder analysis and policy recommendation, an implementation proposal, and a personal leadership profile. Students are expected to apply leadership theories and concepts from the course to critically analyze the problem and propose solutions. The project aims to demonstrate students' understanding of applying leadership skills to address public problems.
Career Development and Counseling PSYG 542Career Information, .docxannandleola
Career Development and Counseling PSYG 542
Career Information, Career Counseling and Career Development,
Duane Brown, (2016)
Chapter 1
Objectives
Articulate an understanding of the impact of the global economy on work in the U. S.
Explain how people view work as a part of their lives and the lives of others.
Form a personal view of their own career development.
Show familiarity with the basic terminology used in career development.
Demonstrate the role career development programs can play in the drive for social justice in the U. S.
Demonstrate knowledge of the historical roots of career development.
Brown adopts Sears’s (1982) definition of Career development: a lifelong process involving psychological, sociological, educational, economic, and physical factors as well as chance factors that interact to influence the career of an individual. Brown also adds culture to Sears’s list of factor that influence career development
Career Interventions Defined
Career intervention is the broadest term and subsumes individual, small group, large group and organizational career development instruments. It’s a deliberate act aimed at enhancing some aspects of a person’s career development.
Career Guidance –organized, systematic efforts designed to influence various aspects of the career development of a client group such as high school or college students.
Career Education is a systematic attempt to influence the career development of students and adults through various types of educational strategies.
Career counseling occurs both individually and in groups and may deal both with personal issues and specific career problem. Career counseling is more likely to be regulated by codes of ethics and legislation at the state level.
Career information is sometimes referred to as labor market information (ONet – online system developed by the U.S. Department of Labor).
Career coaching is, usually a one on one intervention and is often initiated by managers to improve individual employees functioning and for the business to identify the talent it needs to be successful.
Chapter 2
Ethical and Legal Guidelines and the Competencies Needed for Career Development Practice
Learning Objectives
Identify ethical principles that govern career development practitioners’ work
Outline the requirements for the Master Career Counselor, Master Career Development Professional, and Career Development Facilitator credentials
Identify the major competencies needed by career development professionals.
NACE’s Principles for Ethical Professional Practice
Are designed to provide everyone involved in the career development and employment process with two basic precepts on which to base their efforts: maintain a recruitment process that is fair and equitable; support informed and responsible decision making by candidates.
1. Practice reasonable, responsible, and transparent behavior
2. Act without bias …
3. Ensure equitable access …
4. Comply with.
After reading the articles and viewing the videos in this weeks r.docxnettletondevon
After reading the articles and viewing the videos in this week's resources, prepare a paper in which you address the following: Demonstrate your understanding of decision-making.
· Evaluate the role that personal ethics plays in making decisions.
· Analyze the decision-making techniques that can be applied in different types of organizations.
· Select an organization where unethical decision-making resulted in negative consequences.
· Using two decision-making techniques, compare and contrast how using the techniques may have resulted in a positive consequence.
Support your paper with minimum of three (3) scholarly resources. In addition to these specified resources, other appropriate scholarly resources, including older articles, may be included.
Length: 5-7 pages not including title and reference pages.
Your paper should demonstrate thoughtful consideration of the ideas and concepts presented in the course and provide new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards. Be sure to adhere to Northcentral University's Academic Integrity Policy.
Article
Leader Ethical Decision-Making in Organizations: Strategies for Sensemaking
Chase E. Thiel • Zhanna Bagdasarov • Lauren Harkrider • James F. Johnson • Michael D. Mumford
Published online: 4 April 2012 Springer Science+Business Media B.V. 2012
Abstract Organizational leaders face environmental challenges and pressures that put them under ethical risk. Navigating this ethical risk is demanding given the dynamics of contemporary organizations. Traditional models of ethical decision-making (EDM) are an inadequate framework for understanding how leaders respond to ethical dilemmas under conditions of uncertainty and equivocality. Sensemaking models more accurately illustrate leader EDM and account for individual, social, and environmental constraints. Using the sensemaking approach as a foundation, previous EDM models are revised and extended to comprise a conceptual model of leader EDM. Moreover, the underlying factors in the model are highlighted—constraints and strategies. Four trainable, compensatory strategies (emotion regulation, self-reflection, forecasting, and information integration) are proposed and described that aid leaders in navigating ethical dilemmas in organizations. Empirical examinations demonstrate that tactical application of the strategies may aid leaders in making sense of complex and ambiguous ethical dilemmas and promote ethical behavior. Compensatory tactics such as these should be central to organizational ethics initiatives at the leader level.
Keywords Cognitive strategies Ethical behavior Ethical decision-making Leadership Sensemaking
Corporate and financial misconduct amidst the recent world financial crises, such as the predatory subprime lending practices of Ameriquest, Goldman Sachs, and IndyMac Bank, have left few wondering whether ethics in leadership should be of greater focus mov.
This document discusses various aspects of organizational behavior. It defines organizational behavior as observing individual and group behavior in response to others. It identifies three levels of organizational behavior - individual, group, and organizational. There are two fundamental components that influence organizational behavior: the nature of people and the nature of the organization. Key aspects that influence organizational behavior are people, structure, interactive behavior, social systems, technology, and the environment.
Personal Model of LeadershipRead These -Instructions- BEFORE STA.docxherbertwilson5999
The document provides guidance for developing a personal model of leadership over the course of 15 weeks. It explains that a personal leadership model should reflect one's values and beliefs and how one affects organizations, communities, and society. It outlines a process for creating a personal leadership model that involves exploring different leadership models, selecting values, and identifying how the model creates purpose and impact. Tables are provided as templates to develop one's model by listing values, behaviors, purposes, and impacts at the individual, interpersonal, organizational and societal levels. Feedback from an instructor on a draft is to be incorporated into a final 1,250-word paper presenting a complete personal leadership model.
The document discusses several key aspects of organizational behavior related to managing people:
1) People are more complex than machines and require unique approaches that consider social and motivational factors.
2) Managing human resources is an ongoing process that must account for people's inherent sociability and moral dimensions.
3) Unlike other resources, human resources can be transformed through skills development rather than just consumed.
Last Name1Wu 1ENG 104 – Prof. KingLong” Essay 2.docxsmile790243
Last Name1
Wu 1
ENG 104 – Prof. King
“Long” Essay 2 – Imagery and Metaphor
How do authors use imagery and/or metaphor to communicate additional key information about what’s happening in a story, without actually coming out and telling us?
These are the questions I want you to think about as you write your first essay. The first draft is due via Blackboard, no later than Monday, February 28, at11:59 pm. Here is the formal essay topic. Do not simply answer these questions in order, but they should be addressed somewhere in your essay. Make sure your essay “flows” nicely, organically, naturally:
Think of several of the stories we have read over the last few weeks. Imagery is very important in all of them, not just to describe the scene more clearly, but also to give the reader clues about what characters are thinking and feeling, or to give us an “emotional read” on a setting – what is the prevailing atmosphere or mood.
Consider AT LEAST THREE of the following stories, and discuss how what the protagonists of each see with their eyes gives the readers clues about their nature, personality, thoughts, fears, hopes, beliefs, or worries:
· “Never” by H.E. Bates
· “The Gift of the Magi” by O. Henry
· “The Story of an Hour” by Kate Chopin
· “A Worn Path” by Eudora Welty
You must have the following:
· A clear thesis statement
· 1200+ words
· Correct MLA formatting and typesetting, including a proper heading, header, and title
· Proper paragraphing, and at least 5 paragraphs
· Evidence/quotations in each section of your essay, clearly presented and carefully explained
· Proper citation of outside source(s), if you use any (not required in this essay)
Your essay must incorporate at least THREE of the following literary concepts and/or the following literary terms:
· Setting/set
· Imagery
· Protagonist/main character/title character
· Theme
· Metaphor
· Symbol(-ism)
LECTURE NOTES 112
Leadership in Organization (Part II)
I. Leading Change in Organizations
(a) Resistance to Change
One of the most important and difficult leadership responsibilities is to guide and facilitate the process of making a major change in an organization. People tend to resist major change in organizations for many reasons as follows: Lack of trust; belief that change is unnecessary; belief that the change is not feasible; economic threats; relative high cost; fear of personal failure; loss of status and power threat to values and ideals; and resentment of interference.
(b) Influencing Organization Culture
@ A major function of culture is to help us understand the environment and determine how to respond to it, thereby reducing anxiety, uncertainty, and confusion. The internal and external problems are closely interconnected, and organizations must deal with them simultaneously.
@ Ways to influence culture
Primary Ways
Secondary Ways
· Attention
· Reactions to crises
· Role modeling
· Allocation of rewards
· Criteria for selection and dismissal
· ...
This is my updated lecture on leadership in Public Health, given to postgraduate students in public health and pharmacy at the University of Hertfordshire.
Shared Leadership: A Tool for Innovation, Engagement, and InclusionMax Freund
For years, nonprofit leaders have questioned the utility of traditional models of top-down staff leadership structures. But the growing body of research on alternatives – from co-directorship to distributed leadership to self-organizing teams – has been difficult to sort through. In this highly participatory session, participants will explore emerging models, the research on what works (and what doesn’t), and how capacity builders can help organizations adopt leadership structures that work. As the session exercises build upon the previous ones, participants are asked to attend the full session.
Session offered at the 2015 conference of the Alliance for Nonprofit Management by Mike Allison (Michael Allison Consulting), Sean Thomas-Breitfeld (Building Movement Project), and Max Freund (LF Leadership).
OB Individual assignment by Iliyas Sufiyan Abdella Iliyas Sufiyan
This document contains an individual assignment submitted by Iliyas Sufiyan Abdella for an Organizational Behavior course. It discusses several topics related to organizational behavior including individual differences, personality, perception, motivation, conflict management, and diversity. The key benefits of studying organizational behavior mentioned are helping managers understand employee behavior to increase performance and motivation, develop better human resource strategies, and predict human behavior to improve organizational effectiveness. Elements of organizational behavior that impact an organization's performance are its people, structure, technology, and external environment.
The counseling service has a major goal of helping individuals become their best selves by optimizing their unique potentials. Developing an effective counseling service requires considering four aspects: development, components, relationships within, and evaluation. The development of counseling services must be tailored to each specific school setting based on studying the environment, philosophies, defining goals and objectives, understanding the student population, and receiving feedback. An effective counseling program implements ten functions including studying the environment, defining problems, establishing parameters, designing a model, testing the model, introducing and operating the system, and evaluating.
This document provides the course syllabus for the Administrative Process and Human Behavior in Organization course offered at Romblon State University. The syllabus outlines the course objectives, content, evaluation methods, and requirements. Over the course of 15 units, students will learn about topics like organizational behavior, leadership, motivation, decision-making, and change management through group discussions, activities, and case studies. Students will be evaluated based on their participation, examinations, and a research output submitted in a bound report covering their analyses of assigned topics and songs. The syllabus aims to help students understand human behavior in organizations using experiential learning pedagogy.
Scientific management, as developed by Frederick Taylor, focused on analyzing workflows to determine the most efficient way to perform tasks. It emphasized specialization of labor, standardized work processes, incentives for meeting productivity targets, and close monitoring and measurement of worker performance. The goal was to maximize productivity. However, it treated workers as extensions of the machines they operated and did not consider their well-being, potentially dehumanizing labor.
This document discusses leadership theories and challenges in leading improvement efforts. It provides an overview of characteristics of effective leaders according to various perspectives from research and prominent business leaders. It then discusses common characteristics of effective leaders in schools and districts, such as establishing a clear vision, understanding the environment, strategic planning, developing talent, learning orientation, integrity, and achieving results. The document also outlines theories and models for creating change in organizations and using data to stimulate improvement efforts.
Comparing Individual-Related and StructuralCultural-Related Theor.docxannette228280
This document provides an overview of organizational behavior (OB) concepts related to diversity in organizations. It notes that today's U.S. workforce is more diverse in terms of gender, age, ethnicity, and race. Diversity can be categorized as surface-level, relating to visible attributes, or deep-level, relating to less visible attributes like personality and values. Over time, deep-level diversity tends to be more important than surface-level differences. The document also briefly discusses discrimination in organizations and its negative impact on effectiveness.
Application Taking a StandEffective leaders have a high degre.docxalfredai53p
Application: Taking a Stand
Effective leaders have a high degree of self-awareness and know how to leverage their strengths in the workplace. Assessments are a valuable tool that professionals can use to learn more about themselves and consider how their temperament and preferences influence their interactions with others.
As you engage in this learning process, it is important to remember that everyone—regardless of temperament type or related preferences—experiences some challenges with regard to leadership. The key to success is being able to recognize and leverage your own strengths while honoring differences among your colleagues.
At some point in your leadership career, you will encounter an ethical or moral dilemma that requires you to take a stand and defend your position.
For this Assignment, you evaluate an issue and consider how you could act as a moral agent or advocate, facilitating the resolution of the issue for a positive outcome.
To prepare:
Consider the examples of leadership demonstrated in this week’s media presentation and the other Learning Resources.
To further your self-knowledge, you are required to complete the Kiersey Temperament as indicated in this week’s Learning Resources. Consider your leadership style, including your strengths for leading others and include your results from Kiersey Temperament Sorter to describe potential challenges related to your leadership style.
Mentally survey your work environment, or one with which you are familiar, and identify a timely issue/dilemma that requires you to perform the leadership role of moral agent or advocate to improve a situation (e.g., speaking or acting on behalf of a vulnerable patient, the need for appropriate staffing, a colleague being treated unfairly).
What ethical, moral, or legal skills, dispositions, and/or strategies would help you resolve this dilemma? Define the differences between
ethical, moral, and legal leadership.
Finally, consider the values and principles that guide the nursing profession; the organization’s mission, vision, and values; the leadership and management competencies addressed in this course; and your own values and reasons for entering the profession. What motivation do you see for taking a stand on an important issue even when it is difficult to do so?
To complete:
Write a 4 to 5 page paper (page count does not include title and reference page) that addresses the following:
1) Introduce the conceptual frameworks of the ethical constructs of ethics, moral, or legal standards and the purpose of the paper.
1) Consider an ethical, moral, or legal dilemma that you have encountered in your work environment and describe it.
2) Analyze the moral, ethical, and legal implications utilized in this situation. Describe your role as a moral agent or advocate for this specific issue.
3) Consider your leadership styles identified by your self-assessment and determine if they act as a barrier or facilitation during this dilemma.
R.
Scrapsweetlife.com seven awesome things you can learn from project communicat...Haider Ali
The document discusses the key components of an effective project communication plan, including a project charter, timeline, risk management plan, and deliverables. It then outlines seven important skills that can be learned from developing a project communication plan: leadership, motivation, communication, organization, prioritization, problem-solving, and adaptability. For each skill, it provides details on what they entail and why they are important for project management. Overall, the document advocates for the critical importance of communication within a project team and emphasizes the benefits of having a formal project communication plan.
Saint Leo University Graduate Business Studies HCM590 He.docxagnesdcarey33086
Saint Leo University
Graduate Business Studies
HCM590
Health Policy, Politics, and Reform
Course Description:
This course explores and analyzes health policy, legislative process, and health reform in the United States. Specifically, the course (a) examines key issues in the Patient Protection and Affordable Care Act and other major areas of health policy such as Medicare, Medicaid, dual eligibles, disparities, medical liability, and international comparisons, (b) assesses legislative processes and partisan politics, (c) evaluates emerging and evolving organizational structures and payment reform approaches, (d) critiques current policy and proposed reforms, and (e) prepares students to advocate for health reform and needed change.
Prerequisite:
HCM520, HCM530, HCM540, HCM550
Textbook:
Weissert, W. G. & Weissert, C. S. (2012). Governing health: The politics of health policy (4th ed.). Baltimore, MD: Johns Hopkins University Press. ISBN-13: 978-1-4214-0621-3
Learning Outcomes:
Upon completion of this course, students will be able to:
1. Analyze legislative processes and partisan politics in health policymaking.
2. Summarize and explain provisions and implications of the Patient Protection and Affordable Care Act and other key areas of the health policy landscape.
3. Evaluate options in the design of new organizational structures and payment reform approaches.
4. Critique current policy and proposed reforms.
5. Advocate for health reform and needed change.
6. Apply the Saint Leo University core values of community, responsible stewardship, and integrity.
Core Value:
Community: Saint Leo University develops hospitable Christian learning communities everywhere we serve. We foster a spirit of belonging, unity, and interdependence based on mutual trust and respect to create socially responsible environments that challenge all of us to listen, to learn, to change, and to serve.
Responsible Stewardship: Our Creator blesses us with an abundance of resources. We foster a spirit of service to employ our resources to university and community development. We must be resourceful. We must optimize and apply all of the resources of our community to fulfill Saint Leo University's mission and goals.
Integrity: The commitment of Saint Leo University to excellence demands that its members live its mission and deliver on its promise. The faculty, staff, and students pledge to be honest, just, and consistent in word and deed.
Evaluation:
Discussions: 8 @ 5 points each, 40 points total, 20% of course grade
15-Point Module Assignments: 4 totaling 60 points, 30% of course grade
o Essay on Political Strategy and Political Process (Module 1, 15 points)
o Policy Summary and Assessment Paper (Module 2, 15 points)
o Policy Memo (Module 3, 15 points)
2
o Advocacy Letter to a State Legislator (Module 7, 15 points)
20-Point Module Assignments: 2 totaling 40 points, 20% of course grade
o Policy Critique (Module 5, 20 points)
o Advocac.
The document discusses various topics related to leadership including:
1. The key difference between leadership and management is that leadership involves influencing and guiding others while management focuses on maintaining existing systems and structures.
2. Effective leadership requires traits like vision, passion, integrity, trust, and courage. It is also important for leaders to inspire motivation in their teams.
3. Younger generations like Gen X and Gen Y value challenges, opportunities for growth, collaboration, and using the latest technology. Leaders need to adapt their styles to engage these generations.
Most patients with mental health disorders are not aggressive. H.docxhelzerpatrina
Most patients with mental health disorders are not aggressive. However, it is important for nurses to be able to know the signs and symptoms associated with the five phases of aggression, and to appropriately apply nursing interventions to assist in treating aggressive patients. Please read the case study below and answer the four questions related to it.
Aggression Case Study
Christopher, who is 14 years of age, was recently admitted to the hospital for schizophrenia. He has a history of aggressive behavior and states that the devil is telling him to kill all adults because they want to hurt him. Christopher has a history of recidivism and noncompliance with his medications. One day on the unit, the nurse observes Christopher displaying hypervigilant behaviors, pacing back and forth down the hallway, and speaking to himself under his breath. As the nurse runs over to Christopher to talk, he sees that his bedroom door is open and runs into his room and shuts the door. The nurse responds by attempting to open the door, but Christopher keeps pulling the door shut and tells the nurse that if the nurse comes in the room he will choke the nurse. The nurse responds by calling other staff to assist with the situation.
1. What phase of the aggression cycle is Christopher in at the beginning of this scenario? What phase is he in at the end the scenario? (State the evidence that supports your answers).
2. What interventions could have been implemented to prevent Christopher from escalating at the beginning of the scenario?
3. What interventions should the nurse take to deescalate the situation when Christopher is refusing to open his door?
4. If a restrictive intervention (restraint/seclusion) is used, what are some important steps for the nurse to remember?
.
MotivationExplain your motivation for applying to this prog.docxhelzerpatrina
Motivation:
Explain your motivation for applying to this program. How does the content of this study abroad program relate to your future academic and professional goals?
Goals(REQUIRED)
List and explain three concrete goals related to living and studying abroad that you will set for yourself to get the most out of this opportunity.
.
More Related Content
Similar to Week 6 - JournalLeadership ReflectionAs noted above, leadership st.docx
Career Development and Counseling PSYG 542Career Information, .docxannandleola
Career Development and Counseling PSYG 542
Career Information, Career Counseling and Career Development,
Duane Brown, (2016)
Chapter 1
Objectives
Articulate an understanding of the impact of the global economy on work in the U. S.
Explain how people view work as a part of their lives and the lives of others.
Form a personal view of their own career development.
Show familiarity with the basic terminology used in career development.
Demonstrate the role career development programs can play in the drive for social justice in the U. S.
Demonstrate knowledge of the historical roots of career development.
Brown adopts Sears’s (1982) definition of Career development: a lifelong process involving psychological, sociological, educational, economic, and physical factors as well as chance factors that interact to influence the career of an individual. Brown also adds culture to Sears’s list of factor that influence career development
Career Interventions Defined
Career intervention is the broadest term and subsumes individual, small group, large group and organizational career development instruments. It’s a deliberate act aimed at enhancing some aspects of a person’s career development.
Career Guidance –organized, systematic efforts designed to influence various aspects of the career development of a client group such as high school or college students.
Career Education is a systematic attempt to influence the career development of students and adults through various types of educational strategies.
Career counseling occurs both individually and in groups and may deal both with personal issues and specific career problem. Career counseling is more likely to be regulated by codes of ethics and legislation at the state level.
Career information is sometimes referred to as labor market information (ONet – online system developed by the U.S. Department of Labor).
Career coaching is, usually a one on one intervention and is often initiated by managers to improve individual employees functioning and for the business to identify the talent it needs to be successful.
Chapter 2
Ethical and Legal Guidelines and the Competencies Needed for Career Development Practice
Learning Objectives
Identify ethical principles that govern career development practitioners’ work
Outline the requirements for the Master Career Counselor, Master Career Development Professional, and Career Development Facilitator credentials
Identify the major competencies needed by career development professionals.
NACE’s Principles for Ethical Professional Practice
Are designed to provide everyone involved in the career development and employment process with two basic precepts on which to base their efforts: maintain a recruitment process that is fair and equitable; support informed and responsible decision making by candidates.
1. Practice reasonable, responsible, and transparent behavior
2. Act without bias …
3. Ensure equitable access …
4. Comply with.
After reading the articles and viewing the videos in this weeks r.docxnettletondevon
After reading the articles and viewing the videos in this week's resources, prepare a paper in which you address the following: Demonstrate your understanding of decision-making.
· Evaluate the role that personal ethics plays in making decisions.
· Analyze the decision-making techniques that can be applied in different types of organizations.
· Select an organization where unethical decision-making resulted in negative consequences.
· Using two decision-making techniques, compare and contrast how using the techniques may have resulted in a positive consequence.
Support your paper with minimum of three (3) scholarly resources. In addition to these specified resources, other appropriate scholarly resources, including older articles, may be included.
Length: 5-7 pages not including title and reference pages.
Your paper should demonstrate thoughtful consideration of the ideas and concepts presented in the course and provide new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards. Be sure to adhere to Northcentral University's Academic Integrity Policy.
Article
Leader Ethical Decision-Making in Organizations: Strategies for Sensemaking
Chase E. Thiel • Zhanna Bagdasarov • Lauren Harkrider • James F. Johnson • Michael D. Mumford
Published online: 4 April 2012 Springer Science+Business Media B.V. 2012
Abstract Organizational leaders face environmental challenges and pressures that put them under ethical risk. Navigating this ethical risk is demanding given the dynamics of contemporary organizations. Traditional models of ethical decision-making (EDM) are an inadequate framework for understanding how leaders respond to ethical dilemmas under conditions of uncertainty and equivocality. Sensemaking models more accurately illustrate leader EDM and account for individual, social, and environmental constraints. Using the sensemaking approach as a foundation, previous EDM models are revised and extended to comprise a conceptual model of leader EDM. Moreover, the underlying factors in the model are highlighted—constraints and strategies. Four trainable, compensatory strategies (emotion regulation, self-reflection, forecasting, and information integration) are proposed and described that aid leaders in navigating ethical dilemmas in organizations. Empirical examinations demonstrate that tactical application of the strategies may aid leaders in making sense of complex and ambiguous ethical dilemmas and promote ethical behavior. Compensatory tactics such as these should be central to organizational ethics initiatives at the leader level.
Keywords Cognitive strategies Ethical behavior Ethical decision-making Leadership Sensemaking
Corporate and financial misconduct amidst the recent world financial crises, such as the predatory subprime lending practices of Ameriquest, Goldman Sachs, and IndyMac Bank, have left few wondering whether ethics in leadership should be of greater focus mov.
This document discusses various aspects of organizational behavior. It defines organizational behavior as observing individual and group behavior in response to others. It identifies three levels of organizational behavior - individual, group, and organizational. There are two fundamental components that influence organizational behavior: the nature of people and the nature of the organization. Key aspects that influence organizational behavior are people, structure, interactive behavior, social systems, technology, and the environment.
Personal Model of LeadershipRead These -Instructions- BEFORE STA.docxherbertwilson5999
The document provides guidance for developing a personal model of leadership over the course of 15 weeks. It explains that a personal leadership model should reflect one's values and beliefs and how one affects organizations, communities, and society. It outlines a process for creating a personal leadership model that involves exploring different leadership models, selecting values, and identifying how the model creates purpose and impact. Tables are provided as templates to develop one's model by listing values, behaviors, purposes, and impacts at the individual, interpersonal, organizational and societal levels. Feedback from an instructor on a draft is to be incorporated into a final 1,250-word paper presenting a complete personal leadership model.
The document discusses several key aspects of organizational behavior related to managing people:
1) People are more complex than machines and require unique approaches that consider social and motivational factors.
2) Managing human resources is an ongoing process that must account for people's inherent sociability and moral dimensions.
3) Unlike other resources, human resources can be transformed through skills development rather than just consumed.
Last Name1Wu 1ENG 104 – Prof. KingLong” Essay 2.docxsmile790243
Last Name1
Wu 1
ENG 104 – Prof. King
“Long” Essay 2 – Imagery and Metaphor
How do authors use imagery and/or metaphor to communicate additional key information about what’s happening in a story, without actually coming out and telling us?
These are the questions I want you to think about as you write your first essay. The first draft is due via Blackboard, no later than Monday, February 28, at11:59 pm. Here is the formal essay topic. Do not simply answer these questions in order, but they should be addressed somewhere in your essay. Make sure your essay “flows” nicely, organically, naturally:
Think of several of the stories we have read over the last few weeks. Imagery is very important in all of them, not just to describe the scene more clearly, but also to give the reader clues about what characters are thinking and feeling, or to give us an “emotional read” on a setting – what is the prevailing atmosphere or mood.
Consider AT LEAST THREE of the following stories, and discuss how what the protagonists of each see with their eyes gives the readers clues about their nature, personality, thoughts, fears, hopes, beliefs, or worries:
· “Never” by H.E. Bates
· “The Gift of the Magi” by O. Henry
· “The Story of an Hour” by Kate Chopin
· “A Worn Path” by Eudora Welty
You must have the following:
· A clear thesis statement
· 1200+ words
· Correct MLA formatting and typesetting, including a proper heading, header, and title
· Proper paragraphing, and at least 5 paragraphs
· Evidence/quotations in each section of your essay, clearly presented and carefully explained
· Proper citation of outside source(s), if you use any (not required in this essay)
Your essay must incorporate at least THREE of the following literary concepts and/or the following literary terms:
· Setting/set
· Imagery
· Protagonist/main character/title character
· Theme
· Metaphor
· Symbol(-ism)
LECTURE NOTES 112
Leadership in Organization (Part II)
I. Leading Change in Organizations
(a) Resistance to Change
One of the most important and difficult leadership responsibilities is to guide and facilitate the process of making a major change in an organization. People tend to resist major change in organizations for many reasons as follows: Lack of trust; belief that change is unnecessary; belief that the change is not feasible; economic threats; relative high cost; fear of personal failure; loss of status and power threat to values and ideals; and resentment of interference.
(b) Influencing Organization Culture
@ A major function of culture is to help us understand the environment and determine how to respond to it, thereby reducing anxiety, uncertainty, and confusion. The internal and external problems are closely interconnected, and organizations must deal with them simultaneously.
@ Ways to influence culture
Primary Ways
Secondary Ways
· Attention
· Reactions to crises
· Role modeling
· Allocation of rewards
· Criteria for selection and dismissal
· ...
This is my updated lecture on leadership in Public Health, given to postgraduate students in public health and pharmacy at the University of Hertfordshire.
Shared Leadership: A Tool for Innovation, Engagement, and InclusionMax Freund
For years, nonprofit leaders have questioned the utility of traditional models of top-down staff leadership structures. But the growing body of research on alternatives – from co-directorship to distributed leadership to self-organizing teams – has been difficult to sort through. In this highly participatory session, participants will explore emerging models, the research on what works (and what doesn’t), and how capacity builders can help organizations adopt leadership structures that work. As the session exercises build upon the previous ones, participants are asked to attend the full session.
Session offered at the 2015 conference of the Alliance for Nonprofit Management by Mike Allison (Michael Allison Consulting), Sean Thomas-Breitfeld (Building Movement Project), and Max Freund (LF Leadership).
OB Individual assignment by Iliyas Sufiyan Abdella Iliyas Sufiyan
This document contains an individual assignment submitted by Iliyas Sufiyan Abdella for an Organizational Behavior course. It discusses several topics related to organizational behavior including individual differences, personality, perception, motivation, conflict management, and diversity. The key benefits of studying organizational behavior mentioned are helping managers understand employee behavior to increase performance and motivation, develop better human resource strategies, and predict human behavior to improve organizational effectiveness. Elements of organizational behavior that impact an organization's performance are its people, structure, technology, and external environment.
The counseling service has a major goal of helping individuals become their best selves by optimizing their unique potentials. Developing an effective counseling service requires considering four aspects: development, components, relationships within, and evaluation. The development of counseling services must be tailored to each specific school setting based on studying the environment, philosophies, defining goals and objectives, understanding the student population, and receiving feedback. An effective counseling program implements ten functions including studying the environment, defining problems, establishing parameters, designing a model, testing the model, introducing and operating the system, and evaluating.
This document provides the course syllabus for the Administrative Process and Human Behavior in Organization course offered at Romblon State University. The syllabus outlines the course objectives, content, evaluation methods, and requirements. Over the course of 15 units, students will learn about topics like organizational behavior, leadership, motivation, decision-making, and change management through group discussions, activities, and case studies. Students will be evaluated based on their participation, examinations, and a research output submitted in a bound report covering their analyses of assigned topics and songs. The syllabus aims to help students understand human behavior in organizations using experiential learning pedagogy.
Scientific management, as developed by Frederick Taylor, focused on analyzing workflows to determine the most efficient way to perform tasks. It emphasized specialization of labor, standardized work processes, incentives for meeting productivity targets, and close monitoring and measurement of worker performance. The goal was to maximize productivity. However, it treated workers as extensions of the machines they operated and did not consider their well-being, potentially dehumanizing labor.
This document discusses leadership theories and challenges in leading improvement efforts. It provides an overview of characteristics of effective leaders according to various perspectives from research and prominent business leaders. It then discusses common characteristics of effective leaders in schools and districts, such as establishing a clear vision, understanding the environment, strategic planning, developing talent, learning orientation, integrity, and achieving results. The document also outlines theories and models for creating change in organizations and using data to stimulate improvement efforts.
Comparing Individual-Related and StructuralCultural-Related Theor.docxannette228280
This document provides an overview of organizational behavior (OB) concepts related to diversity in organizations. It notes that today's U.S. workforce is more diverse in terms of gender, age, ethnicity, and race. Diversity can be categorized as surface-level, relating to visible attributes, or deep-level, relating to less visible attributes like personality and values. Over time, deep-level diversity tends to be more important than surface-level differences. The document also briefly discusses discrimination in organizations and its negative impact on effectiveness.
Application Taking a StandEffective leaders have a high degre.docxalfredai53p
Application: Taking a Stand
Effective leaders have a high degree of self-awareness and know how to leverage their strengths in the workplace. Assessments are a valuable tool that professionals can use to learn more about themselves and consider how their temperament and preferences influence their interactions with others.
As you engage in this learning process, it is important to remember that everyone—regardless of temperament type or related preferences—experiences some challenges with regard to leadership. The key to success is being able to recognize and leverage your own strengths while honoring differences among your colleagues.
At some point in your leadership career, you will encounter an ethical or moral dilemma that requires you to take a stand and defend your position.
For this Assignment, you evaluate an issue and consider how you could act as a moral agent or advocate, facilitating the resolution of the issue for a positive outcome.
To prepare:
Consider the examples of leadership demonstrated in this week’s media presentation and the other Learning Resources.
To further your self-knowledge, you are required to complete the Kiersey Temperament as indicated in this week’s Learning Resources. Consider your leadership style, including your strengths for leading others and include your results from Kiersey Temperament Sorter to describe potential challenges related to your leadership style.
Mentally survey your work environment, or one with which you are familiar, and identify a timely issue/dilemma that requires you to perform the leadership role of moral agent or advocate to improve a situation (e.g., speaking or acting on behalf of a vulnerable patient, the need for appropriate staffing, a colleague being treated unfairly).
What ethical, moral, or legal skills, dispositions, and/or strategies would help you resolve this dilemma? Define the differences between
ethical, moral, and legal leadership.
Finally, consider the values and principles that guide the nursing profession; the organization’s mission, vision, and values; the leadership and management competencies addressed in this course; and your own values and reasons for entering the profession. What motivation do you see for taking a stand on an important issue even when it is difficult to do so?
To complete:
Write a 4 to 5 page paper (page count does not include title and reference page) that addresses the following:
1) Introduce the conceptual frameworks of the ethical constructs of ethics, moral, or legal standards and the purpose of the paper.
1) Consider an ethical, moral, or legal dilemma that you have encountered in your work environment and describe it.
2) Analyze the moral, ethical, and legal implications utilized in this situation. Describe your role as a moral agent or advocate for this specific issue.
3) Consider your leadership styles identified by your self-assessment and determine if they act as a barrier or facilitation during this dilemma.
R.
Scrapsweetlife.com seven awesome things you can learn from project communicat...Haider Ali
The document discusses the key components of an effective project communication plan, including a project charter, timeline, risk management plan, and deliverables. It then outlines seven important skills that can be learned from developing a project communication plan: leadership, motivation, communication, organization, prioritization, problem-solving, and adaptability. For each skill, it provides details on what they entail and why they are important for project management. Overall, the document advocates for the critical importance of communication within a project team and emphasizes the benefits of having a formal project communication plan.
Saint Leo University Graduate Business Studies HCM590 He.docxagnesdcarey33086
Saint Leo University
Graduate Business Studies
HCM590
Health Policy, Politics, and Reform
Course Description:
This course explores and analyzes health policy, legislative process, and health reform in the United States. Specifically, the course (a) examines key issues in the Patient Protection and Affordable Care Act and other major areas of health policy such as Medicare, Medicaid, dual eligibles, disparities, medical liability, and international comparisons, (b) assesses legislative processes and partisan politics, (c) evaluates emerging and evolving organizational structures and payment reform approaches, (d) critiques current policy and proposed reforms, and (e) prepares students to advocate for health reform and needed change.
Prerequisite:
HCM520, HCM530, HCM540, HCM550
Textbook:
Weissert, W. G. & Weissert, C. S. (2012). Governing health: The politics of health policy (4th ed.). Baltimore, MD: Johns Hopkins University Press. ISBN-13: 978-1-4214-0621-3
Learning Outcomes:
Upon completion of this course, students will be able to:
1. Analyze legislative processes and partisan politics in health policymaking.
2. Summarize and explain provisions and implications of the Patient Protection and Affordable Care Act and other key areas of the health policy landscape.
3. Evaluate options in the design of new organizational structures and payment reform approaches.
4. Critique current policy and proposed reforms.
5. Advocate for health reform and needed change.
6. Apply the Saint Leo University core values of community, responsible stewardship, and integrity.
Core Value:
Community: Saint Leo University develops hospitable Christian learning communities everywhere we serve. We foster a spirit of belonging, unity, and interdependence based on mutual trust and respect to create socially responsible environments that challenge all of us to listen, to learn, to change, and to serve.
Responsible Stewardship: Our Creator blesses us with an abundance of resources. We foster a spirit of service to employ our resources to university and community development. We must be resourceful. We must optimize and apply all of the resources of our community to fulfill Saint Leo University's mission and goals.
Integrity: The commitment of Saint Leo University to excellence demands that its members live its mission and deliver on its promise. The faculty, staff, and students pledge to be honest, just, and consistent in word and deed.
Evaluation:
Discussions: 8 @ 5 points each, 40 points total, 20% of course grade
15-Point Module Assignments: 4 totaling 60 points, 30% of course grade
o Essay on Political Strategy and Political Process (Module 1, 15 points)
o Policy Summary and Assessment Paper (Module 2, 15 points)
o Policy Memo (Module 3, 15 points)
2
o Advocacy Letter to a State Legislator (Module 7, 15 points)
20-Point Module Assignments: 2 totaling 40 points, 20% of course grade
o Policy Critique (Module 5, 20 points)
o Advocac.
The document discusses various topics related to leadership including:
1. The key difference between leadership and management is that leadership involves influencing and guiding others while management focuses on maintaining existing systems and structures.
2. Effective leadership requires traits like vision, passion, integrity, trust, and courage. It is also important for leaders to inspire motivation in their teams.
3. Younger generations like Gen X and Gen Y value challenges, opportunities for growth, collaboration, and using the latest technology. Leaders need to adapt their styles to engage these generations.
Similar to Week 6 - JournalLeadership ReflectionAs noted above, leadership st.docx (20)
Most patients with mental health disorders are not aggressive. H.docxhelzerpatrina
Most patients with mental health disorders are not aggressive. However, it is important for nurses to be able to know the signs and symptoms associated with the five phases of aggression, and to appropriately apply nursing interventions to assist in treating aggressive patients. Please read the case study below and answer the four questions related to it.
Aggression Case Study
Christopher, who is 14 years of age, was recently admitted to the hospital for schizophrenia. He has a history of aggressive behavior and states that the devil is telling him to kill all adults because they want to hurt him. Christopher has a history of recidivism and noncompliance with his medications. One day on the unit, the nurse observes Christopher displaying hypervigilant behaviors, pacing back and forth down the hallway, and speaking to himself under his breath. As the nurse runs over to Christopher to talk, he sees that his bedroom door is open and runs into his room and shuts the door. The nurse responds by attempting to open the door, but Christopher keeps pulling the door shut and tells the nurse that if the nurse comes in the room he will choke the nurse. The nurse responds by calling other staff to assist with the situation.
1. What phase of the aggression cycle is Christopher in at the beginning of this scenario? What phase is he in at the end the scenario? (State the evidence that supports your answers).
2. What interventions could have been implemented to prevent Christopher from escalating at the beginning of the scenario?
3. What interventions should the nurse take to deescalate the situation when Christopher is refusing to open his door?
4. If a restrictive intervention (restraint/seclusion) is used, what are some important steps for the nurse to remember?
.
MotivationExplain your motivation for applying to this prog.docxhelzerpatrina
Motivation:
Explain your motivation for applying to this program. How does the content of this study abroad program relate to your future academic and professional goals?
Goals(REQUIRED)
List and explain three concrete goals related to living and studying abroad that you will set for yourself to get the most out of this opportunity.
.
Most public policy is made from within government agencies. Select a.docxhelzerpatrina
Most public policy is made from within government agencies. Select an agency to review for this assignment:
1) Go to
https://www.usa.gov
to begin your search.
2) Next, click on the menu tab labelled “Government Agencies and Elected Officials.”
3) Then, click on “A-Z Index of U.S. Government Agencies.”
4) Select one of the large federal agencies, and review one of its major policies, laws, or regulations.
What is the primary mission of the agency? Select a problem that the agency is attempting to solve. Research the major policy process as it has evolved and identify its major stakeholders. Identify what major factors have contributed to policy ineffectiveness. Is the bureaucracy now too large to provide adequate oversight and future development? Be sure to integrate lessons learned and policy concepts discussed throughout the class. Examples may include security at airports, immigration, education (No Child Left Behind), welfare support, Social Security, health care, etc. Identify government subsidies, tools, and regulations the agency uses to meet its policy goals. Pinpoint supporting agencies, groups, or businesses that would be most interested in these policies, and describe the potential conflicts of interest.
Your APA style paper should be three pages in length, not counting the title and reference pages. Provide at least three peer-reviewed or professional references. Be sure your paper is double-spaced and uses 12-point font and one-inch margins. Use your own words, and include citations and references as needed to avoid plagiarism. All sources used must be referenced; paraphrased and quoted material must have accompanying citations and be cited per APA guidelines.
.
Mr. Smith brings his 4-year-old son to your primary care office. He .docxhelzerpatrina
Mr. Smith brings his 4-year-old son to your primary care office. He states the boy has been ill for three days. Mr. Smith indicates that he would like antibiotics so he can send his son back to pre-school the next day.
History - Child began with sneezing, mild cough, and low grade fever of 100 degrees three days ago. All immunizations UTD. Father reports that the child has had only two incidents of URI and no other illnesses.
Social - non-smoking household. Child attends preschool four mornings a week and is insured through his father’s employment. No other siblings in the household.
PE/ROS -T 99, R 20, P 100. Alert, cooperative, in good spirits, well-hydrated. Mildly erythemic throat, no exudate, tonsils +2. Both ears mild pink tympanic membrane with good movement. Lungs clear bilaterally. All other systems WNL.
Do not consider COVID-19 for this patient diagnosis.
.
Mrs. Walsh, a woman in her 70s, was in critical condition after rep.docxhelzerpatrina
“Mrs. Walsh, a woman in her 70s, was in critical condition after repeat coronary artery bypass graft (CABG) surgery. Her family lived nearby when Mrs. Walsh had her first CABG surgery. They had moved out of town but returned to our institution, where the first surgery had been performed successfully. Mrs. Walsh remained critically ill and unstable for several weeks before her death. Her family was very anxious because of Mrs. Walsh’s unstable and deteriorating condition, and a family member was always with her 24 hours a day for the first few weeks.
The nurse became involved with this family while Mrs. Walsh was still in surgery, because family members were very anxious that the procedure was taking longer than it had the first time and made repeated calls to the critical care unit to ask about the patient. The nurse met with the family and offered to go into the operating room to talk with the cardiac surgeon to better inform the family of their mother’s status.
One of the helpful things the nurse did to assist this family was to establish a consistent group of nurses to work with Mrs. Walsh, so that family members could establish trust and feel more confident about the care their mother was receiving. This eventually enabled family members to leave the hospital for intervals to get some rest. The nurse related that this was a family whose members were affluent, educated, and well informed, and that they came in prepared with lists of questions. A consistent group of nurses who were familiar with Mrs. Walsh’s particular situation helped both family members and nurses to be more satisfied and less anxious. The family developed a close relationship with the three nurses who consistently cared for Mrs. Walsh and shared with them details about Mrs. Walsh and her life.
The nurse related that there was a tradition in this particular critical care unit not to involve family members in care. She broke that tradition when she responded to the son’s and the daughter’s helpless feelings by teaching them some simple things that they could do for their mother. They learned to give some basic care, such as bathing her. The nurse acknowledged that involving family members in direct patient care with a critically ill patient is complex and requires knowledge and sensitivity. She believes that a developmental process is involved when nurses learn to work with families.
She noted that after a nurse has lots of experience and feels very comfortable with highly technical skills, it becomes okay for family members to be in the room when care is provided. She pointed out that direct observation by anxious family members can be disconcerting to those who are insecure with their skills when family members ask things like, “Why are you doing this? Nurse ‘So and So’ does it differently.” She commented that nurses learn to be flexible and to reset priorities. They should be able to let some things wait that do not need to be done right away to give the family some.
Much has been made of the new Web 2.0 phenomenon, including social n.docxhelzerpatrina
Much has been made of the new Web 2.0 phenomenon, including social networking sites and user-created mash-ups. How does Web 2.0 change security for the Internet? Your submission should be between 500 words with references and following APA reference style. Please do not include a title page
.
MSN 5550 Health Promotion Prevention of Disease Case Study Module 2.docxhelzerpatrina
MSN 5550 Health Promotion: Prevention of Disease Case Study Module 2 Instructions: Read the following case study and answer the reflective questions.
Please provide rationales for your answers. Make sure to provide a citation for your answers. Deadline: CASE STUDY:
An Older Immigrant Couple: Mr. and Mrs. Arahan Mr. and Mrs. Arahan, an older couple in their seventies, have been living with their oldest daughter, her husband of 15 years, and their two children, ages 12 and 14. They all live in a middle-income neighborhood in a suburb of a metropolitan city. Mr. and Mrs. Arahan are both college educated and worked full-time while they were in their native country. In addition, Mr. Arahan, the only offspring of wealthy parents, inherited a substantial amount of money and real estate. Their daughter came to the United States as a registered nurse and met her husband, a drug company representative. The older couple moved to the United States when their daughter became a U.S. citizen and petitioned them as immigrants. Since the couple was facing retirement, they welcomed the opportunity to come to the United States. The Arahans found life in the United States different from that in their home country, but their adjustment was not as difficult because both were healthy and spoke English fluently. Most of their time was spent taking care of their two grandchildren and the house. As the grandchildren grew older, the older couple found that they had more spare time. The daughter and her husband advanced in their careers and spent a great deal more time at their jobs. There were few family dinners during the week. On weekends, the daughter, her husband, and their children socialized with their own friends. The couple began to feel isolated and longed for a more active life. Mr. and Mrs. Arahan began to think that perhaps they should return to the home country, where they still had relatives and friends. However, political and economic issues would have made it difficult for them to live there. Besides, they had become accustomed to the way of life in the United States with all the modern conveniences and abundance of goods that were difficult to obtain in their country. However, they also became concerned that they might not be able to tolerate the winter months and that minor health problems might worsen as they aged. They wondered who would take care of them if they became very frail and where they would live, knowing that their daughter had only saved money for their grandchildren’s college education. They expressed their sentiments to their daughter, who became very concerned about how her parents were feeling. This older couple had been attending church on a regular basis, but had never been active in other church-related activities. The church bulletin announced the establishment of parish nursing with two retired registered nurses as volunteers. The couple attended the first opening of the parish clinic. Here, they met one of the registered nur.
MSEL Strategy Mid-term Instructions Miguel Rivera-SantosFormat.docxhelzerpatrina
MSEL Strategy Mid-term Instructions Miguel Rivera-Santos
Format of the Mid-term
· You will find three recent newspaper articles describing a strategic move or a strategic decision in this document. Choose two out of these three articles and, for each of the two articles you have selected, answer the following two questions:
· Q1: What is (are) the issue(s) for the main company in the article? How do you assess the company’s strategic decision(s)? What additional information and what specific analyses would you conduct to fully understand the issue(s) and the decision(s)?
· Q2: What alternative recommendation would you consider in response to the issue(s)? What additional information/analyses would you need for this alternative recommendation? How could it be implemented?
· For each article, the combined answers to these two questions should be no longer than 2 single-spaced pages, in 12-point Times New Roman, with a 1-inch margin all around.
You can add as many appendices as you feel necessary, but remember that the page limitfor the mid-term (excluding exhibits) is 4 pages, i.e., 2 pages per newspaper article.
· You do not need to seek additional information beyond what is provided in the articles.
GOOD LUCK!
Geely to build satellites for self-driving cars - Financial Times (US), 3/4... https://digital.olivesoftware.com/Olive/ODN/FTUS/PrintArticle.aspx?d...
Automobiles
CHRISTIAN SHEPHERD — BEIJING
Geely is aiming to be the first China carmaker to design and build satellites to support its autonomous driving programme, the latest step by founder Li Shufu in his bid to build an industry leader.
Geely, which owns Swedish brand Volvo Cars, Malaysia’s Proton, and a stake in Mercedes-Benz owner Daimler, will invest Rmb2.27bn ($325m) in a new development centre and factory to manufacture satellites this year, the company said yesterday.
The announcement makes Geely the first known Chinese carmaker with plans to build its own satellites. Mr Li’s move sparked comparisons in China media with Elon Musk, founder of electric carmaker Tesla and private space exploration company SpaceX.
Last month Geely drew comparisons with Volkswagen when Mr Li’s holding group announced plans to merge Geely Automobile and Volvo Cars, moving the company towards becoming the first global Chinese carmaker.
Che Jun, Communist party boss of China’s eastern Zhejiang province, where Geely is based, said that the complex would be built in Taizhou city and that construction had begun.
The centre will design, test and manufacture low-orbit communication satellites, purpose-built to improve geolocation of vehicles and to support their connected functions, Geely said.
Geely has been pouring money into new technologies from self-driving cars to flying taxis, spending Rmb20bn on research and development in the past year.
The investments are part of the group’s spend on global expansion, such as buying a $9bn stake in Daimler.
The announcement comes as the coronavirus outbre.
Much of the focus in network security centers upon measures in preve.docxhelzerpatrina
Network security focuses on preventing intrusions and handling security events, but there is debate around proactive measures an organization should take. Practical proactive measures could include monitoring for suspicious activity and strengthening access controls. Biblical principles suggest taking reasonable precautions against probable threats, though excessive measures may violate ethics of non-aggression or forgiveness.
Mt. Baker Hazards Hazard Rating Score High silic.docxhelzerpatrina
Mt. Baker
Hazards
Hazard Rating Score
High silica content of eruptive products, >60% (andesite/dacite/rhyolite)
Major explosive activity within last 500 years
Major explosive activity within last 5000 years
Pyroclastic flows within last 500 years
Mudflows (lahars) within the last 500 years
Destructive tsunami within last 500 years
Occurrence of frequent volcano-seismic crises (volcanic earthquake swarms)
Occurrence of significant ground deformation within last 50 years
SCORE
Risk
Risk Rating Score
Population at risk >100
Population at risk >1,000
Population at risk >10,000
Population at risk >100,000
Population at risk >1,000,000
Historical fatalities
Evacuation as a result of historical eruption(s)
SCORE
TOTAL SCORE ___________
For each of the above queries to which the answer is yes, score 1. For an answer of no, score 0.
If no information is found, assume the answer is no and score 0.
Mt. Hood
Hazards
Hazard Rating Score
High silica content of eruptive products, >60% (andesite/dacite/rhyolite)
Major explosive activity within last 500 years
Major explosive activity within last 5000 years
Pyroclastic flows within last 500 years
Mudflows (lahars) within the last 500 years
Destructive tsunami within last 500 years
Occurrence of frequent volcano-seismic crises (volcanic earthquake swarms)
Occurrence of significant ground deformation within last 50 years
SCORE
Risk
Risk Rating Score
Population at risk >100
Population at risk >1,000
Population at risk >10,000
Population at risk >100,000
Population at risk >1,000,000
Historical fatalities
Evacuation as a result of historical eruption(s)
SCORE
TOTAL SCORE ___________
For each of the above queries to which the answer is yes, score 1. For an answer of no, score 0.
If no information is found, assume the answer is no and score 0.
Mt. Rainier
Hazards
Hazard Rating Score
High silica content of eruptive products, >60% (andesite/dacite/rhyolite)
Major explosive activity within last 500 years
Major explosive activity within last 5000 years
Pyroclastic flows within last 500 years
Mudflows (lahars) within the last 500 years
Destructive tsunami within last 500 years
Occurrence of frequent volcano-seismic crises (volcanic earthquake swarms)
Occurrence of significant ground deformation within last 50 years
SCORE
Risk
Risk Rating Score
Population at risk >100
Population at risk >1,000
Population at risk >10,000
Population at risk >100,000
Population at risk >1,000,000
Historical fatalities
Evacuation as a result of historical eruption(s)
SCORE
TOTAL SCORE ___________
For each of the above queries to which the answer is yes, score 1. For an answer of no, score 0.
If no information is found, assume the answer is no and score 0.
Mt. St. Helens
Hazards
Hazard Rating Score
High.
Motivation and Cognitive FactorsQuestion AAlfred Hit.docxhelzerpatrina
Motivation and Cognitive Factors
Question A
Alfred Hitchcock reputedly said, “When an actor comes to me and wants to discuss his character, I say, “It’s in the script.” If he says, “But what’s my motivation,” I say, “Your salary.” Discuss motivation based on extrinsic rewards in comparison to that motivated by intrinsic rewards. Are different types of motivations preferable for different tasks? Remember to explain and cite educational sources to support the ideas within the post.
Question B
Social cognitive theory suggests that our beliefs and feelings influence our behavior. What beliefs (cognitive factors) might be related to the specific behavior of going to college? Remember to explain and cite educational sources to support the ideas within the post.
OR
Select one of the personality tests from
Similar Minds
. Take the test, read your results and reproduce them in your journal. What parts of the results ring true to you? What do not? Remember to explain and cite educational sources to support the ideas within the post.
View your discussion
rubric
.
13
.
Motivation in OrganizationsMotivation i.docxhelzerpatrina
Motivation in Organizations
*
Motivation in Organizations
Chapter 7
Chapter 7 Preview:
Motivation in OrganizationsWhat do individuals need to do to meet a personal goal? What are the most important sources of work motivation (e.g., money? recognition? other?)What do you think makes for effective goal-setting? What happens when people feel that they are underpaid compared to their peers? What do people need to believe about a possible reward, in order for it to be motivating?
Components of motivation: What are the basic components of motivation? Page Ref: 214
Motivation: What motivates people to work? What are the most important sources of work motivation? Page Ref: 215
Guidelines for setting effective performance goals: What are they? Page Ref: 220-223
Equity Theory: What are some possible reactions to inequity? Page Ref: 226-227
Expectancy Theory: What are the three types of beliefs that people have, and what do they mean? Page Ref: 230
Copyright
Learning ObjectivesDefine motivation and explain its importance in the field of organizational behavior.Identify and explain the conditions through which goal setting can be used to improve job performance.
Learning ObjectivesDescribe equity theory and how it may be applied to motivating people in organizations.Describe expectancy theory and how it may be applied in organizations.
*
Today’s AgendaMotivationGoal SettingEquity TheoryExpectancy Theory
*
Today’s AgendaMotivationGoal SettingEquity TheoryExpectancy Theory
*
The set of processes thatarousedirect, and maintain
human behavior toward attaining some goal
Motivation
*
Motivation Components
*
Motivation
Key PointsMotivation and job performance are not synonymousMotivation is multifacetedPeople are motivated by more than just money
*
What Motivates You to Work?
*
What Motivates People to Work?
*
Today’s AgendaMotivationGoal SettingEquity TheoryExpectancy Theory
*
Goal Setting
*
Goal Setting
Do you have goals?Have you been successful in meeting them?What do you think are important characteristics of attainable goals?How does it make you feel to achieve goals?
*
Goal Setting Guidelines
For ManagersAssign specific goalsAssign difficult, but acceptable, performance goalsstretch goalsProvide feedback on goal attainment
*
Today’s AgendaMotivationGoal SettingEquity TheoryExpectancy Theory
*
Equity TheoryPeople strive to maintain ratios of their own outcomes (rewards) to their own inputs (contributions) that are equal to the outcome / input ratios of others with whom they compare themselves
*
Equity Theory
Possible Reactions to Inequity
*
Equity Theory
Managerial ImplicationsAvoid underpaymentAvoid overpaymentBe honest and open with employees
*
Equity Theory
Pay Practices in the NewsPay Practices at Reddit, Google and Gravity Payments
*
Equity Theory
Pay Practices in the NewsQuestions to co.
Motivations to Support Charity-Linked Events After Exposure to.docxhelzerpatrina
Motivations to Support Charity-Linked Events After Exposure to
Facebook Appeals: Emotional Cause Identification and Distinct
Self-Determined Regulations
Kaspar Schattke
Université du Québec à Montréal
Ronald Ferguson and Michèle Paulin
Concordia University
Nonprofit organizations are increasingly dependent on the involvement of Millennial
constituencies. Three studies investigated their motivations to support charity-linked
events: emotional identification with a cause, self-determination theory (SDT) regula-
tions, and context-related Facebook promotions. This article addresses the recent call to
expand SDT research from a simple analysis of autonomous versus controlled moti-
vation, to studying the effects of all the regulations in the SDT continuum, in particular,
the inclusion of the tripartite dimensions of intrinsic motivation and integrated moti-
vation. Results demonstrated that the greater the emotional identification with the
cause, the stronger was the tendency to support the charity-linked event. Also, the
results in these social media contexts revealed that specific intrinsic dimensions (e.g.,
experience stimulation) are motivators of online and offline support, as is the personal
value nature of integrated regulation. Whereas only autonomous motivational regula-
tions predicted support for the two events organized specifically a for charitable causes,
both autonomous and controlled regulations predicted support of a for-profit event
organized with a charitable cause as an adjunct. These findings can assist practitioners
in designing more effective social media communications in support of charity-linked
events.
Keywords: social media, self-determination theory, integrated regulation, tripartite
model of intrinsic motivation, charitable causes
Supplemental materials: http://dx.doi.org/10.1037/mot0000085.supp
Social media is a new domain offering excit-
ing opportunities to investigate research ques-
tions in social psychology (Greitemeyer, 2011;
Kende, Ujhelyi, Joinson, & Greitemeyer, 2015).
Our research examined motivation to support
charity-linked events of nonprofit organizations
that are currently faced with increased compe-
tition for resources and declining government
support (Paulin, Ferguson, Jost, & Fallu, 2014;
Reed, Aquino, & Levy, 2007; White & Peloza,
2009). Presently, they depend on an ageing set
of traditional supporters (Urbain, Gonzalez, &
Le Gall-Ely, 2013). However, their future suc-
cess lies in ensuring the sustainable involve-
ment of the Millennial generation (Fine, 2009),
distinguished from other generations by their
intense exposure at an early age to interactive
technology and social media (Bolton et al.,
2013).
Facebook, the most detailed social media, is
used primarily to maintain or solidify existing
offline relationships allowing people to develop
a public or semipublic profile and to emotion-
ally participate with those whom they can share
This article was published Online First December .
Mrs. Walsh, a woman in her 70s, was in critical condition after.docxhelzerpatrina
“Mrs. Walsh, a woman in her 70s, was in critical condition after repeat coronary artery bypass graft (CABG) surgery. Her family lived nearby when Mrs. Walsh had her first CABG surgery. They had moved out of town but returned to our institution, where the first surgery had been performed successfully. Mrs. Walsh remained critically ill and unstable for several weeks before her death. Her family was very anxious because of Mrs. Walsh’s unstable and deteriorating condition, and a family member was always with her 24 hours a day for the first few weeks.
The nurse became involved with this family while Mrs. Walsh was still in surgery, because family members were very anxious that the procedure was taking longer than it had the first time and made repeated calls to the critical care unit to ask about the patient. The nurse met with the family and offered to go into the operating room to talk with the cardiac surgeon to better inform the family of their mother’s status.
· One of the helpful things the nurse did to assist this family was to establish a consistent group of nurses to work with Mrs. Walsh, so that family members could establish trust and feel more confident about the care their mother was receiving. This eventually enabled family members to leave the hospital for intervals to get some rest. The nurse related that this was a family whose members were affluent, educated, and well informed, and that they came in prepared with lists of questions. A consistent group of nurses who were familiar with Mrs. Walsh’s particular situation helped both family members and nurses to be more satisfied and less anxious. The family developed a close relationship with the three nurses who consistently cared for Mrs. Walsh and shared with them details about Mrs. Walsh and her life.
· The nurse related that there was a tradition in this particular critical care unit not to involve family members in care. She broke that tradition when she responded to the son’s and the daughter’s helpless feelings by teaching them some simple things that they could do for their mother. They learned to give some basic care, such as bathing her. The nurse acknowledged that involving family members in direct patient care with a critically ill patient is complex and requires knowledge and sensitivity. She believes that a developmental process is involved when nurses learn to work with families.
· She noted that after a nurse has lots of experience and feels very comfortable with highly technical skills, it becomes okay for family members to be in the room when care is provided. She pointed out that direct observation by anxious family members can be disconcerting to those who are insecure with their skills when family members ask things like, “Why are you doing this? Nurse ‘So and So’ does it differently.” She commented that nurses learn to be flexible and to reset priorities. They should be able to let some things wait that do not need to be done right away to give the famil.
MOVIE TITLE IS LIAR LIAR starring JIM CARREYProvide the name o.docxhelzerpatrina
MOVIE TITLE IS LIAR LIAR starring JIM CARREY
Provide the name of the movie, television series, or streaming series you chose, including a summary of the content, and explain why you selected it.
What are your impressions of the environments (include graphic elements)?
Pay attention to the relationships and communication occurring in the movie. How are people greeting each other? How are people interacting? Do you think you can tell the relationships of the people based on their verbal and nonverbal behaviors? Why or why not?
What are the cultural verbal cues that you notice in the movie?
What are the cultural nonverbal cues that you notice in the movie?
Describe two of the characters' use of language including word arrangement, word choice, and intended meaning.
Summarize how your content choice provided sufficient detail allowing you to describe the roles of verbal and nonverbal elements in communication and how the two forms of communication work in conjunction.
.
mple selection, and assignment to groups (as applicable). Describe.docxhelzerpatrina
The document outlines the process and procedures for a research project. It discusses obtaining informed consent from participants, analyzing demographic and other collected data through descriptive statistics, and addressing each research question or PICOT question through specific inferential statistics. It also covers ensuring the data meets assumptions for the statistics used and setting an alpha level. Finally, it addresses considering and dealing with any ethical issues regarding methodology, design, data collection, anonymity, confidentiality, informed consent, and conflicts of interest in line with the Belmont Report.
More and more businesses have integrated social media into every asp.docxhelzerpatrina
More and more businesses have integrated social media into every aspect of their communication strategies and there are many recent examples of employees being fired from their jobs for personal social media postings. Discuss the benefits and pitfalls of using social media within businesses and if you think it is ethical for business to fire employees for personal use of social media. How can you monitor and control your own social media activities to prevent such a professional conflict?
.
Module Five Directions for the ComparisonContrast EssayWrite a.docxhelzerpatrina
The document provides directions for writing a five paragraph comparison/contrast essay on NASA's past Apollo missions to the Moon and planned future missions to Mars. Students are asked to use MLA style with sources cited and include photos/illustrations to document the similarities and differences between the two missions. NASA.gov is listed as a primary source for quotations and the works cited page, along with other sources from the library databases or Google. A sample outline is provided with an introduction, paragraphs on similarities/differences, and a conclusion.
Monica asked that we meet to see if I could help to reduce the d.docxhelzerpatrina
Monica asked that we meet to see if I could help to reduce the differences between them. When the time came, she started the conversation by saying that Richard wasn’t saving any money at all. They hadn’t started implementing. She said he spent a good deal of time buy- ing and selling stocks. He seemed to be influenced by the weekly ups and downs of the market. At least temporarily, however, he had raised the quality of the stocks he was buying.
Richard seemed a little annoyed and said that Monica never wanted to sell any securities. She almost always told him to wait. She said the shares would come back. When I asked what money meant to them, Richard said an opportunity to gamble and Monica replied a chance to lose what you’ve accumulated. As far as their long-term goals were concerned, Richard said he had no real long-term goals. The future was too fickle. He said who knew what fate had in store for them. Monica’s goal was to feel secure. I had the feeling that her remark was in response to Richard’s behavior. She wouldn’t allow herself to think of anything beyond security until Richard’s activities could be controlled.
Case Application Questions
1. What should be done about Richard’s spending?
2. What kind of investment behavior is Richard demonstrating?What can be done about it? 3. What is Monica’s investment behavior called? How can it be helped?
4. Contrast their two views of money. Do you have any recommendations?
5. How can Monica’s fears be dealt with?
.
Module 6 AssignmentPlease list and describe four types of Cy.docxhelzerpatrina
Module 6 Assignment
Please list and describe four types of Cyber crime.
Rubric for Assignment submission
Criterion
Description
Points possible
Content
Student posts and describes four types of Cyber crimes
40
Word count
500 words
10
Total Points possible
50
.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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1. Week 6 - JournalLeadership Reflection
As noted above, leadership styles can be affected by your
personality type. First, complete this free, online assessment to
determine your personality type:
http://www.humanmetrics.com/cgi-win/jtypes2.asp Second,
write a journal entry of 500 words that evaluates your
personality type. Consider how your personality type may
influence the type of leadership style that best fits you. What
strategies do you think you will need to adopt in order to
implement other leadership styles? Which style(s) do you think
are the hardest for you, and why? Is there a leadership type that
you think is best suited for community-organization leadership?
Be sure to follow APA-formatting and to reference at least 2
scholarly sources.
My scoreENFJ
Extravert(16%) iNtuitive(47%) Feeling(16%) Judging(12%)
· You have slight preference of Extraversion over Introversion
(16%)
· You have moderate preference of Intuition over Sensing (47%)
· You have slight preference of Feeling over Thinking (16%)
· You have slight preference of Judging over Perceiving (12%)
Professor notes
Introduction: Ethics and leadership in community organizations
Last week, we spent time examining the connection of a
community-based organization to its stakeholders, including its
constituents. We discussed barriers organizations might face
when trying to reach its stakeholders, and then also thought
about diversity and its role in these organizations, both with
outreach and with hiring and leadership. Now, for our final
week of class, we are going to talk about leadership and ethical
issues that organizations may face.
Leadership
Daniel Goleman (2000) identified six major leadership styles,
2. and suggested that often, people can choose when to use each
one, like a tool in a toolbox. While a personality trait may more
comfortably lend itself to a particular leadership style, people
can move between them when the need arises.
1. The coercive leader is effective in times of crisis. He or she
will make commands and expect others to follow.
2. The authoritative leader lays out the overall goals, but gives
others the chance to choose how to meet those goals.
3. The affiliative leader focuses on people first, often laying out
praise and building harmony.
4. The democratic leader wants to give everyone a voice in
decision-making.
5. The pacesetting leader sets high standards and models these
standards.
6. The coaching leader focuses on personal development and
less on organizational goals (Goleman, 2000).
Each of these styles is important with community-based
organizations. Leadership must know how to recognize when to
use the right style with the appropriate situation. Good
leadership is integral with helping an organization reach its
goals!
Ethics
Ethical living is based on a value system and on daily choices.
Community-based organizations face unique ethical
circumstances that are based on their organizational values.
Often, these values are based on improving quality of life.
However, the drive for economic security, membership,
volunteers, and other organizational aspects may hinder ethical
decision-making.
Rhode and Packel (2009) identified several concerns that are
important to community-based organizations:
1. Causes of misconduct – these may include fraud,
misallocation of resources, or a lack of accountability.
2. Compensation – there is a discrepency between the for-profit
and non-profit sectors in terms of fair compensation.
3. Conflicts of interest – there may be pressure to give
3. deferential treatment to a board member or other person of
influence.
4. Publications and solicitations – organizations must focus on
transparency of their use of funds.
5. Financial integrity – organizations need to consider the
intents and sources of financial gifts.
6. Accountability and strategic management – there may be a
lack of focus in how to spend funds responsibly (Rhode &
Packel, 2009).
Working and leading in a community-based organization can be
rewarding on many levels. Using the proper leadership style and
acting ethically will help ensure that rewarding process!
“Before you are a leader, success is all about growing yourself.
When you become a leader, success is all about growing
others.” —Jack Welch
References:
Goleman, D. (2000). Leadership that gets results. Harvard
Business Review. 4487. Retrieved from
http://elibrary.kiu.ac.ug:8080/jspui/bitstream/1/480/1/Leadershi
p%20That%20Gets%20Results.pdf
Rhode, D. L. & Packel, A. K. (2009). Ethics and nonprofits.
Stanford Social Innovation Review. Retrieved from
http://www.ssireview.org/articles/entry/ethics_and_nonprofits
Resources
Required Text
McKnight, J. & McKnight Plummer, J. (2015). Community
organizing: Theory and practice. Retrieved from
https://redshelf.com
Chapter 6: Building an Effective Leadership Team
Chapter 13: Value Systems and Ethics
Recommended References
Hlupic, V. (2011). Community-based organizations boost
engagement levels - and profits. Strategic HR Review, 10(3),
4. 33-34.
Self Checks
Week 6 Self-Check (Links to an external site.)
2
Council for Standards in Human Service Education
(CSHSE) Standards Covered in this Text
The Council for Standards in Human Service Education
(CSHSE) developed ten national standards that guide
Human Services departments and help students understand the
knowledge, values, and skills of developing human
service practitioners. These guidelines reflect the
interdisciplinary nature of human services.
Standard Chapter
Professional History
Understanding and Mastery. . .
Historical roots of human services 4
Creation of human services profession
Historical and current legislation affecting services delivery
How public and private attitudes influence legislation and the
interpretation of policies related to
human services
Differences between systems of governance and economics 4, 5
Exposure to a spectrum of political ideologies 12, 13
Skills to analyze and interpret historical data application in
5. advocacy and social changes
Human Systems
Understanding and Mastery. . .
Theories of human development
How small groups are utilized, theories of group dynamics, and
group facilitation skills 3, 6, 13
Changing family structures and roles
Organizational structures of communities
1, 2, 4, 11,
12, 15
An understanding of capacities, limitations, and resiliency of
human systems 2, 6, 14
Emphasis on context and the role of diversity in determining
and meeting human needs 1, 2
Processes to effect social change through advocacy (e.g.,
community development, community and
grassroots organizing, local and global activism)
4, 8, 11, 12,
14
Processes to analyze, interpret, and effect policies and laws at
local, state, and national levels 2, 12
Human Services Delivery Systems
Understanding and Mastery. . .
Range and characteristics of human services delivery systems
and organizations 10
Range of populations served and needs addressed by human
services
Major models used to conceptualize and integrate prevention,
maintenance, intervention,
rehabilitation, and healthy functioning
Economic and social class systems including systemic causes of
poverty 13, 15
6. Political and ideological aspects of human services 12
International and global influences on services delivery 15
Skills to effect and influence social policy 11, 12
Adapted from the October 2010 Revised CSHSE National
Standards
Council for Standards in Human Service Education (CSHSE)
Standards Covered in this Text
3
Standard Chapter
Information Management
Understanding and Mastery. . .
Obtain information through interviewing, active listening,
consultation with others, library or other
research, and the observation of clients and systems
7
Recording, organizing, and assessing the relevance, adequacy,
accuracy, and validity of information
provided by others
Compiling, synthesizing, and categorizing information 7, 9
Disseminating routine and critical information to clients,
colleagues, or other members of the related
services system that is provided in written or oral form and in a
timely manner
9
Maintaining client confidentiality and appropriate use of client
data
7. Using technology for word processing, sending e-mail, and
locating and evaluating information 7, 9
Performing elementary community needs assessment 1, 7
Conducting basic program evaluation
Utilizing research findings and other information for community
education and public relations and
using technology to create and manage spreadsheets and
databases
Planning and Evaluating
Understanding and Mastery. . .
Analysis and assessment of the needs of clients or client groups
1, 5
Skills to develop goals and design and implement a plan of
action 8
Skills to evaluate the outcomes of the plan and the impact on
the client or client group
Program design, implementation, and evaluation 5–10
Interventions and Direct Services
Understanding and Mastery. . .
Theory and knowledge bases of prevention, intervention, and
maintenance strategies to achieve
maximum autonomy and functioning
Skills to facilitate appropriate direct services and interventions
related to specific client or client group
goals
Knowledge and skill development in case management, intake
interviewing, individual counseling,
group facilitation and counseling, location and use of
appropriate resources and referrals, and use of
consultation
Interpersonal Communication
Understanding and Mastery. . .
Clarifying expectations
Dealing effectively with conflict
Establishing rapport with clients
Developing and sustaining behaviors that are congruent with the
8. values and ethics of the profession 10, 13
Council for Standards in Human Service Education (CSHSE)
Standards Covered in this Text
Standard Chapter
Administration
Understanding and Mastery. . .
Managing organizations through leadership and strategic
planning 5, 9
Supervision and human resource management
Planning and evaluating programs, services, and operational
functions 8, 9
4
Developing budgets and monitoring expenditures 10
Grant and contract negotiation
Legal and regulatory issues and risk management 10, 12
Managing professional development of staff
Recruiting and managing volunteers 6, 15
Constituency building and other advocacy techniques such as
lobbying, grassroots movements, and
community development and organizing
4, 6, 14
Client-related Values and Attitudes
Understanding and Mastery. . .
The least intrusive intervention in the least restrictive
environment
Client self-determination 4
Confidentiality of information
The worth and uniqueness of individuals including ethnicity,
9. culture, gender, sexual orientation, and
other expressions of diversity
3, 13
Belief that individuals, services systems, and society change
Interdisciplinary team approaches to problem solving 8
Appropriate professional boundaries
Integration of the ethical standards outlined by the National
Organization for Human Services and
Council for Standards in Human Service Education
13, 15
Self-Development
Understanding and Mastery. . .
Conscious use of self
3, 11,
13
Clarification of personal and professional values 13
Awareness of diversity
Strategies for self-care
Reflection on professional self (e.g., journaling, development of
a portfolio, project demonstrating
competency)
3
Standards for Excellence Series
Designed to help students advance their knowledge, values, and
skills, the Standards for Excellence Series assists
students in associating the Council for Standards in Human
Service Education (CSHSE) National Standards to all
10. levels of human services practice.
Features Include
Standards for Excellence grid—highlighting chapters where
various standards are addressed.
Standards for Excellence critical thinking questions—challenges
students to think critically about the
standards in relation to chapter content.
Multimedia links—correlates content to multimedia assets
throughout the text, including video, additional
readings, and more.
Self-study quizzes—found throughout the text, self-study
quizzes test student knowledge and
comprehension of key chapter topics.
Chapter review—links to a scenario-based chapter review
including short-answer discussion questions.
5
6
Community Organizing
Theory and Practice
Joyce S. McKnight
Empire State College, State University of New York
11. Joanna McKnight Plummer
Boston Columbus Indianapolis New York San Francisco Upper
Saddle River Amsterdam Cape Town Dubai
London Madrid Milan Munich Paris Montréal Toronto Delhi
Mexico City São Paulo Sydney Hong Kong Seoul
Singapore Taipei Tokyo
7
Editor in Chief: Ashley Dodge
Editorial Assistant: Amandria Guadalupe
Managing Editor: Denise Forlow
Program Manager: Carly Czech
Project Manager: Doug Bell, PreMediaGlobal, Inc.
Executive Marketing Manager: Kelly May
Marketing Coordinator: Jessica Warren
Procurement Manager: Mary Fisher
Procurement Specialist: Eileen Collaro
Art Director: Jayne Conte
Cover Designer: Karen Noferi
Interior Designer: Joyce Weston Design
13. 236-3290.
Many of the designations by manufacturers and seller to
distinguish their products are claimed as trademarks.
Where those designations appear in this book, and the publisher
was aware of a trademark claim, the designations
have been printed in initial caps or all caps.
8
Library of Congress Cataloging-in-Publication Data
McKnight, Joyce S.
Community organizing : theory and practice / Joyce S.
McKnight, Empire State College, State University of New
York, Joanna McKnight Plummer.
pages cm.
Includes bibliographical references and index.
ISBN-13: 978-0-205-51681-0
ISBN-10: 0-205-51681-5
1. Community organization. 2. Community development. I.
Title.
HM766.M43 2013
307.1'4—dc23
2013035553
14. 10 9 8 7 6 5 4 3 2 1
ISBN 10: 0-205-51681-5
ISBN 13: 978-0-205-51681-0
9
Contents
1. Preface xiv
1. 1. A Look at Communities 1
1. Case Study 1: The Smithville Neighborhood 2
2. Case Study 2: The Town of Middle View 3
3. Variations on the Theme 6
1. Summary 8
2. 2. Systems Thinking and the Kaleidoscopic Community 9
1. Systems Thinking 9
2. Analyzing Community Systems 11
1. Micro-systems 12
2. Cooperation and Conflict among Meta-systems 14
3. The Impact of Mezzo-systems 15
15. 4. Macro-systems: Broad Natural, Economic, Social, and
Cultural Environments 16
3. Kaleidoscopic Community Systems 20
1. Individuals to Other Groups and Organizations 25
2. Quasi-groups to Other Individuals, Groups, and
Organizations 25
3. Primary Groups to Individuals, Groups, and Organizations 26
4. Associations to Individuals, Quasi-groups, Primary Groups,
and Formal Organizations 26
5. Formal Organizations to Individuals, Groups, and
Organizations 27
4. Bringing People Together 27
5. Kaleidoscopic, Non-geographic Communities 28
1. Communities of Interest 29
2. Virtual Communities 29
1. Summary 31
3. 3. Living and Working in Communities 32
1. Building Your Internal Picture of the Focal Community 32
2. Getting Acquainted with the Focal System 34
3. Learning the “Rules” 35
16. 10
4. “Fitting In” to Community Life 37
5. Using Symbolic Interaction Theories 39
6. Integration into Community Life 42
1. Overcoming Reticence 44
2. Discerning Expected Behaviors 44
3. Trying New Roles 45
4. Becoming Part of Things 46
1. Summary 46
4. 4. Varieties of Community Organizing 48
1. Place-based Relational Organizing 49
2. Social Entrepreneurship and Social Innovation 50
3. Economic Mutual Aid 54
4. Self-help Groups 58
5. Community-based Advocacy 59
6. Social Movements 65
7. Collaborations 67
17. 8. Mixing and Matching 71
1. Summary 72
5. 5. The Community Organizing Cycle 73
1. Focus on Leadership 75
2. Focus on Participatory Research 80
3. Focus on Planning 81
4. Focus on Implementation 84
5. Focus on Management 85
6. Focus on Evaluation 88
1. Summary 90
6. 6. Building an Effective Leadership Team 92
1. Recruiting a Leadership Team 94
1. Large-Scale Strategies for Leadership Recruitment 94
2. Leadership Arising from “Organic” Initiatives 96
11
2. The Evolving Leadership Team: The Form, Storm, Norm,
Perform, and Adjourn Cycle 97
3. Leadership Teams as Living Systems 100
18. 1. Communication Patterns 101
2. Team-Directed Learning 103
4. Facilitating Effective Community Leadership Teams 104
5. Interactional Processes 108
6. Power in Leadership Teams 109
7. Roles Team Members Play 110
1. Summary 113
7. 7. Participatory Research 114
1. Connected Knowing: The “Engine” of Participatory Research
115
2. Data Gathering and Consolidation of Information 117
3. Analytical Frameworks 122
4. The Asset-based Approach 122
5. The Problem-centered Approach 124
6. Gap Analysis 125
7. Sustainability Analysis 126
1. Summary 129
8. 8. Planning and Implementation 130
19. 1. Four Types of Planning 131
2. The Planning Questions 133
3. Assessing the Situation 136
4. Implementation: Defining the Next Steps 139
1. Relational Implementation 140
2. Locality Development 143
3. Social Action 145
4. Popular Education: Implementation of Participatory Research
149
5. Mixing and Phasing the Implementation Strategies 150
6. Training and Pilot Projects 150
1. Summary 152
12
9. 9. Management and Evaluation 153
1. Five Types of Management 154
2. Evaluation 161
1. Summary 168
10. 10. Organizational Structures, Budgeting, and Funding 169
20. 1. Organizational Structures 169
2. Organizing Internationally: Non-governmental Organizations
(NGOs) 177
3. Budgeting Basics 178
4. Guiding the Budgeting Process 179
5. Expenditure Budgeting 179
6. Zero-based Budgeting 180
7. Income Budgeting and Funding 181
8. Budget Management throughout the Year 183
9. Accountability and Audits 184
10. Cash Flow Problems 184
11. Ethical Budget Management 185
1. Summary 187
11. 11. Power and Empowerment 188
1. Two Ways of Discerning Power 188
2. Power as an Individual Attribute 188
3. Power as an Attribute of Certain Classes or Categories of
People 189
1. Elitism 189
21. 2. Pluralism 191
3. Elitism and Pluralism: A Dynamic Balance 191
4. Power as a Product of Interaction 191
1. Five Types of Interactional Power and Related Behaviors 192
5. Interactive Power Transactions 194
6. Power and Authority 195
7. How Others Perceive Your Power 197
8. Power within the Varieties of Community Organizing 198
13
9. Empowerment: Increasing the Power of Individuals and
Communities 199
10. Maximizing Your Own and Others’ Individual Power 200
1. Perceived Knowledge and Skill Development 200
2. Perceived Participatory Competencies 201
3. Expectations for Future Individual Contributions 201
4. Perceptions of Group or Organizational Accomplishments
201
5. Belief in the Value of the Cause 202
22. 6. Cost–Benefit Analysis: Expectations of Success versus
Likelihood of Success 203
11. Organizational Empowerment 204
12. Community Empowerment 205
13. Forces against Community Empowerment 206
1. Summary 207
12. 12. Navigating the Political Labyrinth 209
1. Why We Have Governments 209
2. Three Views of the Role of Government 210
3. Political Negotiations 213
4. Six Dimensions of Public Policy 213
1. Level One: Values and Social Policy 214
2. Level Two: Regimes and Regime Policies 215
5. Level Three: Sectorial Policies 218
1. Level Four: Jurisdictional Policies 220
2. Level Five: Organizational Policies 222
3. Level Six: Street Level Policies 223
6. A Real-World Example 225
23. 7. Playing the Political Game 226
8. How to Play the Political Game with Politicians 228
9. Playing the Policy Game with Bureaucrats 230
1. Rule Making Phase 231
2. Rule Application Phase 232
3. Rule Adjudication Phase 232
14
1. Summary 236
13. 13. Value Systems and Ethics 237
1. Quality of Life Values 237
2. Competing Value Systems: Modernism and the Quality of
Life 238
3. Ethical Viewpoints 239
1. Post-modernism 239
2. Critical Theory 241
3. Foucault’s Ethics of Power 242
4. The Ethics of Non-violence 244
5. An Ethics of Care 246
24. 6. The Classical Tradition: Ethical Behavior as a Rational
Choice 247
7. An Ethics of Joyful Sharing 249
8. Practicing Cultural Humility 249
9. Spirituality, Religious Beliefs, and Practice 251
4. Professional Ethical Standards and Codes of Ethics 252
1. Summary 253
14. 14. Community Organizing with Web-based Tools 255
1. The Impact of the Internet and Social Networking on
Community Organizing 255
1. Broad Impact of the Internet on Community Organizing 256
2. Internal Communication Goals and Web-based Tools 257
3. Web Presence 259
4. Social Networking 260
5. Using Digital Storytelling 262
2. Horizontal Community Organizing 263
3. Connectivism and Community Organizing 264
1. Connectivity, Asset-building, and Sustainability 265
4. Strengths of Using the Web for Community Organizing 266
25. 5. Weaknesses, Dangers, and Threats of the Internet or to the
Internet 267
1. Summary 268
15. 15. Organizations That Support Community Organizing 269
15
1. The Community Development Model 270
1. The United Nations: International Economic Development
270
2. Local Comprehensive Planning 273
3. Community Development Corporations 274
4. Land Grant Universities: Cooperative Extension 275
2. The Social Action Model 278
3. Supports for Participatory Research and Popular Education
281
1. Facilitating Popular Education: The Highlander Approach
281
2. Literacy for Social Justice: Paulo Freire 283
3. Use of the Theater and Other Arts 284
4. Internet-based Organizations 285
26. 4. Volunteer Efforts and Movements 286
1. The Corporation for National and Community Service and
Points of Light Foundation 286
2. Service Learning 286
5. Faith-based Communities Working For and Modeling Social
Change 287
1. Hospitality and Radical Politics: The Catholic Worker
Movement 287
2. Institute for Cultural Affairs 288
3. Koinonia Farm 289
4. Shinnyo-en Buddhist Community 290
5. To Heal, Repair, and Transform the World: A Jewish
Community 291
6. Service Organizations 291
1. Summary 292
1. Appendix A: Details of Participatory Research Strategies 293
2. Appendix B: Expanded Coverage of Budgeting and Fund-
raising
3. Notes 331
4. Index 293
27. 16
Preface
Never doubt that a small group of thoughtful, committed
citizens can change the world. Indeed, it’s the only
thing that ever has.
—Margaret Mead
This text was designed to be a textbook and “how to” reference
guide for thoughtful, dedicated citizens who are
determined to change their world (or at least part of it) through
their commitment and loyalty to one another and
their dedication to fostering “common unity.”
This text provides a unique approach to community organizing
for the human services and social work profession
by providing practical tips, templates, and in-text and online
resources that give future community organizers a
road map to navigate a number of best practices in the field.
While the main theories that support community
organizing are illustrated through an urban and rural community
case study approach, the book illustrates how
these theories inform and can help direct the type of organizing
that will work best for a specific community based
on its personality, needs, and resources.
This text and its accompanying resources were developed with
the following premises:
1. People know what they need and can work together to
achieve it when given effective intellectual tools and
analytical frameworks.
28. 2. Everyone can and should be included in community building.
3. Local action is often the most effective action.
17
Chapter Themes
Chapter 1 provides detailed cases studies based on urban and
rural communities, and compares and
contrasts the complexities of these communities and community
organizing.
Chapter 2 introduces community organizing thinking, including
systems thinking, focal systems, and
community formation.
Chapter 3 introduces the ever-changing kaleidoscopic
community and how disciplines like cognitive
psychology, sociology, and social psychology aid in
understanding community life.
Chapter 4 explores varieties of grassroots community
organizing including place-based relational organizing,
social entrepreneurship and innovation, mutual economic aid,
self-help, community-based advocacy, social
movements, and collaboration among organizations.
Chapter 5 provides an overview of the community organizing
cycle by outlining the development and
function of the leadership team, a participatory approach to
community research, and participatory
approaches to planning, implementation, management, and
evaluation.
29. Chapter 6 explores how to create and sustain a diverse
leadership team to help you understand and thrive
within these interpersonal dynamics and provides you with
concrete tools to lead, manage conflict, and
successfully navigate challenges.
Chapter 7 provides guidance on how to address inadequate
information and an inadequate understanding of
community assets, weaknesses, and service gaps. (An expanded
discussion of research strategies appears in
Appendix A.)
Chapter 8 examines the planning and implementation phases of
the community organizing cycle, including
defining the mission, setting measurable outcomes and
evaluation criteria, and deciding on the major
processes and action steps to begin work.
Chapter 9 explores ongoing management and evaluation issues
such as choosing a management approach or
approaches and creating a management information system.
Chapter 10 addresses practical organizational questions
including the best ways to structure your continuing
effort, issues involved with budget development and
management, fund-raising concerns, financial
accountability, and ethical standards for financial management
and marketing. (An expanded discussion of
budgeting and fund-raising appears in Appendix B.)
Chapter 11 focuses on power and helps you analyze power
relationships within your focal community, learn
to identify and use different kinds of power, and focus on ways
your organizing team can generate “people
power” to gain and maintain control of your destinies.
30. Chapter 12 explores policies, politics, laws, and regulations
through the analogy of a football game to guide
you through the political maze of multiple levels of policy, the
challenges of the legislative process, and the
morass of regulation.
Chapter 13 focuses on the belief that we can create and sustain
healthful, attractive geographic communities
and emotionally satisfying non-geographically based
communities by working together locally and
networking globally, and it guides you through a wide variety of
ethical frameworks that undergird effective
organizing.
Chapter 14 provides many practical suggestions for making
optimal use of Web resources for community
organizing and community building and explores the many
possibilities of online communities and
18
networks.
Chapter 15 explores organizations that support community
organizing.
Online Features
There are many features of this text to enhance your experience;
however, they are only as useful as you make
them. By engaging with this text and its resources, you’ll gain a
variety of community organizing skills through:
Web resources, including links to important Web resources for
community organizers
31. Online handbooks addressing topics such as place-based and
relational organizing, social entrepreneurship
and social innovation, economic mutual aid, self-help,
community-based advocacy, social movements, and
interagency collaboration.
Learning Outcomes
Students will be able to achieve a variety of learning outcomes
by using this text and its resources, including:
Community Organizing skills—students can develop skills
involving leadership, planning, and
implementation.
Oral communication skills—students can develop their oral
communication skills by engaging with others
in and out of class to discuss their comprehension of the chapter
based on the chapter’s learning objectives.
Research skills—students can develop research skills and
techniques, including how to collect the needed
data and assemble the information they will need to create a
clear, complete picture of the assets, needs, and
service gaps of the focal community
Assessment and writing skills—students can develop their
assessment and writing skills in preparation for
future licensing exams by completing topic-based and chapter
review assessments for each chapter.
CSHSE national standards—students can develop their
understanding and mastery of CSHSE’s national
standards by discussing the critical thinking questions presented
in the Standards boxes.
32. We hope you enjoy using this book and the resources we have
prepared as you work with other thoughtful,
committed people to change the world for the better.
Acknowledgments
This book is dedicated to Hugh F. McKnight for his unflagging
support, to all of those students and community
members whose lives and struggles are reflected in the pages,
and to all those who will use its insights to improve
the quality of life for us all.
Many thanks to those who made this book possible: Dr. Drew
Hyman, professor emeritus at the Pennsylvania
State University, for the initial concepts and inspiration; Hugh
McKnight, husband, father, attorney, pastor,
professor, behind-the-scenes editor, and extraordinary human
being; Jimmy R. Plummer, husband to Joanna
McKnight Plummer for all of his support and technological
knowledge; Dean Thomas Mackey of the Center for
Distance Learning of the SUNY/Empire State College for his
patience with the “endless book” ; all of the upper-
level and graduate students who vetted earlier editions; and
Barbara Smith-Decker, Doug Bell, and Carly Czech,
the editors who helped turn an academic tome into a
comprehensive guide.
19
Joyce S. McKnight
Joanna McKnight Plummer
This text is available in a variety of formats—digital and print.
To learn more about our programs, pricing
33. options, and customization, visit www.pearsonhighered.com.
20
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Chapter 1 A Look at Communities
Pete Ryan/National Geographic Image Collection/Alamy
Learning Objectives
21
Chapter Outline
1. Case Study 1: The Smithville Neighborhood 2
2. Case Study 2: The Town of Middle View 3
3. Variations on the Theme 6
1. Summary 8
What is a community? The word community can be divided into
two parts: “common” and “unity.”
Communities are comprised of people who share common
bonds, often feel responsible for the well-being of one
another, and work together for the betterment of life for all.
There are several types of communities including
geographic, partial, dispersed, interest, and virtual, but most
community organizing is done in geographic
communities.
34. Information Management
Understanding and Mastery: Performing elementary community-
needs assessment
Critical Thinking Question
Choose a place with which you are already familiar. Drive or
walk through it, carefully observing its sights,
sounds, and smells. What are your overall impressions of the
community’s assets and needs? What led to
these impressions? What immediately jumps out at you as likely
to need attention?
Geographic communities are places where people live in
proximity to one another and share the experiences of
daily life. Geographic community organizing involves shared
efforts, often over many years, by people committed
to improving the quality of life for everyone living in a
particular geographic locale. Places chosen for community
organizing frequently have a sense of history. They have names,
recognized boundaries and enough services to
enable residents to live comfortably without having to leave the
area. For instance, many places that are suitable
for geographic community organizing have elementary schools,
churches and other places of worship, doctors’
offices, service organizations, fire and police protection,
municipal governments, grocery stores, and community
parks. Some examples of geographic places that you might
choose as the focus of community organizing include:
City neighborhoods consisting of several blocks, often with
historical names like “Little Italy,”
“Chinatown,” “the French Quarter,” or “Chelsea.”
Incorporated towns and villages of less than 25,000 people
(larger cities seem to work better when organized
as neighborhoods).
35. Rural school districts encompassing a large geographic area but
a relatively small population.
Case Study 1: The Smithville Neighborhood
Imagine that you are walking on a major street in a medium-
sized city in the Northeastern United States. You are
in the downtown area around 6 p.m. on a warm June evening
and head west on the way to a friend’s house,
passing through a section of city that has been gentrified with
many bustling small shops, upscale restaurants, and
sidewalk cafes. A number of well-dressed people chat in front
of the gilded entrance of a live theater company.
There are comfortable benches and flower gardens. Street lights
start to come on and white lights twinkle from the
22
trees. At the border of the shopping district, renovated
brownstones look like upscale single family residences. A
uniformed police officer says “good evening” as you pass.
As you head further west, you enter Smithville, a so-called
inner city neighborhood where you note that the
ambience is changing. You notice more ethnic groceries, pawn
shops, and second-hand stores. Most are closed for
the evening with steel folding gates covering their doors and
windows. The curbs and sidewalks are broken; there
are no trash receptacles, and food wrappers and other small
items tumble in the wind. A few nearby houses are
boarded up. You see several social service agencies, including a
local homeless shelter, a soup kitchen, a drug rehab
center, and a group home for the developmentally disabled.
Gang graffiti is painted on the corner of a building
36. you pass. Although it’s getting dark, many school-aged children
are still outside shouting and laughing while small
groups of young men and women hang out on the street corners.
An occasional ambulance or police car siren can
be heard, along with the sound of firecrackers or perhaps
gunfire a few streets away. Several people sitting on their
front steps loudly play the guitar or radio, and gospel music
comes from a storefront church.
As you reach the corner, you see a colorful mural depicting
smiling people of all races. On the next block, you pass
a community garden and a small “pick-up” basketball game on a
litter-strewn city playground. Several mothers
with their babies chat as they carry clothes into the local
laundromat. A family skitters across the street without the
safety of a crosswalk because there are none in the area. At the
end of the street, an elderly woman waters a flower
box on her porch.
Turning onto a side street toward your friend’s house, you
notice that some of the houses are well cared for with
small, neat front yards while others are boarded up and in dire
need of repair. Several empty lots are covered with
sharp gravel. Next to these single-family homes are multi-story
apartment complexes in the flat-roofed “modern”
style that now looks outdated. At the first complex, children
play in the parking lot next to a swing set with no
swings while gray-haired folks sit in lawn chairs in front of the
second complex. Teenage boys and girls walk by
hand in hand. Everyone seems to be enjoying the evening.
Your friend’s house is tucked away on a small lot toward the
end of a one-way street. She has invited you over for
a cup of coffee and is an active member of the Smithville
Neighborhood Association. She asks you about your
impressions of the neighborhood and shares her own,
37. emphasizing its strengths, weaknesses, hopes, and dreams.
She shares some of the history of Smithville and the
Neighborhood Organization. “Smithville” is a portion of the
city named for John Smith who, in the mid-nineteenth century,
chose the ten-block-by-fifteen-block area as the
site of the first iron furnace and its company housing because it
was close to a navigable river on the east, a railroad
line on the west, the city center on the south, and a coach and
carriage route on the north. The land was empty
when Smith chose it, but the Smithville valley was soon
identified as a city neighborhood. For decades the
predominately wooden frame houses were filled with Scots-Irish
iron and steel workers, later with Eastern
Europeans and then Italians. During World War II, these white
Europeans were joined by a few African
Americans from the Deep South who found good jobs for the
war effort. The 1950s into the late 1970s were
prosperous for everyone. The steel mills began to fail in the
1980s as production was moved overseas. The
neighborhood declined precipitously after the loss of the steel
industry. Many people moved from the
neighborhood, abandoning their properties. Those who stayed
were unable to find good jobs and were unable to
maintain their former standard of living. The neighborhood
population dropped from 25,000 in the 1960 census
to just 15,000 in the 1980 census, while the real median
household income dropped $10,000 in the same period.
In the mid-1990s, a group of concerned residents formed the
Smithville Neighborhood Organization. Although
things are far from perfect as you noticed in your walking tour,
things improved somewhat after the turn of the
twenty-first century. Air and water quality have improved. New
jobs have been created in medicine, the arts, and
clean energy. Recently, immigrants from Guyana and the
Caribbean have been added to the diverse mix and are
38. known for the improvements they have made in once-abandoned
properties. The various races and ethnicities get
along reasonably well. While there are still numerous problems
in Smithville, those who are involved with the
Neighborhood Organization are feeling hopeful. Your friend
invites you to join their efforts by becoming a paid
intern through the AmeriCorps and even offers you a place to
live in the neighborhood.
When you get home, you take notes on what you have
experienced, emphasizing the positive aspects of the
23
neighborhood, noting some of the likely challenges, and finally
considering some of the places where there may be
conflict among people or their goals. You have made a good
start toward an analysis of an urban neighborhood.
Case Study 2: The Town of Middle View
Some time after your visit to the urban Smithville
neighborhood, you decide that you would like to explore a rural
village to compare and contrast urban and rural communities.
You choose to visit the Town of Middle View
because you have an older friend who has recently retired there.
Middle View is located in upstate New York. It
has 4,500 full-time residents with a weekend summer population
approaching 20,000. It is comprised of the
central Village of Middle View and several smaller hamlets. It
shares a single consolidated school district with three
other rural towns. You arrive by car at the town limits on a
crisp clear autumn morning, driving along a two-lane
state highway that follows a sparkling river. As you drive along,
you pass different kinds of rural housing including
39. a few prosperous farms with large barns, well-cared-for farm
houses and large herds of dairy cattle, suburban-style
houses set on moderate-size lots, and two mobile home parks.
The first such park is attractive with mature trees
and landscaped flower beds. Its mobile homes are set on
permanent foundations with large lots. There are outdoor
and indoor play areas for the children and a small grocery store
for staples. The second is far more rundown and
fits the stereotype of a “trailer park.” The lots are small, the
lanes are muddy and narrow, and the trailers are set on
cement blocks without permanent foundations. There has been
at least one recent house fire, and some of the
remains still stand. As you drive near the river, there are
advertisements for campgrounds and rental cabins. These
signs of human habitation are interspersed with long stretches
of a colorful mixed hardwood forest and dark green
pines. You pass through a hamlet with a convenience
store/gasoline station, a community church, a small
restaurant, and a cluster of wooden houses.
At last you arrive in the Village of Middle View, an
incorporated settlement surrounded by the Town of Middle
View. There are about 900 full-time village residents. From
mid-June to Labor Day, the number of Middle View
Village residents swells to about 4,000 on weekends and 2,500
during the week. The full-time village residents are
divided into three major groups: “native” families, some of
whom have lived in area since before the American
Revolution; a group of solid citizens; and business people who
originally moved to the area from Major City and
its suburbs twenty-five to thirty years ago—although most still
speak of themselves as being “from the city.” In
addition, there is a growing group of upper middle class people
who are recent retirees and have chosen to live in
their now winterized “summer” homes. Members of the latter
two groups see themselves as community leaders
40. and often serve on the town board, the village board, and/or the
school board, while the “natives” often live back
in the mountains and live by doing odd jobs. They rarely, if
ever, participate directly in civic concerns but are
often at the heart of informal community caring: holding fund-
raising spaghetti dinners to raise money to pay for
others’ medical bills, participating as volunteer firemen and
emergency medical technicians (EMTs), swapping
services such as car repairs, checking on the elderly, and dozens
of other acts of kindness.
The village boasts five Protestant churches, a Roman Catholic
church, a bank, two or three small manufacturing
plants, the consolidated school, a modest-sized supermarket,
several small town parks, a library, a consolidated fire
district, the Town Hall, a senior citizens’ center, an outreach
medical center, two professional offices, two motels,
and three restaurants. All are strung along the main street that
has one traffic light.
Most houses are on side streets. Many are small and rather close
together with tidy lawns. They are mostly of
wood-frame construction and are about one hundred years old.
Well-cared-for homes are interspersed with
dilapidated ones. One subdivision with ranch style homes on the
outskirts of the village resembles a suburb. At
one end of Main Street are a few large, restored Victorian
homes; two have been converted into bed and
breakfasts. There is a medium-sized lake connected to a scenic
river. Both are suitable for fishing and small boats
and are surrounded with summer homes and a growing number
of winterized year-round residences. The village
provides two public beaches, tennis and basketball courts, and
two medium-sized parks with picnic pavilions.
There are community-wide celebrations scattered throughout the
year.
41. When you reach your friend’s house, she takes you to the local
diner for a mid-afternoon slice of pie and tells you
24
that, although the area seems pristine and beautiful, problems
lurk literally under the surface. Although there is a
village water system, the water mains are nearly a century old
and periodically break during the harsh winters. The
whole area depends on antiquated individual septic systems
which were not much of a problem when the
permanent population was small, but greater numbers of year-
round residents have put increasing stress on the
rocky soil which cannot absorb the increased sewage. The water
table as well as the lake and river system are
threatened. Water and sewer needs are aggravated by the
bedrock that is located very close to the surface and by
antiquated state laws and regulations that preclude new
approaches to processing human waste, such as self-
composting toilets.
For many years, lumbering in the forests and paper production
in nearby mills provided a decent income for
working class area residents. Most of the paper mills have now
closed, and much of the lumbering has gone to the
Scandinavian countries. Locals now make a hand-to-mouth
living doing a variety of odd jobs for the summer
residents and retired people. Businesses have been slowly
closing. Most of the campgrounds, motels, and rental
cottages are owned by older couples who are struggling to make
a living as fewer city families can afford long
vacations. Winters with little or no snow have ruined businesses
that depend on snowmobiling and other winter
42. sports, so seasonal businesses that thrive in the summer and
early fall struggle to remain open during the winter.
There are a few economic bright spots, such as an active,
informal coalition that has been working to increase
tourism. Recent reactivation of passenger train and freight
service after a seventy-year hiatus has increased both
summer and winter visitors. On balance, the local economy
seems to be bobbing up and down as businesses open
and close without apparent reason.
On the school front, shrinking class sizes and budget limitations
make it difficult to maintain high quality
educational services. Two years ago, because of a proposed 12%
property tax hike, the school district budget failed
in the largest voter turnout in school district history! As a
result, heightening tension now exists between the
residents and school district, which has trouble getting
budgetary support because incomes of young families are
low and most older homeowners are on fixed incomes with no
grandchildren in the schools. The gap between the
property owners and the schools is exacerbated by the fact that
most of the public school teachers live outside of
the district and are seen as burdens on the shrinking tax base.
There is also a split along economic lines regarding the present
and future prospects facing teens and young adults
of the school district. For many years, a relatively small number
of talented young adults have participated in
school events, have gotten good grades, have gone to college,
and later have obtained good jobs outside of the area.
In contrast, students from economically poorer homes have
“faded” from school in ninth grade, have dropped out
as sophomores or juniors, and soon have had children outside of
committed relationships—thus creating a
subgroup of rootless “twenty-somethings” and their young
children without much hope for the future. Some of
43. these teens and young adults have turned to delinquent
behaviors. There is a surprising amount of alcohol abuse,
depression, and vandalism among teens and young adults
throughout the Town and Village. On a positive note,
however, the Middle School has recently initiated an after-
school program targeted toward at-risk youngsters.
Participants in this grant-based program have shown
improvement in their school work.
Unlike Smithville, Middle View does not have a formal
community organization. A relatively small group of
committed citizens are active in local politics, the local
churches, the Chamber of Commerce, and the local service
club. These people know one another and are often responsible
for new positive initiatives aimed at improving the
area.
You stay with your friend for a few days. You tell her that you
are tiring of your life in Industrial City and are
thinking of moving to Middle View. During your visit, the two
of you attend a Town Council meeting, eat in
several of the local restaurants, chat with her neighbors, and
kayak on the river. You drive back to your home two
hours away in Industrial City and think about life in Middle
View. Once home, you write notes on the strengths
and weaknesses of the Town and Village of Middle View, pose
additional questions, and think about some
possible changes that could improve the lives of its people.
Variations on the Theme
25
The urban and rural geographic case studies described above
provide rich descriptive illustrations of the many
44. concepts covered in this book. However, many of the same
principles and practices can be applied to partial
communities, dispersed communities, communities of interest,
and virtual communities. A brief description of
each of these communities follows.
Although community organizing frequently focuses on
“complete communities” (places like neighborhoods and
villages that offer most of the goods and services residents
need), partial communities (i.e., smaller residential areas
and social institutions) may also benefit from organizing
efforts. Occasionally their residents may want to use
community organizing techniques to address concerns such as
poor maintenance, noise, drug abuse, pets, pest
control, rent increases, unfair enforcement of rules and
regulations, or interpersonal and intergroup conflict. On a
more positive note, they may want to increase neighborliness,
improve the appearance of the facility, support one
another in time of need, or share celebrative events. Suitable
locations for this kind of partial or limited
geographically based organizing include:
Apartment complexes
Mobile home parks
Rural hamlets
Subdivisions
City blocks
“Complete institutions” (e.g., prisons, college campuses,
schools, nursing homes, military installations)
Planning and Evaluating
45. Understanding and Mastery: Analysis and assessment of the
needs of clients or client groups
Critical Thinking Question
Observe a place where people live and/or work together in close
proximity over an extended period of
time and consider the following questions: How does the
physical environment impact the sense of
mutuality or “common-unity”? Who participates, what do they
do, and why do they do it? What are
some written rules and regulations that govern interactions?
What “unwritten rules” seem to apply?
Would you like to live or work there? What specific factors led
you to your conclusion?
Dispersed communities (or diasporas) are groups of people who
share a common sense of purpose, history, and a
sense of duty to one another, although they may be scattered
across the world. Many ethnic and religious groups
—such as Mennonites, Jews, Muslims, North American First
Peoples, Roma, Africans, Haitians, and Chinese—
primarily identify themselves by their shared heritage,
commitment to one another, and sometimes their
homeland rather than their current geographic locations.
Immigrant communities have always been characterized
by a sense of common culture, continuing allegiance to a
homeland, and caring networks. Today improved
communication tools and transportation have made it easier for
people to retain close ties with their homelands
and have made travel between countries much easier than
formerly.
Explore more about the importance of migrant hometown
associations. Consider how immigrant hometown
associations might be helpful to people in the home countries as
well as migrants dispersed throughout the world.
46. The possibility of continuing close ties has, in turn, led to new
ways of solidifying the sense of community.
Foremost among these are hometown associations, membership
organizations that enable people to connect their
new homes (i.e., their “communities of residence”) with their
old homes (i.e., their “communities of origin”).
26
Hometown associations have sprung up all over the world. They
connect migrants with one another, provide
them with mutual support in their new homes, and provide a
vehicle to send monetary support back to their
hometowns. Members quite often think of themselves as
belonging to a single community that exists in several
places: a hometown in their country of origin, an ethnic
neighborhood in their country of residence, and a
community of others from their hometown that are living in
similar ethnic neighborhoods. Hometown
associations are examples of ways migrants organize themselves
to maintain their culture identity across the miles.
Human Systems
Understanding and Mastery: Emphasis on context and the role
of diversity in determining and meeting human needs.
Critical Thinking Question
Explore the experiences of a migrant population that interests
you. What are the strengths for immigrants of
maintaining strong ties among people from the same hometown?
What are the advantages for the
hometowns? What problems, if any, might arise from
maintaining strong ties to one’s country of origin
47. rather than focusing on one’s new community?
Communities of interest are primarily organized around people
with shared concerns or interests that are
important components of their individual identities but are not
geographically or culturally bound. Common
interests range from recreation and the arts to medical problems
and social ills. These communities often begin as
quasi-groups of people who do not know one another but share
common characteristics, interests, or concerns.
For example, the Harley Davidson motorcycle community has
“members” all over the world. As individuals, these
people simply share a common interest, but they become a true
community when they begin to communicate on
a regular basis and develop social ties based on their shared
interest in Harley Davidson motorcycles. Communities
of interest may become formal organizations or remain loosely
tied. Members of communities of interest often
find ways to meet face to face through conventions,
conferences, and other means—although face-to-face
interaction is not absolutely necessary.
Human Systems
Understanding and Mastery: Organizational structures of
communities
Critical Thinking Question
What differentiates a community of interest from an aggregation
of people who just happen to purchase the
same product or attend the same sporting event? What specific
processes turn a loosely structured group of
strangers into a cohesive whole with a sense of their common-
unity?
Explore a community of interest by choosing a personal interest
or passion and using a combination of personal
48. inquiries and Web-based research to identify any organizations
that are related to it. Pay special attention to the
factors that led people to develop this community of interest,
ways the community is structured locally and
beyond, activities that create a sense of “common-unity” among
members, the processes and methods that are
used to promote communication and community building, and
how well (or poorly) the various levels and
elements of the community of interest seem to work with one
another. Consider what this exploration has taught
you about the nature of communities of interest.
Engage in social networking communities such as Facebook,
LinkedIn, Second Life or a specialized network
devoted to an area of interest. Consider ways in which social
networks are similar to face-to-face communities as
well as ways they may differ.
27
Virtual communities are a new and constantly evolving
phenomenon that exists online and shares some
characteristics of all communities, such as formal and informal
rules of interaction, role expectations, primary
relationships, subsystems to handle various issues, thematic
boundaries, and stability across time. Virtual
communities do not require face-to-face interaction but can fill
many of the functions once reserved for these
personal interactions. For instance, you may find that Facebook
and other social utilities can fulfill part of your
individual need for emotional support and friendship.
As virtual communities bring together people with shared
interests who may live miles apart, participants don’t
49. always have to play their day-to-day social roles but may rather
reinvent themselves or create an avatar (visual
representation of themselves) that participates with other
avatars in a virtual world. However, virtual communities
are relatively new, and so insights into how they operate are
still emerging.
Assess your comprehension of Community Types by completing
this quiz.
Summary
In this introductory chapter, you were first introduced to the
concept of community and then took a virtual tour
of two very different fictitious geographic communities:
Smithville, a city neighborhood, and the rural Town and
Village of Middle View. This virtual tour is intended to help
you imagine what it might feel like to live in these
very different kinds of communities and begin to think about
the kinds of organizing efforts that might be needed
to improve their quality of life. They will be used as examples
and illustrations throughout this book. (Please note
Smithville and Middle View are based on many real geographic
communities, but they are fictitious so do not
attempt to connect them to specific communities, organizations,
or people.) The chapter emphasized complete
geographic communities because they are the most common
targets of community organizing, although some time
was spent on other kinds of communities that can also benefit
from the ideas and skills you will learn here,
including partial geographic communities (e.g., blocks,
apartment complexes, schools, and institutions), dispersed
communities (comprised of people who may be scattered
throughout the world but who identify with a common
“home”), communities of interest (such as hobbyists, co-
religionists, scholars, and others who experience a sense of
common-unity and belonging through shared commitments and
50. experiences), and virtual communities that have
emerged with the advent of social networking. In the chapters
that follow, you will journey through analytical
frameworks and practical ideas that will enable you to be an
active participant in community organizing activities
wherever you find yourself.
Assess your analysis and evaluation of this chapter’s contents
by completing the Chapter Review.
28
Chapter 2 Systems Thinking and the Kaleidoscopic
Community
Mathias Rosenthal/Shutterstock
Learning Objectives
29
Chapter Outline
1. Systems Thinking 9
2. Analyzing Community Systems 11
3. Kaleidoscopic Community Systems 20
4. Bringing People Together 27
5. Kaleidoscopic, Non-geographic Communities 28
51. 1. Summary 31
In Chapter 1, you read two comprehensive community case
studies, one urban and one rural, and experienced a
bit of what it feels like to live in each. This chapter introduces
systems thinking and the kaleidoscope metaphor as
useful analytical tools for community organizing. Smithville
and Middle View will be used as case examples here
and throughout this text.
Systems Thinking
Systems thinking is an analytical approach that allows us to
perceive relationships and processes among the parts
of a whole. It can be and has been used as a tool for
understanding everything from the interrelationships among
the subatomic particles within an atom to the motion of
galaxies. Here, systems thinking will be introduced as an
approach you can employ to understand relationships and
processes within and beyond the focal community
system (the community you have identified as in need of an
organizing effort). You will learn to discern the
micro-systems (smaller systems) that make up the focal
community as well as the mezzo-systems (systems just
beyond the focal community), the macro-systems (the systems
that encompass the other two layers), and the meta
or overlapping systems, (the “neighbors” of your focal
community system). We begin by using a microscope as a
metaphor for the analytical skills (mental activities) you will
need to master systems thinking.
In some ways, your mind can work a little like a standard
microscope—such as the one in Figure 2.1—by the way
it focuses in and zooms
30
52. Figure 2.1 Microscope Metaphor for
Relationships among Systems
Like using a microscope, your mind can zoom in and out to look
at something in more or less detail.
out. Picture yourself examining a slide of pond water under a
standard microscope. The microscope has several
levels (or powers) of magnification. As you look at your slide
of pond water through the microscope, the low-
power ocular lens gives you a blurry image of the whole drop of
water. This is comparable to the macro-system in
systems thinking. In community organizing, the macro-system is
the big picture surrounding your focal
community. In both the Smithville and Middle View examples,
the macro-system level includes the natural,
social, cultural, and economic environments of the United
States in the early twenty-first century. These factors
impact both communities, but their exact impact is ever-
changing and vague.
If you want to know a bit more about the pond water, you would
click the revolving nosepiece until you reached a
second level of magnification, which clarifies a portion of the
sample a bit more. You then could begin to discern
animals, plants, air bubbles, and specks of dirt that had been
invisible before. In community organizing, this is the
mezzo-system (or middle level). Like the change in the
microscope, the change from thinking about the focal
community’s macro-system to thinking about its mezzo-system
feels like a mental “click” that brings a deeper level
of detail into focus. For Smithville and Middle View, the
mezzo-system contains many policies, organizations, and
authorities that differ for each of them and, therefore, impact
them differently. The mezzo-system includes, laws,
53. governmental structures, non-profit organizations, religious
denominations, and businesses, all of which are largely
designed outside of either focal community but nonetheless
impact them.
If you wanted to know still more about the pond water, you
would increase the magnification to the third level by
31
“clicking” again. The larger bits of matter would fade into the
background and you would see a whole
“community” of very small organisms going about their short
lives interacting with one another. You might watch
in fascination as a group of cells clumps together in one corner
or as a paramecium swims along with its multiple
“oars.” If you were a biologist, you would have some idea of
each kind or colony of creature and their
interrelationships with one another. You have reached the focal
system: life in a focal area of the sample.
Community organizers do the same: they study human
organisms in relationship to one another. For example, the
Smithville neighborhood and the Town of Middle View are each
likely choices for geographically based
community organizing efforts with the goal of improving the
quality of life for everyone in a delimited geographic
area. Throughout the text, this level will be referred to as the
focal community system or sometimes just the focal
system. Most of your efforts will be concentrated at this level.
If you were actually a biologist looking at the pond water slide,
it is likely you would “click” again to an even
sharper but smaller section of the slide. There you would reach
the micro-system level where even more little
54. “creepy crawlies” could be seen in detail. The clump of cells
would differentiate into its individual components.
The paramecium would become a complex organism with
recognizable body parts. In community organizing, the
micro-system level includes a closer view of the separate
people, organizations, and associations that make up your
focal community system as they interact with one another. In
both Smithville and Middle View, the micro-
systems include: various ages, genders, socio-economic groups,
clubs, educational institutions, local churches,
sports clubs, and many other small groupings common to all
geographic communities in the United States. In
Smithville, these generic micro-systems are joined by diverse
ethnic groups and races. In Middle View, they
include the “old-timers” who have lived there for generations,
the newcomers who live there all year, and the
summer residents and the tourists who come occasionally.
The microscope metaphor is useful because you and your
organizing team—the group of community members
that shares responsibility for the organizing venture—can learn
to literally focus and refocus your attention on the
various levels to determine their impact on one another and,
especially, on your goals for the focal system. Just as
the microscope helps a biologist understand the ecological
complexities in a smear of pond water, periodically
moving mentally up and down through the focal, micro-, mezzo-
, meta-, and macro- systems of a community will
help you understand its ever-changing dynamics.
Explore systems thinking by accessing the SlideShare video
Introduction to Systems Thinking by educational
consultant Patrick Woessner. What are some of the ways
systems thinking might be used to analyze complex
processes?
55. Analyzing Community Systems
Focal community systems are composed of smaller micro-
systems, cooperate and compete with meta-systems, and
relate to various larger mezzo-systems, and all of these system
levels exist within macro-systems.
Your key task in community organizing is the identification of a
focal community system that will be the main
place you intend to work and the starting point for your
analysis. Systems thinking enables you to thoroughly
understand your focal community system and its
interrelationships with other systems.
The best choice for a focal community system is a complete
community that should have most of the following
characteristics:
Exist over a reasonable period of time (i.e., longer than a few
hours).
Have established roles through which people interact in
predictable, ongoing patterns.
Show evidence of established customs (behaviors) and laws
(policies).
Be comprised of micro-systems (i.e., smaller divisions) that
meet specific needs or represent specific
populations and interests.
32
Have an equilibrium (or balance of power) that is relatively
stable over time.
56. Have discernible boundaries that may be geographic,
ideological—limited to adherents of a particular belief
system, based on social issues (e.g., the rights of particular
minority groups, instances of injustice, etc.),
and/or legally defined (such as a political district).
Focal community system boundaries may be well defined or
somewhat fuzzy. Usually, some functions—that is,
activities necessary for community life—are performed within
its boundaries, some are performed outside its
boundaries, and some are performed both inside and outside.
For example, the Smithville neighborhood has a few
small stores, an elementary school, a health clinic, and multiple
religious groups. But residents must go outside of
the neighborhood’s boundaries to buy large quantities of
groceries, make substantial purchases such as cars or
furniture, see a movie, have major medical tests, or attend high
school or college. Most jobs require commuting,
and all of the major services, such as street repairs, are the
responsibility of the city. The Town of Middle View, on
the other hand, is more self-contained. It has a branch of
Walmart, a small hospital, a consolidated school system
serving pre-K to grade 12, various recreation venues, two
banks, several churches, and effective municipal services.
As a basis for further investigation and application of systems
thinking, choose a complete community that you
know well and begin to mentally (or physically) explore it. Jot
down some of your observations.
Assess your comprehension of Complete Community Systems
by completing this quiz.
Micro-systems
Micro-systems are the major internal components or parts of a
focal system. Micro-systems are the first “click” of
57. the organizer’s mental microscope below the focal community
system. The micro-systems are where community
life is lived.
Micro-systems of geographic focal systems such as Smithville
and Middle View can be broken down into smaller
bits, each of which has a life of its own. Many of the
microsystems in Smithville are defined by physical proximity,
so we will look first at some of its geographic micro-systems
(e.g., blocks and block clusters). Smithville is a
neighborhood of Industrial City and is divided by streets,
avenues, and alleys. Streets run north/south, avenues
run east/west, and both have two-way traffic. Alleys are smaller
passageways that were once used for coal delivery
and are now often used for garbage collection. A city block
includes all the buildings located between two streets
and two intersecting avenues; Smithville encompasses
approximately 150 city blocks. Some blocks have their own
unique characteristics and can be considered separate micro-
systems. Other blocks share many characteristics with
nearby blocks and are best viewed together as “block clusters.”
Remember as you walked through Smithville, you noticed that
some blocks and block clusters had multi-story
apartment buildings only a few feet away from large older
homes with multiple apartments. Some buildings were
commercial with only a few small apartments over the
businesses, but most were single-family homes and duplexes
with small front yards and back patios. The buildings on some
blocks were well kept; other blocks were a mixture
of well-maintained homes and dilapidated ones; and still other
blocks were mostly empty, gravel-filled lots with a
few run-down buildings.
On some blocks and block clusters, you saw people of different
skin colors speaking many languages and seeming
58. to get along well. Other blocks felt tense, and you saw gang
symbols, swastikas, and Klan markings on the walls. A
few other blocks appeared to be culturally homogenous.
A resident with whom you stopped to talk said that Smithville’s
blocks and block clusters also vary by the general
age of the people living there. He noted that a block that once
rang with children’s laughter may have become
quiet and sedate as its residents grew older and then once again
filled with baby strollers as homes were sold or
rented to younger people.
While many of the micro-systems in Smithville are based on
geographic proximity, some are related to other
33
shared characteristics such as stage of life. For instance,
families with children may have concerns regarding the
quality of their children’s education, street safety, safe play
spaces, and access to affordable, family-pleasing food in
family-size packaging. Older children and teens may want
recreational areas—such as: basketball courts,
swimming pools, and indoor gyms—within a safe walking
distance. Working people may desire reliable public
transportation and high-quality, flexible child care. Older folks
may want a senior activities center, nearby
shopping and physicians’ offices, convenience stores that sell
small portions of food and beverages, and shady
places to sit and talk. Members of various ethnic and religious
groups may want to have places for worship and
celebrations.
Sometimes, a community’s micro-systems may have similar
59. purposes but differ in organizational membership and
location. For instance, some but not all blocks and block
clusters in Smithville have “block clubs” that periodically
hold block parties and gatherings, represent the interests of
their blocks or block clusters to the Smithville
Neighborhood Organization, or have their own Crime Watch
organizations to guard one another’s properties.
Each block club has connections to all of the others and to the
Smithville Neighborhood Organization but also
maintains its independent identity.
Micro-systems are often strengthened by networking, so they
may cooperate with one another to benefit the whole
neighborhood. For instance, the Smithville Neighborhood
Organization—composed of block clubs, businesses,
non-profit organizations, and individuals—in order to stabilize
rents recently petitioned the city to stop
neighborhood gentrification. The Neighborhood Organization
holds yearly meetings that generate petitions from
the neighborhood to the municipal government, city schools,
and organizations beyond the neighborhood level.
In another example of networking across micro-systems, a
group of Middle View parents created a town-wide
Youth Baseball League that enables young people from the
village, hamlets, and incorporated parts to the
countryside to compete with one another during the summer
months.
While Smithville’s geographic micro-systems usually cooperate
with one another in helpful ways, they sometimes
compete for limited resources. For instance, two block clusters
may compete with one another for city funding for
a new playground, or block clubs may even compete with one
another over who can give the best block party! In
the Town of Middle View, the village and hamlets may compete
for state-level funding for water and sewage
60. projects or for which area of town receives the first high-speed
Internet service.
A geographic community’s micro-systems also include specific
sectors of community life so that it is possible to
focus on any local organization as a separate micro-system. For
example, the parents of Smithville elementary
school children recently focused on the elementary school
micro-system and advocated for afterschool programs
that would be located on both sides of a busy street.
Now that you have considered the Smithville and Middle View
examples, continue to apply what you are learning
by once again focusing on a complete community you know
well. Focus your attention on its component parts
(i.e., micro-systems). Identify the smaller systems that comprise
your focal system. Look for things like differences
among residential areas and components of the built
environment. Identify sub-communities by looking for
variations in age, socio-economic class, ethnicity, length of
residency, home ownership, employment patterns,
religion, extended family relationships, and any other
characteristics that seem to differentiate among groups. Pay
special attention to potential conflicts as well as places where
most people are likely to be in agreement. Draw a
picture or chart of these micro-systems and their relationships
with one another. You should find that a mental
picture is emerging that is leading you to a clearer
understanding of your focal community system.
Human Systems
Understanding and Mastery: Emphasis on context and the role
of diversity in determining and meeting human needs
Critical Thinking Question
62. take part in such cooperative ventures, they are also
expected to make focal community interests a priority.
Now consider the community system you have been exploring.
Identify other systems that are similar to your focal
community system. Look for the ways these communities are
similar to your focal system and the ways they differ,
especially in terms of history, economics, socio-economic and
cultural patterns, housing stock, environmental
quality, and relative power. Identify ways your focal community
system might cooperate with these meta-systems
as well as ways they compete with you for limited resources.
Pay special attention to potential conflicts as well as
places where most people are likely to be in agreement. Draw a
picture or chart of these meta-systems and their
relationships. Save all of your material as it will prove useful
later.
The Impact of Mezzo-systems
35
Mezzo-systems are the political, economic, and cultural systems
that surround and support your focal community
system and have a direct or indirect impact on the success of
your community organizing efforts. Representatives
of focal community systems often must reach beyond the focal
system to broader mezzo- systems, especially to
various levels of government. Because Smithville is a
neighborhood in Industrial City, the Neighborhood
Organization leaders must go to the city government and its
offices for intervention in such areas as street cleaning
and maintenance, housing code enforcement, garbage collection,
policing, parks, and transportation. Smithville is
63. also part of county government so it had to petition county
decision makers to prevent the County Department of
Social Services from locating too many group homes in the
neighborhood. On the other hand, the Town of
Middle View has a town supervisor and four elected council
members called the Town Board. Representatives of
the village and local hamlets recently petitioned the Town
Board for an ordinance preventing hydro-fracking for
natural gas within the bounds of the town. Like Smithville,
Middle View is also impacted by the county
government so its citizens recently formed an ad hoc committee
to ensure that the town is included in the
county’s comprehensive recreation plan. Both focal
communities have school districts that handle public
education issues. Thus, community organizing efforts often
address issues in the school district mezzo-system. For
instance, the Smithville Neighborhood Organization recently
petitioned the city-wide school board to require
students to wear uniforms because organization members
believe that this would cut down on bullying over
clothing and lessen opportunities to display gang symbols.
Human Systems
Understanding and Mastery: Processes to analyze, interpret, and
effect policies and laws at local, state, and national
levels
Critical Thinking Question
Under what circumstances is it appropriate for similar
communities to be allies in the political process?
When, if ever, is competition among similar communities
appropriate? What practical and ethical
considerations would you use in making such decisions?
Beyond these local governments, both Smithville and Middle
View are affected at the mezzo-system level by state
64. and national laws, policies, and policy makers. For example, the
Community Block Grant Program historically has
been the way for the national government to redistribute tax
dollars to cities and, eventually, to distressed areas. A
reduction of these resources at the national level had profound
effects on Smithville as the city’s promised repairs
to sidewalks, curbs, and storm drains were deferred when
expected Community Block Grant money became
unavailable. Meanwhile, Middle View’s proposal for a new
sewer system—based on the latest in environmentally
sustainable technology—was refused by the State Department of
Environmental Conservation because the new
technology was not yet covered under old agency regulations.
On a more positive side, Smithville received some
infrastructure improvements through the President’s job plan
which was implemented after the 2008 economic
crisis. Middle View has benefited from state financing of a
comprehensive planning effort that will eventually lead
to state funding for a new water system.
In addition to including different levels of government, mezzo
systems can sometimes incorporate networks of
government, not-for-profit, and private institutions that focus
on particular aspects of life and are frequently
spoken of as systems. Your organizing team may find
yourselves encountering such mezzo-systems as the
education system, the health care system, the transportation
system, and the disaster relief system. For example,
when Middle View was struck by a “300-year” flood, the focal
community system leaders rallied town
government, local churches, public schools, the fire department,
and willing individuals while simultaneously
seeking help from the disaster relief mezzo-system, which was
comprised of a network of organizations that
included local, county, and state emergency management
resources; the American Red Cross; the utility
65. companies; and a variety of denominational and service
organizations. Each partner in the mezzo-system did its
part to restore order and link everyone in town to needed
services. The process was frustrating because each
36
outside organization had its own jurisdiction (i.e., policies,
procedures, and personnel that affected the emergency
response), but in the end everyone managed to work together to
ensure recovery.
Now that you have some idea of how mezzo systems impacted
Smithville and Middle View, identify the various
levels of government that most directly affect life in your focal
community system. Pay special attention to the
roles of government officials, regulatory agencies, enforcement,
the judiciary, and the media. Explore government
websites, and read documents such as comprehensive plans and
zoning maps. Attend a local government meeting
and observe the political process in action. Talk with at least
one elected official (or staff member) who represents
your focal community system. Begin to compare the goals and
objectives of government officials and agencies with
those expressed by community members. Continually ask
yourself what you are learning about the way things
“really” work in your focal community.
Human Systems
Understanding and Mastery: Processes to analyze, interpret, and
effect policies and laws at local, state, and national
levels
Critical Thinking Question
66. What are the major challenges facing local governments today?
How might these challenges impact the
likely success or failure of your community organizing efforts?
Macro-systems: Broad Natural, Economic, Social, and
Cultural Environments
So far, we have moved from the micro-systems that make up a
focal system to the meta-systems that parallel it,
and outward to the mezzo-systems, such as municipal
government, local economics, and service networks, that
most directly affect its quality of life. We will now focus on
macro-systems—the natural, social, and cultural
environments which surround the focal system and its micro-
and mezzo-systems.
The natural environment includes: the air, surface water (rivers,
lakes, and streams), ground water, forests, soils,
minerals, and geologic stability of the focal system, the region,
the nation, and the world. The natural
environment of Smithville and its surrounding region is
somewhat degraded because of its history as an industrial
and commercial neighborhood and its location in a medium-
sized “rust belt” city, surrounded by other rust belt
cities and former mining operations. This environmental
degradation has serious implications for neighborhood
goals. For instance, the Smithville Neighborhood Organization
found that its goal of turning an empty corner lot
into a mini-playground for toddlers and preschoolers was
impossible because the lot is polluted with used motor
oil from its previous use as a car-repair center. Other currently
vacant lots are polluted with heavy metals that
precipitated from the air over years of heavy manufacturing.
These so-called brown fields are useless for new
development without extensive restoration. The local rivers are
polluted with mine acid, and although the fish
population is returning, it has been deemed unfit for human
67. consumption. A combination of toxins—including
lead paint in the pre-1950s housing stock, heavy metals, and
continuing air and water pollution—has been
implicated in a higher-than-expected incidence of childhood
cancers, miscarriages, and developmental disabilities
in Smithville and throughout the region.
Middle View, on the other hand, has a rather pristine natural
environment that is being threatened by recreational
development and increased year-round residences that have
taxed the carrying capacity of the soil and have
depleted the ground water. Global climate change has adversely
affected Middle View. As recent winters have
clearly become warmer, winter sports such as skiing,
snowmobiling, and ice fishing—sources of tourist income
second only to summer activities—have decreased. Even
summer activities have been adversely affected by climate
37
change as changing weather patterns have caused a shift toward
more dramatic weather patterns, including high
straight-line winds and extended periods of dry weather,
interspersed with devastating flooding.
The economic environment (e.g., the meta-system through
which the goods and services needed for life are
obtained) is mostly managed on a global scale. This
globalization has led to the centralization of economic power,
as well as the globalization of distribution and supply, which
has sometimes resulted in the loss of local
neighborhoods’ economic strength, especially in rural areas and
inner cities. Both Smithville and Middle View
have been adversely affected by these trends. For instance, in
68. the 1960s, Smithville was a bustling working class
neighborhood. Most men worked as laborers in the major
industry which, in its heyday, employed over 10,000
workers. Those who did not work for this major employer
worked for the manufacturers and services that
supported it. Most women were stay-at-home moms who kept
immaculate homes and voluntarily coordinated
most community events. Even then the neighborhood was
somewhat diverse and supported many local businesses
and organizations, from ethnic clubs, such as the Polish-
American Club, to ethnic churches, such as various
Orthodox denominations. There were many small stores that
provided everything from fresh produce to shoes,
furniture, and jewelry. Few people owned cars, and those who
ventured outside of the neighborhood used either
trolleys or trains. In the prosperous 1950s and 1960s, the city’s
major industry valued its skilled workforce and
wanted to keep peace with the strong labor unions and so
provided some luxuries, such as community swimming
pools and lavish annual picnics and Christmas parties. Because
the major employer provided everything from
parks to medical facilities, there was no need for major
community projects. This employer also provided many
opportunities for specialization beyond high school, so there
was no need for people to seek higher education. The
neighborhood and the surrounding city were economically self-
sustaining and even a little smug: World War II
was over and the United States was on a roll! This continued
until the early 1980s when the major industry
decided that U.S. labor was too expensive and moved
production overseas. In the decade between the 1980 and
1990 census, the median household income in the city dropped
$10,000. In Smithville, it dropped $15,000.
Many longtime residents left Smithville, and its population
dropped 20% in those ten years. Homeowners could
no longer afford to pay their property taxes. Homes were sold at
69. a loss or were simply boarded up and left to the
city government for tax sale. City government officials
attempted to recruit new residents primarily from the
Caribbean and the newly opened Eastern European countries
and Russia. These new arrivals added to the cultural
diversity of Smithville, but their recruitment and (especially)
the financial incentives given them by the city
government bred resentment among the “natives.” These
economic earthquakes deeply affected the Smithville
focal system. Where once the neighborhood had been lively and
economically self-sustaining with many small but
prosperous businesses and well-maintained properties, it
became a peripheral community filled mostly with
hopelessness. Community organizing efforts like the Smithville
Neighborhood Organization are struggling now to
bring new life, but it often seems like a “two steps forward, one
step back” proposition. The future is unclear. On
the one hand, if the conservative agenda of globalization and
the centralization of the world’s wealth in a relatively
few individuals and institutions continues unchecked, it is
likely that Smithville will continue to decline or barely
“bob along” in its current patterns. On the other hand, the
liberal agenda may encourage too much dependence
on government programs with miles of bureaucratic red tape—
which may likely result in strangling local
creativity. A third way which emphasizes (1) sustainability, (2)
local or regionalized economics, (3) alternatives for
mutual economic support, and (4) citizen engagement will be
difficult, but it may return power to the community
and result in a higher quality of life. Community organizers are
bound to be in the thick of the debate over these
alternatives.
Globalization and the centralization of economic power have
adversely affected Middle View as well. In the 1950s
and 1960s, Middle View was very different from what it is
70. today. It had four primary economic bases: farming,
lumbering, tourism (especially that of summer residents), and
“main street” businesses. The family farms of
yesterday— along with farm-based economic efforts such as
feed mills, cheese factories, and local dairies—are
largely in the past. Because Middle View is located in rolling
wooded terrain with many wet patches between the
hills, it is not suitable for large industrial farms or even large
herds of dairy cattle. Farms are few and far between,
although new trends emphasizing localized food purchasing
along with “right to farm” legislation have begun to
help increase their numbers. Although the forests surrounding
Middle View are verdant, very little lumbering
takes place, especially because the once-thriving paper-making
industries are now nearly non-existent. Paper
making has almost entirely been moved first to Norway,
Sweden, and Finland—and more recently to northern
38
Russia and even China and South America—as multi-national
companies have searched for inexpensive labor and,
in some cases, fewer environmental regulations. The loss of
paper and lumbering has had an impact on Middle
View comparable to the loss of Smithville’s manufacturing
capacity. Reasonably well-paid workers have either
moved from the area or have been forced to replace their full-
time, year-round jobs with odd jobs and seasonal
labor. The loss of stable jobs, in turn, has affected local retail
businesses, professional practices such as dentistry
and law, restaurants and bars, churches, and the local school
district. The local food pantry has experienced more
visits and fewer donations.
71. Historically, Middle View has depended on an influx of summer
families. Women and children stayed the whole
summer while men commuted to the city and returned to “the
cottage” on weekends. This reliable summer
population is now almost non-existent. Macro-economic
changes—especially the decrease in real earned income,
increased demands for constant productivity at all levels, and
the need for women to enter the workforce not by
choice but by necessity—have changed the pattern of summer
residence so that now summer home owners
consider themselves fortunate to spend a few stolen weekends at
camp and, even then, bring their computers.
Tourists who once spent two weeks or more renting rooms and
cottages in the many private motels that dot the
countryside now usually spend two or three days there at most.
These changes have further reduced the viability of
local stores and services. The central village now lacks a
reasonably sized grocery store, a hardware outlet, or a
jewelry store. More and more family-owned motels and rental
cottages close each summer.
Where Middle View was once economically semi-autonomous
and most money earned in the community stayed
in the community, globalization has impacted the retail
business. Now the proliferation of so-called Big Box
stores, such as Walmart and Home Depot, with relatively low
prices, has added more nails to the coffin of Main
Street (locally owned) businesses. In spite of a growing
counter-trend toward supporting local businesses and
increasing numbers of small niche retailers such as Dollar
General, locally owned Main Street retailers continue to
struggle. The loss of community-minded businesses and
professional people, in turn, has adversely affected the
voluntary sector—such as service clubs that have traditionally
supported many charitable, educational, and
recreational activities.
72. The social environment refers to the overall patterns of
community life shared by everyone in the nation and is
formally defined by laws, regulations, courts, and foundational
documents, such as the U.S. Constitution.
Informally it is defined by patterns of settlement among
different ethnic groups and economic classes. In the
United States, for example, everyone shares a federal form of
government that includes: municipal, county, state,
and national components. We participate in a representative
democracy where individuals are elected to speak on
our behalf and represent our interests. We have freedoms of the
press, assembly, and religion and a two-party
political system. Despite regional differences, most of us can
move freely from neighborhood to neighborhood, or
from state to state, without having to declare our whereabouts to
the police. We can worship freely or choose not
to worship at all. But with these rights come responsibilities.
We have the responsibility to pay taxes, obey the law,
and vote. Young men must register for the draft. Parents have
responsibility for assuring that their children are
educated until at least age 16, and so forth.
The cultural environment, though similar to the social
environment, usually refers to ways of thinking, acting,
believing, and behaving that are transmitted through families
and religious affiliations over broad geographic areas.
In many ways culture and cultural change are contradictory. On
the one hand, many cultures change very slowly
and are tenacious across time and space as we observed in
Chapter 1 in our discussion of diasporic communities
and can be seen in ancient conflicts in regions of the world like
the Middle East. On the other hand, at least the
superficial aspects of culture such as fashions, music, art forms,
religious practices, and memes (ideas, behaviors,
styles, and images that spread rapidly from person to person)
73. change quickly, especially since the advent of the
Internet.
Human Systems
Understanding and Mastery: An understanding of capacities,
limitations, and resiliency of human systems
39
Critical Thinking Question
How will the massive changes occurring in natural, economic,
social, and cultural macro-systems in our
time be likely to affect our daily lives and local communities?
The United States as a whole is culturally diverse and is
becoming more so, but cultural diversity varies widely
across geographic regions, as well as among different
community types. Some cultural environments are
monocultures, where almost everyone shares similar belief
systems and practices, while other cultures are very
diverse. Middle View is located in a mostly rural region of the
United States that historically has been
monocultural. Most residents, not only in Middle View itself
but across the region, are white, and many have lived
in or near their “home territories” for generations. They share
the same cultural Christianity and have many of the
same expectations for themselves and their children. Smithville,
on the other hand, is like many city
neighborhoods: it is culturally diverse and becoming more so. It
is a mixture of long-term working class white
residents, equally long-term African Americans, and newer
Hispanics, Caribbean peoples, and Russians. While
there is some tension among the various ethnic groups and
generations, most everyone gets along well and seems
74. to enjoy sharing one another’s cuisines, recreation, and
viewpoints. These diverse people are likely to organize
around common concerns such as garbage pick-up, policing, and
shared pleasures like block parties where
everyone brings samples of ethnic foods, dancing, and music.
Now that you have explored ways macro-systems impact
Smithville and Middle View, turn your thoughts to your
focal community. Identify key strengths and weaknesses of the
natural environment that impact or may impact
your focal community system in the future. Consider geographic
features, weather patterns, and air and water
quality. What effects is climate change likely to have? Identify
global economic factors that affect the well-being of
members of your focal community. How do factors such as
globalization affect people on a day-to-day basis?
Identify key political policies at the national and international
level that affect the quality of life in your target
community. What opportunities and threats do they represent?
Culture in the broadest sense refers to values and
the practices, policies, objects, and materials that support them.
Identify major national and global values, beliefs,
practices, and communication patterns that impact your focal
community or its major micro-systems. How do
these macro-level cultural changes affect values and behaviors
at the local level? Continue thinking about these
issues, and be sure to share your concerns with others in your
focal community.
Assess your comprehension of Micro-, Mezzo-, Meta-, and
Macro Systems by completing this quiz.
Kaleidoscopic Community Systems
Although the art and science of community systems analysis
including the ability to mentally move among the
various levels is extremely important, you will spend most of