Workshop 1 (buiness responsibility)
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This document outlines the learning outcomes and task for a workshop on sustainability. The workshop aims to have participants develop an understanding of differing perspectives on business responsibility and critically analyze these views. Participants are split into two groups. Group A must read and present on an article arguing that the social responsibility of business is to increase profits. Group B must read and present on an article arguing that businesses can bring about change. Each group must summarize the key issues, arguments, and state if they agree or disagree with the thesis, justifying their view with theory and examples. The next session will look at the value, competitive advantages and challenges of sustainability in organizations.
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This document provides an overview of conflict management in organizations. It discusses the causes, types, levels, and process of conflict as well as steps for managing conflicts. Some key points include:
- Conflicts can be constructive or destructive depending on how they are handled. They can stimulate change but also reduce cooperation if escalated.
- There are various types and levels of conflict including interpersonal, intragroup, and interorganizational. Conflicts also have functional and dysfunctional impacts.
- The conflict process involves 5 stages: potential opposition, cognition/personalization, intentions, behaviors, and outcomes.
- Steps to manage conflicts positively include anticipating issues, preventing conflicts, identifying the type, managing emotions
Trident mgt501 all discussions latest
This document provides discussion questions and assignments for Trident University's MGT501 management course across 5 modules. It includes questions about personal and institutional values, ethics in organizations, challenges facing leaders, elements of a merger plan, skills needed for leadership success, and a reflection on learning from the course. Students are asked to discuss their own values and how they align with the university, consider ethical issues like fairness in workplaces, and reflect on topics that could help them in future management or leadership roles.
Trident mgt501 all discussions latest
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Problem Solving
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Discussion Leaders and Stakeholders’ PerspectivesAs you pro.docx
Discussion: Leaders and Stakeholders’ Perspectives
As you progress through your program, you will be exposed to many problems related to the field of education as well as many stakeholders and leaders who influence and who are influenced by those problems. No research study is done in isolation, and all studies need to consider and identify the key stakeholders and their roles. Stakeholders form a system of checks and balances in an organization. While each stakeholder has the right to an opinion, the influence of that opinion may relate to the position or role that the stakeholder holds within an organization. In addition, the characteristics and actions of a leader looking to address these problems need to be effective in order to affect positive social change.
Note:
This Discussion has two parts. Be sure to address each part in your response.
To prepare
for Part 1 of the Discussion, consider educational leaders in your field that you know. Think about how these educational leaders exemplify or do not exemplify the concepts related to leading positive social change. What did the leaders do well, or what did they not do well, especially when initiating change? In addition, identify one scholarly resource on change leadership related to your post to share with your colleagues in the Discussion.
For Part 1 of the Discussion
, post a description of the characteristics of an effective leader of change by providing specific examples from your own experience with leaders. Explain why leaders need to have these particular characteristics to effectively initiate change. Be sure to include a reference to the scholarly resource you identified on change leadership, and explain how the reference relates to your post.
Refer to the attachment about Barack Obama. Use his leader traits characteristics for Part ! of the discussion and be sure not to name him as the direction states not to name leader.
Be careful not to identify anyone by name. The emphasis in the assignment is not the individuals themselves; instead, it’s how you perceive their leadership skills and approaches.
To prepare
for Part 2 of the Discussion, reflect on the problem statements you discussed in the Module 4 Discussion, and select one problem statement to address for this part of the Discussion. Think about the key stakeholders in relation to your problem statement, and consider why these stakeholders are relevant to the problem. What questions, related to the problem, might you ask these key stakeholders?
In determining key stakeholders, you might ask yourself:
Who will I need to obtain approval from in order to explore this problem?
As it pertains to stakeholders, what are the risks and benefits of exploring this problem?
Who will I need to involve as participants in exploring this problem?
How will the possible outcomes of exploring this problem positively or negatively impact the stakeholders?
For Part 2 of the Discussion
, post the key stakeholders related to.
Course SyllabusCourse DescriptionExplores strategies f
Course Syllabus
Course Description
Explores strategies for leading and communicating effectively with both internal and external audiences during crisis
situations. Discusses the development of a communication plan and how to craft and deliver messaging during the crisis
situation.
Course Textbook(s)
Ulmer, R. R., Sellnow, T. L, & Seeger, M. W. (2019). Effective crisis communication: Moving from crisis to opportunity (4th
ed.). SAGE. https://online.vitalsource.com/#/books/9781506315744
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Apply crisis communication theory to real-world crisis situations.
2. Evaluate leaders’ approaches to crisis communication and action.
3. Apply strategies for communicating and leading during times of uncertainty.
4. Apply strategies for communicating a message to neutralize risk or scandal.
5. Create opportunities for positive messaging in the midst of crisis, in order to support the organization, its people, and
its brand.
6. Evaluate ethical demands of the leader during crisis situations.
7. Create a leadership communication plan for a crisis situation.
8. Develop strategies for leading the organization toward crisis recovery and renewal.
Academic Integrity
Honesty and integrity are taken very seriously at Waldorf University. All students should be familiar with the Waldorf
University Academic Integrity Policy (found in the current Student Handbook) and the consequences that will result from
breaches of this policy.
Credits
Upon completion of this course, the students will earn 3.00 hours of college credit.
Course Structure
COM 5360, Crisis
Communication and Leadership
COM 5360, Crisis Communication and Leadership 1
1. Study Guide: Course units contain a Study Guide that provides students with the learning outcomes, unit lesson,
required unit resources, assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Unit Lessons, which are located in the Study Guide, discuss lesson material.
4. Required Unit Resources: Units contain Required Unit Resources from one or more chapters from the textbook
and/or outside resources.
5. Discussion Boards: Students are required to submit Discussion Board posts in Units I-VIII. Discussion Boards
provide students the opportunity for student-to-student and professor-to-student interaction based on relevant course
concepts and ideas. Specific information about accessing the Discussion Board rubric is provided below.
6. Unit Assignments: Students are required to submit for grading Unit Assignments. Specific information and
instructions regarding these assignments are provided below. Grading rubrics are included with each assignment.
Specific information about accessing these rubrics is provided below.
7. Ask the Professor: This communication forum provides students ...
Bus 402 week 5 dq 1 corporate social responsibility new
www.finishedexams.com
Immediate access to solutions for ENTIRE COURSES, FINAL EXAMS and HOMEWORKS “RATED A+" - Without Registration!
Biology 112 Spring 2016.docx
Biology 112 Spring 2016
Scientific Journal Article Critique
Each time you evaluate an article, you will complete Part I and Part II. You will submit on a typed hardcopy Part I., and Part II on the due date listed in your syllabus.
Part I.
1. Skim the article (take light notes)
· Read the abstract. The abstract informs you of the major findings of the study, and the importance.
· What is the big picture of the study (this is done as you read the article)
· Record terms or techniques you are not familiar with.
· Include questions to parts of the article you do not understand.
· If you are unfamiliar with concepts discussed throughout the article, then perform a Google search.
2. Re-read the article
· Go to the Materials and Methods and Results section, and ask the following questions within each section
· Was the study repeated? (You should know why a study must be repeated. If you do not know ask Prof. Olave or Dr. Bignami ASAP)
· What was the sample size? Is this representative of a large population?
· What were the variables? Controls?
· What factors might affect the outcome (according to the investigators)
· Interpret the data within each figure without looking at the text. Once you have done this, then read the text.
· Understand the purpose of the Materials and Methods
3. Preparing to summarize the article:
· Describe the article in your own words first. Can you explain to a friend without looking at your notes? If not, then most likely you do not understand. Go over your notes again.
· What was the purpose of the study?
· A reader who has not read your article must understand your summary.
4. Write a draft of your summary:
· Begin to write the article without looking at your notes. If you choose to look at your notes, then you may not understand the article, and may unintentionally plagiarize.
· Ask yourself the following questions to write your summary (without looking at your notes) in your own words:
· What was the purpose of the study?
· What questions were asked?
· How did the study address these questions?
· What assumptions did the author make?
· What were the major findings?
· What questions are still unanswered (according to the authors of the article)
Part II. Critical Review and Assessment of the Article
· In your summary, include your own analysis and evaluation of the article.
· Do not include personal opinions
· Use professional language. For example:
Common language: Dipodomys merriami is a kangaroo rat that has a longer Loop of Henle, and this helps it survive better in the desert by retaining more water.
Professional language: A longer Loop of Henle in Dipodomys merriami allows for greater water absorption, an adaptation that has led to survival in an arid environment.
· How did this study answer questions proposed in the introduction section of the paper?
· Include the limitations of the study:
· Does the data support the co ...
Midterm
The document outlines BP's response and strategies during the 2010 Deepwater Horizon oil spill crisis, including establishing a crisis communication team, acknowledging responsibility, increasing safety measures, and learning from mistakes to rebuild trust and prevent future crises through preparedness and transparency. It also discusses BP's social media engagement and lessons learned around effective crisis communication, leadership, and managing reputation.
BUS 101 Intro to Busine Course Blueprint
Distance Learning, Online Teaching [19+ Years]
• Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development.
• Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager.
• Create a safe, respectful, and welcoming learning environment.
• Specialize in working with new students, first generation students, and academically under-prepared students.
• Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism.
• Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others.
Dissertation Chair and Mentor [Remote, 11+ years]
• Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process.
• Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation.
• Participate in the Defense process of a student’s Prospectus and final Dissertation.
• Facilitate the successful completion of all IRB protocols.
Faculty Development [Remote, 10+ years]
• Served as a Trainer and Mentor for New Faculty Members.
• Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories.
• Inspired faculty to improve their facilitation practice by leading online faculty workshops.
Curriculum Development [Remote, 12+ years]
• Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses.
• Strong knowledge and application of adult cognitive learning theories and instructional design methodologies.
• Develop content and assessments that met learning objectives, including discussions and assignments.
Background Includes: Various Online Schools (08/05 – Present)
Online Instructor, Doctoral Committee Member, Dissertation Chair, Faculty Development, Curriculum Development.
SHCR 2015 Module 4 Study Guide
This is the Study Guide for Module 4 of the School for Health and Care Radicals. This module brings together themes from earlier modules and examines ways of bringing your aspirations for change to fruition. We will look at the NHS Change model and the energy model and consider the importance of balancing different types of energy and recognising the need for both extrinsic and intrinsic motivation.
Agenda:
Why change efforts often fail to achieve their objectives
What happens to large-scale change efforts in reality?
Leaders and their role as ‘signal generators’
10 key principles of large-scale change
Intrinsic vs extrinsic motivation and drivers
What is the NHS Change Model and how does it align with the above?
How can you build both intrinsic and extrinsic motivators of change into your efforts?
How can you managed the tension between the two?
Building energy for change
What is energy for change?
What are the five energies?
Characteristics of the high and low end of the energies
What is an energy for change profile?
Creating shared purpose
What is our approach to change?
What is the value of a shared purpose?
How to avoid de facto purpose?
Questions and call to action
Questions for reflection:
How can I make the most of both intrinsic and extrinsic aspects of change?
How can I build energy for change for the long haul?
How can I ensure shared purpose throughout my change process?
What can I do tomorrow to accelerate change?
Call to action:
Reflect on how you can use both intrinsic and extrinsic motivators in your practice as a leader or agent of change.
Seek to ignite energy for change in everyone involved in your project.
Build commitment to shared purpose in all your change efforts.
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Discussion Leaders and Stakeholders’ PerspectivesAs you pro.docx
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Workshop 1 (buiness responsibility)
- 2. 2 Learning outcomes of this Workshop • Develop an understanding on contrasting perspectives on business responsibility • Critically analyse and reflect on the appropriateness of these points of views • Work in groups to create and present a presentation on business responsibility
- 3. 3 Workshop Task Group A: Read the text The Social Responsibility of Business is to Increase its Profits by Milton Friedman. Available at http://www.colorado.edu/studentgroups/libertarians/issues/friedman-soc-resp- business.html Group B: Read the article How We Can Bring About Change by Muhammed Yunus. Available at http://www.huffingtonpost.com/muhammad-yunus/global- business-summit_b_2070352.html In your groups, prepare a 15 mins presentation on your reading that covers the following 2 questions: I. Summarise the key issues and arguments of the author in this article with regard to the responsibilities of businesses II. Do you agree or disagree with the thesis of this article? Justify your views by drawing on theory learnt and real life reflection and examples. You have 40 mins to prepare before presenting to your fellow class mates. There will be a 5 mins Q&A and feedback at the end of each presentation.
- 4. Next session We will be looking at the value, competitive advantages and challenges sustainability creates in organisations
- 5. End of Workshop Note: This recording is for your personal use only and not for further distribution or wider review. © Pearson College 2013
Editor's Notes
- Provide guidance to students on the preparation for next week’s activity.