36124 Topic SCI 207 Our Dependence upon the EnvironmentNumber.docxrhetttrevannion
36124 Topic: SCI 207 Our Dependence upon the Environment
Number of Pages: 1 (Double Spaced)
Number of sources: 1
Writing Style: APA
Type of document: Essay
Academic Level:Undergraduate
Category: Environmental Issues
Language Style: English (U.S.)
Order Instructions: Attached
Week 4 - Discussion 2
No unread replies. No replies.
Your post is due Day 7 (Monday). Your grade will reflect both the quality and depth of your post. Each of the elements detailed below, with an explanation, is worth .5 point for a total of 1.5 points.
A Carbon-Neutral Community Plan Voting Rationales [WLO: 1] [CLOs: 3, 4, 6]
Now that you have cast your votes for the Ashfordton Alternative Energy Plan, it is time to explain your choices to the class. Please make a post of at least 150 words in which you
Identify (briefly) the plan elements on which you voted.
Explain why you selected each one.
Each of the elements with an explanation is worth .5 point for a total of 1.5 points.
Note: You will not be able to view others’ posts until you have made your own.
At the end of the week, the instructor will post the winning Ashfordton Alternative Energy Plan, which will include the top four ideas selected by the class. In cases where two action items are judged by the instructor to be nearly identical, the instructor reserves the right to combine the ideas into a single one (and add votes together) in order to determine the winning ideas. This plan will be posted in the Announcements area of the classroom.
What do you think? – Please take a few minutes to provide feedback on this assignment through the linked (Links to an external site.)Links to an external site. feedback form.
ITS THE SAME AS THE FIRST ##3336123 TO FOLLOW
Leaders do not need to know all the answers.
They do need to ask the right questions.
The Work of Leadership
by Ronald A. Heifetz and Donald L. Laurie
To stay alive, Jaek Pritehard had to change his
life. Triple bypass surgery and medication could
help, the heart surgeon told him, but no tt^chnical
fix could release Pritehard from his own respon-
sibility for changing the habits of a lifetime. He
had to stop smoking, improve his diet, get some
exercise, and take time to relax, remembering to
breathe more deeply each day. Pritchard's doctor
could provide sustaining technical expertise and
take supportive action, but orily^Pritchard could
^3apt bis ingrained habits to improve his]ong-term
health. The doctor faceci the leadership task of mo-
bilizing j h e patient to make critical behavjoral
changes; Jack Pritehard faced the adaptive workjsL
figuring out which spccihc changes to make and
how to inciMpiir;itL' tlicm into his daily life
Companies today face challenges similar to the
ones confronting Pritehard and his doctor. Th.ey
face adaptive challenges. Changes in societies,
markets, customers, competition, and technology
around the globe are forcing organizations to clar-
ify their values, develop new strategies, and learn
new.
In almost all organizations, some leaders pave the way for their employees to do their best work, and others inadvertently make things much harder than they should be. Where do you fall on this continuum? Do you help or do you hinder? In all probability, it’s the latter. According to our research, your employees are more likely to view you as an obstacle to their effectiveness than as an enabler of it—and that holds true whether your organization is successful or stumbling.
15Five's Guide To Creating High Performing TeamsDavid Hassell
Managing a team has never been more complex. Knowledge-based workers are challenging status-quo leadership at every turn. How will you keep your A-players, ensure their happiness and call forth their best week after week?
15Five's Guide To Creating High Performing Teams contains helpful management tips on everything from building better relationships with employees to supercharging meetings and performance reviews.
[Whitepaper] Talent Decisions that can Make or Break your Business - Lessons ...Appcast
Read this whitepaper to learn why recruiting is an important function that serves to improve overall business results.
Written by David Forman | Industry Thought Leader & Author, Fearless HR
36124 Topic SCI 207 Our Dependence upon the EnvironmentNumber.docxrhetttrevannion
36124 Topic: SCI 207 Our Dependence upon the Environment
Number of Pages: 1 (Double Spaced)
Number of sources: 1
Writing Style: APA
Type of document: Essay
Academic Level:Undergraduate
Category: Environmental Issues
Language Style: English (U.S.)
Order Instructions: Attached
Week 4 - Discussion 2
No unread replies. No replies.
Your post is due Day 7 (Monday). Your grade will reflect both the quality and depth of your post. Each of the elements detailed below, with an explanation, is worth .5 point for a total of 1.5 points.
A Carbon-Neutral Community Plan Voting Rationales [WLO: 1] [CLOs: 3, 4, 6]
Now that you have cast your votes for the Ashfordton Alternative Energy Plan, it is time to explain your choices to the class. Please make a post of at least 150 words in which you
Identify (briefly) the plan elements on which you voted.
Explain why you selected each one.
Each of the elements with an explanation is worth .5 point for a total of 1.5 points.
Note: You will not be able to view others’ posts until you have made your own.
At the end of the week, the instructor will post the winning Ashfordton Alternative Energy Plan, which will include the top four ideas selected by the class. In cases where two action items are judged by the instructor to be nearly identical, the instructor reserves the right to combine the ideas into a single one (and add votes together) in order to determine the winning ideas. This plan will be posted in the Announcements area of the classroom.
What do you think? – Please take a few minutes to provide feedback on this assignment through the linked (Links to an external site.)Links to an external site. feedback form.
ITS THE SAME AS THE FIRST ##3336123 TO FOLLOW
Leaders do not need to know all the answers.
They do need to ask the right questions.
The Work of Leadership
by Ronald A. Heifetz and Donald L. Laurie
To stay alive, Jaek Pritehard had to change his
life. Triple bypass surgery and medication could
help, the heart surgeon told him, but no tt^chnical
fix could release Pritehard from his own respon-
sibility for changing the habits of a lifetime. He
had to stop smoking, improve his diet, get some
exercise, and take time to relax, remembering to
breathe more deeply each day. Pritchard's doctor
could provide sustaining technical expertise and
take supportive action, but orily^Pritchard could
^3apt bis ingrained habits to improve his]ong-term
health. The doctor faceci the leadership task of mo-
bilizing j h e patient to make critical behavjoral
changes; Jack Pritehard faced the adaptive workjsL
figuring out which spccihc changes to make and
how to inciMpiir;itL' tlicm into his daily life
Companies today face challenges similar to the
ones confronting Pritehard and his doctor. Th.ey
face adaptive challenges. Changes in societies,
markets, customers, competition, and technology
around the globe are forcing organizations to clar-
ify their values, develop new strategies, and learn
new.
In almost all organizations, some leaders pave the way for their employees to do their best work, and others inadvertently make things much harder than they should be. Where do you fall on this continuum? Do you help or do you hinder? In all probability, it’s the latter. According to our research, your employees are more likely to view you as an obstacle to their effectiveness than as an enabler of it—and that holds true whether your organization is successful or stumbling.
15Five's Guide To Creating High Performing TeamsDavid Hassell
Managing a team has never been more complex. Knowledge-based workers are challenging status-quo leadership at every turn. How will you keep your A-players, ensure their happiness and call forth their best week after week?
15Five's Guide To Creating High Performing Teams contains helpful management tips on everything from building better relationships with employees to supercharging meetings and performance reviews.
[Whitepaper] Talent Decisions that can Make or Break your Business - Lessons ...Appcast
Read this whitepaper to learn why recruiting is an important function that serves to improve overall business results.
Written by David Forman | Industry Thought Leader & Author, Fearless HR
Is your company’s human resources operation a true “business partner” that makes a major contribution to your bottom line? Or does it merely fulfil the daily tasks of hiring, firing and paying your employees? If the latter, don’t worry – that can change. So say the human resources experts who founded the RBL Group and the RBL Institute, a consultancy and an educational organization dedicated to helping HR leaders attain new levels of professionalism. Using the institute’s tools and tactics, you can “transform” your human resources department into a valued, knowledgeable and contributing member of your corporate team. While you don’t have to be a human resources professional to benefit from this book, its HR-speak presents a pretty dense thicket that might daunt a novice.
Designing Adaptive Careers - The Talent Canvas
As presented at Better Sotware 2015 in Florence
Why a career should not be considered an evolutionary process, that requires constant feedback in order to develop talent and skills, while fits in a even more liquid company culture?
HR Management's traditional approach is proving increasingly inadequate to the shifting environment of modern companies. HR departments are based on practices that fails to adapt to our ever-changing scenario. Professionals and companies both need to be able to reinvent themselves...
The Adaptive Career is a set of conversation design tools aiming to enpower our approach to career development. It will be useful to anyone involved in HR management and team leading, but also small teams and entrepreneurs. It's focused on transparency and motivation, and it has been designed to gain mutual support and commitments about evolutionary careers.
How do you become a leader in the tech industry_.pdfAnil
Becoming a leader in the tech industry requires a combination of technical expertise, leadership skills, and a strategic mindset. Here are some steps you can take to position yourself as a leader in the tech industry
Executive Summary
Research by AON Hewitt tells us that nearly half of the world’s employees are not engaged, and that each disengaged employee costs your organisation an average of $10,000 in profit annually.
Why is employee disengagement so high? Is it something all organisations just have to “live with” or is there a way of managing it and perhaps converting disengaged employees into team members who are happy and enthusiastic about their work?
There are many benefits to having a workforce that is engaged in their work.
Employees who are actively engaged in their work:
• are happier and less likely to move on to another competitor
• tend to feel less stressed and call in sick less
• feel that their actions matter so are more likely to work diligently which increases quality and productivity
• have positive attitudes about their company, management,
co-workers and customers making them more likely to share their time and talents and bring their best ideas and creativity to their workplace
Unfortunately, the recent climate of economic uncertainty has thrown many organisations into turmoil as they struggle to make changes so they can maintain a competitive foothold in the marketplace. It is the employees who are feeling the strain as their employment or promotional prospects look shaky and internal communications dry up while senior executives work out how to deal with the situation. That’s where employee disengagement enters.
In this paper we pose the following questions:
• Is your workforce destined to remain disengaged?
• What does that do to your business performance?
• More importantly what does it do to morale?
• Is disengagement contagious?
• Is it systemic?
• What can you do to overcome disengagement?
We found that in many cases, employee disengagement is a systemic organisational issue. It is caused or aggravated by out-dated systems which ignore the basic needs of the employee and exist primarily for the benefit of the business. It’s an old strategy which is well past its use-by date.
Successful organisations have identified the main factors behind disengagement and have begun to address them. They have realised that their leaders hold the key to employee engagement because they are the meeting point between employee and organisational needs.
Leadership Key Whitepaper 2015 by LeadershipHQSonia McDonald
Research by AON Hewitt tells us that nearly half of the world’s employees are not engaged, and that each disengaged employee costs your organisation an average of $10,000 in profit annually.
Why is employee disengagement so high? Is it something all organisations just have to “live with” or is there a way of managing it and perhaps converting disengaged employees into team members who are happy and enthusiastic about their work?
There are many benefits to having a workforce that is engaged in their work. Employees who are actively engaged in their work:
• are happier and less likely to move on to another competitor
• tend to feel less stressed and call in sick less
• feel that their actions matter so are more likely to work diligently which increases quality and productivity
• have positive attitudes about their company, management,
co-workers and customers making them more likely to share their time and talents and bring their best ideas and creativity to their workplace
Unfortunately, the recent climate of economic uncertainty has thrown many organisations into turmoil as they struggle to make changes so they can maintain a competitive foothold in the marketplace. It is the employees who are feeling the strain as their employment or promotional prospects look shaky and internal communications dry up while senior executives work out how to deal with the situation. That’s where employee disengagement enters.
In this paper we pose the following questions:
• Is your workforce destined to remain disengaged?
• What does that do to your business performance?
• More importantly what does it do to morale?
• Is disengagement contagious?
• Is it systemic?
• What can you do to overcome disengagement?
We found that in many cases, employee disengagement is a systemic organisational issue. It is caused or aggravated by out-dated systems which ignore the basic needs of the employee and exist primarily for the benefit of the business. It’s an old strategy which is well past its use-by date.
Successful organisations have identified the main factors behind disengagement and have begun to address them. They have realised that their leaders hold the key to employee engagement because they are the meeting point between employee and organisational needs.
Leading Adaptive Change to Create Value in HealthcareHealth Catalyst
In pursuit of the Triple Aim, healthcare leaders work hard to improve care, reduce costs, and improve the patient experience. But accomplishing these goals requires an engaged staff that makes progress, day in and day out. Adaptive Leadership (AL) principles help leaders understand human behavior to mobilize change and overcome work avoidance, which happens when staff operate above or below the productive zone of tension.
By understanding what adaptive work actually is (and that adaptive problems can’t be solved with technical fixes), and why work avoidance happens (because people are overwhelmed; the heat is too high), leaders can keep their teams engaged by using influence and leadership—not authority—to “lower the heat” on their people:
Validate the difficulty of the situation.
Simplify/clarify the work.
Provide additional resources (time, training, etc.)
Dr. Ulstad has worked with healthcare leaders and teams for the last 20 years to help them understand behaviors triggered by rapid, high-volume change, and apply AL principles to guide the changes critical to their organizations’ success.
IN SEARCH OF GLOBAL LEADERSHIP Mark E. Mende.docxjaggernaoma
IN SEARCH OF GLOBAL LEADERSHIP
Mark E. Mendenhall
Burton Frierson Chair of Excellence in Business Leadership
College of Business
University of Tennessee, Chattanooga
615 McCallie Avenue
Chattanooga, TN 37403
[email protected]
Allan Bird
Darla and Frederick Brodsky Trustee Professor in Global Business
Northeastern University
D’Amore-McKim School of Business
360 Huntington Avenue
Boston, MA 02035
[email protected]
Published as:
Mendenhall, M.E., & Bird, A. 2013. “In search of global leadership.” Organizational Dynamics,
42: 167-174.
IN SEARCH OF GLOBAL LEADERSHIP
2
EXECUTIVE SUMMARY
The vast majority of top management teams of firms from all over the world would likely agree
that they need more global leaders in their managerial cadres. Unfortunately, most firms struggle
to develop their existing managers into global leaders. It turns out that developing global
leadership competencies in managers does not occur with “one-size-fits-all” training programs or
traditional management development courses. We contend that firms’ failures in their global
leadership development efforts stem mainly from two “disconnects” – failing to understand what
global leadership is, and failing to understand the core competencies needed for global
leadership. Based on recent research, we provide a framework to assist top management to better
understand the relationship between the “global” dimension of leadership and the strategic
development of global leadership development programs that are effective, and how to decide
which competencies should be included in their global leadership development programs and
how to approach developing those competencies in their managers.
IN SEARCH OF GLOBAL LEADERSHIP
3
IN SEARCH OF GLOBAL LEADERSHIP
Few executives disagree with the notion that “we need more people — at all levels of the
company — who have the ability to effectively operate in their roles from a global perspective.”
A recent study by the World Economic Forum that investigated the most urgent issues that
leaders face, reported:
One theme that recurs more than any other is the need for clear, dynamic leadership in a
fast changing world. Given … that most of today’s leaders … grew up in a vastly
different world from today’s, it is perhaps no surprise that leadership remains the biggest
challenge of all for 2013 and beyond.
Yet, by all accounts, the effectiveness of efforts to develop global leaders for most
companies has been mixed at best, and in most cases disappointing. Why is that?
We, along with our colleagues, have been studying global leadership since it emerged as
an important issue for companies in the late 1990s. While it is too early to say that we know all
about global leadership and.
Everyone wants to be understood when communicating with others. In.docxgitagrimston
Everyone wants to be understood when communicating with others. In an effective communication situation, “the message is perceived in the way it was intended” (Hybels & Weaver, 2012, p. 23). Unfortunately, individuals may not always translate their thoughts successfully into the written or spoken word, which may result in conflict or confusion.
This unit’s Learning Activities include helpful tips about honing word choice, determining whether formal or informal writing suits the occasion, and crafting the appropriate tone and voice. After completing the unit’s Activities, respond to the following questions in at least two well-developed paragraphs:
· How would you describe effective communication, and how does that description compare to those outlined in this unit’s Learning Activities?
· Describe one example each of particularly effective and ineffective writing that you have encountered either in a personal, professional, or academic setting. Describe how the ineffective communicator could have changed his or her approach to be more successful, and consider the author’s use of style (formal versus informal), tone, and word choice.
At least two references in APA format and at least 300 words
Leadership That Gets Results
by Daniel Goleman
Reprint r00204
MARCH – APRIL 2000
Reprint Number
Meeting the Challenge of Disruptive Change R 0 0 2 0 2
Leadership That Gets Results R 0 0 2 0 4
Transforming Life, Transforming Business: R 0 0 2 0 3
The Life-Science Revolution
How to Fight a Price War R 0 0 2 0 8
What You Need to Know About Stock Options R 0 0 2 0 5
Going Global: Lessons from Late Movers R 0 0 2 0 1
Making Partner: A Mentor’s Guide to the R 0 0 2 0 6
Psychological Journey
F O R E T H O U G H T
Goodbye, B-School F 0 0 2 0 1
The Starbucks Effect F 0 0 2 0 2
The Cutting Edge in Auctions F 0 0 2 0 3
From Managing Pills to Managing Brands F 0 0 2 0 4
Making Sense of Scanner Data F 0 0 2 0 5
H B R C A S E S T U DY
When Everything Isn’t Half Enough R 0 0 2 1 1
T H I N K I N G A B O U T. . .
Cost Transparency: The Net’s Real Threat to Prices and Brands R 0 0 2 1 0
P E R S P E C T I V E S
Are CIOs Obsolete? R 0 0 2 1 2
F I R S T P E R S O N
Goodbye Career, Hello Success R 0 0 2 0 7
B O O K S I N R E V I E W
Managing in the Cappuccino Economy R 0 0 2 0 9
CLAYTON M. CHRISTENSEN
AND MICHAEL OVERDORF
DANIEL GOLEMAN
JUAN ENRIQUEZ
AND RAY A. GOLDBERG
AKSHAY R. RAO, MARK E. BERGEN,
AND SCOTT DAVIS
BRIAN J. HALL
CHRISTOPHER A. BARTLETT
AND SUMANTRA GHOSHAL
HERMINIA IBARRA
A CONVERSATION WITH JONATHAN SEELIG
VIJAY VISHWANATH AND DAVID HARDING
ERIK VAN HECK
MARCEL CORSTJENS AND MARIE CARPENTER
PETER ROSSI, PHIL DELURGIO, AND DAVID KANTOR
SUZY WETLAUFER
INDRAJIT SINHA
DAWN LEPORE; JACK ROCKHART;
MICHAEL J. EARL; TOM THOMAS; AND
PETER McATEER AND JEFFREY ELTON
RANDY KOMISAR
EILEEN C. SHAPIRO
which precise leadership behaviors yield
positive results. Leadership experts prof-
fer advice based on inference, ...
Readings for this week to help with assignmentsChange in Leader.docxcatheryncouper
Readings for this week to help with assignments:
Change in Leaders
One of the major reasons why organizations are unable to adapt to the fast-paced, changing environments of today is the lack of effective change leadership. Leaders who are successful in guiding their organizations through change are typically those who:
· Embrace change in the environment as opportunities on which to capitalize.
· Are vision artists—they can paint a picture of the future that is vibrant and clear to all
· Have the ability to communicate to all levels of the organizations the values and attitudes that will promote change and adaptability.
· Accept mistakes and the learned lessons they provide.
· Are comfortable working in a world of uncertainty.
In order to understand how to successfully lead change, it is essential to understand the types and process of change. Nahavandi (2012) proposed five different types of change.
Type of change
Description
Planned
Planned change occurs when leaders respond to a specific problem or pressure with a conscious effort.
Unplanned
Unplanned change occurs without an intention to address a problem. It is random or sudden.
Evolutionary
Evolutionary change does not occur all at once. It is a gradual process.
Convergent
This type of change, while evolutionary, is a result of specific actions that leaders take.
Revolutionary or frame breaking
This type of change is typically rapid and dramatic.
Leaders play a key role in ensuring organizational change is successful. Leaders must ensure they create open and supportive cultures within organizations that encourage followers to be open to new ideas. Leaders must be both optimistic and supportive in their approach. Successful change leaders, according to Nahavandi (2012) focus on providing examples of positive change and its positive impact to encourage followers to adopt change, rather than pushing change by providing information and knowledge.
Reference:
South University Online. (2014). MGT3102: leadership: Week 5: change in leaders.
Retrieved from http://myeclassonline.com
Learn to Overcome Resistance
The cycle of change often goes through several stages including denial, resistance, exploration, and commitment on the part of followers. In other words, just as we can count on change, we can count on resistance to change. Change usually involves some type of loss and an accompanying fear of the unknown. Therefore, resistance is not only inevitable, it is natural and understandable. When employees are amenable to change, it is easy for leaders to garner their support. However, how do leaders work through resistance to change?
Ivancevich, Konopaske, and Matteson (2011) provided several helpful strategies for dealing with resistance to change. First, people need a reason to change. Second, having as many people as possible (from all levels of the organization) involved in planning, implementing, and managing the change will increase the likelihood of success. Third, communication abo ...
Is your company’s human resources operation a true “business partner” that makes a major contribution to your bottom line? Or does it merely fulfil the daily tasks of hiring, firing and paying your employees? If the latter, don’t worry – that can change. So say the human resources experts who founded the RBL Group and the RBL Institute, a consultancy and an educational organization dedicated to helping HR leaders attain new levels of professionalism. Using the institute’s tools and tactics, you can “transform” your human resources department into a valued, knowledgeable and contributing member of your corporate team. While you don’t have to be a human resources professional to benefit from this book, its HR-speak presents a pretty dense thicket that might daunt a novice.
Designing Adaptive Careers - The Talent Canvas
As presented at Better Sotware 2015 in Florence
Why a career should not be considered an evolutionary process, that requires constant feedback in order to develop talent and skills, while fits in a even more liquid company culture?
HR Management's traditional approach is proving increasingly inadequate to the shifting environment of modern companies. HR departments are based on practices that fails to adapt to our ever-changing scenario. Professionals and companies both need to be able to reinvent themselves...
The Adaptive Career is a set of conversation design tools aiming to enpower our approach to career development. It will be useful to anyone involved in HR management and team leading, but also small teams and entrepreneurs. It's focused on transparency and motivation, and it has been designed to gain mutual support and commitments about evolutionary careers.
How do you become a leader in the tech industry_.pdfAnil
Becoming a leader in the tech industry requires a combination of technical expertise, leadership skills, and a strategic mindset. Here are some steps you can take to position yourself as a leader in the tech industry
Executive Summary
Research by AON Hewitt tells us that nearly half of the world’s employees are not engaged, and that each disengaged employee costs your organisation an average of $10,000 in profit annually.
Why is employee disengagement so high? Is it something all organisations just have to “live with” or is there a way of managing it and perhaps converting disengaged employees into team members who are happy and enthusiastic about their work?
There are many benefits to having a workforce that is engaged in their work.
Employees who are actively engaged in their work:
• are happier and less likely to move on to another competitor
• tend to feel less stressed and call in sick less
• feel that their actions matter so are more likely to work diligently which increases quality and productivity
• have positive attitudes about their company, management,
co-workers and customers making them more likely to share their time and talents and bring their best ideas and creativity to their workplace
Unfortunately, the recent climate of economic uncertainty has thrown many organisations into turmoil as they struggle to make changes so they can maintain a competitive foothold in the marketplace. It is the employees who are feeling the strain as their employment or promotional prospects look shaky and internal communications dry up while senior executives work out how to deal with the situation. That’s where employee disengagement enters.
In this paper we pose the following questions:
• Is your workforce destined to remain disengaged?
• What does that do to your business performance?
• More importantly what does it do to morale?
• Is disengagement contagious?
• Is it systemic?
• What can you do to overcome disengagement?
We found that in many cases, employee disengagement is a systemic organisational issue. It is caused or aggravated by out-dated systems which ignore the basic needs of the employee and exist primarily for the benefit of the business. It’s an old strategy which is well past its use-by date.
Successful organisations have identified the main factors behind disengagement and have begun to address them. They have realised that their leaders hold the key to employee engagement because they are the meeting point between employee and organisational needs.
Leadership Key Whitepaper 2015 by LeadershipHQSonia McDonald
Research by AON Hewitt tells us that nearly half of the world’s employees are not engaged, and that each disengaged employee costs your organisation an average of $10,000 in profit annually.
Why is employee disengagement so high? Is it something all organisations just have to “live with” or is there a way of managing it and perhaps converting disengaged employees into team members who are happy and enthusiastic about their work?
There are many benefits to having a workforce that is engaged in their work. Employees who are actively engaged in their work:
• are happier and less likely to move on to another competitor
• tend to feel less stressed and call in sick less
• feel that their actions matter so are more likely to work diligently which increases quality and productivity
• have positive attitudes about their company, management,
co-workers and customers making them more likely to share their time and talents and bring their best ideas and creativity to their workplace
Unfortunately, the recent climate of economic uncertainty has thrown many organisations into turmoil as they struggle to make changes so they can maintain a competitive foothold in the marketplace. It is the employees who are feeling the strain as their employment or promotional prospects look shaky and internal communications dry up while senior executives work out how to deal with the situation. That’s where employee disengagement enters.
In this paper we pose the following questions:
• Is your workforce destined to remain disengaged?
• What does that do to your business performance?
• More importantly what does it do to morale?
• Is disengagement contagious?
• Is it systemic?
• What can you do to overcome disengagement?
We found that in many cases, employee disengagement is a systemic organisational issue. It is caused or aggravated by out-dated systems which ignore the basic needs of the employee and exist primarily for the benefit of the business. It’s an old strategy which is well past its use-by date.
Successful organisations have identified the main factors behind disengagement and have begun to address them. They have realised that their leaders hold the key to employee engagement because they are the meeting point between employee and organisational needs.
Leading Adaptive Change to Create Value in HealthcareHealth Catalyst
In pursuit of the Triple Aim, healthcare leaders work hard to improve care, reduce costs, and improve the patient experience. But accomplishing these goals requires an engaged staff that makes progress, day in and day out. Adaptive Leadership (AL) principles help leaders understand human behavior to mobilize change and overcome work avoidance, which happens when staff operate above or below the productive zone of tension.
By understanding what adaptive work actually is (and that adaptive problems can’t be solved with technical fixes), and why work avoidance happens (because people are overwhelmed; the heat is too high), leaders can keep their teams engaged by using influence and leadership—not authority—to “lower the heat” on their people:
Validate the difficulty of the situation.
Simplify/clarify the work.
Provide additional resources (time, training, etc.)
Dr. Ulstad has worked with healthcare leaders and teams for the last 20 years to help them understand behaviors triggered by rapid, high-volume change, and apply AL principles to guide the changes critical to their organizations’ success.
IN SEARCH OF GLOBAL LEADERSHIP Mark E. Mende.docxjaggernaoma
IN SEARCH OF GLOBAL LEADERSHIP
Mark E. Mendenhall
Burton Frierson Chair of Excellence in Business Leadership
College of Business
University of Tennessee, Chattanooga
615 McCallie Avenue
Chattanooga, TN 37403
[email protected]
Allan Bird
Darla and Frederick Brodsky Trustee Professor in Global Business
Northeastern University
D’Amore-McKim School of Business
360 Huntington Avenue
Boston, MA 02035
[email protected]
Published as:
Mendenhall, M.E., & Bird, A. 2013. “In search of global leadership.” Organizational Dynamics,
42: 167-174.
IN SEARCH OF GLOBAL LEADERSHIP
2
EXECUTIVE SUMMARY
The vast majority of top management teams of firms from all over the world would likely agree
that they need more global leaders in their managerial cadres. Unfortunately, most firms struggle
to develop their existing managers into global leaders. It turns out that developing global
leadership competencies in managers does not occur with “one-size-fits-all” training programs or
traditional management development courses. We contend that firms’ failures in their global
leadership development efforts stem mainly from two “disconnects” – failing to understand what
global leadership is, and failing to understand the core competencies needed for global
leadership. Based on recent research, we provide a framework to assist top management to better
understand the relationship between the “global” dimension of leadership and the strategic
development of global leadership development programs that are effective, and how to decide
which competencies should be included in their global leadership development programs and
how to approach developing those competencies in their managers.
IN SEARCH OF GLOBAL LEADERSHIP
3
IN SEARCH OF GLOBAL LEADERSHIP
Few executives disagree with the notion that “we need more people — at all levels of the
company — who have the ability to effectively operate in their roles from a global perspective.”
A recent study by the World Economic Forum that investigated the most urgent issues that
leaders face, reported:
One theme that recurs more than any other is the need for clear, dynamic leadership in a
fast changing world. Given … that most of today’s leaders … grew up in a vastly
different world from today’s, it is perhaps no surprise that leadership remains the biggest
challenge of all for 2013 and beyond.
Yet, by all accounts, the effectiveness of efforts to develop global leaders for most
companies has been mixed at best, and in most cases disappointing. Why is that?
We, along with our colleagues, have been studying global leadership since it emerged as
an important issue for companies in the late 1990s. While it is too early to say that we know all
about global leadership and.
Everyone wants to be understood when communicating with others. In.docxgitagrimston
Everyone wants to be understood when communicating with others. In an effective communication situation, “the message is perceived in the way it was intended” (Hybels & Weaver, 2012, p. 23). Unfortunately, individuals may not always translate their thoughts successfully into the written or spoken word, which may result in conflict or confusion.
This unit’s Learning Activities include helpful tips about honing word choice, determining whether formal or informal writing suits the occasion, and crafting the appropriate tone and voice. After completing the unit’s Activities, respond to the following questions in at least two well-developed paragraphs:
· How would you describe effective communication, and how does that description compare to those outlined in this unit’s Learning Activities?
· Describe one example each of particularly effective and ineffective writing that you have encountered either in a personal, professional, or academic setting. Describe how the ineffective communicator could have changed his or her approach to be more successful, and consider the author’s use of style (formal versus informal), tone, and word choice.
At least two references in APA format and at least 300 words
Leadership That Gets Results
by Daniel Goleman
Reprint r00204
MARCH – APRIL 2000
Reprint Number
Meeting the Challenge of Disruptive Change R 0 0 2 0 2
Leadership That Gets Results R 0 0 2 0 4
Transforming Life, Transforming Business: R 0 0 2 0 3
The Life-Science Revolution
How to Fight a Price War R 0 0 2 0 8
What You Need to Know About Stock Options R 0 0 2 0 5
Going Global: Lessons from Late Movers R 0 0 2 0 1
Making Partner: A Mentor’s Guide to the R 0 0 2 0 6
Psychological Journey
F O R E T H O U G H T
Goodbye, B-School F 0 0 2 0 1
The Starbucks Effect F 0 0 2 0 2
The Cutting Edge in Auctions F 0 0 2 0 3
From Managing Pills to Managing Brands F 0 0 2 0 4
Making Sense of Scanner Data F 0 0 2 0 5
H B R C A S E S T U DY
When Everything Isn’t Half Enough R 0 0 2 1 1
T H I N K I N G A B O U T. . .
Cost Transparency: The Net’s Real Threat to Prices and Brands R 0 0 2 1 0
P E R S P E C T I V E S
Are CIOs Obsolete? R 0 0 2 1 2
F I R S T P E R S O N
Goodbye Career, Hello Success R 0 0 2 0 7
B O O K S I N R E V I E W
Managing in the Cappuccino Economy R 0 0 2 0 9
CLAYTON M. CHRISTENSEN
AND MICHAEL OVERDORF
DANIEL GOLEMAN
JUAN ENRIQUEZ
AND RAY A. GOLDBERG
AKSHAY R. RAO, MARK E. BERGEN,
AND SCOTT DAVIS
BRIAN J. HALL
CHRISTOPHER A. BARTLETT
AND SUMANTRA GHOSHAL
HERMINIA IBARRA
A CONVERSATION WITH JONATHAN SEELIG
VIJAY VISHWANATH AND DAVID HARDING
ERIK VAN HECK
MARCEL CORSTJENS AND MARIE CARPENTER
PETER ROSSI, PHIL DELURGIO, AND DAVID KANTOR
SUZY WETLAUFER
INDRAJIT SINHA
DAWN LEPORE; JACK ROCKHART;
MICHAEL J. EARL; TOM THOMAS; AND
PETER McATEER AND JEFFREY ELTON
RANDY KOMISAR
EILEEN C. SHAPIRO
which precise leadership behaviors yield
positive results. Leadership experts prof-
fer advice based on inference, ...
Readings for this week to help with assignmentsChange in Leader.docxcatheryncouper
Readings for this week to help with assignments:
Change in Leaders
One of the major reasons why organizations are unable to adapt to the fast-paced, changing environments of today is the lack of effective change leadership. Leaders who are successful in guiding their organizations through change are typically those who:
· Embrace change in the environment as opportunities on which to capitalize.
· Are vision artists—they can paint a picture of the future that is vibrant and clear to all
· Have the ability to communicate to all levels of the organizations the values and attitudes that will promote change and adaptability.
· Accept mistakes and the learned lessons they provide.
· Are comfortable working in a world of uncertainty.
In order to understand how to successfully lead change, it is essential to understand the types and process of change. Nahavandi (2012) proposed five different types of change.
Type of change
Description
Planned
Planned change occurs when leaders respond to a specific problem or pressure with a conscious effort.
Unplanned
Unplanned change occurs without an intention to address a problem. It is random or sudden.
Evolutionary
Evolutionary change does not occur all at once. It is a gradual process.
Convergent
This type of change, while evolutionary, is a result of specific actions that leaders take.
Revolutionary or frame breaking
This type of change is typically rapid and dramatic.
Leaders play a key role in ensuring organizational change is successful. Leaders must ensure they create open and supportive cultures within organizations that encourage followers to be open to new ideas. Leaders must be both optimistic and supportive in their approach. Successful change leaders, according to Nahavandi (2012) focus on providing examples of positive change and its positive impact to encourage followers to adopt change, rather than pushing change by providing information and knowledge.
Reference:
South University Online. (2014). MGT3102: leadership: Week 5: change in leaders.
Retrieved from http://myeclassonline.com
Learn to Overcome Resistance
The cycle of change often goes through several stages including denial, resistance, exploration, and commitment on the part of followers. In other words, just as we can count on change, we can count on resistance to change. Change usually involves some type of loss and an accompanying fear of the unknown. Therefore, resistance is not only inevitable, it is natural and understandable. When employees are amenable to change, it is easy for leaders to garner their support. However, how do leaders work through resistance to change?
Ivancevich, Konopaske, and Matteson (2011) provided several helpful strategies for dealing with resistance to change. First, people need a reason to change. Second, having as many people as possible (from all levels of the organization) involved in planning, implementing, and managing the change will increase the likelihood of success. Third, communication abo ...
www.elsevier.comlocatecompstrucComputers and Structures .docxjeffevans62972
www.elsevier.com/locate/compstruc
Computers and Structures 85 (2007) 235–243
On the treatment of uncertainties in structural mechanics and analysis q
G.I. Schuëller *
Institute of Engineering Mechanics, Leopold-Franzens University Innsbruck, Technikerstr. 13, 6020 Innsbruck, Austria
Received 9 August 2006; accepted 31 October 2006
Available online 22 December 2006
Abstract
In this paper the need for a rational treatment of uncertainties in structural mechanics and analysis is reasoned. It is shown that the
traditional deterministic conception can be easily extended by applying statistical and probabilistic concepts. The so-called Monte Carlo
simulation procedure is the key for those developments, as it allows the straightforward use of the currently used deterministic analysis
procedures.
A numerical example exemplifies the methodology. It is concluded that uncertainty analysis may ensure robust predictions of vari-
ability, model verification, safety assessment, etc.
� 2006 Elsevier Ltd. All rights reserved.
Keywords: Uncertainty; Monte Carlo simulaton; Finite elements; Response variability; Model verification; Robustness
1. Introduction
Structural mechanics analysis up to this date, generally is
still based on a deterministic conception. Observed varia-
tions in loading conditions, material properties, geometry,
etc. are taken into account by either selecting extremely
high, low or average values, respectively, for representing
the parameters. Hence, this way, uncertainties inherent in
almost every analysis process are considered just intuitively.
Observations and measurements of physical processes,
however, show not only variability, but also random char-
acteristics. Statistical and probabilistic procedures provide
a sound frame work for a rational treatment of analysis
of these uncertainties. Moreover there are various types of
uncertainties to be dealt with. While the uncertainties in
mechanical modeling can be reduced as additional knowl-
edge becomes available, the physical or intrinsic uncertain-
ties, e.g. of environmental loading, can not. Furthermore,
0045-7949/$ - see front matter � 2006 Elsevier Ltd. All rights reserved.
doi:10.1016/j.compstruc.2006.10.009
q Plenary Keynote Lecture presented at the 3rd MIT Conference on
Computational Fluid and Solid Mechanics, Boston, MA, USA, June 14–
17, 2005.
* Tel.: +43 512 507 6841; fax: +43 512 507 2905.
E-mail address: [email protected]
the entire spectrum of uncertainties is also not known. In
reality, neither the true model nor the model parameters
are deterministically known. Assuming that by finite ele-
ment (FE) procedures structures and continua can be repre-
sented reasonably well the question of the effect of the
discretization still remains. It is generally expected, that
an increase in the size of the structural models, in terms of
degrees of freedom, will increase the level of realism of the
model. Comparisons with measurements, however, clearly
show that this expect.
www.ebook3000.comList of Cases by ChapterChapter 1.docxjeffevans62972
www.ebook3000.com
List of Cases by Chapter
Chapter 1
Development Projects in Lagos, Nigeria 2
“Throwing Good Money after Bad”: the BBC’s
Digital Media Initiative 10
MegaTech, Inc. 29
The IT Department at Hamelin Hospital 30
Disney’s Expedition Everest 31
Rescue of Chilean Miners 32
Chapter 2
Tesla’s $5 Billion Gamble 37
Electronic Arts and the Power of Strong Culture
in Design Teams 64
Rolls-Royce Corporation 67
Classic Case: Paradise Lost—The Xerox Alto 68
Project Task Estimation and the Culture of “Gotcha!” 69
Widgets ’R Us 70
Chapter 3
Project Selection Procedures: A Cross-Industry
Sampler 77
Project Selection and Screening at GE: The Tollgate
Process 97
Keflavik Paper Company 111
Project Selection at Nova Western, Inc. 112
Chapter 4
Leading by Example for the London Olympics—
Sir John Armitt 116
Dr. Elattuvalapil Sreedharan, India’s Project
Management Guru 126
The Challenge of Managing Internationally 133
In Search of Effective Project Managers 137
Finding the Emotional Intelligence to Be a Real Leader 137
Problems with John 138
Chapter 5
“We look like fools.”—Oregon’s Failed Rollout
of Its ObamacareWeb Site 145
Statements of Work: Then and Now 151
Defining a Project Work Package 163
Boeing’s Virtual Fence 172
California’s High-Speed Rail Project 173
Project Management at Dotcom.com 175
The Expeditionary Fighting Vehicle 176
Chapter 6
Engineers Without Borders: Project Teams Impacting
Lives 187
Tele-Immersion Technology Eases the Use of Virtual
Teams 203
Columbus Instruments 215
The Bean Counter and the Cowboy 216
Johnson & Rogers Software Engineering, Inc. 217
Chapter 7
The Building that Melted Cars 224
Bank of America Completely Misjudges Its Customers 230
Collapse of Shanghai Apartment Building 239
Classic Case: de Havilland’s Falling Comet 245
The Spanish Navy Pays Nearly $3 Billion for a Submarine
That Will Sink Like a Stone 248
Classic Case: Tacoma Narrows Suspension Bridge 249
Chapter 8
Sochi Olympics—What’s the Cost of National
Prestige? 257
The Hidden Costs of Infrastructure Projects—The Case
of Building Dams 286
Boston’s Central Artery/Tunnel Project 288
Chapter 9
After 20 Years and More Than $50 Billion, Oil is No Closer
to the Surface: The Caspian Kashagan Project 297
Chapter 10
Enlarging the Panama Canal 331
Project Scheduling at Blanque Cheque Construction (A) 360
Project Scheduling at Blanque Cheque Construction (B) 360
Chapter 11
Developing Projects Through Kickstarter—Do Delivery
Dates Mean Anything? 367
Eli Lilly Pharmaceuticals and Its Commitment to Critical
Chain Project Management 385
It’s an Agile World 396
Ramstein Products, Inc. 397
Chapter 12
Hong Kong Connects to the World’s Longest Natural
Gas Pipeline 401
The Problems of Multitasking 427
Chapter 13
New York City’s CityTime Project 432
Earned Value at Northrop Grumman 451
The IT Department at Kimble College 463
The Superconducting Supercollider 464
Boeing’s 787 Dreamliner: Failure to Launch 465
Chapter 14.
www.AEP-Arts.org | @AEP_Arts
EDUCATION TRENDS www.ecs.org | @EdCommission
TUNE IN.
Explore emerging
education developments.
SEPT 2017
ESSA creates
flexibility allowing
states and
schools to more
fully explore and
leverage the arts in
K-12 teaching and
learning.
Research
indicates that
deeper learning
skills contribute
significantly
to a student’s
college, career
and citizenship
readiness.
Thirty years ago, in response to a K-12
public education system defined by
mediocrity1, with low student test scores
and widening gaps in achievement, the
accountability movement was born.
Federal and state education policies
focused on raising standards and
regularly assessing students. However,
over the years, many policymakers
and the public observed a connection
between the accountability movement
and an overemphasis on testing in
core subjects, such as English and
math, a narrowing of curricula and the
elimination of many important subjects,
including the arts.
Arts education
fosters critical deeper
learning skills, such
as collaboration and
perseverance, in
students.
Yet, research consistently shows that
arts education and the integration of
the arts into core subjects can have
dramatic effects on student success
— defined not just by student test
scores, but also critical skills, such as
creativity, teamwork and perseverance.
Research indicates that these skills
can be as effective predictors of long-
term success in college, careers and
citizenship as test scores.2,3
The Every Student Succeeds Act
(ESSA), which passed in late 2015, is
the first major federal law in more than
30 years offering states a significant
degree of flexibility to broaden —
rather than narrow — curricula, and
strongly encourages states to ensure all
students have access to a well-rounded
education, which includes the arts
and music.4 Armed with the evidence
presented in this report highlighting
the impressive effects education in and
through the arts can have on student
Beyond the Core: Advancing
student success through the arts
EMILY WORKMAN
EDUCATION
TRENDS
www.AEP-Arts.org | @AEP_Arts
2
EDUCATION TRENDS www.ecs.org | @EdCommission
success, state policymakers have an opportunity and
incentive to take advantage of the flexibility awarded
under ESSA related to the arts.
“Despite [deeper learning] skills’
central roles in our education and,
more broadly, our lives, education
policy has tended to overlook their
importance.”5
Bolstering Deeper
Learning Through Arts in
Education
Deeper Learning
The arts — including dance, music, theatre, media arts
and visual arts — bolster the development of what are
commonly referred to as deeper learning skills. Deeper
learning is an umbrella term defining the skills and
knowledge students need to attain success in college,
career and citizenship. Students that possess deeper
learning skills6:
1. Master core academic content.
2. Think criti.
wsb.to&NxQXpTHEME Leading with LoveAndreas J. Kӧste.docxjeffevans62972
wsb.to/&NxQXp
THEME: Leading with Love
Andreas J. Kӧstenberger & David Crowther
Introduction
At the outset of this chapter, it should be frankly acknowledged that the Johannine Letters were not originally intended primarily to provide a theology of leadership. Nevertheless, a closer examination of these three letters reveals the way in which the author relates to and provides leadership for the people in the congregations to which the letters are written. The author’s relationship with his recipients in these three letters does not directly correspond to a modern model of leadership because of his unique role in the churches to which he is writing. Yet his faithful and caring relationship can provide an example to Christian leaders in every age. In order to grasp the lessons on leadership in the Johannine Epistles, one must consider the identity of the author of these letters, the source of his authority, his relationship with his audience, and the nature of the conflict addressed in his third letter.
Original Setting
The Authorship of the Letters
The author of 1, 2 and 3 John is never named except for the title “elder” in 2 and 3 John. The early church accepted all three letters into the canon in the belief that John the apostle, the son of Zebedee, was the author.[1] While the author of these letters was doubtless known to his initial readers, the modern reader is indebted to the early church for preserving the tradition of authorship. Sources from the late second and early third centuries, such as the Muratorian Fragment (c. ad 180) and church fathers Tertullian (c. ad 160–215) and Clement of Alexandria (c. ad 155–220), ascribe authorship to John the son of Zebedee.
However, not only the external but also the internal evidence points to Johannine authorship. First, in 1 John 1:1–4 the author claims to be an eyewitness of Jesus. Although the first-person plural reference (“we”) in the author’s description of what he has heard, seen, and touched may include his audience because they share in the tradition that was handed down (alternatively, the reference is to the apostles; cf. John 1:14; 2:11), there is a clear distinction between the author and his recipients with regard to their firsthand knowledge of Jesus (cf.1 John 1:2–3). While the author may use the first-person plural reference to identify with his audience, 1 John 1:1–2 indicates that the author is a personal eyewitness of the incarnate Christ.[2]
Second, all three of the Johannine letters contain similar vocabulary, style, and theology. In fact, the relationship between the letters is so strong that the majority of modern scholars view them as coming from one author—albeit not all agree that their author is the same as the author of the Fourth Gospel.[3] For instance, among the Johannine letters one can identify a common background in which itinerant teachers with competing theological agendas threatened the confession of the Johannine churches.[4] In response to such threa.
WSJ Executive Adviser (A Special Report) TheCase Against .docxjeffevans62972
WSJ Executive Adviser (A Special Report): The
Case Against Corporate Social Responsibility:
The idea that companies have a duty to address
social ills is not just flawed, argues Aneel
Karnani; It also makes it more likely that we'll
ignore the real solutions to these problems
Karnani, Aneel . Wall Street Journal , Eastern edition; New York, N.Y. [New York, N.Y]23 Aug 2010: R.1.
ProQuest document link
ABSTRACT
[...] the fact is that while companies sometimes can do well by doing good, more often they can't. Because in most
cases, doing what's best for society means sacrificing profits.
FULL TEXT
Can companies do well by doing good? Yes -- sometimes.
But the idea that companies have a responsibility to act in the public interest and will profit from doing so is
fundamentally flawed.
Large companies now routinely claim that they aren't in business just for the profits, that they're also intent on
serving some larger social purpose. They trumpet their efforts to produce healthier foods or more fuel-efficient
vehicles, conserve energy and other resources in their operations, or otherwise make the world a better place.
Influential institutions like the Academy of Management and the United Nations, among many others, encourage
companies to pursue such strategies.
It's not surprising that this idea has won over so many people -- it's a very appealing proposition. You can have
your cake and eat it too!
But it's an illusion, and a potentially dangerous one.
Very simply, in cases where private profits and public interests are aligned, the idea of corporate social
responsibility is irrelevant: Companies that simply do everything they can to boost profits will end up increasing
social welfare. In circumstances in which profits and social welfare are in direct opposition, an appeal to corporate
social responsibility will almost always be ineffective, because executives are unlikely to act voluntarily in the
public interest and against shareholder interests.
Irrelevant or ineffective, take your pick. But it's worse than that. The danger is that a focus on social responsibility
will delay or discourage more-effective measures to enhance social welfare in those cases where profits and the
public good are at odds. As society looks to companies to address these problems, the real solutions may be
ignored.
http://ezproxy.library.berkeley.org/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocview%2F746396923%3Faccountid%3D38129
http://ezproxy.library.berkeley.org/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocview%2F746396923%3Faccountid%3D38129
To get a better fix on the irrelevance or ineffectiveness of corporate social responsibility efforts, let's first look at
situations where profits and social welfare are in synch.
Consider the market for healthier food. Fast-food outlets have profited by expanding their offerings to include
salads and other options designed to appeal to health-conscious consu.
WRTG 293 students, Your first writing assignment will be .docxjeffevans62972
WRTG 293 students,
Your first writing assignment will be to rewrite a set of instructions. The scenario for this
assignment is described below.
________________________
You have just taken a position as a student worker for the Communications Arts Department at
Anderson College. You began your job last week.
Anderson College has an enrollment of 10,000 students. Among this student population, 20% of
the students are international students for whom English is not a native language, 10% of the
students are dual-enrollment high school students, 20% of the students are graduate students, and
the remaining 50% of the student population consists of a mixture of adult learners and
traditional students.
Anderson adopted LEO as its learning management system two years ago. Anderson uses LEO
for both its online classes and its hybrid classes.
Since moving to LEO, Dr. Richard Johnson, Dean of the Undergraduate School at Anderson, and
Dr. Lynn Peterson, Dean of the Graduate School at Anderson, have noticed that both students
taking classes at Anderson and instructors teaching at Anderson are often not aware of the
different settings one can choose to view discussions in LEO. This lack of awareness has caused
confusion and frustration as students and faculty members have attempted to navigate through
the discussions in their classes.
Dr. Johnson and Dr. Peterson tried to address this problem two months ago. At that time, they
asked the previous student worker to write instructions on how to change the settings for
discussions in LEO for the optimal viewing arrangement.
The previous student worker wrote some instructions. However, the worker wrote them very
unprofessionally and poorly. They cannot be distributed to students in their current form.
Moreover, shortly after the student worker finished the instructions, he left his position for
another job.
As a result, Anderson College now has a set of poorly designed instructions that it cannot send
out to students and faculty members. Meanwhile, students and faculty members are still
experiencing frustration with the system, and they need a document that guides them through
how to adjust their settings in LEO for viewing discussions.
Dr. Johnson, who is your immediate supervisor, has now asked you, the new student worker, to
rewrite the instructions that the previous student worker wrote. He has asked you to use the
same graphics the previous student worker used. He has also suggested that you use arrows to
point to sections of the graphics if such arrows can help in understanding specific steps in the
instructions.
Keep in mind that potentially 10,000 students will be using the instructions, in addition to
various faculty members. The instructions should be clear, professional, and well designed.
Moreover, you will want to consider the different types of students at Anderson College,
including their backgrounds and their var.
Writtenn papers include the following minimum elementsCompany.docxjeffevans62972
Writtenn papers include the following minimum elements:
Company Background
Evaluation of the Supply Chain Processes
Drivers of Supply Chain Performance
Network Design
Risk Mitigation within the Supply Chain
Forecasting Practices
Sales & Operations Planning
Inventory Management Practices
Use of Transportation
Decisions in Sourcing
Use of Information Technology for Supply Chain Optimization
Supply Chain Sustainability with Learning Outcomes & Recommendations
.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
1. www.hbr.org
B
E S T
O F
H B R
The Work of
Leadership
by Ronald A. Heifetz and Donald L. Laurie
Included with this full-text
Harvard Business Review
article:
2. The Idea in Brief—the core idea
The Idea in Practice—putting the idea to work
Article Summary
The Work of Leadership
A list of related materials, with annotations to guide further
exploration of the article’s ideas and applications
Further Reading
Followers want comfort,
stability, and solutions from
their leaders. But that’s
babysitting. Real leaders ask
hard questions and knock
people out of their comfort
zones. Then they manage the
resulting distress.
Reprint R0111K
2
3
14
This document is authorized for use only in ANGELA
MONTGOMERY's WAL DDBA 8151 Organizational
3. Leadership: Doctoral Theory and Practice-1 at Laureate
Education - Baltimore from
Dec 2017 to Feb 2019.
B
E S T
O F
H B R
The Work of Leadership
The Idea in Brief The Idea in Practice
C
O
P
Y
R
IG
6. H
T
S
R
E
S
E
R
V
E
D
.
What presents your company with its
toughest challenges? Shifting markets?
Stiffening competition? Emerging tech-
nologies? When such challenges intensify,
you may need to reclarify corporate values,
redesign strategies, merge or dissolve busi-
nesses, or manage cross-functional strife.
These
adaptive challenges
are murky,
systemic problems with no easy answers.
7. Perhaps even more vexing, the solutions
to adaptive challenges
don’t
reside in the
executive suite. Solving them requires the
involvement of people
throughout
your
organization.
Adaptive work is tough on everyone. For
leaders
, it’s counterintuitive. Rather than
providing solutions, you must ask tough
questions and leverage employees’ collec-
tive intelligence. Instead of maintaining
norms, you must challenge the “way we do
business.” And rather than quelling conflict,
you need to draw issues out and let people
feel the sting of reality.
For your
8. employees
, adaptive work is painful—
requiring unfamiliar roles, responsibilities,
values, and ways of working. No wonder
employees often try to lob adaptive work
back to their leaders.
How to ensure that you
and
your employees
embrace the challenges of adaptive work?
Applying the following six principles will help.
1. Get on the balcony.
Don’t get swept up in
the field of play. Instead, move back and forth
between the “action” and the “balcony.” You’ll
spot emerging patterns, such as power strug-
gles or work avoidance. This high-level per-
spective helps you mobilize people to do
adaptive work.
2. Identify your adaptive challenge.
Example:
9. When British Airways’ passengers nick-
named it “Bloody Awful,” CEO Colin Marshall
knew he had to infuse the company with a
dedication to customers. He identified the
adaptive challenge as “creating trust
throughout British Airways.” To diagnose
the challenge further, Marshall’s team min-
gled with employees and customers in
baggage areas, reservation centers, and
planes, asking which beliefs, values, and be-
haviors needed overhauling. They exposed
value-based conflicts underlying surface-
level disputes, and resolved the team’s own
dysfunctional conflicts which impaired
companywide collaboration. By under-
standing themselves, their people, and the
company’s conflicts, the team strength-
ened British Airways’ bid to become “the
World’s Favourite Airline.”
3. Regulate distress.
To inspire change—
without disabling people—pace adaptive
work:
•
First, let employees debate issues and clarify
assumptions behind competing views—
safely.
10. •
Then provide direction. Define
key
issues
and values. Control the rate of change:
Don’t start too many initiatives simulta-
neously without stopping others.
•
Maintain just enough tension, resisting
pressure to restore the status quo. Raise
tough questions without succumbing to
anxiety yourself. Communicate presence
and poise.
4. Maintain disciplined attention.
Encour-
age managers to grapple with divisive issues,
rather than indulging in scapegoating or de-
nial. Deepen the debate to unlock polarized,
superficial conflict. Demonstrate collaboration
to solve problems.
11. 5. Give the work back to employees.
To
instill collective self-confidence—versus de-
pendence on you—support rather than
control people. Encourage risk-taking and
responsibility—then back people up if they
err. Help them recognize they contain the
solutions.
6. Protect leadership voices from below.
Don’t silence whistle-blowers, creative deviants,
and others exposing contradictions within
your company. Their perspectives can provoke
fresh thinking. Ask, “What is this guy
really
talk-
ing about? Have we missed something?”
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12. B
E S T
O F
H B R
The Work of
Leadership
by Ronald A. Heifetz and Donald L. Laurie
harvard business review • december 2001
C
O
P
Y
R
IG
15. H
T
S
R
E
S
E
R
V
E
D
.
Followers want comfort, stability, and solutions from their
leaders. But
that’s babysitting. Real leaders ask hard questions and knock
people out
of their comfort zones. Then they manage the resulting distress.
Sometimes an article comes along and turns the
conventional thinking on a subject not upside
down but inside out. So it is with this landmark
piece by Ronald Heifetz and Donald Laurie, pub-
lished in January 1997. Not only do the authors
introduce the breakthrough concept of adaptive
change—the sort of change that occurs when
people and organizations are forced to adjust
to a radically altered environment—they chal-
16. lenge the traditional understanding of the
leader-follower relationship.
Leaders are shepherds, goes the conventional
thinking, protecting their flock from harsh sur-
roundings. Not so, say the authors. Leaders who
truly care for their followers expose them to the
painful reality of their condition and demand
that they fashion a response. Instead of giving
people false assurance that their best is good
enough, leaders insist that people surpass them-
selves. And rather than smoothing over conflicts,
leaders force disputes to the surface.
Modeling the candor they encourage leaders
to display, the authors don’t disguise adaptive
change’s emotional costs. Few people are likely to
thank the leader for stirring anxiety and uncover-
ing conflict. But leaders who cultivate emotional
fortitude soon learn what they can achieve when
they maximize their followers’ well-being instead
of their comfort.
To stay alive, Jack Pritchard had to change his
life. Triple bypass surgery and medication
could help, the heart surgeon told him, but no
technical fix could release Pritchard from his
own responsibility for changing the habits of a
lifetime. He had to stop smoking, improve his
diet, get some exercise, and take time to relax,
remembering to breathe more deeply each
day. Pritchard’s doctor could provide sustain-
ing technical expertise and take supportive
action, but only Pritchard could adapt his in-
17. grained habits to improve his long-term
health. The doctor faced the leadership task of
mobilizing the patient to make critical be-
havioral changes; Jack Pritchard faced the
adaptive work of figuring out which specific
changes to make and how to incorporate them
into his daily life.
page 3
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The Work of Leadership
• B
EST
OF
HBR
harvard business review • december 2001
18. Companies today face challenges similar to
the ones that confronted Pritchard and his doc-
tor. They face adaptive challenges. Changes in
societies, markets, customers, competition,
and technology around the globe are forcing
organizations to clarify their values, develop
new strategies, and learn new ways of operat-
ing. Often the toughest task for leaders in
effecting change is mobilizing people through-
out the organization to do adaptive work.
Adaptive work is required when our deeply
held beliefs are challenged, when the values
that made us successful become less relevant,
and when legitimate yet competing perspec-
tives emerge. We see adaptive challenges every
day at every level of the workplace—when
companies restructure or reengineer, develop
or implement strategy, or merge businesses.
We see adaptive challenges when marketing
has difficulty working with operations, when
cross-functional teams don’t work well, or
when senior executives complain, “We don’t
seem to be able to execute effectively.” Adap-
tive problems are often systemic problems
with no ready answers.
Mobilizing an organization to adapt its be-
haviors in order to thrive in new business envi-
ronments is critical. Without such change, any
company today would falter. Indeed, getting
people to do adaptive work is the mark of
leadership in a competitive world. Yet for most
senior executives, providing leadership and not
19. just authoritative expertise is extremely diffi-
cult. Why? We see two reasons. First, in order
to make change happen, executives have to
break a longstanding behavior pattern of their
own: providing leadership in the form of solu-
tions. This tendency is quite natural because
many executives reach their positions of au-
thority by virtue of their competence in taking
responsibility and solving problems. But the
locus of responsibility for problem solving
when a company faces an adaptive challenge
must shift to its people.
Solution
s to adaptive
challenges reside not in the executive suite but
in the collective intelligence of employees at
all levels, who need to use one another as re-
sources, often across boundaries, and learn
their way to those solutions.
Second, adaptive change is distressing for
the people going through it. They need to take
on new roles, new relationships, new values,
new behaviors, and new approaches to work.
Many employees are ambivalent about the ef-
20. forts and sacrifices required of them. They
often look to the senior executive to take prob-
lems off their shoulders. But those expecta-
tions have to be unlearned. Rather than fulfill-
ing the expectation that they will provide
answers, leaders have to ask tough questions.
Rather than protecting people from outside
threats, leaders should allow them to feel the
pinch of reality in order to stimulate them to
adapt. Instead of orienting people to their
current roles, leaders must disorient them so
that new relationships can develop. Instead of
quelling conflict, leaders have to draw the is-
sues out. Instead of maintaining norms, leaders
have to challenge “the way we do business”
and help others distinguish immutable values
from historical practices that must go.
Drawing on our experience with managers
from around the world, we offer six principles
for leading adaptive work: “getting on the
balcony,” identifying the adaptive challenge,
regulating distress, maintaining disciplined
attention, giving the work back to people, and
protecting voices of leadership from below.
21. We illustrate those principles with an example
of adaptive change at KPMG Netherlands, a
professional-services firm.
Get on the Balcony
Earvin “Magic” Johnson’s greatness in leading
his basketball team came in part from his ability
to play hard while keeping the whole game situ-
ation in mind, as if he stood in a press box or
on a balcony above the field of play. Bobby Orr
played hockey in the same way. Other players
might fail to recognize the larger patterns of
play that performers like Johnson and Orr
quickly understand, because they are so en-
gaged in the game that they get carried away
by it. Their attention is captured by the rapid
motion, the physical contact, the roar of the
crowd, and the pressure to execute. In sports,
most players simply may not see who is open
for a pass, who is missing a block, or how the
offense and defense work together. Players like
Johnson and Orr watch these things and allow
22. their observations to guide their actions.
Business leaders have to be able to view pat-
terns as if they were on a balcony. It does them
no good to be swept up in the field of action.
Leaders have to see a context for change or cre-
ate one. They should give employees a strong
sense of the history of the enterprise and
what’s good about its past, as well as an idea of
Ronald A. Heifetz
is codirector of the
Center for Public Leadership at Harvard
University’s John F. Kennedy School of
Government in Cambridge, Massachu-
setts.
Donald L. Laurie
is founder and
23. managing director of Laurie Interna-
tional, a Boston-based management
consulting firm. He is also a founder
and partner at Oyster International, an-
other Boston-based management con-
sulting firm. He is the author of
Venture
Catalyst
(Perseus Books, 2001). This
article is based in part on Heifetz’s
Leadership Without Easy Answers
(Belknap Press of Harvard University
Press, 1994).
page 4
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harvard business review • december 2001
the market forces at work today and the re-
sponsibility people must take in shaping the
future. Leaders must be able to identify strug-
gles over values and power, recognize patterns
of work avoidance, and watch for the many
other functional and dysfunctional reactions
to change.
Without the capacity to move back and
forth between the field of action and the bal-
cony, to reflect day to day, moment to mo-
ment, on the many ways in which an organi-
25. zation’s habits can sabotage adaptive work, a
leader easily and unwittingly becomes a pris-
oner of the system. The dynamics of adaptive
change are far too complex to keep track of,
let alone influence, if leaders stay only on the
field of play.
We have encountered several leaders, some
of whom we discuss in this article, who man-
age to spend much of their precious time on
the balcony as they guide their organizations
through change. Without that perspective,
they probably would have been unable to mo-
bilize people to do adaptive work. Getting on
the balcony is thus a prerequisite for following
the next five principles.
Identify the Adaptive Challenge
When a leopard threatens a band of chimpan-
zees, the leopard rarely succeeds in picking off
a stray. Chimps know how to respond to this
kind of threat. But when a man with an auto-
26. matic rifle comes near, the routine responses
fail. Chimps risk extinction in a world of
poachers unless they figure out how to disarm
the new threat. Similarly, when businesses
cannot learn quickly to adapt to new chal-
lenges, they are likely to face their own form
of extinction.
Consider the well-known case of British
Airways. Having observed the revolutionary
changes in the airline industry during the
1980s, then chief executive Colin Marshall
clearly recognized the need to transform an
airline nicknamed Bloody Awful by its own
passengers into an exemplar of customer ser-
vice. He also understood that this ambition
would require more than anything else changes
in values, practices, and relationships through-
out the company. An organization whose
people clung to functional silos and valued
pleasing their bosses more than pleasing cus-
tomers could not become “the world’s favorite
airline.” Marshall needed an organization dedi-
cated to serving people, acting on trust, re-
27. specting the individual, and making team-
work happen across boundaries. Values had to
change throughout British Airways. People
had to learn to collaborate and to develop a
collective sense of responsibility for the direc-
tion and performance of the airline. Marshall
identified the essential adaptive challenge:
creating trust throughout the organization. He
is one of the first executives we have known to
make “creating trust” a priority.
To lead British Airways, Marshall had to get
his executive team to understand the nature of
the threat created by dissatisfied customers:
Did it represent a technical challenge or an
adaptive challenge? Would expert advice and
technical adjustments within basic routines
suffice, or would people throughout the com-
pany have to learn different ways of doing
business, develop new competencies, and
begin to work collectively?
Marshall and his team set out to diagnose in
more detail the organization’s challenges. They
looked in three places. First, they listened to
28. the ideas and concerns of people inside and
outside the organization—meeting with crews
on flights, showing up in the 350-person reser-
vations center in New York, wandering
around the baggage-handling area in Tokyo, or
visiting the passenger lounge in whatever air-
port they happened to be in. Their primary
questions were, Whose values, beliefs, atti-
tudes, or behaviors would have to change in
order for progress to take place? What shifts in
priorities, resources, and power were neces-
sary? What sacrifices would have to be made
and by whom?
Second, Marshall and his team saw conflicts
as clues—symptoms of adaptive challenges.
The way conflicts across functions were being
expressed were mere surface phenomena; the
underlying conflicts had to be diagnosed. Dis-
putes over seemingly technical issues such as
procedures, schedules, and lines of authority
were in fact proxies for underlying conflicts
about values and norms.
Third, Marshall and his team held a mirror
29. up to themselves, recognizing that they em-
bodied the adaptive challenges facing the orga-
nization. Early in the transformation of British
Airways, competing values and norms were
played out on the executive team in dysfunc-
tional ways that impaired the capacity of the
rest of the company to collaborate across func-