Management And Leadership 400 Series 6 Papers 2 To 4 Pages. NO PLAGERISM OF ANY KIND….Let Me Know Needed By Sunday 6PM. Professor Kim

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Module 1 – Case

Leadership Traits, Behaviors, and Styles

Assignment Overview

Image of Larry EllisonAll of you have probably read quite a bit about the world’s wealthiest man—Bill Gates. But some of you are probably not nearly as familiar with Bill Gates’s main rival and world’s seventh wealthiest man—former Oracle CEO Larry Ellison. Ellison recently retired as CEO but is still active as the chair of Oracle’s board of directors. Unlike Gates, who is relatively reserved, Ellison is known for his extravagant lifestyle and boastful interviews.

The rivalry between Ellison and Gates is legendary, but not quite as much is known about Ellison’s leadership style. He has been described as a “jerk,” and his managerial style has been described as “take no prisoners.” While he is unquestionably a very strong leader, he has also been criticized for spending a lot of time playing golf while leaving many leadership duties to his subordinates.

For this assignment, read up on leadership traits, leadership behaviors, and leadership styles in the required background materials. Then read up on Larry Ellison and find as much as you can about his personality and leadership style. Finally, try to apply what you’ve read in the required background materials about leadership traits, behaviors, and styles to what you found out about Larry Ellison.

Here are some articles to get you started on your research about Ellison:

Mendleson, R. (2010, November 8). Why it pays to be a jerk. Canadian Business, 83, 28-30, 32, 34. [ProQuest]

Leibovich, M. (2000, October 30). The outsider, his business and his billions series. The Washington Post, p. A1. [ProQuest]

Hymowitz, C. (2005, July 12). Working fewer hours is hard for most CEOs, but some find a way. Wall Street Journal, p. B1. [ProQuest]

Case Assignment

Once you are finished with your research on Ellison and have thoroughly reviewed the background materials on leadership traits, behaviors, and styles, write a 4- to 5-page paper addressing the questions below. For each answer, make sure to cite at least one of the Case Assignment articles listed on this page as well as one of the required textbook chapters from the background materials—for example, Hiriyappa (2009), or Bauer and Erdogan (2012).

1. How would you describe Ellison’s personality and leadership traits? Refer to the specific leadership traits discussed in Hiriyappa (2009) or Bauer and Erdogan (2012).

2. Would you describe Ellison’s behavior as being task-oriented, or people/relationship-oriented? Refer to Hiriyappa (2009) and Bauer and Erdogan (2012).

3. How would you describe Ellison’s leadership style? Consider the leadership styles discussed in the “Types of Leaders/Leadership Styles” section of Chapter 10 of Hiriyappa (2010).

Assignment Expectations

· Follow the assignment instructions closely and follow all steps listed in the instructions.

· Stay focused on the precise assignment questions; don’t go off on tangents or devote a lot of space to summarizing general background materials

· List supporting references and cite sources in proper format.

· Use appropriate writing style in essay form (organization, grammar, and spelling).

· Include both a bibliography and in-text citations. See the Student Guide to Writing a High-Quality Academic Paper , including pages 11-14 on in-text citations. Another resource is the “Writing Style Guide,” which is found under “My Resources” in the TLC portal.

 

 

Mod 1 SLP

Module 1 – SLP

Leadership Traits, Behaviors, and Styles

For the Session Long Project you will be applying the concepts in the background materials to your own personal experiences in the workplace. For this first SLP assignment you will choose a supervisor that you personally worked for and got to know well, and compare and contrast this supervisor’s leadership characteristics with your own personal leadership characteristics using the concepts from the required background materials. Carefully reflect on your supervisor’s traits, behaviors, and leadership styles. Then write a 2- to 3-page paper addressing the following issues:

1. Overall, is your current role more of a leadership or a management role? How about your supervisor? Are they a manager or leader? Refer to the section on “Differences between Leadership and Management” in Chapter 10 of Hiriyappa (2010).

2. What key differences in leadership traits do you see between yourself and your supervisor? Refer to specific leadership traits discussed in the required textbook chapters.

3. What key differences in leadership behaviors do you see between yourself and your supervisor? Refer to the concepts of being task-oriented, or people-centered/relationship-oriented that are discussed in the required background materials.

4. How would you compare your own leadership style with that of your supervisor? Consider leadership styles discussed in the background text materials such as autocratic style, participative/democratic style, and laissez-faire/free-rein style.

SLP Assignment Expectations

· Follow the assignment instructions closely and follow all steps listed in the instructions.

· Stay focused on the precise assignment questions; don’t go off on tangents or devote a lot of space to summarizing general background materials

· List supporting references and cite sources in proper format.

· Use appropriate writing style in essay form (organization, grammar, and spelling).

· Include both a bibliography and in-text citations. See the Student Guide to Writing a High-Quality Academic Paper , including pages 11-14 on in-text citations. Another resource is the “Writing Style Guide,” which is found under “My Resources” in the TLC portal.

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MOD 2 CASE Study

 

Module 2 – Case

One Size Doesn’t Fit All: Situational Approaches to Leadership

Assignment Overview

https://tlc.trident.edu/content/enforced/117930-MGT401-2018JAN29FT-2/Modules/Module2/M2-home-hersey-blanchard-situational%20leadership%20model.png?_&d2lSessionVal=9pyLJftrz0Sig4p8VaNpcPm6M&ou=117930For this assignment, first review the background materials with a focus on Hersey and Blanchard’s Situational Leadership model. Make sure you are familiar with the four leadership styles covered in the situational approach including Directing, Coaching, Supporting, and Delegating and situations where you are supposed to use these four styles.

Also, familiarize yourself with the more complex Path-Goal model and Fiedler’s Contingency model. You don’t need to know these two models in as much detail as the Situational model to complete this assignment, but make sure you understand the main idea of these models as well as some of their main advantages and disadvantages.

Case Assignment

1. For each of the following situations, explain which of the four leadership styles covered in the Situational model should be used and explain your reasoning with references to Chapter 4 of Avery (2011) and at least one other required reading from the background materials:

A. You are in charge of a team of architects. They are highly skilled but have strong opinions and do not necessarily follow instructions. These architects are independent thinkers who are used to doing things their own way.

B. You are in charge of a fast-food restaurant. The employees are all teenagers who have not yet graduated from high school, and this is the first job for most of them.

C. You are the supervisor of a team of software engineers. They are all highly skilled and highly motivated, and are used to working independently. All of them believe in the mission of the company.

2. Each of the three models (Situational, Fielder Contingency, Path-Goal) covered in this module involves both “inputs” and “outputs.” For example, Situational Leadership involves taking employee commitment and competency as inputs and then—based on the employee information—choosing Directing, Coaching, Supporting, or Delegating as an output. Create a table comparing and contrasting the three models in terms of inputs and outputs, and include a 1- or 2-paragraph discussion of your table.

3. Based on your table in Part 2 above and the readings, which of the three models do you think is most useful? Take into consideration both its ability to adapt leadership styles to realistic situations you may face, as well as ease of use of the model.

Assignment Expectations

· Follow the assignment instructions closely and follow all steps listed in the instructions.

· Stay focused on the precise assignment questions; don’t go off on tangents or devote a lot of space to summarizing general background materials

· List supporting references and cite sources in proper format.

· Use appropriate writing style in essay form (organization, grammar, and spelling).

· Include both a bibliography and in-text citations. See the Student Guide to Writing a High-Quality Academic Paper , including pages 11-14 on in-text citations. Another resource is the “Writing Style Guide,” which is found under “My Resources” in the TLC portal.

 

 

MOD 2 SLP

 

Module 2 – SLP

One Size Doesn’t Fit All: Situational Approaches to Leadership

For the Module 2 SLP assignment you will continue to apply the concepts from the background materials to your own personal experiences in the workplace. Think carefully about Hersey and Blanchard’s Situational Leadership model and the four leadership styles of Directing, Coaching, Supporting, and Delegating. Then consider the styles of one or more of the supervisors you have worked with, and reflect upon whether or not their style changed depending on the situation.

After doing some reflecting on your own experiencing and reviewing the background materials, write a 2- to 3-page paper addressing the following issues:

1. Take a look at the four developmental levels D1-D4 discussed in Avery (2004). Which of these levels best describes the developmental level of your supervisor’s full team?

2. How would you describe the tasks required of your supervisor’s full team? Are they structured or unstructured?

3. Overall, how well does your supervisor’s leadership style match with the developmental level of their team and the characteristics of the team’s tasks? Consider the Situational Leadership model for developmental level and the Path-Goal model for task characteristics in your answer.

4. Based on either the Situational Leadership or Path-Goal model, do you have any recommendations for how your supervisor could change their leadership style?

SLP Assignment Expectations

· Follow the assignment instructions closely and follow all steps listed in the instructions.

· Stay focused on the precise assignment questions; don’t go off on tangents or devote a lot of space to summarizing general background materials

· List supporting references and cite sources in proper format.

· Use appropriate writing style in essay form (organization, grammar, and spelling).

· Include both a bibliography and in-text citations. See the Student Guide to Writing a High-Quality Academic Paper , including pages 11-14 on in-text citations. Another resource is the “Writing Style Guide,” which is found under “My Resources” in the TLC portal.

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MOD 3 Case Study

Module 3 – Case

Change-Oriented Leadership: Transformational and Charismatic Leaders

Assignment Overview

Image of Travis Kalanick

Travis Kalanick was the founding CEO of the ride-sharing giant Uber. Under his leadership, Uber has become a globally successful firm with a valuation over $60 billion. Kalanick is in his early forties, but Uber is the third firm that he started. Earlier in his career he founded the file-sharing company Scour which ended up going bankrupt due to lawsuits. He had more success with another file-sharing company called Red Swoosh which he later sold for $19 million.

In spite of all of his accomplishments and success, he has always been a controversial CEO. Recently he was caught on video berating an Uber driver, a video that went viral. He has also faced allegations of fostering a toxic corporate culture. After facing a continuing wave of negative publicity, Kalanick had to step aside as CEO, but remains as a powerful member of Uber’s Board of Directors.  He is also still one of their major shareholders, so even though another CEO will be managing the day-to-day, affairs he is likely to remain as a major leader within Uber.

For this paper you should first thoroughly review the background readings and make sure you are clear on the distinction between charismatic, transformational, and transactional leadership. Then do some research on Travis Kalanick’s leadership style. There is no shortage of articles about Travis Kalanick and Uber. But harder to find are articles on what kind of leader he is and how he leads his employees. Here are a few articles to get you started, but if you can find articles that are more recent or have more information about his leadership style, feel free to use them in your paper instead:

Top of Form

Hook, L. (2017, March 10). Uber: The crisis inside the “cult of Travis.” Financial Times, p. 11. [ProQuest]

Somerville, H. (2017, April 13). Uber CEO’s iron grip poses challenge in COO search. Reuters. Retrieved from https://www.reuters.com/article/us-uber-governance/uber-ceos-iron-grip-poses-challenge-in-coo-search-idUSKBN17F1CO?il=0

Fast Company. (2015, September 25). Travis Kalanick, the fall and spectacular rise of the man behind Uber. South China Morning Post. Retrieved from http://www.scmp.com/magazines/post-magazine/article/1860723/travis-kalanick-fall-and-spectacular-rise-man-behind-uber

Bottom of Form

Case Assignment

After you have reviewed the background materials and done some research on Travis Kalanick, write a 4- to 5-page paper addressing the issues below. Make sure to cite both required background readings such as Barine and Minja (2012) or Luthans et al. (2015) as well as specific articles on Travis Kalanick.

1. Does Travis Kalanick meet the definition of a charismatic leader based on what you’ve read? Explain your answer using both the required background textbook readings as well as specific information you found about Kalanick.

2. Does Travis Kalanick meet the definition of a transformational leader based on what you’ve read? Explain your answer using both the required background textbook readings as well as specific information you found about Kalanick.

3. Does Travis Kalanick meet the definition of a transactional leader based on what you’ve read? Explain your answer using both the required background textbook readings as well as specific information you found about Kalanick.

4. Overall, what do you believe are the main benefits and drawbacks of Travis Kalanick’s approach to leadership? Do you think he needs to make major changes in his leadership style?

Assignment Expectations

· Follow the assignment instructions closely and follow all steps listed in the instructions.

· Stay focused on the precise assignment questions; don’t go off on tangents or devote a lot of space to summarizing general background materials

· List supporting references and cite sources in proper format.

· Use appropriate writing style in essay form (organization, grammar, and spelling).

· Include both a bibliography and in-text citations. See the Student Guide to Writing a High-Quality Academic Paper , including pages 11-14 on in-text citations. Another resource is the “Writing Style Guide,” which is found under “My Resources” in the TLC porta

 

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MOD 3 SLP

Module 3 – SLP

Change-Oriented Leadership: Transformational and Charismatic Leaders

For the Module 3 SLP assignment you will be again be applying the concepts from the background materials to your own personal experiences. You can write about the same supervisor you wrote about in Modules 1 and 2, or choose a different supervisor that you worked with and got to know well.

Carefully review the concepts and definitions of charismatic, transformational, and transactional leadership. Then write a 2- to 3-page paper addressing the following issues using specific examples from your personal experiences:

1. Describe a situation you experienced in the workplace when a current or past supervisor used a transformational or charismatic approach to motivate their employees. Was it effective?

2. Describe a situation you experienced in the workplace when a current or past supervisor used a transactional approach to motivate their employees. Was it effective?

3. Based on what you’ve read for this class so far as well as from your own experience working with different supervisors, do you think transformational and charismatic leadership can be learned or do you think it something you are born with? To support your answer, use both of the following: your personal experiences and references from the required background materials.

SLP Assignment Expectations

· Follow the assignment instructions closely and follow all steps listed in the instructions.

· Stay focused on the precise assignment questions; don’t go off on tangents or devote a lot of space to summarizing general background materials

· List supporting references and cite sources in proper format.

· Use appropriate writing style in essay form (organization, grammar, and spelling).

· Include both a bibliography and in-text citations. See the Student Guide to Writing a High-Quality Academic Paper , including pages 11-14 on in-text citations. Another resource is the “Writing Style Guide,” which is found under “My Resources” in the TLC portal.

 
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MGT-550 Milestone 3

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MGT 550 Milestone Three Guidelines and Rubric Overview: For Milestone Three, you will craft the external message that will be used to address the problem you identified in the case study. To access the final project case study, “Research in Motion: Sincerely, a RIM Employee (A),” refer to the HBR coursepack link in your syllabus. In doing so, you will specify the mediums you will use to deliver the message, explain why the mediums are important, and outline the target audience. Furthermore, you will explain how the message promotes the organization’s strategic goals. Finally, identify potential sources of conflict that may arise as a result of your external communication. Consider the message you are communicating as well as the medium(s) used. Prompt: Prepare a draft of your external communication to address the identified problem. Specifically, the following critical elements must be addressed:

III. External Communication A. Determine the medium(s) that you will use to deliver your message and explain how you made this decision. B. Define the target audience of your external communication. Include key factors and any cultural factors about this audience that you

considered. C. Craft the message that you will communicate externally and defend how the message promotes the organization’s strategic goals. D. Identify potential sources of conflict that may arise as a result of your external communication. Consider the message you are communicating,

as well as the medium(s) used. Use the following rubric to help you address the critical elements appropriately.

Rubric Guidelines for Submission: Your external communication should be 4 to 5 pages in length with double spacing, one-inch margins, 12-point Times New Roman font, and adherence to the latest edition of APA formatting.

Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value

External Communication:

Medium(s)

Determines the medium(s) that will be used to deliver message and explains how this decision was made, supported by text and other scholarly sources

Determines the medium(s) that will be used to deliver message but does not explain how this decision was made or explanation is cursory, illogical, or not supported by text or other scholarly sources

Does not determine the medium(s) that will be used to deliver message

22.5

External Communication:

Audience

Defines the target audience of internal communication, including key factors and any cultural factors that were considered, supported by text and other scholarly sources

Defines the target audience of internal communication but definition is vague or key factors and cultural factors are missing or not supported by text or other scholarly sources

Does not define the target audience of internal communication

22.5

 

 

External

Communication: Message

Crafts external communication message and defends how message promotes organization’s strategic goals, supported by text and other scholarly sources

Crafts external communication message and defends how message promotes organization’s strategic goals but defense lacks cogent connections to the message or strategic goal promotion is illogical or not supported by text or other scholarly sources

Does not craft external communication message

22.5

External Communication:

Conflict

Identifies potential sources of conflict as a result of the communication, supported by text and other scholarly sources

Identifies potential sources of conflict as a result of the communication but response is illogical or does not consider the messaging and the mediums used or is not supported by text or other scholarly sources

Does not identify potential sources of conflict as a result of the communication

22.5

Articulation of Response

Submission has no major errors related to citations, grammar, spelling, syntax, or organization

Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas

Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas

10

Total 100%

 
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Week 8 Final Project

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Individual Paper- Each student will choose three cases, each from a different chapter, from the readings in weeks 5, 6 and 7 (Chapters 13, 14, 15 and 16). No students on a team will choose the same cases and there should be no duplicate cases. A Reference page should be provided. (100 points)

Use the following cases

chapter 14 case 1: O’Connor v. Ortega 480 U.S. 709 (1987) page 781

chapter 15 Case 1: Commonwealth v. Hunt page 827

Chapter 16 Case 3: Varity Corp. v. Howe page 893

Your responses should be well-rounded and analytical, and should not just provide a conclusion or an opinion without explaining the reason for the choice. For full credit, you need to use the material from the week’s lectures, text and/or discussions when responding to the questions.

Utilize the case format below:

Read and understand the case. Show your Analysis and Reasoning and make it clear you understand the material. Be sure to incorporate the concepts of the chapter we are studying to show your reasoning. Dedicate at least one sub-heading to each following outline topic:

Facts [Summarize only those facts critical to the outcome of the case]

Issue [Note the central question or questions on which the case turns]

Explain the applicable law(s). Use the textbook here. The law should come from the same chapter as the case. Be sure to use citations from the textbook including page numbers.

Holding [How did the court resolve the issue(s)? Who won?]

Reasoning [Explain the logic that supported the court’s decision]

Dedicate 1 sub-heading to each of the case questions immediately following the case. First, restate the question and then fully answer.

Conclusion. This should summarize the key aspects of the decision and also your recommendations on the court’s ruling

Include citations and a reference page with your sources. Use APA style citations and references.

 

Reflection.  The Week 8 submittal also include a separate reflection paper from each student.. The paper should be between 1-2 pages in length.. This should cover all of the work in this course. Students should address the three most significant cases or concepts they learned in our course with citations.  (50 points).

Rubrics:

Paper Rubric: 100 points (Each student graded separately).

Category Points Description:

  • Use of Case Format: 60 Points (20 points per case). Paper is clear and fully contains the facts, issues, applicable law, holding, reasoning and conclusion. The presentation contains well rounded and analytical, and should not just provide a conclusion or an opinion without explaining the reason for the choice. The paper incorporates the concepts of the chapter from which the case was chosen.
  • Case Questions: 30 Points (10 points per case). Dedicates 1 subheading to each of the case questions immediately following the case. Restates the question and then fully answers.
  • APA Format: 10 Points.  Includes citations and a reference page with your sources. Use APA style citations and references.

 

Reflection Paper: 50 points. Each student will individually prepare a paper that reflects on their course learning and should be between 2-3 pages in length.  This should cover all of the work in this course. Students should address the 3 most significant cases or concepts learned in our course with citations.

  • Case or Concepts Presentation: 30 points (10 points each).
  • Analysis: 10 points.  Presentation reflects higher level understanding and explanation of cases/concepts presented.
  • APA Format: 10 Points. Includes citations and a reference page with your sources. Use APA style citations and references.
 
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Behavioral Competencies

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Behavioral Competencies

Behavioral Competencies

In this section, you will determine strategic HR initiatives that support people, organizations, and workplaces under the technical competency while selecting the most appropriate behavioral competencies.

You must select at least one behavioral competency in addressing each domain (i.e., business, leadership, or interpersonal).

A. Determine HR initiatives that support the people technical competency and explain which behavioral competencies within the business domain are the most appropriate.

HR Initiatives for People Technical Competency

Implement comprehensive training programs. These programs enhance employee skills, ensuring alignment with organizational goals and technological advancements.

Foster a culture of continuous learning. Encourage employees to pursue professional development opportunities and stay updated with industry trends.

Introduce mentorship programs. Pair experienced employees with new hires to facilitate knowledge transfer and professional growth.

Develop robust recruitment strategies. Focus on attracting talent that aligns with the company’s values and technical requirements.

Implement performance management systems. Regularly evaluate and provide feedback to employees, promoting growth and addressing any performance gaps.

Behavioral Competencies within the Business Domain

Effective communication is essential. It ensures clear conveyance of ideas and expectations, fostering a collaborative work environment.

Adaptability is crucial. Employees must navigate changing business landscapes and adjust strategies accordingly.

Leadership skills are vital. Leaders inspire and motivate teams, driving organizational success through strategic vision and guidance.

Critical thinking is important. It helps in analyzing complex problems and making informed decisions that benefit the organization.

Teamwork enhances performance. Collaborative efforts lead to innovative solutions and a supportive workplace culture.

 

B. Determine HR initiatives that support the organization’s technical competency and explain which behavioral competencies within the leadership domain are the most appropriate.

 

C. Determine HR initiatives that support the workplace technical competency and explain which behavioral competencies within the interpersonal domain are the most appropriate.

 

D. Recommend strategic HR initiatives across the organization that utilize a combination of behavioral competencies and explain why this is the most appropriate approach.

Guidelines for Submission: This milestone must be submitted as a 3- to 4-page Word document with double spacing, 12-point Times New Roman font, and one-inch margins. Use the latest edition of the APA manual for formatting and citations.

 

References

https://www.aihr.com/blog/hr-initiatives-examples/

 
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PROBLEM SET 6,7

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Problem Set 6″ for BUSN603 D003 Win 15

Part 1 of this quiz is based on the information in Problem 13-10 and Part 2 is based on the information in Problem 13-15 in the Textbook.

Please review the Single-Channel Queuing Model in Section 13.4 of the textbook before taking this quiz. You may find it very helpful to go through the examples presented in Program 13.1 in the textbook as well as in the Week 5 PowerPoint Slides (13-9 to 13-10 and 13-20 to 13-28). Please also join our Discussion Post 6a for any additional tips and hints on completing this quiz.

If you use “by the chapter” list to find the appropriate program to use in Excel QM, then you actually have to look in Chapter 14 instead of 13.

Part 1 of 2 – Part 1

This part of the question is based on the following information.

The Schmedley Discount Department Store has approximately 300 customers shopping in its store between 9 A.M. and 5 P.M. on Saturdays. In deciding how many cash registers to keep open each Saturday, Schmedley’s manager considers two factors: customer waiting time (and the associated waiting cost) and the service costs of employing additional checkout clerks. Checkout clerks are paid an average of $8 per hour. When only one is on duty, the waiting time per customer is about 10 minutes (or hour); when two clerks are on duty, the average checkout time is 6 minutes per person; 4 minutes when three clerks are working; and 3 minutes when four clerks are on duty.

Schmedley’s management has conducted customer satisfaction surveys and has been able to estimate that the store suffers approximately $10 in lost sales and goodwill for every hour of customer time spent waiting in checkout lines.

Please fill out the following table to answer the quiz questions in Part 1. (You may also download the attached worksheet.)

Number of checkout clerks
1               2           3             4
Number of customers                         300            300     300            300
Average waiting time (per customer)
Total customer waiting time
Cost per waiting hour
Total waiting cost
Checkout clerk hourly salary
Total pay of clerks for an 8-hour shift
Total expected cost

 

Question 1 of 10
 10.0 Points

 

The total customer waiting time is  hours when there is only one clerk, and it will be reduced to only  hours if there are four clerks. (Please only enter an integer and include no units.)
Mark for Review What’s This?
Question 2 of 10
 10.0 Points

 

The total wait cost is  dollars when there is only one clerk, and it will be reduced to only dollars if there are four clerks. (Please only enter an integer and include no units.)

Mark for Review What’s This?
Question 3 of 10
 10.0 Points

 

The total cost of hiring is only  dollars when there is only one clerk, and it will be increased to  dollars if there are four clerks. (Please only enter an integer and include no units.)

Mark for Review What’s This?
Question 4 of 10
 10.0 Points

To minimize the total expected cost based on your calculations above, the optimal number of clerks to have on duty each Sunday is ___________.

 

 A.1
 B.2
 C.3
 D.4
Part 2 of 2 – Part 2

This part of the question is based on the following information.

The wheat harvesting season in the American Midwest is short, and most farmers deliver their truckloads of wheat to a giant central storage bin within a two-week span. Because of this, wheat-filled trucks waiting to unload and return to the fields have been known to back up for a block at the receiving bin. The central bin is owned cooperatively, and it is to every farmer’s benefit to make the unloading/storage process as efficient as possible. The cost of grain deterioration caused by unloading delays, the cost of truck rental, and idle driver time are significant concerns to the cooperative members. Although farmers have difficulty quantifying crop damage, it is easy to assign a waiting and unloading cost for truck and driver of $18 per hour. The storage bin is open and operated 16 hours per day, 7 days per week, during the harvest season and is capable of unloading 35 trucks per hour according to an exponential distribution. Full trucks arrive all day long (during the hours the bin is open) at a rate of about 30 per hour, following a Poisson pattern.

The cooperative, as mentioned, uses the storage bin only two weeks per year. Farmers estimate that enlarging the bin would cut unloading costs by 50% next year. It will cost $9,000 to do so during the off season.

 

Question 5 of 10
 10.0 Points

 

The average number of trucks in the system is  trucks. (Please only enter an integer and include no units.)

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Question 6 of 10
 10.0 Points

 

The average time per truck spent in the system is  minutes. (Please only enter an integer and include no units.)

Mark for Review What’s This?
Question 7 of 10
 10.0 Points

 

The utilization rate for the bin area is  . (Please round it to two decimal points.)

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Question 8 of 10
 10.0 Points

 

The probability that there are more than 3 trucks in the system is about  . (Please round it to two decimal points.)
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Question 9 of 10
 10.0 Points

 

The total daily cost in the unloading process is  per day. (Please only enter an integer and include no units.)
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Question 10 of 10
 10.0 Points

 

Based on the above calculation, the net saving/loss of enlarging the bin is  dollars, hence the cooperative  proceed to enlarge the bin. (Please round to an integer and include no units. Use a “-” sign in front the number to indicate a net loss, if there is a loss. Also, enter only “should” or “should not” in the second blanket.)
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Problem Set 7″ for BUSN603 D003 Win 15

Part 1 of this quiz is based on the information in Problem 16-9 and Part 2 is based on the information in Problem 16-16 and Problem 16-17 in the Textbook.

Please review the Control Charts introduced in Section 16.4 in the textbook before taking this quiz. You may find it very helpful to go through the examples presented in Program 16.2 in the textbook as well as in the Week 5 PowerPoint Slides (16-22 to 16-23).

If you use “by the chapter” list to find the appropriate program to use in Excel QM, then you actually have to look inChapter 17 instead of 16.

Part 1 of 2 – Part 1

This part of the question is based on the following information.

When set at the standard position, Autopitch can throw hard balls toward a batter at an average speed of 60 mph. Autopitch devices are made for both major- and minor-league teams to help them improve their batting averages. Autopitch executives take samples of 10 Autopitch devices at a time to monitor these devices and to maintain the highest quality. The average range is 3 mph. Using control chart techniques, determine control-chart limits for averages and ranges for Autopitch.

Please use the attached table or Excel QM to answer the following questions.

 

Question 1 of 10
 10.0 Points

 

Based on the attached table or Excel QM, the upper control limit for averages is  . (Please round it to two decimal points and include no units.)
Mark for Review What’s This?
Question 2 of 10
 10.0 Points

 

Based on the attached table or Excel QM, the lower control limit for averages is  . (Please round it to two decimal points and include no units.)
Mark for Review What’s This?
Question 3 of 10
 10.0 Points

 

Based on the attached table or Excel QM, the upper control limit for ranges  . (Please round it to two decimal points and include no units.)
Mark for Review What’s This?
Question 4 of 10
 10.0 Points

 

Based on the attached table or Excel QM, the lower control limit for ranges is  . (Please round it to two decimal points and include no units.)
Mark for Review What’s This?
Part 2 of 2 – Part 2

This part of the question is based on the following information.

Colonel Electric is a large company that produces light bulbs and other electrical products. One particular light bulb is supposed to have an average life of about 1,000 hours before it burns out. Periodically the company will test 5 of these and measure the average time before these burn out. The attached table gives the results of 10 such samples.

 

 

Question 5 of 10
 10.0 Points

 

The overall average of these means is  , and the overall average range is . (Please round it to one decimal point and include no units.)
Mark for Review What’s This?
Question 6 of 10
 10.0 Points

 

Based on the result in Question 5 and the attached table for Part 1 or Excel QM, the upper control limit for a 99.7% control chart for the mean/average is  . (Please round it to two decimal points and include no units.)
Mark for Review What’s This?
Question 7 of 10
 10.0 Points

 

Based on the result in Question 5 and the attached table in Part 1 or Excel QM, the lower control limit for a 99.7% control chart for the mean/average is  . (Please round it to two decimal points and include no units.)
Mark for Review What’s This?
Question 8 of 10
 10.0 Points

Does this process appear to be in control in terms of the mean?

 

 A.Yes.
 B.No.

Reset Selection

Mark for Review What’s This?
Question 9 of 10
 10.0 Points

 

Based on the result in Question 5 and the attached table for Part 1 or Excel QM, the upper control limit for a 99.7% control chart for the range is  and the the lower control limit is . (Please round it to two decimal points and include no units.)
Mark for Review What’s This?
Question 10 of 10
 10.0 Points

Does this process appear to be in control in terms of the range?

 

 A.Yes.
 B.No.
 
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Structure And Culture 5 Questions

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HRMT 300 Organizational Behaviour F15

Professor: Victor Iyekekpolor viyekekp@my.centennialcollege.ca   

Structure and Culture 7.5% of final grade

Due: Week 12

 

This assignment must be completed in teams of no less than three people but a maximum of five team members is acceptable.

 

Fairfax Financial Holdings Limited (Ticker Symbol: FFH) is a Toronto-based financial services holding company whose CEO is PremWatsa.

You must provide references for your research.

 

1. Is FFH centralized or decentralized? Provide evidence to support your answer.

2. Based on your answer to Question 1, is there a narrow or wide span of control at the holding company? Explain why with evidence to support your answer.

3. Does FFH employ a functional, divisional, or matrix structure? Explain your answer and provide evidence to support it.

4. How would you describe the culture at FFH? Hint: This requires research.

5. Consider the four ways of maintaining/perpetuating organizational culture. Identify one of these that you believe FFH uses and provide evidence to support your answer.

 

Your responses should be in formal sentence/paragraph structure with correct spelling and grammar. Point form responses are not acceptable. Assignments are graded on quality, not length.

 

Grading

All questions will be graded using the rubric below and then a mark out of 25, and 5 marks will be assigned for Spelling, Grammar, Format, Neatness, Overall readability, Research

Total Marks= 30

 

Grading Rubric

Level 5 Level 4 Level 3 Level 2 Level 1 Level 0
Insightful with excellent critical thinking

Excellent research with explicit examples and proof to support position taken

Understanding of OB principles is clearly shown

 Good critical thinking evident

Some evidence from articles and/or research present to support position taken

Reasonable understanding of OB principles is shown

 Some research and critical thinking shown

May lack evidence from sources to support position taken

Incomplete or incorrect understanding of OB principles is shown

 Answer is somewhat specific but lacks proof from sources

Clear evidence of critical thinking may be lacking

Incomplete or incorrect understanding of OB principles is shown

 Vague, general, non-specific answer with little research or critical thinking

Understanding of OB principles is not evident

 Element is missing
 
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Inner And Outer Game Presentation Rewriting

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Inner and Outer Game in Leadership

Self assessment

Leadership role and Environment

In my job in management I strive to achieve a balance in my inner and outer game (consciousness and competence) as this is necessary in order to be effective

The job environment can be very stressful and one must thereby not judge themselves too harshly when one does not perform as well expected as this may tib off on the staff. If this happens they may start to lose trust in management which would further reduce performance

A little self criticism is not entirely bad but once it is pushed over the ;imit it can become self-destructive. Even if am a perfectionist I try to set realistic standards so that I don’t wear myself too much. The key words are “a healthy balance”

It takes more than skill to be an effective manager, a person also needs that their inner qualities are also in line with their objectives as a mismatch will do them a disservice. Great leadership resonates with the deepest parts of ourselves it has a lot to do with a person’s character, courage and conviction(Anderson, Anderson, Adams & Adams, 2015)

2

Leadership process in outer game

In whatever capacity I act as a leader I try to deal with people at a personal level. I like it when they identify with the team and there is a sense of solidarity. In the past this has worked in my favor as people tend to cooperate more when they identify with the task

To assert authority I often do not need to use affirm hand I just make everyone feel valued and important to the team effort

In addition I insist on quality and efficiency in work. I give clear expectation and expect my subordinates to deliver. This does not mean I create a toxic work environment I make it such that they can cooperate on whatever they are doing

Teamwork is essential in the workplace as it enables delegation, manager is able to cooperate with employee and decide who are the most qualified to handle certain tasks. These people are handed those responsibilities and since they are the most qualified, they deliver. Team work also ensures efficiency as when people come together they can complete a job faster and more accurately. It also creates a workplace that is productive in the sense members are willing to come together and brainstorm on solutions to challenges that may face the comoany. This cohesiveness makes the workplace a place employees enjoy and gives them a supportive framework where they can lean on each other (Hunziker, Johansson, Tschan, Semmer, Rock, Howell, & Marsch, 2011).

3

Leadership competencies in outer game

From the results I can deduce that I am good in fostering teamwork, this is because I can foster teams and am also a collaborator. In addition I scored quite high in interpersonal intelligence which implies am good at reading people or situation or simply perceptive

I also scored high on integrity and courageous authenticity. This implies that my inner values matches my outer values and as a result I am person who can be counted on as I am true and honest

In addition I scored very high on sustainable productivity. This implies that I can be productive in management for a long duration. As I am consistent as well as skilled

Finally I chive results. This I can be counted on to deliver

 

My results were basically in the upper quadrant which implies that am on the right track as am both task and relationship creative

4

Leadership consciousness in inner game

From the results it is clear that I am leader in the right headspace as I had vary impressive results in the upper quadrant and very low ones in the lower quadrant

This means that am self-aware and emotionally intelligent and as such I can be able to make decisions that correlate with my kills and thereafter become an effective leader

I have the right qualities to be an effective leader in both my inner and outer game

The inner game is often ignored as people focus on gaining competencies. The inner game however is an integral part of a person as it basically their operating system that eventually gives them their personal identity. A personal identity determines who a person really is and how they operate within their environment

5

Insight from analysis

From this activity I leant that it takes both the inner and outer game to make a person an effective leader. The better the outer game and the more mature the inner game the more effective one is(Anderson, Anderson, Adams & Adams, 2015)

I also learnt that we often forget to hone our inner game and often focus entirely on our outer game. This often results in an unbalanced work ethic

The inner game goes beyond the superficial and it is where the real breakthroughs are

A breakthrough in the inner game can result in a better outer game and make us more effective in our various positions

The world takes form in the consciousness. Consciousness eventually creates reality and we thereby need to start working from the inside out to become more competent individuals. Everything we do begins in our thought process and whatever we conjure up eventually shapes our world

6

Actions for growth and development

I have learnt that everything begins in the mind. In my day to day activity I will now be attaching whatever I want with great emotions as this will make it more likely to happen (Anderson, Anderson, Adams & Adams, 2015). I will also be adamant and go after what I want with great determination as repetitiveness eventually bears fruits. This is the concept behind repetitive advertising

In addition I will adopt a more positive outlook. This will make me appreciate everything in my vicinity and be in a better headspace. I will practice mindfulness and mind calming through yoga or even mediation. This will enable me to hone my inner game

The mind is a valuable asset that we do not make use of often enough. Anything we can visualize in our minds can come to pass and we need to focus our energies on what we want. It all starts with the mind

7

References

Anderson, R. J., Anderson, B., Adams, W. A., & Adams, B. (2015). Mastering Leadership: An Integrated Framework for Breakthrough Performance and Extraordinary Business Results. John Wiley & Sons.

Hunziker, S., Johansson, A. C., Tschan, F., Semmer, N. K., Rock, L., Howell, M. D., & Marsch, S. (2011). Teamwork and leadership in cardiopulmonary resuscitation. Journal of the American College of Cardiology, 57(24), 2381-2388.

 
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Week 1 _ Discussion & Assignment

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Week 1_ Discussion Post (1st PORTION due Today) 

 

Write a 175- to 265-word response to the following:

Discuss and illustrate briefly each of the important trends influencing human resource management.Define strategic human resource management and give an example of strategic human resource.

 (PORTION 2 Due Saturday) Read and respond to at least two of your classmate’s discussion posts. Be constructive and professional with your thoughts, feedback or suggestions. (125 words EACH Response – 250 words in Total) **Classmate Posts Attached**

Week 1 _ Assignment (Due Saturday) 

 

Read “Application Case: Siemens Builds a Strategy-Oriented HR System” in Ch. 3 of Human Resource Management.

Write 350- to 700-word response to the following after reading the case:

  • Identify examples of at least four strategically required organizational outcomes, and four required workforce competencies and behaviors for Siemens, based on the information in this case.
  • Identify at least four strategically relevant HR policies and activities that Siemens has instituted to help human resource management contribute to achieving Siemens’ strategic goals.
  • Discuss the following regarding Siemens’ strategic goals:
  1. What overall goals does Siemens want to achieve?
  2. What must Siemens do operationally to achieve its goals?
  3. What employee attitudes and behaviors will produce these operational outcomes?

Submit your assignment.

 
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5CO03

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5CO03

Professional behaviours

and valuing people

Learner Assessment Brief

Version 2021. 1 February 2021

 

Level 5 Associate Diploma in

▪ People Management

▪ Organisational Learning and Development

 

Please write clearly in block capitals.

Centre number

Learner number

Learner surname

Learner other names

 

Assessor name

Assessor signature

 

 

Internal quality assurer name

Internal quality assurer signature

 

 

Assignment start date

Assignment end date

Assignment submission date

Assignment re-submission date for

centre marking (only one re-submission

allowed)

 

Level 5 Associate Diploma

3

5CO03

Professional behaviours

and valuing people

This unit focuses on how applying core professional behaviours such as ethical practice, courage

and inclusivity can build positive working relationships and support employee voice and well-being.

It considers how developing and mastering new professional behaviours and practice can impact

performance.

 

CIPD’s insight

Rotten apples, bad barrels and sticky situations: unethical workplace

behaviour (April 2019)

Workplace ethics has been an increasing focus for businesses, policy makers and regulatory

bodies in recent years. In the wake of corporate scandal, talk often turns to how organisations can

change their culture and manage unethical behaviour. But, to make a much-needed change, we

need to understand why unethical behaviour occurs in the first place. With this knowledge,

business leaders and people professionals can take meaningful action to tackle it.

This report Rotten apples, bad barrels and sticky situations: a review of unethical workplace

behaviour, provides evidence-based, practical lessons that people professionals and leaders can

use to minimise the likelihood of unethical behaviour in their workplace.

https://www.cipd.co.uk/knowledge/culture/ethics/ethical-behaviour

Gifford, J., Green, M. and Barends, E. (2019) Rotten apples, bad barrels and sticky situations:

an evidence review of unethical workplace behaviour [online]. Research report. London: CIPD.

 

Diversity and inclusion in the workplace (May 2020)

Understand what diversity and inclusion mean in the workplace and how an effective D&I strategy

can support business. Promoting and supporting diversity in the workplace is an important aspect

of good people management – it’s about valuing everyone in the organisation as an individual.

However, to reap the benefits of a diverse workforce it’s vital to have an inclusive environment

where everyone feels able to participate and achieve their potential. While UK legislation – covering

age, disability, race, religion, gender and sexual orientation among others – sets minimum

standards, an effective diversity and inclusion strategy goes beyond legal compliance and seeks to

add value to an organisation, contributing to employee well-being and engagement.

https://www.cipd.co.uk/knowledge/fundamentals/relations/diversity/factsheet

Miller, J. and Green, M. (2020) Diversity and inclusion in the workplace [online]. Factsheet.

London: CIPD.

 

 

 

Level 5 Associate Diploma

4

Case study

You are currently you are working in the People Practice Team and are working on your CIPD

qualification. Your Line Manager is running a break-out session at one of the CIPD Conferences,

showcasing the work of various organisations. The focus of the presentation is on how personal

and ethical values can be applied, including the key role of people practice professionals in

contributing to (if not driving) discussions to influence others with confidence and conviction. The

presentation also aims to explore issues around the human and business benefits of inclusive

behaviours ensuring that people are fairly treated at work. In addition, the presentation is designed

to highlight examples of how this can build positive working relationships and lead to performance

improvement.

Preparation for the Tasks:

▪ At the start of your assignment you are encouraged to plan your assessment work with

your Assessor and where appropriate agree milestones so that they can help you monitor

your progress.

▪ Refer to the indicative content in the unit to guide and support your evidence.

▪ Pay attention to how your evidence is presented, remember you are working in the People

Practice Team.

▪ Ensure that the evidence generated for this assessment remains your own work.

You will also benefit from:

▪ Completing and acting on formative feedback from your Assessor.

▪ Reflecting on your own experiences of learning opportunities and continuous professional

development.

▪ Reading the CIPD Insight, Fact Sheets and related online material on these topics.

 

Level 5 Associate Diploma

5

Task One – Conference Presentation on

ethical practice in business

Your manager has asked you to prepare a presentation in readiness for delivery to colleagues on

the importance of ethical practice and the business case for such people practices. Your

Presentation Pack must include presentation slides, the evidence you have gathered, and presenter

notes. It is expected that your presentation pack is aimed at the appropriate audience and is of

business format.

You should ensure that your presentation includes a review of the various influences on ethical

practice as well as details of a robust business case for the ethical people practices. You also need

to provide a Briefing paper as a handout for delegates covering the main points of the presentation

in an accessible, easy to read way.

Your presentation should include the following and should refer to the CIPD Profession Map

wherever appropriate:

1) Define the term professional and explain the requirements of a people professional. (1.1)

2) To help explain what is meant by ethical values, give at least three examples of your own

personal values and how this affects how you work and develop working relationships. (1.2)

3) Drawing upon work or personal examples, analyse how you could/have

– Contributed to discussions to ensure people practices are applied.

– How you can effectively communicate to engage and influence others.

– How you might raise issues with situations such as organisational policies or the

approach to leadership that conflict with legislation or ethical values. (1.3, 1.5)

4) Drawing on relevant theory provide a robust argument that includes both the business and

human benefits of people at work feeling included, valued and that they are being treated

fairly (2.1)

5) Identify a people practice initiative that has been put in place in response to some form of

internal or external feedback, set out the purpose of this initiative and explain how you would

evaluate the impact of this initiative paying particular attention to levels of engagement within

the organisation. (2.2, 2.3)

 

Your evidence must consist of:

▪ Briefing document (approximately 1,000 words, refer to CIPD word count policy)

▪ Presentation pack (approximately 1,250 words, refer to CIPD word count policy)

– Slide deck

– Presenter notes

 

Level 5 Associate Diploma

6

Task Two – CPD portfolio

The purpose of this task is to evidence your approach to Continuous professional development as a

people practice professional in conjunction with the CIPD Profession Map. The task combines a

number of activities which should be presented as a CPD portfolio.

As an introduction to your portfolio it is important to set the scene to your personal learning journey.

Activity 1 – The Context of Professional Development (3.1)

Explain the following;

▪ How the role of a people professional is changing?

▪ What impact are these changes having on our CPD?

▪ What are the key characteristics of a good-practice CPD?

Activity 2 – Self Assessment

The first stage of your CPD should be to understand where you’ve come from, where you are and

where you want to be.

▪ Using the Standards from the CIPD Professional Map, carry out a self-assessment of your

competency against the core behaviours identified, a suggested format is provided. this can

be in any format, but evidence is required to support this activity took place (an example

template is provided in Appendix 1).

▪ From this Self-assessment, plus other forms of feedback identify your strengths and

weaknesses setting personal development objectives to be included within a Professional

Development Plan (3.2).

▪ You now need to consider how you can meet these development objectives, to complete

your PDP. Consider the range of learning opportunities available to you and for each

development objectives decide on the most appropriate initiative to support your learning

journey. (3.3)

Activity 3 – Reflective practice

A key element of our PD is reflecting on our everyday experiences to learn from these, capturing

what went well or mot so well and how we can learn from such situations.

Your reflections should focus on the following scenarios.

▪ Identify times when you have taken responsibility for your work/actions, paying particular

attention to recognising any mistakes you might have made, how you rectified these

mistakes and what you believe you learnt from these experiences. (1.4).

▪ Identify at least two examples that highlight your approach to working inclusively, plus how

you have built positive working relationships with others. Your reflections need to focus on

what you did, and the skills and behaviours demonstrated. (2.4)

Activity 4 – assessing the impact of your learning and CPD.

The final part of our CPD is to measure the overall impact of our learning. To achieve this, you need

to think about and capture the impacts, covering positive as well as negative. What was the impact

on you, your team, your colleagues, your customers, your stakeholders, the organisation or your

 

 

Level 5 Associate Diploma

7

department? To support this assessment, you will need to complete a record of your learning for the

last 12 months (3.4).

 

Your evidence must consist of:

▪ A CPD portfolio including a Personal Development plan and record of your learning.

(approximately 1,000 words refer to CIPD work count policy).

 

Appendix 1

Task 1 – Self-Assessment against Profession map standard.

Profession Map Standard

Perform well Score 30

Perform satisfactorily

Score 20

Requires further

development Score 10

Reason for judgement

1 Make responsible choices about your work, applying

professional principles and

values

 

2 Consider the purpose and implications of actions,

decisions and people

practices for all

stakeholders

 

3 Raise concerns about people practices and

policies which are not

consistent with values or

legislation

 

4 Provide explanations and reasons for the choices you

make and the advice you

provide

 

5 Demonstrate professionalism and

consistency in what you say

and do in order to build

trust

 

Level 5 Associate Diploma

8

Assessment Criteria Evidence Checklist

Use this as a checklist to make sure that you have included the required evidence to meet the task.

Please enter the evidence title and where it can be referred to. An example has been provided for

you.

Task 1 – Conference Presentation on ethical

practice in business

Assessment criteria

Evidenced

Y/N Evidence reference

1.1 Appraise what it means to be a people

professional.

Y Presentation deck – slide?

Briefing note (Section ?)

1.2 Recognise how personal and ethical

values can be applied in the context of

people practice.

 

1.3 Contribute confidently to discussions in a

clear, engaging and informed way to

influence others.

 

1.5 Recognise when and how you would raise

matters which conflict with ethical values

or legislation.

 

2.1 Argue the human and business benefits of

people feeling included, valued, and fairly

treated at work linking to related theory.

 

2.2 Design an impactful solution based on

feedback and engagement with others.

 

2.3 Evaluate the impact of the solution to

influence and engage people within an

organisation.

 

Level 5 Associate Diploma

9

 

Task 2 – CPD Portfolio

Assessment criteria Evidenced

Y/N Evidence reference

3.1 Explore how the role of a people

professional is evolving and the

implications this has for the continuing

professional development

CIPD Portfolio

3.2 Assess your strengths, weaknesses and

development areas based on self-

assessment and feedback from others.

 

3.3 Formulate a range of formal and/or

informal continuing professional

development (CPD) activities to support

your learning journey.

 

1.4 Reflect how you have taken responsibility

for your work/actions, including

recognising and rectifying mistakes.

 

2.4 Reflect on your own approach to working

inclusively and building positive working

relationships with others.

 

3.4 Reflect on the impact of your continuing

professional development activities on

own behaviour and performance.

 

Level 5 Associate Diploma

10

Declaration of Authentication

Declaration by learner

 

I can confirm that this assessment is all my own work and where I have used

materials from other sources, they have been properly acknowledged.

 

Learner name:

Learner signature:

Date:

Declaration by Assessor

 

I confirm that I am satisfied that to the best of my knowledge, the work produced is

solely that of the learner.

 

Assessor name:

Assessor signature:

Date:

 

Level 5 Associate Diploma

11

5CO03

Professional behaviours and

valuing people

Assessment Criteria marking descriptors.

Assessors will mark in line with the following assessment criteria (AC) marking descriptors, and will

indicate where the learner sits within the marking band range for each AC.

Assessors must provide a mark from 1 to 4 for each assessment criteria within the unit. Assessors

should use the mark descriptor grid as guidance so they can provide comprehensive feedback that

is developmental for learners. Please be aware that not all the mark descriptors will be present in

every assessment criterion, so assessors must use their discretion in making grading decisions.

The grid below shows the range for each unit assessment result based on total number of marks

awarded across all assessment criteria.

To pass the unit assessment learners must achieve a 2 (Low Pass) or above for each of the

assessment criteria.

The overall result achieved will dictate the outcome the learner receives for the unit, provided

NONE of the assessment criteria have been failed or referred.

Please note that learners will receive a Pass or Fail result from the CIPD at unit level. Referral

grades can be used internally by the centre.

Overall mark Unit result

0 to 25 Fail

26 to 33 Low Pass

34 to 42 Pass

43 to 52 High Pass

 

 

Level 5 Associate Diploma

12

Marking Descriptors

Mark Range Descriptor

1 Fail Insufficient demonstration of knowledge, understanding or skills (as appropriate) required to meet the AC.

Insufficient examples included, where required, to support answers.

Presentation and structure of assignment is not appropriate and does

not meet the assessment brief.

2 Low Pass Demonstrates an acceptable level of knowledge, understanding or skills (as appropriate) required to meet the AC.

Sufficient and acceptable examples included, where required, to

support answers.

Required format adopted but some improvement required to the

structure and presentation of the assignment.

Answers are acceptable but could be clearer in responding to the task

and presented in a more coherent way.

3 Pass

 

Demonstrates good knowledge, understanding or skills (as

appropriate) required to meet the AC.

Includes confident use of examples, where required, to support each

answer.

Presentation and structure of assignment is appropriate for the

assessment brief.

Answers are clear and well expressed.

4 High Pass Demonstrates a wide range and confident level of knowledge, understanding or skill (as appropriate).

Includes strong examples that illustrate the point being made, that link

and support the answer well.

Answers are applied to the case organisation or an alternative

organisation.

Answers are clear, concise and well argued, directly respond to what

has been asked.

The presentation of the assignment is well structured, coherent and

focusses on the need of the questions.

Includes clear evidence of the use of references to wider reading to

help inform answer.

 

Level 5 Associate Diploma

13

Marking grid

 

Task two: Assessment criteria Mark 1- 4

3.1 Explore how the role of a people professional is evolving and the

implications this has for the continuing professional development

 

3.2 Assess your strengths, weaknesses and development areas based on

self- assessment and feedback from others.

 

3.3 Formulate a range of formal and/or informal continuing professional

development (CPD) activities to support your learning journey.

 

1.4 Reflect how you have taken responsibility for your work/actions,

including recognising and rectifying mistakes.

 

2.4 Reflect on your own approach to working inclusively and building positive

working relationships with others.

 

3.4 Reflect on the impact of your continuing professional development

activities on own behaviour and performance.

 

Total for this task

 

Total marks for unit

 

Task 1 – Assessment criteria Mark 1 – 4

1.1 Appraise what it means to be a people professional.

1.2 Recognise how personal and ethical values can be applied in the

context of people practice.

 

1.3 Contribute confidently to discussions in a clear, engaging and informed

way to influence others.

 

1.5 Recognise when and how you would raise matters which conflict with

ethical values or legislation.

 

2.1 Argue the human and business benefits of people feeling included,

valued, and fairly treated at work linking to related theory.

 

2.2 Design an impactful solution based on feedback and engagement with

others.

 

2.3 Evaluate the impact of the solution to influence and engage people within

an organisation.

 

Total for this task

 
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Organizational Behavior Chapter 8 Multiple Choice Questions

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Chapter 8 > Multiple Choice Quiz
Multiple Choice Quiz
1
Any nonroutine opportunity in which employees must search for alternative solutions is called:
A) a nonprogrammed decision.
B) satisfacing.
C) an implicit favourite.
D) postdecisional justification.
E) escalation of commitment.
2
What decision making process allows people to select the preferred solution without the need to identify or evaluate alternative choices?
A) Scenario planning
B) Programmed decision
C) Escalation of commitment
D) Satisficing
E) Systematic evaluation
3
According to the rational choice decision making process, what should occur immediately after identifying the problem?
A) Develop alternative solutions
B) Choose the best alternative
C) Choose the best decision process
D) Evaluate decision outcomes
E) None of the above
4
A conscious process of making choices among one or more alternatives with the intention of moving toward some desired state of affairs is:
A) a problem.
B) decisionmaking.
C) an opportunity.
D) a symptom.
E) diagnostic skill.
5
A deviation between the current and the desired situation is:
A) expected utility.
B) feedback.
C) an emotion.
D) a problem.
E) rational choice.
6
The rational choice model of decision making is often NOT used because:
A) it ignores the fact that emotions also influence the decisionmaking process.
B) people cannot or will not process the large amount of information needed to identify the best solution.
C) people have difficulty recognizing when their choices have failed.
D) people have difficulty recognizing problems.
E) all of the above.
7
The argument that people process limited and imperfect information and rarely select the best choice is referred to as:
A) maximization.
B) implicit favourite.
C) intuition.
D) bounded rationality.
E) scenario planning.
8
In contrast to the rational choice model of decision making, organizational scholar, Herbert Simon argued that people process limited and imperfect information. Herbert Simon was suggesting that people engage in:
A) maximization.
B) scenario planning.
C) bounded rationality.
D) intuition.
E) self-justification.
9
Which of the following refers to the tendency to select a solution that is “good enough” rather than “the best”?
A) Post-decisional justification
B) Satisficing
C) Selective attention
D) Evaluation apprehension
E) Maximizing
10
Which of the following refers to the ability to know when a problem or opportunity exists and to select the best course of action without conscious reasoning?
A) Satisficing
B) Tacit knowledge
C) Intuition
D) Selective attention
E) Post-decisional justification
11
The perceptual distortion that involves justifying choices by unconsciously inflating the quality of the selected option and deflating the quality of the discarded option is:
A) scenario planning.
B) post-decisional justification.
C) intuition.
D) escalation of commitment.
E) prospect theory.
12
Which of these is the tendency to repeat an apparently bad decision or allocate more resources to a failing course of action?
A) Programmed decision
B) Satisficing
C) Selective attention
D) Post-decisional justification
E) Escalation of commitment
13
Separating decision choosing from decision evaluation tends to:
A) minimize escalation of commitment.
B) increase satisficing.
C) discourage intuition.
D) increase the use of programmed decision-making.
E) decrease satisficing.
14
Employee involvement in decision making includes all of the following, EXCEPT:
A) potentially improves decision quality.
B) ensures others in the organizations are alerted to customer problems.
C) strengthens employee commitment to the decision.
D) improves the likelihood of choosing the best alternative.
E) reduces perceptions of fairness.
15
The best level of employee involvement depends on:
A) the decision structure.
B) source of decision knowledge.
C) decision commitment.
D) risk of conflict.
E) all of the above.
16
Creativity potentially improves which stage in the decisionmaking process?
A) Identification of problems or opportunities
B) Developing alternative solutions
C) Implementing the selected alternative
D) All of the above
E) Only ‘a’ and ‘b’
17
Which of these represent the correct sequence of stages in the creativity model?
A) Preparation, incubation, insight, and verification.
B) Insight, preparation, incubation, and verification.
C) Insight, verification, incubation, and preparation.
D) Incubation, insight, preparation, and verification.
E) Incubation, verification, insight, and preparation.
18
The experience of suddenly becoming aware of a unique idea refers to:
A) preparation.
B) incubation.
C) insight.
D) verification.
E) termination.
19
An activity to improve creativity and decisionmaking is:
A) upholding the problem.
B) defining opportunities.
C) recognizing threats.
D) cross-pollination.
E) corporate restructuring.

 
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