review for edits – 2 years ago
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– 2 years ago
This week you will present an overview of your behavior action plan, coaching plan, any updates to your topic from the last presentation, and assessment results, and any barriers that have or are projected to arise. There should be a minimum of one slide for each of the above topics, but likely may …
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Order on TutorsGallery →This week you will present an overview of your behavior action plan, coaching plan, any updates to your topic from the last presentation, and assessment results, and any barriers that have or are projected to arise.
There should be a minimum of one slide for each of the above topics, but likely may have more than one.
Complete the attached consent and submit.
[OBM 509 Project Consent Form (2).docx](https://canvas.endicott.edu/courses/52275/files/6102997?wrap=1 "OBM 509 Project Consent Form (2).docx") [Open this document with ReadSpeaker docReader](https://docreader.readspeaker.com/docreader/?cid=13377&lang=en_us&url=https%3A%2F%2Finst-fs-iad-prod.inscloudgate.net%2Ffiles%2Fb877b70b-56d3-472f-9f56-c4b5e0150218%2FOBM%2520509%2520Project%2520Consent%2520Form%2520%25282%2529.docx%3Ftoken%3DeyJ0eXAiOiJKV1QiLCJhbGciOiJIUzUxMiJ9.eyJpYXQiOjE3NDA5MjM1NDQsInVzZXJfaWQiOm51bGwsInJlc291cmNlIjoiL2ZpbGVzL2I4NzdiNzBiLTU2ZDMtNDcyZi05ZjU2LWM0YjVlMDE1MDIxOC9PQk0lMjA1MDklMjBQcm9qZWN0JTIwQ29uc2VudCUyMEZvcm0lMjAlMjgyJTI5LmRvY3giLCJqdGkiOiJkM2IxY2YzNi1lYzk2LTQxZGYtYmE1YS1jZWYyZmM4YjFkOTIiLCJob3N0IjpudWxsLCJleHAiOjE3NDEwMDk5NDR9.4e4nWUDnMRoybpVe7N_WDkAthXm-N3oD2hYewHzDQkvx4LuvgnvXPsV3hs1zK0-yrpDTrU2IzafX-HzfQ3gzdw "Open this document with ReadSpeaker docReader")
Complete the coaching plan that was presented in the Lattal & Porritt, 2008 article. Complete this so it applies to your project's topic.
[OBM 509-Coaching Action Plan (1) (1).docx](https://canvas.endicott.edu/courses/52275/files/6102996?wrap=1 "OBM 509-Coaching Action Plan (1) (1).docx") [Open this document with ReadSpeaker docReader](https://docreader.readspeaker.com/docreader/?cid=13377&lang=en_us&url=https%3A%2F%2Finst-fs-iad-prod.inscloudgate.net%2Ffiles%2Fbb4041d4-a587-40bb-aecb-384d31742146%2FOBM%2520509-Coaching%2520Action%2520Plan%2520%25281%2529%2520%25281%2529.docx%3Ftoken%3DeyJ0eXAiOiJKV1QiLCJhbGciOiJIUzUxMiJ9.eyJpYXQiOjE3NDA5MDk1NjYsInVzZXJfaWQiOm51bGwsInJlc291cmNlIjoiL2ZpbGVzL2JiNDA0MWQ0LWE1ODctNDBiYi1hZWNiLTM4NGQzMTc0MjE0Ni9PQk0lMjA1MDktQ29hY2hpbmclMjBBY3Rpb24lMjBQbGFuJTIwJTI4MSUyOSUyMCUyODElMjkuZG9jeCIsImp0aSI6Ijk5MGZhYWQ2LWY0NjQtNGJiNy1hMzM3LTkxMDQwMTI4ZWExMSIsImhvc3QiOm51bGwsImV4cCI6MTc0MDk5NTk2Nn0.mF9rOlMpU7yPQRdUrzw3_4DG_9wQFGhBoovsjx8nWOpuXsLqZLMC_pQc2AQqfkhV4RkysrvNfpj-fdxHMEMVyQ "Open this document with ReadSpeaker docReader")
Complete the behavior action plan that was presented in the Lattal & Porritt, 2008 article. Complete this so it applied to your project's topic.
[Behavior Action Plan Lattal_Porritt_2008_.docx](https://canvas.endicott.edu/courses/52275/files/6103000?wrap=1 "Behavior Action Plan Lattal_Porritt_2008_.docx")
Write an at least one page reflection on the organization's reaction to:
– Topic Proposal
– Assessment and Findings
– Behavior Action Plan
– Coaching Action Plan
– Intervention Proposal
– [\
\
OBM509ProjectConsentForm21.docx](https://www.sweetstudy.com/files/obm509projectconsentform21-docx-10212965 "OBM509ProjectConsentForm21.docx")
– [\
\
OBM509-CoachingActionPlan111.docx](https://www.sweetstudy.com/files/obm509-coachingactionplan111-docx-10212967 "OBM509-CoachingActionPlan111.docx")
– [\
\
BehaviorActionPlanLattal_Porritt_2008_1.docx](https://www.sweetstudy.com/files/behavioractionplanlattal-porritt-2008-1-docx "BehaviorActionPlanLattal_Porritt_2008_1.docx")
– 2 years ago
**To prepare for this Assignment:** – Review this week’s Learning Resources and media program related to multiple regression. For this Assignment, you will critically evaluate a scholarly article related to multiple regression.You will note that the journal article critique assignment is similar to …
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Order on TutorsGallery →**To prepare for this Assignment:**
– Review this week’s Learning Resources and media program related to multiple regression.
For this Assignment, you will critically evaluate a scholarly article related to multiple regression.You will note that the journal article critique assignment is similar to those you did in the Quantitative Reasoning and Analysis course in weeks 9 and 10. You should not turn in the paper you submitted in the earlier course. Please note that SafeAssign will match your assignment to your submission(s) from the earlier course and it is not permissible to reuse work from previous courses without specific permission from your instructor.For this assignment you need to choose an article where the authors used multiple regression that you have not used before in a journal article critique assignment.Use proper APA format, citations, and referencing for your analysis, research question, and display of output.
– 2 years ago
**To prepare for this Assignment:** – Review this week’s Learning Resources and media program related to multiple regression. – Based on the dataset you chose, construct a research question that can be answered with a multiple regression analysis. Write a 1- to 2-page analysis of your multiple regre…
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Order on TutorsGallery →**To prepare for this Assignment:**
– Review this week’s Learning Resources and media program related to multiple regression.
– Based on the dataset you chose, construct a research question that can be answered with a multiple regression analysis.
Write a 1- to 2-page analysis of your multiple regression results, addressing each research question. In your analysis, display the data for the output. Based on your results, provide an explanation of what the implications of social change might be.
Use proper APA format, citations, and referencing for your analysis, research question, and display of output.
– 2 years ago
– 2 years ago **files (1)** – ## psych110.docx **## psych110.docx** **Assignment Instructions (Ma)** **Assignment Title: Creating an Informational Flyer on False Memory and Eyewitness Testimony** **Objective**: To help students understand the complexities of memory and the implications of eyewitness…
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**files (1)**
– ## psych110.docx
**## psych110.docx**
**Assignment Instructions (Ma)**
**Assignment Title: Creating an Informational Flyer on False Memory and Eyewitness Testimony**
**Objective**:
To help students understand the complexities of memory and the implications of eyewitness testimony, as well as to highlight the importance of accurately assessing these elements in the justice system.
**Background**:
In this assignment, you'll use insights from the "60 Minutes" segment on Ronald Cotton to create an informational flyer aimed at educating judges and juries about false memories and eyewitness testimony. Ronald Cotton’s story is a compelling case study on the impact of mistaken identity and the fallibility of human memory in the legal system.
**Instructions**:
Watch the 60 Minutes Segment:
Watch
**both** parts of the "60 Minutes" segment on Ronald Cotton and Jennifer Thompson. This is a legal case that happened right here in NC, and resulted in legal changes in how you will be interviewed by law enforcement. This can typically be found online through streaming services or on the official "60 Minutes" website. Here is a link:
[https://www.youtube.com/watch?v=u-SBTRLoPuo](https://nam12.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3Du-SBTRLoPuo&data=05%7C02%7Cgilbreav%40faytechcc.edu%7Cedb9717dc5fa4da64ccb08dcb6e47fb3%7Cb875192e74554fee883880bcbc7a894b%7C0%7C0%7C638586339726587981%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C0%7C%7C%7C&sdata=9DE4chEUteJRr4Yz625er0maXPBjpY41sabqdgX2%2Ftw%3D&reserved=0)
**Research and Understand the Concepts:**
Review key concepts related to memory, including false memories, the malleability of eyewitness accounts, and the psychological factors that can affect testimony.
Look into relevant research studies and psychological theories that pertain to memory accuracy and witness reliability.
**Create an Informational Flyer:**
**## psych110.docx**
**Assignment Instructions (Ma)**
**Assignment Title: Creating an Informational Flyer on False Memory and Eyewitness Testimony**
**Objective**:
To help students understand the complexities of memory and the implications of eyewitness testimony, as well as to highlight the importance of accurately assessing these elements in the justice system.
**Background**:
In this assignment, you'll use insights from the "60 Minutes" segment on Ronald Cotton to create an informational flyer aimed at educating judges and juries about false memories and eyewitness testimony. Ronald Cotton’s story is a compelling case study on the impact of mistaken identity and the fallibility of human memory in the legal system.
**Instructions**:
Watch the 60 Minutes Segment:
Watch
**both** parts of the "60 Minutes" segment on Ronald Cotton and Jennifer Thompson. This is a legal case that happened right here in NC, and resulted in legal changes in how you will be interviewed by law enforcement. This can typically be found online through streaming services or on the official "60 Minutes" website. Here is a link:
[https://www.youtube.com/watch?v=u-SBTRLoPuo](https://nam12.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3Du-SBTRLoPuo&data=05%7C02%7Cgilbreav%40faytechcc.edu%7Cedb9717dc5fa4da64ccb08dcb6e47fb3%7Cb875192e74554fee883880bcbc7a894b%7C0%7C0%7C638586339726587981%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C0%7C%7C%7C&sdata=9DE4chEUteJRr4Yz625er0maXPBjpY41sabqdgX2%2Ftw%3D&reserved=0)
**Research and Understand the Concepts:**
Review key concepts related to memory, including false memories, the malleability of eyewitness accounts, and the psychological factors that can affect testimony.
Look into relevant research studies and psychological theories that pertain to memory accuracy and witness reliability.
**Create an Informational Flyer:**
– 2 years ago **files (3)** – ## CaseStudy7-Kohls11.pdf – ## AdverseImpact3.2.pdf – ## cedwk7.docx **## CaseStudy7-Kohls11.pdf** Kohl's fired 3 employees for violating store's policy BY MEREDITH BONNY TIMES-DISPATCH STAFF WRITER Friday, April 15, 2005 Rikki Groves wasn't the only employee fired from…
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**files (3)**
– ## CaseStudy7-Kohls11.pdf
– ## AdverseImpact3.2.pdf
– ## cedwk7.docx
**## CaseStudy7-Kohls11.pdf**
Kohl's fired 3 employees for violating store's policy
BY MEREDITH BONNY
TIMES-DISPATCH STAFF WRITER
Friday, April 15, 2005
Rikki Groves wasn't the only employee fired from the Kohl's
department store in Mechanicsville and asked to pay
restitution for reusing coupons and passing the savings on to
customers.
Rebecca Hagen, 20, of Sandston and Katie Kombacher, 21, of
Mechanicsville said they were also interrogated,
photographed and asked to sign documents barring them
from returning to the store or shopping there after they were
told they misused coupons.
"I was pretty mad about the situation," Hagen said. Kombacher said her firing was "a
big ordeal." She said store officials "made me walk through the store while I was
crying."
All three women are looking for new jobs.
Earlier this week, The Times-Dispatch ran a story reporting what had happened to
Groves.
Dozens of people responded. The newspaper received more than 50 e-mails and
about 40 phone calls, complaining about the way Groves was treated. Hagen and
Kombacher contacted The Times-Dispatch after the story ran.
Many readers who
contacted The Times-
Dispatch said they planned
to call the store's corporate
office to say they would
never shop at a Kohl's
again. Others said they cut
up their Kohl's credit cards.
A few questioned why the
newspaper ran the story,
calling the incident minor.
When they were dismissed
from the store, all three
women were told they
would have to repay the store for discounts taken with the extra use of the coupons.
Hagen said store officials "told me if I did not pay, I would have been arrested for
embezzlement."
RELATED
AUDIO: Rikki Groves,
former Kohl's employee
Kohl's worker fired over
coupons
Kohl's fired 3 employees for
violating store's policy
Groves said she was told she owed the store $1,000. The evening before the first
story went to press, Lori Sansoucie, a spokeswoman at Kohl's headquarters in
Menomonee Falls, Wis., said that while Groves violated company policy, the store
would not require her to pay back the $1,000.
At that time, Groves had already paid the store $100 and was scheduled to pay $150
each month for the next six months.
She has since received a $100 check in the mail from the store.
Hagen, who had been asked to pay $214, and Kombacher, who had been asked to
pay $600, said they have also gotten their money back.
Sansoucie yesterday confirmed that three employees had been fired for the same
"policy infringement," but she would not comment on the way the women said they
were treated.
Groves, Hagen and Kombacher all said that they were originally told by a security
employee there that they could be arrested if they did not pay the money back.
However, a Henrico County police spokesman told The Times-Dispatch that to his
knowledge the matter in question was not a crime and rather an internal store-policy
matter.
The controversy stemmed from a recent "friends and family sale" at the store.
Groves said Kohl's employees received 15-percent-off coupons in the mail — one for
their use and 10 for family and friends.
All three former employees said they had extra coupons and in some cases were
reusing them at their registers. They said they were not told what they were doing
was wrong until it was too late.
"I don't think I was treated fairly," Kombacher said.
Looking back, Groves said that while she is glad she won't have to pay back the
$1,000, she's still angry at how Kohl's handled the issue.
"I never received an apology," Groves said. "But at least now I know for sure now
that they were wrong."
Contact Meredith Bonny at (804) 649-6452 or mbonny@timesdispatch.com
This story can be found at:
http://www.timesdispatch.com/servlet/Satellite?pagename=RTD/MGArticle/RTD_Bas
icArticle&c=MGArticle&cid=1031782158244
**## AdverseImpact3.2.pdf**
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**## cedwk7.docx**
**Part A**
**(CHP 7) Kohl's Department Store Case Study () THIS INFORMATION CAN BE FOUND ONLINE, I DON’T HAVE THE TEXTBOOK, SO ANSWER THE BEST YOU CAN**
After reading the relevant chapter sections and the case study on page 268. Please address the following questions:
1. How could the store have better handled the termination?
2. Should the three employees have been fired?
3. What could Kohl's have done to have prevented the situation in the first place?
4. What could have the employees have done differently?
**Additional Info—–>** [**Link**](https://uncfsu.instructure.com/courses/43267/files/8512719?wrap=1) [**Download Link**](https://uncfsu.instructure.com/courses/43267/files/8512719/download?download_frd=1) **<——Additional Info**
**Formal Discussion Forum Requirements:**
1.
**Initial Reply/Post:**
o Provide a complete answer to each of the questions asked.
o Use at least 7-10 sentences (or more) to address each question.
o Include at least one reference to support your discussion, properly cited in APA format. This reference can come from the textbook, lecture materials, or additional scholarly research you conduct.
**Part B**
**(CHP3A) BFOQ Hooter's Forum**
**After reviewing the Hooter's video please provide 1) your thoughts and opinions on the video, and 2) comment of the video being sure to include how the content in this video relates to chapter 3's concept of BFOQ (see p. 92).**
**Formal Discussion Forum Requirements:**
**1. Initial Reply/Post:**
**o Provide a complete answer to each of the questions asked.**
**o Use at least 7-10 sentences (or more) to address each question.**
**o Include at least one reference to support your discussion, properly cited in APA format. This reference can come from the textbook, lecture materials, or additional scholarly research you conduct.**
**PART C**
**Exercise 3.2 – Adverse Impact**
·
**Submitting a text entry box**
**Using the document provided in the Module section of the course labeled** [**"Exercise 3.2 – Adverse Impact"**](https://uncfsu.instructure.com/courses/43267/files/8512726/download?wrap=1) [**Download "Exercise 3.2 – Adverse Impact"**](https://uncfsu.instructure.com/courses/43267/files/8512726/download?download_frd=1) **you are to determine if an EEOC investigation will reveal adverse impact on the basis of either 1) sex or 2) race? Assume that any applicant with two or more years of college was hired.**
**You should carefully review the example provided on pages 94-95, paying close attention to table 3.2 on page 95 of your text.**
**For both 1) Sex and 2) Race you should provide the following information like presented below for both sex and race.**
| | | |
| — | — | — |
| | | |
| | **Males** | **Females** |
| **Number of Applicants** | **A** | **B** |
| **Numbered Hired** | **C** | **D** |
| **Selection Ratio** | **C/A** | **D/B** |
**Adverse Impact Calculation = (D/B) / (C/A) = X, IF X < .80 THEN ADVERSE IMPACT**
**## cedwk7.docx**
**Part A**
**(CHP 7) Kohl's Department Store Case Study () THIS INFORMATION CAN BE FOUND ONLINE, I DON’T HAVE THE TEXTBOOK, SO ANSWER THE BEST YOU CAN**
After reading the relevant chapter sections and the case study on page 268. Please address the following questions:
1. How could the store have better handled the termination?
2. Should the three employees have been fired?
3. What could Kohl's have done to have prevented the situation in the first place?
4. What could have the employees have done differently?
**Additional Info—–>** [**Link**](https://uncfsu.instructure.com/courses/43267/files/8512719?wrap=1) [**Download Link**](https://uncfsu.instructure.com/courses/43267/files/8512719/download?download_frd=1) **<——Additional Info**
**Formal Discussion Forum Requirements:**
1.
**Initial Reply/Post:**
o Provide a complete answer to each of the questions asked.
o Use at least 7-10 sentences (or more) to address each question.
o Include at least one reference to support your discussion, properly cited in APA format. This reference can come from the textbook, lecture materials, or additional scholarly research you conduct.
**Part B**
**(CHP3A) BFOQ Hooter's Forum**
**After reviewing the Hooter's video please provide 1) your thoughts and opinions on the video, and 2) comment of the video being sure to include how the content in this video relates to chapter 3's concept of BFOQ (see p. 92).**
**Formal Discussion Forum Requirements:**
**1. Initial Reply/Post:**
**o Provide a complete answer to each of the questions asked.**
**o Use at least 7-10 sentences (or more) to address each question.**
**o Include at least one reference to support your discussion, properly cited in APA format. This reference can come from the textbook, lecture materials, or additional scholarly research you conduct.**
**PART C**
**Exercise 3.2 – Adverse Impact**
·
**Submitting a text entry box**
**Using the document provided in the Module section of the course labeled** [**"Exercise 3.2 – Adverse Impact"**](https://uncfsu.instructure.com/courses/43267/files/8512726/download?wrap=1) [**Download "Exercise 3.2 – Adverse Impact"**](https://uncfsu.instructure.com/courses/43267/files/8512726/download?download_frd=1) **you are to determine if an EEOC investigation will reveal adverse impact on the basis of either 1) sex or 2) race? Assume that any applicant with two or more years of college was hired.**
**You should carefully review the example provided on pages 94-95, paying close attention to table 3.2 on page 95 of your text.**
**For both 1) Sex and 2) Race you should provide the following information like presented below for both sex and race.**
| | | |
| — | — | — |
| | | |
| | **Males** | **Females** |
| **Number of Applicants** | **A** | **B** |
| **Numbered Hired** | **C** | **D** |
| **Selection Ratio** | **C/A** | **D/B** |
**Adverse Impact Calculation = (D/B) / (C/A) = X, IF X < .80 THEN ADVERSE IMPACT**
**## CaseStudy7-Kohls11.pdf**
Kohl's fired 3 employees for violating store's policy
BY MEREDITH BONNY
TIMES-DISPATCH STAFF WRITER
Friday, April 15, 2005
Rikki Groves wasn't the only employee fired from the Kohl's
department store in Mechanicsville and asked to pay
restitution for reusing coupons and passing the savings on to
customers.
Rebecca Hagen, 20, of Sandston and Katie Kombacher, 21, of
Mechanicsville said they were also interrogated,
photographed and asked to sign documents barring them
from returning to the store or shopping there after they were
told they misused coupons.
"I was pretty mad about the situation," Hagen said. Kombacher said her firing was "a
big ordeal." She said store officials "made me walk through the store while I was
crying."
All three women are looking for new jobs.
Earlier this week, The Times-Dispatch ran a story reporting what had happened to
Groves.
Dozens of people responded. The newspaper received more than 50 e-mails and
about 40 phone calls, complaining about the way Groves was treated. Hagen and
Kombacher contacted The Times-Dispatch after the story ran.
Many readers who
contacted The Times-
Dispatch said they planned
to call the store's corporate
office to say they would
never shop at a Kohl's
again. Others said they cut
up their Kohl's credit cards.
A few questioned why the
newspaper ran the story,
calling the incident minor.
When they were dismissed
from the store, all three
women were told they
would have to repay the store for discounts taken with the extra use of the coupons.
Hagen said store officials "told me if I did not pay, I would have been arrested for
embezzlement."
RELATED
AUDIO: Rikki Groves,
former Kohl's employee
Kohl's worker fired over
coupons
Kohl's fired 3 employees for
violating store's policy
Groves said she was told she owed the store $1,000. The evening before the first
story went to press, Lori Sansoucie, a spokeswoman at Kohl's headquarters in
Menomonee Falls, Wis., said that while Groves violated company policy, the store
would not require her to pay back the $1,000.
At that time, Groves had already paid the store $100 and was scheduled to pay $150
each month for the next six months.
She has since received a $100 check in the mail from the store.
Hagen, who had been asked to pay $214, and Kombacher, who had been asked to
pay $600, said they have also gotten their money back.
Sansoucie yesterday confirmed that three employees had been fired for the same
"policy infringement," but she would not comment on the way the women said they
were treated.
Groves, Hagen and Kombacher all said that they were originally told by a security
employee there that they could be arrested if they did not pay the money back.
However, a Henrico County police spokesman told The Times-Dispatch that to his
knowledge the matter in question was not a crime and rather an internal store-policy
matter.
The controversy stemmed from a recent "friends and family sale" at the store.
Groves said Kohl's employees received 15-percent-off coupons in the mail — one for
their use and 10 for family and friends.
All three former employees said they had extra coupons and in some cases were
reusing them at their registers. They said they were not told what they were doing
was wrong until it was too late.
"I don't think I was treated fairly," Kombacher said.
Looking back, Groves said that while she is glad she won't have to pay back the
$1,000, she's still angry at how Kohl's handled the issue.
"I never received an apology," Groves said. "But at least now I know for sure now
that they were wrong."
Contact Meredith Bonny at (804) 649-6452 or mbonny@timesdispatch.com
This story can be found at:
http://www.timesdispatch.com/servlet/Satellite?pagename=RTD/MGArticle/RTD_Bas
icArticle&c=MGArticle&cid=1031782158244
**## AdverseImpact3.2.pdf**
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**## cedwk7.docx**
**Part A**
**(CHP 7) Kohl's Department Store Case Study () THIS INFORMATION CAN BE FOUND ONLINE, I DON’T HAVE THE TEXTBOOK, SO ANSWER THE BEST YOU CAN**
After reading the relevant chapter sections and the case study on page 268. Please address the following questions:
1. How could the store have better handled the termination?
2. Should the three employees have been fired?
3. What could Kohl's have done to have prevented the situation in the first place?
4. What could have the employees have done differently?
**Additional Info—–>** [**Link**](https://uncfsu.instructure.com/courses/43267/files/8512719?wrap=1) [**Download Link**](https://uncfsu.instructure.com/courses/43267/files/8512719/download?download_frd=1) **<——Additional Info**
**Formal Discussion Forum Requirements:**
1.
**Initial Reply/Post:**
o Provide a complete answer to each of the questions asked.
o Use at least 7-10 sentences (or more) to address each question.
o Include at least one reference to support your discussion, properly cited in APA format. This reference can come from the textbook, lecture materials, or additional scholarly research you conduct.
**Part B**
**(CHP3A) BFOQ Hooter's Forum**
**After reviewing the Hooter's video please provide 1) your thoughts and opinions on the video, and 2) comment of the video being sure to include how the content in this video relates to chapter 3's concept of BFOQ (see p. 92).**
**Formal Discussion Forum Requirements:**
**1. Initial Reply/Post:**
**o Provide a complete answer to each of the questions asked.**
**o Use at least 7-10 sentences (or more) to address each question.**
**o Include at least one reference to support your discussion, properly cited in APA format. This reference can come from the textbook, lecture materials, or additional scholarly research you conduct.**
**PART C**
**Exercise 3.2 – Adverse Impact**
·
**Submitting a text entry box**
**Using the document provided in the Module section of the course labeled** [**"Exercise 3.2 – Adverse Impact"**](https://uncfsu.instructure.com/courses/43267/files/8512726/download?wrap=1) [**Download "Exercise 3.2 – Adverse Impact"**](https://uncfsu.instructure.com/courses/43267/files/8512726/download?download_frd=1) **you are to determine if an EEOC investigation will reveal adverse impact on the basis of either 1) sex or 2) race? Assume that any applicant with two or more years of college was hired.**
**You should carefully review the example provided on pages 94-95, paying close attention to table 3.2 on page 95 of your text.**
**For both 1) Sex and 2) Race you should provide the following information like presented below for both sex and race.**
| | | |
| — | — | — |
| | | |
| | **Males** | **Females** |
| **Number of Applicants** | **A** | **B** |
| **Numbered Hired** | **C** | **D** |
| **Selection Ratio** | **C/A** | **D/B** |
**Adverse Impact Calculation = (D/B) / (C/A) = X, IF X < .80 THEN ADVERSE IMPACT**
**## CaseStudy7-Kohls11.pdf**
Kohl's fired 3 employees for violating store's policy
BY MEREDITH BONNY
TIMES-DISPATCH STAFF WRITER
Friday, April 15, 2005
Rikki Groves wasn't the only employee fired from the Kohl's
department store in Mechanicsville and asked to pay
restitution for reusing coupons and passing the savings on to
customers.
Rebecca Hagen, 20, of Sandston and Katie Kombacher, 21, of
Mechanicsville said they were also interrogated,
photographed and asked to sign documents barring them
from returning to the store or shopping there after they were
told they misused coupons.
"I was pretty mad about the situation," Hagen said. Kombacher said her firing was "a
big ordeal." She said store officials "made me walk through the store while I was
crying."
All three women are looking for new jobs.
Earlier this week, The Times-Dispatch ran a story reporting what had happened to
Groves.
Dozens of people responded. The newspaper received more than 50 e-mails and
about 40 phone calls, complaining about the way Groves was treated. Hagen and
Kombacher contacted The Times-Dispatch after the story ran.
Many readers who
contacted The Times-
Dispatch said they planned
to call the store's corporate
office to say they would
never shop at a Kohl's
again. Others said they cut
up their Kohl's credit cards.
A few questioned why the
newspaper ran the story,
calling the incident minor.
When they were dismissed
from the store, all three
women were told they
would have to repay the store for discounts taken with the extra use of the coupons.
Hagen said store officials "told me if I did not pay, I would have been arrested for
embezzlement."
RELATED
AUDIO: Rikki Groves,
former Kohl's employee
Kohl's worker fired over
coupons
Kohl's fired 3 employees for
violating store's policy
Groves said she was told she owed the store $1,000. The evening before the first
story went to press, Lori Sansoucie, a spokeswoman at Kohl's headquarters in
Menomonee Falls, Wis., said that while Groves violated company policy, the store
would not require her to pay back the $1,000.
At that time, Groves had already paid the store $100 and was scheduled to pay $150
each month for the next six months.
She has since received a $100 check in the mail from the store.
Hagen, who had been asked to pay $214, and Kombacher, who had been asked to
pay $600, said they have also gotten their money back.
Sansoucie yesterday confirmed that three employees had been fired for the same
"policy infringement," but she would not comment on the way the women said they
were treated.
Groves, Hagen and Kombacher all said that they were originally told by a security
employee there that they could be arrested if they did not pay the money back.
However, a Henrico County police spokesman told The Times-Dispatch that to his
knowledge the matter in question was not a crime and rather an internal store-policy
matter.
The controversy stemmed from a recent "friends and family sale" at the store.
Groves said Kohl's employees received 15-percent-off coupons in the mail — one for
their use and 10 for family and friends.
All three former employees said they had extra coupons and in some cases were
reusing them at their registers. They said they were not told what they were doing
was wrong until it was too late.
"I don't think I was treated fairly," Kombacher said.
Looking back, Groves said that while she is glad she won't have to pay back the
$1,000, she's still angry at how Kohl's handled the issue.
"I never received an apology," Groves said. "But at least now I know for sure now
that they were wrong."
Contact Meredith Bonny at (804) 649-6452 or mbonny@timesdispatch.com
This story can be found at:
http://www.timesdispatch.com/servlet/Satellite?pagename=RTD/MGArticle/RTD_Bas
icArticle&c=MGArticle&cid=1031782158244
**## AdverseImpact3.2.pdf**
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**## cedwk7.docx**
**Part A**
**(CHP 7) Kohl's Department Store Case Study () THIS INFORMATION CAN BE FOUND ONLINE, I DON’T HAVE THE TEXTBOOK, SO ANSWER THE BEST YOU CAN**
After reading the relevant chapter sections and the case study on page 268. Please address the following questions:
1. How could the store have better handled the termination?
2. Should the three employees have been fired?
3. What could Kohl's have done to have prevented the situation in the first place?
4. What could have the employees have done differently?
**Additional Info—–>** [**Link**](https://uncfsu.instructure.com/courses/43267/files/8512719?wrap=1) [**Download Link**](https://uncfsu.instructure.com/courses/43267/files/8512719/download?download_frd=1) **<——Additional Info**
**Formal Discussion Forum Requirements:**
1.
**Initial Reply/Post:**
o Provide a complete answer to each of the questions asked.
o Use at least 7-10 sentences (or more) to address each question.
o Include at least one reference to support your discussion, properly cited in APA format. This reference can come from the textbook, lecture materials, or additional scholarly research you conduct.
**Part B**
**(CHP3A) BFOQ Hooter's Forum**
**After reviewing the Hooter's video please provide 1) your thoughts and opinions on the video, and 2) comment of the video being sure to include how the content in this video relates to chapter 3's concept of BFOQ (see p. 92).**
**Formal Discussion Forum Requirements:**
**1. Initial Reply/Post:**
**o Provide a complete answer to each of the questions asked.**
**o Use at least 7-10 sentences (or more) to address each question.**
**o Include at least one reference to support your discussion, properly cited in APA format. This reference can come from the textbook, lecture materials, or additional scholarly research you conduct.**
**PART C**
**Exercise 3.2 – Adverse Impact**
·
**Submitting a text entry box**
**Using the document provided in the Module section of the course labeled** [**"Exercise 3.2 – Adverse Impact"**](https://uncfsu.instructure.com/courses/43267/files/8512726/download?wrap=1) [**Download "Exercise 3.2 – Adverse Impact"**](https://uncfsu.instructure.com/courses/43267/files/8512726/download?download_frd=1) **you are to determine if an EEOC investigation will reveal adverse impact on the basis of either 1) sex or 2) race? Assume that any applicant with two or more years of college was hired.**
**You should carefully review the example provided on pages 94-95, paying close attention to table 3.2 on page 95 of your text.**
**For both 1) Sex and 2) Race you should provide the following information like presented below for both sex and race.**
| | | |
| — | — | — |
| | | |
| | **Males** | **Females** |
| **Number of Applicants** | **A** | **B** |
| **Numbered Hired** | **C** | **D** |
| **Selection Ratio** | **C/A** | **D/B** |
**Adverse Impact Calculation = (D/B) / (C/A) = X, IF X < .80 THEN ADVERSE IMPACT**
– 1
– 2
– 3
Anonymous. (2017). May smartphones help to maintain memory in patients with mild Alzheimer’s disease? Science News, March 1, 2017. This article discusses the success of using Google Calendar to maintain prospective memory in a patient with mild Alzheimer’s disease. Please answer each question with a…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →Anonymous. (2017). May smartphones help to maintain memory in patients with mild Alzheimer’s disease? Science News, March 1, 2017. This article discusses the success of using Google Calendar to maintain prospective memory in a patient with mild Alzheimer’s disease. Please answer each question with at least 3 sentences.
– What strategy was used to help the patient with memory tasks?
– What other potential benefits could be gained with smartphone technology to help Alzheimer’s patients with memory?
– How do you use your smartphone/tablet/fitness monitoring device to help you with memory?
[https://www.sciencedaily.com/releases/2017/03/170301105526.htm](https://www.sciencedaily.com/releases/2017/03/170301105526.htm)
– 2 years ago
– 2 years ago **files (1)** – ## Lastdis.docx **## Lastdis.docx** Complete Exercise 9.3 Examination of Self-Care. Share your answers to the last 2 questions (that are for a dyad or small group) with the class. ~~Respond to 2 other classmates’ postings for full credit. Response credit follows Discuss…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →– 2 years ago
**files (1)**
– ## Lastdis.docx
**## Lastdis.docx**
Complete Exercise 9.3 Examination of Self-Care. Share your answers to the last 2 questions (that are for a dyad or small group) with the class. ~~Respond to 2 other classmates’ postings for full credit. Response credit follows Discussion rubric available on Canvas. Remember: 1) The discussion deadline for all initial discussion posts and response posts is 11:59p CT on the Sunday that marks the end of each class week (see syllabus for discussion deadlines). 2) You must respond meaningfully (no simple “I agree” replies) to 2 classmates for full credit on discussion posts (3 pts for the original post, 1 pt each response to the discussions).
Remember:
1) The discussion deadline for all initial discussion posts
**and** response posts is 11:59p CT on the Sunday that marks the end of each class week (see syllabus for discussion deadlines).
2) You must respond meaningfully (no simple “I agree” replies) to 2 classmates for full credit on discussion posts (3 pts for the original post, 1 pt each for each response to the discussions).
3) Also remember that the Rubric for Online Discussion Posting (in the Files section of this course) deducts points for discussion or response postings late in the timeline for the week’s discussion assignment as last day/last hour postings restrict other student’s opportunity to read and respond to your posting, or to read your responses to their postings. As discussions are most beneficial when the discussants are able to interact in the discussion, I am using the Discussion Rubric to engender a greater opportunity for them to do so. So please be aware that posting within 12 hours of the discussion deadline will deduct 33% of the available points and posting within 4 hours of the deadline will cost from 66%-90% of the available points.
4) No discussion or response points will be gained if the discussion post, or the response posts are after the discussion deadline.
Part 2: Respond back to two students
**Student #1 response:**
What are the three barriers I experience when I try to practice self-care?
1.)
**Procrastination/ Time Management:** Time would be the biggest one for me because sometimes I never have time to take care of me. I am always working and on the weekends I have to clean my home from the past week mess and get ready for the week that is coming. Somedays i have homework that is due all on one day and it can be a bit overwhelming. If I do self-care I really have to plan it around my work schedule which is so sad.
2.)
**FEAR:** I often struggle with doing things by myself. I feel like I always need someone to be with me when im doing anything honestly. That stems from childhood trauma, I'm afraid to let people go or doing things alone because I think they will leave me and never come back. I feel like if I can see them then they're safe and I'm safe. It's weird right? The last thing my mama said to me is that she would be right back and never came home.
3.)
**Mental Health:** I sometimes have days where I do not get out of bed, eat, or get dressed. Some days are better than others. I feel secure in my bed and in my home but some days it's like I want to get out but I can't.
What are three ways I can work around those barriers?
· Finding new ways of self-care which I have found recently which is plants. It just does something for me. I can't really explain but it's like when I'm doing it everything I am thinking about just goes away.
· start doing things by myself. I know that it's okay to do things with friends but that attachment issue I have is not okay. I want to get into going to therapy to see if that can help me.
**Student 2:**
1. What are three barriers I experience when I try to practice self-care?
·
**Direction** – I often think of self-care in the form of hobbies or leisure. I know that’s not the full extent of it, but personally, I don’t practice many hobbies. Part of that is time constraint, part is simply making the decision to take care of myself.
·
**Guilt** – whenever I do one thing, something goes undone. That could mean chores at home, schoolwork. I started to expand that list, but I think I can see I probably make too many excuses.
·
**Community** – I have great friends, but there are things that I would like to do, again leisure and hobbies, that I don’t have in common with my current community. There are some things I enjoy alone, but there are activities I would love to do with others.
2. What are three ways I can work around those barriers?
·
**Clarity** – I think I need to identify a few activities that are actually self-care. What are the essentials, and then what could be the activities that I enjoy and could add to my time.
·
**Self-forgiveness** – I appreciated the text giving a picture of self-forgiveness and self-compassion. I think I’m too hard on myself when I don’t complete self-care tasks, rather than just taking time to care for myself.
·
**New community** – I need to give myself time and find new opportunities to meet people that enjoy being together.
## image1.png
**## Lastdis.docx**
Complete Exercise 9.3 Examination of Self-Care. Share your answers to the last 2 questions (that are for a dyad or small group) with the class. ~~Respond to 2 other classmates’ postings for full credit. Response credit follows Discussion rubric available on Canvas. Remember: 1) The discussion deadline for all initial discussion posts and response posts is 11:59p CT on the Sunday that marks the end of each class week (see syllabus for discussion deadlines). 2) You must respond meaningfully (no simple “I agree” replies) to 2 classmates for full credit on discussion posts (3 pts for the original post, 1 pt each response to the discussions).
Remember:
1) The discussion deadline for all initial discussion posts
**and** response posts is 11:59p CT on the Sunday that marks the end of each class week (see syllabus for discussion deadlines).
2) You must respond meaningfully (no simple “I agree” replies) to 2 classmates for full credit on discussion posts (3 pts for the original post, 1 pt each for each response to the discussions).
3) Also remember that the Rubric for Online Discussion Posting (in the Files section of this course) deducts points for discussion or response postings late in the timeline for the week’s discussion assignment as last day/last hour postings restrict other student’s opportunity to read and respond to your posting, or to read your responses to their postings. As discussions are most beneficial when the discussants are able to interact in the discussion, I am using the Discussion Rubric to engender a greater opportunity for them to do so. So please be aware that posting within 12 hours of the discussion deadline will deduct 33% of the available points and posting within 4 hours of the deadline will cost from 66%-90% of the available points.
4) No discussion or response points will be gained if the discussion post, or the response posts are after the discussion deadline.
Part 2: Respond back to two students
**Student #1 response:**
What are the three barriers I experience when I try to practice self-care?
1.)
**Procrastination/ Time Management:** Time would be the biggest one for me because sometimes I never have time to take care of me. I am always working and on the weekends I have to clean my home from the past week mess and get ready for the week that is coming. Somedays i have homework that is due all on one day and it can be a bit overwhelming. If I do self-care I really have to plan it around my work schedule which is so sad.
2.)
**FEAR:** I often struggle with doing things by myself. I feel like I always need someone to be with me when im doing anything honestly. That stems from childhood trauma, I'm afraid to let people go or doing things alone because I think they will leave me and never come back. I feel like if I can see them then they're safe and I'm safe. It's weird right? The last thing my mama said to me is that she would be right back and never came home.
3.)
**Mental Health:** I sometimes have days where I do not get out of bed, eat, or get dressed. Some days are better than others. I feel secure in my bed and in my home but some days it's like I want to get out but I can't.
What are three ways I can work around those barriers?
· Finding new ways of self-care which I have found recently which is plants. It just does something for me. I can't really explain but it's like when I'm doing it everything I am thinking about just goes away.
· start doing things by myself. I know that it's okay to do things with friends but that attachment issue I have is not okay. I want to get into going to therapy to see if that can help me.
**Student 2:**
1. What are three barriers I experience when I try to practice self-care?
·
**Direction** – I often think of self-care in the form of hobbies or leisure. I know that’s not the full extent of it, but personally, I don’t practice many hobbies. Part of that is time constraint, part is simply making the decision to take care of myself.
·
**Guilt** – whenever I do one thing, something goes undone. That could mean chores at home, schoolwork. I started to expand that list, but I think I can see I probably make too many excuses.
·
**Community** – I have great friends, but there are things that I would like to do, again leisure and hobbies, that I don’t have in common with my current community. There are some things I enjoy alone, but there are activities I would love to do with others.
2. What are three ways I can work around those barriers?
·
**Clarity** – I think I need to identify a few activities that are actually self-care. What are the essentials, and then what could be the activities that I enjoy and could add to my time.
·
**Self-forgiveness** – I appreciated the text giving a picture of self-forgiveness and self-compassion. I think I’m too hard on myself when I don’t complete self-care tasks, rather than just taking time to care for myself.
·
**New community** – I need to give myself time and find new opportunities to meet people that enjoy being together.
## image1.png
The purpose of this assignment is for students to identify and discuss different leadership theories exemplified in business leaders. Students will also describe power bases leaders use to resolve challenges and explain behaviors that leaders should demonstrate or avoid in order to be successful. Sp…
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Order on TutorsGallery →The purpose of this assignment is for students to identify and discuss different leadership theories exemplified in business leaders. Students will also describe power bases leaders use to resolve challenges and explain behaviors that leaders should demonstrate or avoid in order to be successful. Specifically, identify one business leader you either know personally or are able to gain access to for the purpose of conducting an interview who meets the following criteria:
– The leader may be a former or current manager, educational leader, civic/business leader (including for nonprofits), coaching staff, or religious leader.
– The leader must have served in a managerial capacity for at least 3 years within an organization or department with at least 10 employees.
– The leader may refer to their current job or a previous job as long as the experience meets the criteria noted above.
– Please note that your chosen leader must first be approved by your instructor if you have not already received approval prior to starting this topic.
This interview can take place virtually over video conference (e.g., Zoom) or in person. For assistance on using Zoom and recording with Zoom, which you will need for Part III of this assignment, refer to the "Zoom" resources information, located in the Topic 6 Resources.
_**Part I: Preparing for and Conducting the Interview**_
In advance of the interview, be sure to read and understand the presentation guidelines below and be prepared to ask additional/follow-up questions to ensure that information adequate enough to address each point has been retrieved. For example, you would not necessarily want to ask a leader about the power base(s) they have utilized, as they may not know what you are talking about, but you will want to have enough information pertaining to how the leader handled their challenge to articulate which power base(s) you believe they used.
Additionally, refer the attached "Contemporary Business Leader Materials" template prior to the interview to review the skills and characteristics associated with servant leadership and the entrepreneurial mindset. Use the first three worksheet tabs of this "Contemporary Business Leader Materials" template to automatically calculate the scores your leaders receive for each concept. Note that during the interview, you will walk through these assessments with the interviewee and fill it out as you talk through the questions together. _**Do not give the template to the interviewee and expect them to fill it out independently.**_
_Evidence of the Interview and Conducting the Interview_
As you conduct the interview, take thorough notes. _**Your supporting documentation should reflect a brief response of a minimum of two to three sentences for each question covered.**_ You will see that the "Contemporary Business Leader Materials" template contains a section for you to include your notes.
As an alternative option, you may record the interview instead of taking physical notes so that you may refer back to it as you complete the remaining parts of the assignment. _**Students must receive permission from the interviewee to record the interview.**_ The recording (audio or video) can be submitted in lieu of written notes via a sharable link.
_**In addition to your own insights, note that throughout the PowerPoint slides and the speaker notes, you will need to provide cited documentation to justify any factual statements made and to support your positions. Review "Assignment Submission Guidelines," located in the Class Resources. Remember that PDFs are not an acceptable format.**_
Address all of the following questions with your interviewee:
_Background Information:_
Address the basics with your interviewee:
– Who are you?
– Where do you work? How long have you been there in your role?
_Interview Topics:_
Reflect upon either your current job or a previous one:
1. Which industry is/was representative of the organization, what is/was your role, and how long have you been or were you in that position?
2. Consider your greatest career achievement in that role. Provide details, including the time period and the persons, products, and services involved. What management principles, strategies, or processes did you employ that you believe led to this effective organizational outcome? Why do you consider this achievement to have been so impactful? Refer to "1. Part A – Servant Leadership" of the "Contemporary Business Leader Materials" template and rate each characteristic that your interviewee used in realizing their greatest achievement. Please provide an example.
3. Consider one significant challenge, preferably one with an ethical dilemma, you previously faced in that role. How did you handle it, and what was the outcome? Provide details including the time period, persons, products, services, competition, market conditions, etc. that may have been involved. Refer to "2. Part B – Servant Leadership" of the "Contemporary Business Leader Materials" template and rate each characteristic that your interviewee used in overcoming their significant challenge. Please provide an example.
4. What was the mission, vision, and strategy of the organization, and how were they accomplished? How essential is the entrepreneurial mindset in achieving the mission, vision, and strategy of the organization? Refer to "3. Part C – Entrepreneurial Mindset" of the "Contemporary Business Leader Materials" template and rate each trait that your interviewee used in demonstrating an entrepreneurial mindset. Please provide an example.
5. Apart from servant leadership and the entrepreneurial mindset, please identify two significant lessons/attributes that are essential for success. Describe anything you wish you would have specifically avoided that may have derailed or delayed your success?
_Deliverables:_
The following deliverables will need to be included in your final submission for this part of the assignment within the "Contemporary Business Leader Materials" template for these four tabs.
1. Part A – Servant Leadership
2. Part B – Servant Leadership
3. Part C – Entrepreneurial Mindset
4. Evidence of the Interview
_**Part II: Leadership Comparison**_
In preparation for Part III, you will conduct research to compare the leadership style used by your selected leader (interviewed in Part I) with the style of a well-known business leader from the attached "Contemporary Business Leader Materials" template in the "6. Comparison Leaders List" tab. Your selected leader should be in the same industry (e.g., technology, finance, hospitality, etc.) as the leader chosen for comparison. Investigate the strengths and weaknesses of both leadership styles. Your analysis will be presented in the "Leadership Style Comparison" and "Leadership Lessons" sections of the Part III: Presentation.
If you would like to compare your leader to a leader not provided on the "6. Comparison Leaders List" tab, the selection must first be approved by your instructor.
_**Part III: Presentation**_
Create a PowerPoint presentation of 10-12 slides (including a title slide and references slide) and then record a video presentation using Zoom, sharing your screen with the slides showing and also with at least your face showing as you present. Note that points will be deducted for audio-only submissions. Make sure to keep the following details in mind for your submission:
– Given that you are required to have 10-12 slides, the time for the video should be about 10-12 minutes, so there will be a point deduction for going above or below that range.
– As the digital classroom does not support large file sizes, you will need first save your Zoom recording and create a digital link. Refer to "Zoom," located in the Topic 6 Resources for specific guidance on this process. When you receive the link, embed it into the title slide of your presentation, which you will upload to the digital classroom.
– All content slides must include developed speaker notes in which you fully explain your ideas presented on the slides.
The first seven sections outlined below are based upon your interview above in Part I in addition to your corresponding research. Address the following in your presentation under the appropriate headings:
_Business Leader Description_
– Identify the leader and justify the selection of that particular leader.
– Discuss the organizations with which the leader is affiliated and the industry in which that the leader is most recognized.
– Discuss how long the leader has been in a leadership position.
_Greatest Career Achievement of Leader_
– Describe the leader's greatest career achievement(s).
– Provide justification on why this achievement was so impactful. Include which management principles, strategies, or processes they employed that led to this effective organizational outcome and improved stakeholder satisfaction.
– Using the attached "Contemporary Business Leader Materials" template, complete the scoring in the "1. Part A – Servant Leadership" worksheet based on your conversation with your leader. Use the Likert scale provided to evaluate the extent to which the respondent (i.e., the interviewed leader) applied servant leadership characteristics when the respondent experienced the greatest success. Review the leader's score earned for each characteristic in this area and provide an explanation of how these elements relate to the leader's greatest career achievement.
_Handling a Challenge_
– Identify the significant career challenge the leader faced.
– Explain how the leader handled the challenge.
– Based on your perspective, differentiate whether the response aligns more with a managerial role or a leadership role.
– Using the attached "Contemporary Business Leader Materials" template, complete the scoring in the "2. Part B – Servant Leadership" worksheet based on your conversation with your leader. Use the Likert scale provided to evaluate the extent to which the respondent (i.e., the interviewed leader) applied servant leadership characteristics when the respondent experienced the most significant challenge. Review the leader's score earned for each characteristic in this area and provide an explanation of how it relates to the handling of the challenge.
_Power Bases and Impact of Behavior_
– Based upon the responses received in Item 3 of Part I (above), describe which power base(s) you feel the leader utilized in handling or resolving the challenge and justify your choice.
– Discuss the impact of the leader's behavior on the situation based on the power base demonstrated.
_Mission, Vision, Strategy, and Entrepreneurial Mindset_
– Using the attached "Contemporary Business Leader Materials" template, complete the scoring in the "3. Part C – Entrepreneurial Mindset" worksheet based on your conversation with your interviewee. Use the Likert scale provided, rate the extent to which the interviewee (i.e., the interviewed leader) possesses an entrepreneurial mindset.
– Explain the association between possessing an entrepreneurial mindset with achieving the organization's mission, vision, and strategy.
_Application of Leadership Theory_
– Discuss which leadership theory, model, style, or behavior best describes the chosen leader's approach to leading people.
_Leadership Style Comparison_
– Compare the leadership style used by your selected leader in Part II with the style of the selected, well-known business leader in the same industry.
– Discuss the strengths and weaknesses of both leadership styles.
The next two sections below are based upon your research on your selected leader in Part II as well as the lessons learned in the interview in Part I.
_Leadership Lessons_
– Identify and explain three characteristics that a leader should demonstrate or avoid in order to be successful.
– Provide justification for the characteristics selected.
_Critical Reflection of the Interview and Research Processes_
– Why did you choose to interview the leader in Part I, and why did you choose the selected leader in Part II?
– What additional or follow-up questions did you ask in order to arrive at the responses you provided within your presentation? For example, how did you prompt responses from your interviewee to answer questions about less common concepts, such as "Generalized Self Efficacy," "Internal Locus of Control," or "Healing"?
– Provide a short reflection of what you learned from this interview and research process, including any challenges you faced and how you overcame them.
_**General Requirements**_
You are required to submit the following deliverables:
– From Part I: The completed "Contemporary Business Leader Materials" template for "1. Part A – Servant Leadership," "2. Part B – Servant Leadership," and "3. Part C – Entrepreneurial Mindset" tabs.
– From Part I: In the "4. Evidence of Interview" tab within the "Contemporary Business Leader Materials" template, include your interview documentation (i.e., paste in your notes or a picture of the manual notes you took) or a link to the recorded interview file.
– From Part III: PowerPoint presentation with detailed speaker notes within the designated notes sections. These robust, detailed speaker notes are required to support and explain the bullet points in each slide. Include scholarly support to validate your position and be sure to cite any charts or graphs included in your presentation and speaker notes.
– From Part III: The link to your recorded presentation should be on the title slide of your presentation and in the "5. Recorded Presentation Link" tab of the "Contemporary Business Leader Materials" template. The recorded presentation needs to include video and audio recording for each member of the team while also advancing through the slide presentation.
You are required to use at least two external scholarly sources in addition to the textbook to provide evidence in support of the leadership style displayed by the selected leader. The rationale should be justified; this should not be completed based on an opinion. These sources must be cited in-text (i.e., parenthetically within the presentation), in addition to providing a references list at the end of the presentation.
Refer to the resource, "Creating Effective PowerPoint Presentations," located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
_**Benchmark Information**_
_This benchmark assignment assesses the following programmatic competencies:_
_BS Accounting; BS Business Administration; BS Entrepreneurial Studies; BS Finance and Economics; BS Finance; BS Finance and Economics; BS Supply Chain and Logistics Management: (3.6). BS Business Analytics; BS Business Management; BS Marketing and Advertising; BS Sports Management: (3.4). BS Business Secondary Education: (6.3). BS Business Information Systems: (3.3). BS Homeland Security and Emergency Management: (2.1). BS Applied Management: (1.5)_
_Examine management principles, strategies, and processes that lead to effective organizational outcomes._
Attachments [MGT-420-RS-T6-ContemporaryBusinessLeaderMaterials.xlsx](https://halo.gcu.edu/resource/09bc98e5-78d2-4ffd-83c2-9f161d4d533a "MGT-420-RS-T6-ContemporaryBusinessLeaderMaterials.xlsx") Submit Assignment
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– 2 years ago
Time to submit your research assignment ! Take each part that you've completed so far, reflect on the feedback given throughout the course, make any changes needed and put it all together. The final must be in APA format to include title and reference page, written in 12 point font, double spaced in…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
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Order on TutorsGallery →Time to submit your research assignment ! Take each part that you've completed so far, reflect on the feedback given throughout the course, make any changes needed and put it all together. The final must be in APA format to include title and reference page, written in 12 point font, double spaced in Times New Roman.
– [\
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annotated-Darius20Nix_Research20Paper20Topic.docx.pdf](https://www.sweetstudy.com/files/annotated-darius20nix-research20paper20topic-docx-pdf-10213853 "annotated-Darius20Nix_Research20Paper20Topic.docx.pdf")
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annotated-ResearchTopic-Annotated20Bibliography.docx.pdf](https://www.sweetstudy.com/files/annotated-researchtopic-annotated20bibliography-docx-pdf-10213855 "annotated-ResearchTopic-Annotated20Bibliography.docx.pdf")
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TheRoleofGaminginEnhancingEducationandWorkplaceTraining.edited2.docx](https://www.sweetstudy.com/files/theroleofgaminginenhancingeducationandworkplacetraining-edited2-docx-10213857 "TheRoleofGaminginEnhancingEducationandWorkplaceTraining.edited2.docx")
– 2 years ago