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The field of organizational behavior can be organized around three levels: individual level, team level, and organizational level. In other words, some theories focus on factors influencing individual behavior (e.g., personality, motivation). Some theories focus on factors influencing team or group behaviors (e.g., group development, conflict, roles). Still, other theories focus on factors that tend to operate at an organizational level (e.g., structure, culture, leadership). During the course, you have studied a variety of theories and perspectives at all these levels. Which ones seem most meaningful to you? For your last paper: Select one theory or perspective that you have studied that seems to be an individual level theme. One that you have studied that seems to be a team level theme. And one that you have studied that seems to be an organizational level theme. Summarize what those theories are and why each pertains to its corresponding level (individual, team, or organization).  Analyze those three theories based on this question: Why do people do what they do in organizations? That is, how do the theories you have selected help explain “organizational behavior?” What are the challenges, problems, or difficulties in behavior as suggested by each of your theories? What are the potential strategies and solutions (to the challenges) as suggested by your theories? How do your three theories seem to fit together? How do they seem to interact with each other? What important lessons can you derive from thinking about the interaction of the theories?

Critical Thinking Firms institute a variety of brand-related strategies to create and manage key brand assets that includes like brand extension and line extension, manufacturer brands and private-label brands, co-branding and Brand Licensing. Critically examine these all strategies with the help of suitable examples from the local market. A local health club is running a promotional campaign that promises you can lose an inch a month off your waist if you join the club and follow its program. How might this claim cause a communications gap? What should the club do to avoid a service failure? Imagine you are the product manager for Neutrogena’s sun protection product line and your team developed a new type of sunscreen. Which B2B pricing tactics would you use to promote it? Why?

1.literature review + methodology has been done and comments have been given , which need to be revise  2. data collection and analysis, discussion need to link with literature review, and need more academic journal and article to supports 

(1) talk about how race mattered in a class you are taking this semester and in your personal experience of living in New Orleans. You can do this in a multitude of ways. You can talk about the racial makeup of your class and the racial dynamics of it. You can talk about how often or little race was mentioned and under what context was it discussed. You can talk about the degree to which race seemed invisible and/or visible. These are just a few examples of how you can discuss how race mattered in your courses. When discussing your personal experiences in New Orleans you can talk about the racial make-up of the city and if your personal life reflects the diversity in the city. You can discuss if the places you live and hangout are segregated or integrated. These are just a few of the many ways you can think about the exam question. (2) The essay should use course readings to offer an analysis of your experience. For example, it is not enough to simply say the definition that Bonilla-Silva gives us for structural racism, but rather you should demonstrate how the theory of structural racism provides us with a language to understand your experiences. This provides me with an opportunity to see how well you can take multiple theories and make sense of the everyday function of race. (3) The essay should have a central thesis. Early in the essay you should communicate this. For example, "My thesis is that race produces uneven segregation in my classes. One of my classes is segregated because it is disproportionately white and in my diverse class students were clustered in different parts of the room by race." You will be graded on (1) how well your argument relates to what we have learned in class, (2) how well your sources relate to your argument, (3) the clarity of the essay, and (4) how interesting/compelling the topic is.

write a long report on how grass is better for the use of football versus using turf

After watching the movie “sleeping with the enemy” answer the following questions. Please be sure to support all responses with evidence from the movie, the text, your own experiences, those of others, or any other source. Each question should be no less that one page, APA 6 format, must be completed on or before the deadline and absolutely no emailed submissions will be accepted. 1. Reflect on the conflict interaction in the movie. Using the explanatory model of interpersonal conflict, describe distal and proximal factors that led up to the conflict. Describe the actual conflict episode and discuss the proximal and distal outcomes of the conflict. Was the conflict constructive or destructive? Defend your answers. 2. Using the same conflict described above, describe the actual interaction in terms of interpersonal influence strategies used during the conflict (e.g. content-validation, content-invalidation, other support, other accusations, self assertions, self defense). Were the strategies used more positive( e.g. content validation, other support, self-assertions) or negative (e.g. content invalidation, other accusation, self defense)? How did each character react? 3. How did the main character exercised control? What conflict styles were evident? 4. According to Gottman's four horsemen of the apocalypse model, what are the four destructive behaviors evidenced during the conflict in the couple who was more distressed? Defend your answers

Directions: Please answer the following questions, write 1 paragraph for each (approx. one page total) or record yourself thoroughly answering the questions. 1. What did you find most interesting/thought-provoking/upsetting? What would you like to learn more about/talk more about? 2. How does what we learned about in Modules 7 and 8 connect to you or your community or to current events/issues? 3. What did you know about reform movements (abolition, women's rights, etc.) prior to this class? What did you know about westward expansion prior to this class? 4. What are two new things that you learned about reform movements (abolition, women's rights, etc.) or westward expansion? Please provide two examples from the slides or your reading. 5. Has your perception/view of reform movements (abolition, women's rights, etc.) or westward expansion changed?

Overview Select one team member’s hypothesis from Assignment 3 for the Assignment 4 group project. You will design and implement a survey to test the selected hypothesis and analyze and interpret the results. The written project that you turn in will include the agreed-upon hypothesis, survey design, a summary of the results, a discussion of the limitations of the study, ways to improve the study if replicated, and tentative conclusions. THE hypothesis CHOSEN IS : Being actively involved in media, IV, is linked to life satisfaction and lower productivity, DVs. Active engagement involves interacting on media like posting, commenting, and messaging rather than just scrolling through content passively Part I - Designing the survey: Design a mixed methods survey with the goal of obtaining high-quality information that will test your hypothesis. Draw on the methods discussed in the readings from class to ensure that you can elicit enough information without making your survey too long. Each student in the group should develop five questions. Include both qualitative and quantitative questions that complement each other. After pre-testing you will refine the questions and choose the best ten for your survey (see below), but keep a record of your initial questions and who contributed them. You are encouraged to use a few published survey questions, but make sure to justify their use, and cite them appropriately. Identify an appropriate target population to survey to test this hypothesis. You should also consider underlying constraints (e.g., survey length, access to specific target populations, classmates cannot be your study subjects) to ensure that your hypothesis is feasible for this assignment. Part II - Administering the survey: As your readings explain, part of good survey design is "field testing" the survey to make sure that it is clear and understandable to your target population. For this assignment instead of a full scale field testing, pre-survey 3-4 people per group using the questions each group member developed in Part II. Each person that agrees to be surveyed must indicate so according to this Informed Consent Form. You may wish to use Google forms to administer your survey. Here is a primer on how to use and administer surveys with Google forms. Reflect on the initial pre-test results of your survey. Consider whether people were able to answer all the questions, and whether the questions were clearly interpreted by subjects to provide accurate data. Make any necessary modifications to your survey, such as revising your questions. Make sure to cut down the number of questions (10 questions). Now, survey a broader sample of your target population (your group should together survey at least 30 new people, more if desired). This should not be in-person. You can use your social networks to find willing participants, but remember you should aim for a sample that is representative of your target population. Please use the same “Informed consent form” to obtain consent from each participant. Your participants should not include your group members. Part III - Data analysis: Once you have collected the data from your survey (not the pre-test), you will need to analyze them using basic summary statistics and data visualization methods. Make sure that your data analysis does not include any personal identifying information. Part IV - Final Project Write-up: Create a 1500 word (maximum) document. Organize your final paper into the following sections: Introduction (approx. 250) Background and summary of your topic, hypothesis and its justification (approx. 250 words) Methods (approx. 400 words) Study design Target population and sampling method Survey design, including relevant variables, changes made to survey based on pre-test. Results (approx. 500 words) Narrative description of key results 2-3 Figures and/or tables with captions **You need to present the results in the form of narrative (e.g. descriptive statistics such as mean, standard deviation, number of respondents, gender percentage, etc) for quantitative questions. You will need to also summarize the qualitative question results (e.g. what categories emerged, summary of qualitative answers etc.). And finally, you will need to present visualizations of the results that are relevant to your data (e.g. scatter plot, bar graphs or similar). The association between x (independent variable) and y (dependent variable) needs to be clear. All best practices in reporting the visualizations and tables discussed earlier in this course need to be communicated.**2-3 Figures 4.Discussion (approx. 350 words) 1. which results do, and do not support your hypothesis 2. tentative conclusions from the results, 3. Limitations of the study 4. Ways to improve the study if replicated 5. Include a blank copy of the final survey questions (the survey will not count as part of your word count). 5.Addendum recording team contributions 1. Description of all group members’ proposed hypotheses and explanation of why you chose the hypothesis you did (approx. 150 words). Put initials by your contribution. 2. Description of your division of labor (approx. 150 words). 3. List of 15 proposed questions for the survey (no word count). Put initials by your contribution. 4. If a student does not contribute enough to the assignment, they may receive lower scores.

PART 3: PARENTING ACTION PLAN  You’ve crafted your case study. You’ve done your research on the topic. Now it’s time to identify some solutions in the form of a Parenting Action Plan.  Your Parenting Action Plan should be about 2000-3000 word in length and follow APA style (7th edition). Be sure to use in-text citations and include a reference list.  Copy and paste your case study at the beginning of your document to provide the context for your research essay. (This will not count towards your word total.)  Your essay should be written in your own words and you should always cite any ideas that come from another source. Do not use quotations or copy verbatim from another author.  Your action plan can build on your existing research essay, but the action plan itself will include a few additional components (denoted with an * below). The research you have done should be carefully woven into your action plan. In other words, don’t just copy and paste your research essay and tack on more words. Use the research to justify the actions you are proposing.      Statement of the problem: A statement of the key issues that must be explored in order to resolve your case study.(This can be the same as the statement in your research essay)     Incorporation of at least 10 credible sources from within the past 10 years that can be used to support a parenting action plan. At least 5 of these sources must be scholarly social science research articles, and at least 3 of the sources must have been published within the last 2 years.     *Incorporation of parenting or developmental theories to provide a framework for the proposed action plan.     *Description of potential sites of impact (Step 6 of the Planning Table).     *Identify an action plan grounded in research that may address concerns posed by the case study (Step 7 of the Planning Table).     Correct use of in-text citations and corresponding reference list (APA 7th edition).    

Performance Project The objective of this assignment is to develop a performance appraisal instrument to evaluate the performance of your immediate supervisor or manager. You will be graded on the format and content of the appraisal instrument. The review form should include at least 4 attributes and 4 behaviors* that would be evaluated. The rating scale (1-5) must be a graphic rating scale with performance standards or behavioral examples that corresponds to each attribute** or behavior. An example can be found in Chapter 8 (pages 237-238) in your textbook and in Module content readings. Please note: Attributes are different from behaviors and are rated differently. Task: In order to complete this assignment: Imagine you have been asked by the CEO/General Manager/District Manager to design an appraisal instrument for your current hospitality job supervisor or for a hospitality manager. Create a performance review form that includes the following: a) 4 attributes (traits) of a person completing the chosen job, b) 4 behaviors of a person completing the chosen job. The rating scale (1-5 with 5 being the highest rating) must be a behaviorally graphic rating scale that corresponds to each attribute or trait** or behavior. a) An example can be found in additional readings. Please note: Attributes are different from behaviors and are rated differently. b) **Be advised that the word “attribute” is sometimes interchangeable with the word “trait.” So, in some texts and readings, you might see “trait-based” scales, which would also be “attribute-based” scales. To check your work, interview a Human Resource professional or manager about performance objectives you have created. Include a paragraph of description of the HR professional or manager said. Provide at least one reference other than the textbook to support the performance objectives used in the hospitality industry! Be sure to cite your references for where you found your performance objectives. Be sure to include the name, title and company information for the person you interview. You will be graded on the format and content of the appraisal instrument along with the evaluation comments. Criteria for Success: A successful assignment will have the following characteristics: A completed performance appraisal instrument template. Cite additional references.  The textbook is not an additional reference. Sources will be cited the end of your discussion using APA format. Proper grammar, spelling, and professional language are used. Late assignments are not accepted. Name your file: last name_PA.doc or lastname_PA.docx (For example my file would be named sammons_PA.docx) Be sure to put your name within the file also!! All assignments must have the student’s name on the first page of the assignment. Grammar and spelling will be graded also. Imagine you have been asked by the CEO/General Manager/District Manager to design the appraisal instrument. You also need to write examples of evaluation comments for me to grade how you evaluate the criteria subjectively. Chapter 8: Learning Content (New) INTRODUCTION                  In Brief: This chapter gives an overview of the performance appraisal process and the different tools and methods available.  The main topics covered include the performance management process, appraisal methods, appraisal performance problems and solutions, and the appraisal interview. Interesting Issues:   Despite lots of attention, money, and effort, performance appraisals remain an area with which few managers or employees are satisfied.  The following questions may be worth discussing.  Do we have a good enough system yet? Is there an intrinsic problem with performance appraisals? Is it just human nature to dislike them? LEARNING MATERIALS To enhance your learning experience on this topic, please review the content provided below: READ 4 Ways to Unlock Your Employee's PerformanceDownload 4 Ways to Unlock Your Employee's Performance Based on insights from HR experts and real success stories, this guide is designed to help you understand 4 revolutionary ways that you can adopt a strategic approach to HR and unleash the true potential of your company... 5 Ways to Transform Annual PerformanceDownload 5 Ways to Transform Annual Performance Many would agree that the common performance management practices we’ve followed for years are no longer effective for several reasons. They’re often a heavily process-driven, rating and ranking exercise that takes a rear-view mirror approach to performance management. The result is additional stress on an already overburdened and disengaged workforce.   5 Tips for Annual EvaluationsDownload 5 Tips for Annual Evaluations Performance reviews are meant to develop employees to the best of their potential and address problem behaviors in a way that is constructive and professional. But how do you handle a performance review that involves some news employees won’t necessarily welcome? The following are articles that will support you in creating a performance appraisal instrument. Example of attributes or traits and behaviors with behavioral anchored scalesDownload Example of attributes or traits and behaviors with behavioral anchored scales These are examples of attributes or traits with behaviorally anchored scales, that your professor provided. Competency ExamplesDownload Competency Examples A job competency bank is used as a comprehensive behaviorally-based performance description that employees and their managers can use to measure and manage performance and establish development plans. This is a framework that will support the development of superior performers through helping to describe what superior performance is. These competencies help identify the knowledge, skills, abilities, or other behaviors critical to success in a job role or specific function. The following are one-page synopsis of Performance Measurement training guides.  Effectively Measuring Job PerformanceDownload   Effectively Measuring Job Performance Performance measurement systems show employees how they're doing relative to goals and/or other employees. They also help you make informed decisions on raises, promotions, etc. A variety of systems can be used, depending on the type of job and the circumstances in which it is performed. Documenting PerformanceDownload Documenting Performance Keep ongoing records of employees’ performance in terms of their goals and/or action plans. Keep a private file on each employee solely to document performance. Performance Goals and CriteriaDownload Performance Goals and Criteria Know how to develop performance goals and criteria. Recognize the value of performance goals and criteria in employee development and performance appraisal. Handling Negative Performance AppraisalsDownload Handling Negative Performance Appraisals Identify negative performance problems. Communicate expectations, and explain what needs to be done to improve performance. Correct negative performance through the appraisal process. Performance Appraisal Meeting These notes will help you to recognize the value of performance appraisal meetings for employee recognition and development and know-how to prepare for and conduct useful performance appraisal meetings. Behavioral Anchored Scales examples Download Behavioral Anchored Scales examples Review for the performance assignment.