Tag: Homework Solution

  • [Solved] Prof Double R

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Write a 3 page paper, using correct APA style and format, on cross-cultural leadership and how this situation might be resolved. Include the following: – Explain why cultural intelligence is important for HR practitioners and other organizational managers. – Articulate recommendations to develop cul…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Write a 3 page paper, using correct APA style and format, on cross-cultural leadership and how this situation might be resolved. Include the following:
    – Explain why cultural intelligence is important for HR practitioners and other organizational managers.
    – Articulate recommendations to develop cultural intelligence. Make three recommendations.
    – Describe how to respond and overcome the issues present in this workplace scenario.

  • [Solved] Psychology Assignment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Please follow instructions. No AI – ## Week2_Assignment5.pdf **## Week2_Assignment5.pdf** Due Sunday by 10:59pm Points 50 Submitting a text entry box or a file upload Attempts 0 Allowed Attempts 2 Start Assignment  Back to Week at a Glance (https://waldenu.instructure.com/courses/182224/modules/i…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Please follow instructions. No AI

    – ## Week2_Assignment5.pdf

    **## Week2_Assignment5.pdf**

    Due Sunday by 10:59pm
    Points 50
    Submitting a text entry box or a file upload
    Attempts 0
    Allowed Attempts 2

    Start Assignment

     Back to Week at a Glance
    (https://waldenu.instructure.com/courses/182224/modules/items/7585063)

    ETHICS: DO NO HARM

    Researchers in psychology (including students) must follow the American Psychological Association’s
    (APA’s) Ethical Principles of Psychologists and Code of Conduct to protect the rights and welfare of
    research participants and ensure no harm will come to them. Furthermore, an institutional review board
    (IRB) committee must review and approve all research studies involving humans and/or animals before
    the study begins. It is the IRB committee’s responsibility to evaluate proposed research studies per the
    APA’s ethical principles and codes of conduct as well as to assess the possible benefits and risks of the
    studies.

    An effective way to develop your research skills is to analyze sample studies. For this Assignment, you
    will review brief research descriptions, identify and address ethical issues, and apply an alternative
    research methodology.

    (https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-
    LgRendition/AdobeStockLicense_233336091.jpeg)

    RESOURCES
    Be sure to review the Learning Resources before completing this activity.

    Cozby, P. C., & Bates, S. C. (2024). Methods in behavioral research (15th
    ed.). McGraw Hill.

    Readings 

    [https://waldenu.instructure.com/courses/182224/modules/items/7585063](https://waldenu.instructure.com/courses/182224/modules/items/7585063)

    [https://waldenu.instructure.com/courses/182224/modules/items/7585063](https://waldenu.instructure.com/courses/182224/modules/items/7585063)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_233336091.jpeg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_233336091.jpeg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_233336091.jpeg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_233336091.jpeg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_233336091.jpeg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_233336091.jpeg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_233336091.jpeg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_233336091.jpeg)

    To prepare:

    Review Chapter 3.
    Read all five of the following research studies and select one for your Assignment.

    1. A researcher was studying initial interactions between people. While two students were
    waiting in a room for an experiment to begin, the researcher covertly videotaped their
    actions and conversation. Afterward, the researcher told the students about the video
    recording and gave them the opportunity to have the tape erased.

    2. A researcher worked for a time on the production line of a large manufacturing plant to
    study efficiency. His status as a researcher was unknown to his coworkers. It was not
    until he was about to conclude his research that he revealed his purpose and identity to
    his coworkers.

    3. To study what types of people are most likely to give money to a stranger, people on city
    streets were asked for money by a researcher who said he had just lost his wallet. No
    one was ever told that he or she was part of a research project.

    4. To study the effects of alcohol on decision making, a graduate student interviewed college
    students after they had left a campus bar. With a portable breathalyzer, he registered
    their blood alcohol levels. Although some of them were found to be intoxicated beyond
    the legal state limits—and many of them were going to be driving home—he did not
    inform them of their blood alcohol levels.

    5. Participants interacted for an hour with another person who was an accomplice of the
    researcher. After this interaction, both people agreed to return the following week for
    another session with each other. When the real participants returned, they were informed
    that the person they had interacted with the week before had died. The researchers then
    measured reactions to news of the death of the person.

    For the scenario you selected:

    Assess possible ethical issues related to the APA Ethics Code: Five Principles (A, B, C, D, E) and
    identify two that you will use for this Assignment.
    Conduct a risk-benefit analysis, including, but not limited to, factors such as physical or
    psychological harm, stress and distress, confidentiality and privacy, consent, debriefing. Consider
    whether deception (active or passive) was used or not used. Determine if the study poses a
    rating of “no risk,” “minimal,” or “greater risk.”

    Chapter 3, “Ethics in Behavioral Research”

    PSYC_3003_Week2_Assignment_Rubric

    Consider alternative strategies that could have been used to minimize the possible risks and/or
    ethical issues (i.e., what changes could make the study ethical).

    Submit a 1- to 2-page paper that responds to the following:

    Select one of the five research scenarios and complete the following for the study you selected. Do
    not reproduce the scenario in your response, instead indicate your study selection with a number
    (e.g., Scenario #3). For the scenario you selected:

    Describe the first possible ethical issue and explain how it would violate a specific APA Ethics
    Code (A, B, C, D, or E), and propose what the researcher could have done differently to remedy
    the issue.
    Describe the second possible ethical issue and explain how it would violate a specific APA Ethics
    Code (A, B, C, D, or E), and propose what the researcher could have done differently to remedy
    the issue.
    Provide a summary of the results of your risk-benefit analysis, and your overall rating (e.g.,
    minimal risk), of the scenario before and after your proposed changes.

    Note: Support your responses within your Assignment with evidence from the assigned Learning
    Resources. Provide a reference list for resources you used for this Assignment. Use APA style for in-
    text citations and references.

    Before submitting your final assignment, you can check your draft for authenticity. To check your
    draft, access the Turnitin Drafts from the Start Here area.

    1. To submit your completed assignment, save your Assignment as
    WK2Assgn_LastName_FirstInitial

    2. Then, click on Start Assignment near the top of the page.
    3. Next, click on Upload File and select Submit Assignment for review.

    BY DAY 7

    SUBMISSION INFORMATION

    Criteria Ratings Pts

    Description/explanation
    of how ethical issue #1
    violates an APA Ethics
    Code and proposal of
    how to remedy the
    issue

    15 pts

    Description/explanation
    of how ethical issue #2
    violates an APA Ethics
    Code and proposal of
    how to remedy the
    issue

    15 pts

    15 pts
    A

    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources.

    13 pts
    B

    Response is
    complete and
    mostly
    accurate;
    contains
    some details
    and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources.

    11 pts
    C

    Response is
    somewhat
    complete
    and/or is
    somewhat
    accurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes
    some
    supporting
    information
    from the
    Learning
    Resources.

    9 pts
    D

    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks
    sufficient
    details and/or
    explanation;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources.

    0 pts
    F

    Response is
    incomplete or
    not provided;
    answers are
    inaccurate
    and/or not
    explained;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources.

    15 pts
    A

    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources.

    13 pts
    B

    Response is
    complete and
    mostly
    accurate;
    contains
    some details
    and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources.

    11 pts
    C

    Response is
    somewhat
    complete
    and/or is
    somewhat
    accurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes
    some
    supporting
    information
    from the
    Learning
    Resources.

    9 pts
    D

    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks
    sufficient
    details and/or
    explanation;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources.

    0 pts
    F

    Response is
    incomplete or
    not provided;
    answers are
    inaccurate
    and/or not
    explained;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources.

    Criteria Ratings Pts

    Summary and rating of
    risk-benefit analysis
    before and after
    proposed changes

    10 pts

    Quality of Writing 10 pts

    10 pts
    A

    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources.

    8.5 pts
    B

    Response is
    complete and
    mostly
    accurate;
    contains
    some details
    and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources.

    7.5 pts
    C

    Response is
    somewhat
    complete
    and/or is
    somewhat
    accurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes
    some
    supporting
    information
    from the
    Learning
    Resources.

    6.5 pts
    D

    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks
    sufficient
    details and/or
    explanation;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources.

    0 pts
    F

    Response is
    incomplete or
    not provided;
    answers are
    inaccurate
    and/or not
    explained;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources.

    10 pts
    A

    Writing is clear
    and organized
    with few or no
    errors in
    mechanics,
    usage,
    grammar, or
    spelling
    (MUGS).
    There is a
    preponderance
    of original
    writing (i.e.,
    use of own
    words and
    proper
    paraphrasing).
    Information
    from the
    Learning
    Resources is
    fully provided
    and correctly
    documented

    8.5 pts
    B

    Writing is
    mostly clear
    and organized
    with few
    MUGS errors.
    Writing is
    original (i.e.,
    use of own
    words and
    proper
    paraphrasing).
    Information
    from the
    Learning
    Resources is
    mostly
    provided and
    correctly
    documented
    with citation(s)
    and
    reference(s) in

    7.5 pts
    C

    Writing is
    somewhat
    clear and
    organized
    with some
    MUGS errors.
    Most writing
    is mostly
    original (i.e.,
    use of own
    words and
    proper
    paraphrasing)
    but may rely
    on the use of
    some direct
    quotations.
    Information
    from the
    Learning
    Resources is
    partially
    provided
    and/or

    6.5 pts
    D

    Writing is
    mostly
    unclear and
    disorganized
    and/or
    contains
    many MUGS
    errors. There
    is an overuse
    of direct
    quotations
    and/or
    ineffective
    paraphrasing.
    Information
    from the
    Learning
    Resources is
    significantly
    lacking
    and/or is
    incorrectly
    documented
    and/or

    0 pts
    F

    Writing is
    mostly
    unclear
    and/or
    mostly
    disorganized
    and/or
    contains
    many
    MUGS
    errors.
    There is an
    underuse of
    original
    writing and
    an overuse
    of directly
    quoted
    content.
    Information
    from the
    Learning
    Resources
    is absent

    Criteria Ratings Pts

    Total Points: 50

    with citation(s)
    and
    reference(s) in
    correct APA
    style.

    correct APA
    style.

    incorrectly
    documented
    with
    citation(s)
    and/or
    reference(s),
    and/or
    citations(s)
    and
    reference(s)
    do not follow
    correct APA
    style.

    citation(s)
    and
    reference(s)
    do not follow
    correct APA
    style.

    and/or is not
    cited or
    referenced
    in any way.

    **## Week2_Assignment5.pdf**

    Due Sunday by 10:59pm
    Points 50
    Submitting a text entry box or a file upload
    Attempts 0
    Allowed Attempts 2

    Start Assignment

     Back to Week at a Glance
    (https://waldenu.instructure.com/courses/182224/modules/items/7585063)

    ETHICS: DO NO HARM

    Researchers in psychology (including students) must follow the American Psychological Association’s
    (APA’s) Ethical Principles of Psychologists and Code of Conduct to protect the rights and welfare of
    research participants and ensure no harm will come to them. Furthermore, an institutional review board
    (IRB) committee must review and approve all research studies involving humans and/or animals before
    the study begins. It is the IRB committee’s responsibility to evaluate proposed research studies per the
    APA’s ethical principles and codes of conduct as well as to assess the possible benefits and risks of the
    studies.

    An effective way to develop your research skills is to analyze sample studies. For this Assignment, you
    will review brief research descriptions, identify and address ethical issues, and apply an alternative
    research methodology.

    (https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-
    LgRendition/AdobeStockLicense_233336091.jpeg)

    RESOURCES
    Be sure to review the Learning Resources before completing this activity.

    Cozby, P. C., & Bates, S. C. (2024). Methods in behavioral research (15th
    ed.). McGraw Hill.

    Readings 

    [https://waldenu.instructure.com/courses/182224/modules/items/7585063](https://waldenu.instructure.com/courses/182224/modules/items/7585063)

    [https://waldenu.instructure.com/courses/182224/modules/items/7585063](https://waldenu.instructure.com/courses/182224/modules/items/7585063)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_233336091.jpeg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_233336091.jpeg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_233336091.jpeg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_233336091.jpeg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_233336091.jpeg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_233336091.jpeg)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_233336091.jpeg](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Adobe/OrigImage-LgRendition/AdobeStockLicense_233336091.jpeg)

    To prepare:

    Review Chapter 3.
    Read all five of the following research studies and select one for your Assignment.

    1. A researcher was studying initial interactions between people. While two students were
    waiting in a room for an experiment to begin, the researcher covertly videotaped their
    actions and conversation. Afterward, the researcher told the students about the video
    recording and gave them the opportunity to have the tape erased.

    2. A researcher worked for a time on the production line of a large manufacturing plant to
    study efficiency. His status as a researcher was unknown to his coworkers. It was not
    until he was about to conclude his research that he revealed his purpose and identity to
    his coworkers.

    3. To study what types of people are most likely to give money to a stranger, people on city
    streets were asked for money by a researcher who said he had just lost his wallet. No
    one was ever told that he or she was part of a research project.

    4. To study the effects of alcohol on decision making, a graduate student interviewed college
    students after they had left a campus bar. With a portable breathalyzer, he registered
    their blood alcohol levels. Although some of them were found to be intoxicated beyond
    the legal state limits—and many of them were going to be driving home—he did not
    inform them of their blood alcohol levels.

    5. Participants interacted for an hour with another person who was an accomplice of the
    researcher. After this interaction, both people agreed to return the following week for
    another session with each other. When the real participants returned, they were informed
    that the person they had interacted with the week before had died. The researchers then
    measured reactions to news of the death of the person.

    For the scenario you selected:

    Assess possible ethical issues related to the APA Ethics Code: Five Principles (A, B, C, D, E) and
    identify two that you will use for this Assignment.
    Conduct a risk-benefit analysis, including, but not limited to, factors such as physical or
    psychological harm, stress and distress, confidentiality and privacy, consent, debriefing. Consider
    whether deception (active or passive) was used or not used. Determine if the study poses a
    rating of “no risk,” “minimal,” or “greater risk.”

    Chapter 3, “Ethics in Behavioral Research”

    PSYC_3003_Week2_Assignment_Rubric

    Consider alternative strategies that could have been used to minimize the possible risks and/or
    ethical issues (i.e., what changes could make the study ethical).

    Submit a 1- to 2-page paper that responds to the following:

    Select one of the five research scenarios and complete the following for the study you selected. Do
    not reproduce the scenario in your response, instead indicate your study selection with a number
    (e.g., Scenario #3). For the scenario you selected:

    Describe the first possible ethical issue and explain how it would violate a specific APA Ethics
    Code (A, B, C, D, or E), and propose what the researcher could have done differently to remedy
    the issue.
    Describe the second possible ethical issue and explain how it would violate a specific APA Ethics
    Code (A, B, C, D, or E), and propose what the researcher could have done differently to remedy
    the issue.
    Provide a summary of the results of your risk-benefit analysis, and your overall rating (e.g.,
    minimal risk), of the scenario before and after your proposed changes.

    Note: Support your responses within your Assignment with evidence from the assigned Learning
    Resources. Provide a reference list for resources you used for this Assignment. Use APA style for in-
    text citations and references.

    Before submitting your final assignment, you can check your draft for authenticity. To check your
    draft, access the Turnitin Drafts from the Start Here area.

    1. To submit your completed assignment, save your Assignment as
    WK2Assgn_LastName_FirstInitial

    2. Then, click on Start Assignment near the top of the page.
    3. Next, click on Upload File and select Submit Assignment for review.

    BY DAY 7

    SUBMISSION INFORMATION

    Criteria Ratings Pts

    Description/explanation
    of how ethical issue #1
    violates an APA Ethics
    Code and proposal of
    how to remedy the
    issue

    15 pts

    Description/explanation
    of how ethical issue #2
    violates an APA Ethics
    Code and proposal of
    how to remedy the
    issue

    15 pts

    15 pts
    A

    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources.

    13 pts
    B

    Response is
    complete and
    mostly
    accurate;
    contains
    some details
    and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources.

    11 pts
    C

    Response is
    somewhat
    complete
    and/or is
    somewhat
    accurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes
    some
    supporting
    information
    from the
    Learning
    Resources.

    9 pts
    D

    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks
    sufficient
    details and/or
    explanation;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources.

    0 pts
    F

    Response is
    incomplete or
    not provided;
    answers are
    inaccurate
    and/or not
    explained;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources.

    15 pts
    A

    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources.

    13 pts
    B

    Response is
    complete and
    mostly
    accurate;
    contains
    some details
    and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources.

    11 pts
    C

    Response is
    somewhat
    complete
    and/or is
    somewhat
    accurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes
    some
    supporting
    information
    from the
    Learning
    Resources.

    9 pts
    D

    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks
    sufficient
    details and/or
    explanation;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources.

    0 pts
    F

    Response is
    incomplete or
    not provided;
    answers are
    inaccurate
    and/or not
    explained;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources.

    Criteria Ratings Pts

    Summary and rating of
    risk-benefit analysis
    before and after
    proposed changes

    10 pts

    Quality of Writing 10 pts

    10 pts
    A

    Response is
    complete and
    accurate;
    contains
    sufficient
    details and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources.

    8.5 pts
    B

    Response is
    complete and
    mostly
    accurate;
    contains
    some details
    and/or
    explanation;
    includes
    supporting
    information
    from the
    Learning
    Resources.

    7.5 pts
    C

    Response is
    somewhat
    complete
    and/or is
    somewhat
    accurate;
    and/or does
    not contain
    sufficient
    details and/or
    explanation;
    includes
    some
    supporting
    information
    from the
    Learning
    Resources.

    6.5 pts
    D

    Response is
    incomplete or
    is mostly
    inaccurate;
    lacks
    sufficient
    details and/or
    explanation;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources.

    0 pts
    F

    Response is
    incomplete or
    not provided;
    answers are
    inaccurate
    and/or not
    explained;
    does not
    include
    supporting
    information
    from the
    Learning
    Resources.

    10 pts
    A

    Writing is clear
    and organized
    with few or no
    errors in
    mechanics,
    usage,
    grammar, or
    spelling
    (MUGS).
    There is a
    preponderance
    of original
    writing (i.e.,
    use of own
    words and
    proper
    paraphrasing).
    Information
    from the
    Learning
    Resources is
    fully provided
    and correctly
    documented

    8.5 pts
    B

    Writing is
    mostly clear
    and organized
    with few
    MUGS errors.
    Writing is
    original (i.e.,
    use of own
    words and
    proper
    paraphrasing).
    Information
    from the
    Learning
    Resources is
    mostly
    provided and
    correctly
    documented
    with citation(s)
    and
    reference(s) in

    7.5 pts
    C

    Writing is
    somewhat
    clear and
    organized
    with some
    MUGS errors.
    Most writing
    is mostly
    original (i.e.,
    use of own
    words and
    proper
    paraphrasing)
    but may rely
    on the use of
    some direct
    quotations.
    Information
    from the
    Learning
    Resources is
    partially
    provided
    and/or

    6.5 pts
    D

    Writing is
    mostly
    unclear and
    disorganized
    and/or
    contains
    many MUGS
    errors. There
    is an overuse
    of direct
    quotations
    and/or
    ineffective
    paraphrasing.
    Information
    from the
    Learning
    Resources is
    significantly
    lacking
    and/or is
    incorrectly
    documented
    and/or

    0 pts
    F

    Writing is
    mostly
    unclear
    and/or
    mostly
    disorganized
    and/or
    contains
    many
    MUGS
    errors.
    There is an
    underuse of
    original
    writing and
    an overuse
    of directly
    quoted
    content.
    Information
    from the
    Learning
    Resources
    is absent

    Criteria Ratings Pts

    Total Points: 50

    with citation(s)
    and
    reference(s) in
    correct APA
    style.

    correct APA
    style.

    incorrectly
    documented
    with
    citation(s)
    and/or
    reference(s),
    and/or
    citations(s)
    and
    reference(s)
    do not follow
    correct APA
    style.

    citation(s)
    and
    reference(s)
    do not follow
    correct APA
    style.

    and/or is not
    cited or
    referenced
    in any way.

  • [Solved] Discussion: Research Plan Purpose

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Please look at the attachments for directions. I need one assignment back by Thursday and the other by Sunday. – ## twopartassignment.docx – ## DoctoralConcepts.docx – ENG8010ResearchPlantemplate_Module32.docx **## twopartassignment.docx** Two assignments are due: one on Thursday and the other on S…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Please look at the attachments for directions. I need one assignment back by Thursday and the other by Sunday.

    – ## twopartassignment.docx

    – ## DoctoralConcepts.docx

    – ENG8010ResearchPlantemplate_Module32.docx

    **## twopartassignment.docx**

    Two assignments are due: one on Thursday and the other on Sunday.

    Writer's Journal: Research Sources

    Purpose

    This assignment is intended to help you learn to do the following:

    · Demonstrate research skills, including utilizing library resources, searching databases, and note-taking.

    · Evaluate research sources.

    Overview

    In this assignment, you will add to the journal that you started in the Module 1 assignment,
    [Writer’s Journal: Doctoral Concepts](https://franklin.instructure.com/courses/23168/assignments/596723).

    In this entry, respond to the following prompts:

    · Reflect on your experience in building your research plan. What note-taking strategies seem most effective to you? What sources are you finding most helpful?

    · What essential resources and tools do you want to add to your journal for reference as you progress with your writing? Why are these important to you? Identify the resources and include them, or link to them, in your journal entry.

    Action Items

    1. Return to the document you started in the Module 1 assignment,
    [Writer’s Journal: Doctoral Concepts](https://franklin.instructure.com/courses/23168/assignments/596723).

    2. Create a new entry in your journal, responding to the prompts listed in the Overview.

    Discussion: Research Plan. Research Question: How does the implementation of artificial intelligence technologies influence employee engagement and productivity in global organizations?

    Purpose

    This assignment is intended to help you learn to do the following:

    · Identify research areas in a specific field of study.

    · Demonstrate research skills, including utilizing library resources, searching databases, and notetaking.

    · Evaluate research sources.

    · Create a research plan.

    Overview

    In this assignment, you will create a plan for the reading and note-taking stage of your research. You will refine your topic, develop your search strategies, build a reliable note-taking system, and establish a plan that outlines clear goals and timelines for your progress.

    First, review your own post in the
    [Discussion: Research Area Exploration](https://franklin.instructure.com/courses/23168/assignments/596507) assignment. Select the research question that you’d most like to pursue.

    Then, use the
    [Learning Commons Search Strategy Worksheet](https://franklin.instructure.com/courses/23168/files/3731247?wrap=1) [Download Learning Commons Search Strategy Worksheet](https://franklin.instructure.com/courses/23168/files/3731247/download?download_frd=1) to develop your plan for searching for sources on your research question.

    Finally, develop your research plan using the
    [Research Plan template](https://franklin.instructure.com/courses/23168/files/3731237?wrap=1) [Download Research Plan template](https://franklin.instructure.com/courses/23168/files/3731237/download?download_frd=1). Note that you will identify and take notes on at least five articles on your topic for this assignment. You will identify additional articles in future assignments.  Be that your written response abides by the standards of academic writing shared in
    [Module 1 Preparation](https://franklin.instructure.com/courses/23168/pages/module-1-preparation) so that you can grow comfortable with the practice of academic writing.

    **## DoctoralConcepts.docx**

    1

    1

    Writer's Journal: Doctoral Concepts

    Writer's Journal: Doctoral Concepts

    **Reflection on My Role as a Doctoral Scholar**

    Stepping into the role of a doctoral scholar marks a new chapter in my academic journey, one that will require me to elevate both my writing and research practices. Unlike previous levels of study, the doctoral role emphasizes original contributions to knowledge, which means I must approach writing not only to communicate ideas but also to shape and advance scholarly conversations. This role will require me to think critically, analyze more deeply, and synthesize information across multiple perspectives. Moving forward, my writing must demonstrate precision, clarity, and a strong evidence-based foundation. My research, in turn, must go beyond summarizing existing knowledge to identify gaps, applying rigorous methods, and drawing meaningful conclusions that add value to my field.

    **Comfort and Discomfort with the Academic Writing Genre**

    I feel comfortable with the structured and formal aspects of academic writing, particularly the reliance on evidence, logical organization, and citation practices that hold writers accountable. I also find that outlining and revising multiple drafts helps me express my ideas clearly. However, I sometimes find the density of academic language and the expectation for highly technical precision to be challenging. Writing at this level often requires striking a balance between accessibility and sophistication, a skill I know I need to develop further. Additionally, I would benefit from more practice in synthesizing complex sources and integrating multiple perspectives seamlessly into my own argument, rather than allowing my work to feel like a summary of others’ ideas.

    **Essential Resources and Tools for My Writer’s Journal**

    As I progress in my doctoral studies, I want to include resources and tools that support both the technical and conceptual aspects of my writing. Organizing these materials into a centralized journal will help ensure consistency, efficiency, and clarity in my scholarly work.

    **APA Style Resources**

    ·
    _APA Style Official Website_ – Offers authoritative guidelines for formatting, citations, and style.

    ·
    _Purdue OWL APA Guide_ – Provides practical examples and explanations to support proper application of APA rules.

    **Research Tools**

    ·
    _Google Scholar and Library Databases_ – Useful for locating peer-reviewed articles and current research in my field.

    ·
    _Citation Management Tools (Zotero or Mendeley)_ – Assist in efficiently organizing references and generating accurate citations.

    **Writing Aids**

    ·
    _Grammarly_ – Supports grammar, clarity, and readability improvements.

    ·
    _Templates and Notes_ – Especially for literature reviews, research methods, and academic vocabulary development.

    **Personal Notes**

    ·
    _Key Definitions and Terminology_ – Ensures consistent understanding and application of disciplinary concepts.

    ·
    _Outlines and Checklists_ – Provide structured guidance for critical research processes, including problem statements and source evaluation.

    These resources will allow me to remain consistent, organized, and focused on producing high-quality scholarly writing. By curating them in one place, I am creating a living journal that supports my coursework while also serving as a valuable, evolving reference throughout my doctoral program and beyond.

    References

    American Psychological Association. (n.d.).
    _APA style_. https://apastyle.apa.org/

    Grammarly. (n.d.).
    _Grammarly: AI writing assistance_. https://www.grammarly.com/

    Mendeley. (n.d.).
    _Reference management software_. Elsevier. https://www.mendeley.com/

    Purdue Online Writing Lab. (n.d.).
    _APA style introduction_. Purdue University. https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_style_introduction.html

    Zotero. (n.d.).
    _Your personal research assistant_. https://www.zotero.org/

    **ENG8010ResearchPlantemplate_Module32.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/eng8010researchplantemplate-module32-docx)

    **ENG8010ResearchPlantemplate_Module32.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/eng8010researchplantemplate-module32-docx)

    **## twopartassignment.docx**

    Two assignments are due: one on Thursday and the other on Sunday.

    Writer's Journal: Research Sources

    Purpose

    This assignment is intended to help you learn to do the following:

    · Demonstrate research skills, including utilizing library resources, searching databases, and note-taking.

    · Evaluate research sources.

    Overview

    In this assignment, you will add to the journal that you started in the Module 1 assignment,
    [Writer’s Journal: Doctoral Concepts](https://franklin.instructure.com/courses/23168/assignments/596723).

    In this entry, respond to the following prompts:

    · Reflect on your experience in building your research plan. What note-taking strategies seem most effective to you? What sources are you finding most helpful?

    · What essential resources and tools do you want to add to your journal for reference as you progress with your writing? Why are these important to you? Identify the resources and include them, or link to them, in your journal entry.

    Action Items

    1. Return to the document you started in the Module 1 assignment,
    [Writer’s Journal: Doctoral Concepts](https://franklin.instructure.com/courses/23168/assignments/596723).

    2. Create a new entry in your journal, responding to the prompts listed in the Overview.

    Discussion: Research Plan. Research Question: How does the implementation of artificial intelligence technologies influence employee engagement and productivity in global organizations?

    Purpose

    This assignment is intended to help you learn to do the following:

    · Identify research areas in a specific field of study.

    · Demonstrate research skills, including utilizing library resources, searching databases, and notetaking.

    · Evaluate research sources.

    · Create a research plan.

    Overview

    In this assignment, you will create a plan for the reading and note-taking stage of your research. You will refine your topic, develop your search strategies, build a reliable note-taking system, and establish a plan that outlines clear goals and timelines for your progress.

    First, review your own post in the
    [Discussion: Research Area Exploration](https://franklin.instructure.com/courses/23168/assignments/596507) assignment. Select the research question that you’d most like to pursue.

    Then, use the
    [Learning Commons Search Strategy Worksheet](https://franklin.instructure.com/courses/23168/files/3731247?wrap=1) [Download Learning Commons Search Strategy Worksheet](https://franklin.instructure.com/courses/23168/files/3731247/download?download_frd=1) to develop your plan for searching for sources on your research question.

    Finally, develop your research plan using the
    [Research Plan template](https://franklin.instructure.com/courses/23168/files/3731237?wrap=1) [Download Research Plan template](https://franklin.instructure.com/courses/23168/files/3731237/download?download_frd=1). Note that you will identify and take notes on at least five articles on your topic for this assignment. You will identify additional articles in future assignments.  Be that your written response abides by the standards of academic writing shared in
    [Module 1 Preparation](https://franklin.instructure.com/courses/23168/pages/module-1-preparation) so that you can grow comfortable with the practice of academic writing.

    **## DoctoralConcepts.docx**

    1

    1

    Writer's Journal: Doctoral Concepts

    Writer's Journal: Doctoral Concepts

    **Reflection on My Role as a Doctoral Scholar**

    Stepping into the role of a doctoral scholar marks a new chapter in my academic journey, one that will require me to elevate both my writing and research practices. Unlike previous levels of study, the doctoral role emphasizes original contributions to knowledge, which means I must approach writing not only to communicate ideas but also to shape and advance scholarly conversations. This role will require me to think critically, analyze more deeply, and synthesize information across multiple perspectives. Moving forward, my writing must demonstrate precision, clarity, and a strong evidence-based foundation. My research, in turn, must go beyond summarizing existing knowledge to identify gaps, applying rigorous methods, and drawing meaningful conclusions that add value to my field.

    **Comfort and Discomfort with the Academic Writing Genre**

    I feel comfortable with the structured and formal aspects of academic writing, particularly the reliance on evidence, logical organization, and citation practices that hold writers accountable. I also find that outlining and revising multiple drafts helps me express my ideas clearly. However, I sometimes find the density of academic language and the expectation for highly technical precision to be challenging. Writing at this level often requires striking a balance between accessibility and sophistication, a skill I know I need to develop further. Additionally, I would benefit from more practice in synthesizing complex sources and integrating multiple perspectives seamlessly into my own argument, rather than allowing my work to feel like a summary of others’ ideas.

    **Essential Resources and Tools for My Writer’s Journal**

    As I progress in my doctoral studies, I want to include resources and tools that support both the technical and conceptual aspects of my writing. Organizing these materials into a centralized journal will help ensure consistency, efficiency, and clarity in my scholarly work.

    **APA Style Resources**

    ·
    _APA Style Official Website_ – Offers authoritative guidelines for formatting, citations, and style.

    ·
    _Purdue OWL APA Guide_ – Provides practical examples and explanations to support proper application of APA rules.

    **Research Tools**

    ·
    _Google Scholar and Library Databases_ – Useful for locating peer-reviewed articles and current research in my field.

    ·
    _Citation Management Tools (Zotero or Mendeley)_ – Assist in efficiently organizing references and generating accurate citations.

    **Writing Aids**

    ·
    _Grammarly_ – Supports grammar, clarity, and readability improvements.

    ·
    _Templates and Notes_ – Especially for literature reviews, research methods, and academic vocabulary development.

    **Personal Notes**

    ·
    _Key Definitions and Terminology_ – Ensures consistent understanding and application of disciplinary concepts.

    ·
    _Outlines and Checklists_ – Provide structured guidance for critical research processes, including problem statements and source evaluation.

    These resources will allow me to remain consistent, organized, and focused on producing high-quality scholarly writing. By curating them in one place, I am creating a living journal that supports my coursework while also serving as a valuable, evolving reference throughout my doctoral program and beyond.

    References

    American Psychological Association. (n.d.).
    _APA style_. https://apastyle.apa.org/

    Grammarly. (n.d.).
    _Grammarly: AI writing assistance_. https://www.grammarly.com/

    Mendeley. (n.d.).
    _Reference management software_. Elsevier. https://www.mendeley.com/

    Purdue Online Writing Lab. (n.d.).
    _APA style introduction_. Purdue University. https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_style_introduction.html

    Zotero. (n.d.).
    _Your personal research assistant_. https://www.zotero.org/

    **ENG8010ResearchPlantemplate_Module32.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/eng8010researchplantemplate-module32-docx)

    **## twopartassignment.docx**

    Two assignments are due: one on Thursday and the other on Sunday.

    Writer's Journal: Research Sources

    Purpose

    This assignment is intended to help you learn to do the following:

    · Demonstrate research skills, including utilizing library resources, searching databases, and note-taking.

    · Evaluate research sources.

    Overview

    In this assignment, you will add to the journal that you started in the Module 1 assignment,
    [Writer’s Journal: Doctoral Concepts](https://franklin.instructure.com/courses/23168/assignments/596723).

    In this entry, respond to the following prompts:

    · Reflect on your experience in building your research plan. What note-taking strategies seem most effective to you? What sources are you finding most helpful?

    · What essential resources and tools do you want to add to your journal for reference as you progress with your writing? Why are these important to you? Identify the resources and include them, or link to them, in your journal entry.

    Action Items

    1. Return to the document you started in the Module 1 assignment,
    [Writer’s Journal: Doctoral Concepts](https://franklin.instructure.com/courses/23168/assignments/596723).

    2. Create a new entry in your journal, responding to the prompts listed in the Overview.

    Discussion: Research Plan. Research Question: How does the implementation of artificial intelligence technologies influence employee engagement and productivity in global organizations?

    Purpose

    This assignment is intended to help you learn to do the following:

    · Identify research areas in a specific field of study.

    · Demonstrate research skills, including utilizing library resources, searching databases, and notetaking.

    · Evaluate research sources.

    · Create a research plan.

    Overview

    In this assignment, you will create a plan for the reading and note-taking stage of your research. You will refine your topic, develop your search strategies, build a reliable note-taking system, and establish a plan that outlines clear goals and timelines for your progress.

    First, review your own post in the
    [Discussion: Research Area Exploration](https://franklin.instructure.com/courses/23168/assignments/596507) assignment. Select the research question that you’d most like to pursue.

    Then, use the
    [Learning Commons Search Strategy Worksheet](https://franklin.instructure.com/courses/23168/files/3731247?wrap=1) [Download Learning Commons Search Strategy Worksheet](https://franklin.instructure.com/courses/23168/files/3731247/download?download_frd=1) to develop your plan for searching for sources on your research question.

    Finally, develop your research plan using the
    [Research Plan template](https://franklin.instructure.com/courses/23168/files/3731237?wrap=1) [Download Research Plan template](https://franklin.instructure.com/courses/23168/files/3731237/download?download_frd=1). Note that you will identify and take notes on at least five articles on your topic for this assignment. You will identify additional articles in future assignments.  Be that your written response abides by the standards of academic writing shared in
    [Module 1 Preparation](https://franklin.instructure.com/courses/23168/pages/module-1-preparation) so that you can grow comfortable with the practice of academic writing.

    **## DoctoralConcepts.docx**

    1

    1

    Writer's Journal: Doctoral Concepts

    Writer's Journal: Doctoral Concepts

    **Reflection on My Role as a Doctoral Scholar**

    Stepping into the role of a doctoral scholar marks a new chapter in my academic journey, one that will require me to elevate both my writing and research practices. Unlike previous levels of study, the doctoral role emphasizes original contributions to knowledge, which means I must approach writing not only to communicate ideas but also to shape and advance scholarly conversations. This role will require me to think critically, analyze more deeply, and synthesize information across multiple perspectives. Moving forward, my writing must demonstrate precision, clarity, and a strong evidence-based foundation. My research, in turn, must go beyond summarizing existing knowledge to identify gaps, applying rigorous methods, and drawing meaningful conclusions that add value to my field.

    **Comfort and Discomfort with the Academic Writing Genre**

    I feel comfortable with the structured and formal aspects of academic writing, particularly the reliance on evidence, logical organization, and citation practices that hold writers accountable. I also find that outlining and revising multiple drafts helps me express my ideas clearly. However, I sometimes find the density of academic language and the expectation for highly technical precision to be challenging. Writing at this level often requires striking a balance between accessibility and sophistication, a skill I know I need to develop further. Additionally, I would benefit from more practice in synthesizing complex sources and integrating multiple perspectives seamlessly into my own argument, rather than allowing my work to feel like a summary of others’ ideas.

    **Essential Resources and Tools for My Writer’s Journal**

    As I progress in my doctoral studies, I want to include resources and tools that support both the technical and conceptual aspects of my writing. Organizing these materials into a centralized journal will help ensure consistency, efficiency, and clarity in my scholarly work.

    **APA Style Resources**

    ·
    _APA Style Official Website_ – Offers authoritative guidelines for formatting, citations, and style.

    ·
    _Purdue OWL APA Guide_ – Provides practical examples and explanations to support proper application of APA rules.

    **Research Tools**

    ·
    _Google Scholar and Library Databases_ – Useful for locating peer-reviewed articles and current research in my field.

    ·
    _Citation Management Tools (Zotero or Mendeley)_ – Assist in efficiently organizing references and generating accurate citations.

    **Writing Aids**

    ·
    _Grammarly_ – Supports grammar, clarity, and readability improvements.

    ·
    _Templates and Notes_ – Especially for literature reviews, research methods, and academic vocabulary development.

    **Personal Notes**

    ·
    _Key Definitions and Terminology_ – Ensures consistent understanding and application of disciplinary concepts.

    ·
    _Outlines and Checklists_ – Provide structured guidance for critical research processes, including problem statements and source evaluation.

    These resources will allow me to remain consistent, organized, and focused on producing high-quality scholarly writing. By curating them in one place, I am creating a living journal that supports my coursework while also serving as a valuable, evolving reference throughout my doctoral program and beyond.

    References

    American Psychological Association. (n.d.).
    _APA style_. https://apastyle.apa.org/

    Grammarly. (n.d.).
    _Grammarly: AI writing assistance_. https://www.grammarly.com/

    Mendeley. (n.d.).
    _Reference management software_. Elsevier. https://www.mendeley.com/

    Purdue Online Writing Lab. (n.d.).
    _APA style introduction_. Purdue University. https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_style_introduction.html

    Zotero. (n.d.).
    _Your personal research assistant_. https://www.zotero.org/

    **ENG8010ResearchPlantemplate_Module32.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/eng8010researchplantemplate-module32-docx)

    – 1
    – 2
    – 3

  • [Solved] Perception of nursing

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    \ Image9-2-25at9.46PM.jpeg](https://www.sweetstudy.com/files/image9-2-25at9-46pm-jpeg "Image9-2-25at9.46PM.jpeg")

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    \
    Image9-2-25at9.46PM.jpeg](https://www.sweetstudy.com/files/image9-2-25at9-46pm-jpeg "Image9-2-25at9.46PM.jpeg")

  • [Solved] First psychiatric interview?

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    1-What are the primary aims of the first psychiatric interview? 2-How should the initial interview be organized? Two scholarly sources references are required unless stated otherwise by your professor.

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    1-What are the primary aims of the first psychiatric interview?
    2-How should the initial interview be organized?
    Two scholarly sources references are required unless stated otherwise by your professor.

  • [Solved] MS1 CS

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Write and submit a page paper that evaluates how business and societal trends impact leadership decisions in your chosen company. Base your evaluation on information from your company research in the eight contexts important for leading a business: 1. Identify and describe the selected company’s **…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Write and submit a page paper that evaluates how business and societal trends impact leadership decisions in your chosen company. Base your evaluation on information from your company research in the eight contexts important for leading a business:
    1. Identify and describe the selected company’s **business and societal trends.** Include specific examples and evidence.
    1. An example of a company’s business trend: The company’s vision is to become a global leader in innovative technology that improves people’s lives.
    2. An example of a company’s societal trend: To lead the fashion industry in sustainability, the company is fostering a more equitable and eco-conscious future.
    2. Identify and describe the **historical evolution of business and societal trends** in your selected company. Include specific examples and evidence of how the trends have changed over time.
    1. An example of a company’s historical evolution in business trends: Apple was founded in April 1976 in Cupertino, California. The company’s first product, the Apple 1 computer, was introduced. Apple established itself as a pioneer in the personal computer industry with user-friendly products and a unique graphical user interface.
    2. An example of a company’s historical evolution in societal trends: Ben & Jerry’s is an ice cream company known for its commitment to social and environmental causes. It was founded by Ben Cohen and Jerry Greenfield in 1978 in Burlington, Vermont. The company’s social mission from the beginning was to incorporate a strong social mission with a focus on using its business to make a positive impact on the community.
    3. Identify the **political events** that affected the leadership of the company. Be specific with examples and evidence. 1. An example of a company’s political events that affected the leadership of the business: The Enron scandal in the early 2000s led Enron’s top executives, including Chairman and CEO Ken Lay and President Jefferey Skilling, to resign.
    4. Explain how company leadership responded to **economic and financial challenges** that affected the company. Include specific examples and evidence.
    1. An example of a company’s response to economic and financial challenges: The 2008 global financial crisis (GFC) was a severe worldwide economic crisis that was triggered by the collapse of Lehman Brothers, a major investment bank. The GFC resulted in a deep recession in many countries, financial market turmoil, and widespread economic hardship. The company responded by implementing cost-cutting measures. This included layoffs, reducing nonessential expenses, and optimizing operations for efficiency. The business further responded by diversifying its product lines and expanding into new markets to reduce the reliance on specific industries or regions that were particularly affected by the crisis.
    5.  Describe how company leadership responded to **social and cultural events** that affected the company. Include specific examples and evidence.
    1. An example of a company’s response to social and cultural events that affected the company: The Starbucks Corporation was the center of a racial profiling incident in 2018. Starbucks responded by immediately apologizing and closing all of its stores for a day of racial bias education training. The leaders announced a series of policy changes aimed at preventing future incidents of racial profiling. Starbucks leaders engaged with community leaders and activists to address concerns and seek input on initiatives related to racial diversity and inclusivity.
    6.  Explain the **geopolitical events** that affected the company. Use specific examples and evidence.
    1. An example of a company’s geopolitical event that affected the company: Boeing, a major American aerospace company, faced a series of challenges related to U.S.-China trade tensions. The escalating trade tensions directly affected Boeing because China is one of the company’s major markets for commercial aircraft. Boeing leaders actively engaged with government officials and industry stakeholders to advocate to resolve the trade dispute.
    7.  Identify the **technological events** that affected the company. Use specific examples and evidence.
    1. An example of a company’s technological event: Blockbuster was once a dominant force in the video rental industry with thousands of brick-and-mortar stores worldwide. Blockbuster recognized the potential for online movie rentals but entered the market relatively late. Netflix was growing in popularity and had already established a large customer base. In 2007, Blockbuster acquired Movielink, a movie rental service. But Blockbuster faced challenges in transitioning its existing customer base to online services.
    8.  Explain how the company took **proactive action** (internally and externally) to promote company sustainability.
    1. An example of a company taking proactive action to promote company sustainability: IBM faced significant challenges in the 1990s due to a changing technological landscape. IBM’s proactive internal actions were to change the leadership, transform the culture, and have a strategic focus. The tech company’s proactive external actions were to use a customer-centric approach, expand globally, promote strategic alliances, and diversify services. As a result of these proactive responses, the company not only survived but thrived in a rapidly evolving technology industry.
    Submission, APA, 8 pages

  • [Solved] Article

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Need help with article – ## Assessment-week3.docx **## Assessment-week3.docx** **Choose one of the assessments: Need by Thursday Sept 4 @ midnight** **Week 3:** Chapter 6 and 7 – Minnesota Multiphasic Personality Inventory-2 and Adolescent Version (MMPI-2 and MMPI-A) **1-2 pages in length. You can c…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Need help with article

    – ## Assessment-week3.docx

    **## Assessment-week3.docx**

    **Choose one of the assessments: Need by Thursday Sept 4 @ midnight**

    **Week 3:** Chapter 6 and 7 – Minnesota Multiphasic Personality Inventory-2 and

    Adolescent Version (MMPI-2 and MMPI-A)

    **1-2 pages in length. You can choose one test that was studied that week and critique it. These will be due weeks 3-7. You need to discuss the description and purpose of the instrument, the population it was designed to assess, the results that it will provide, and interpretations that can be made from those. The papers MUST follow APA format. (Points will be deducted for failure to adhere to APA guidelines.) You are certainly able to use outside research sources in addition to your textbook. Your paper will go through Turnitin.com as you submit it under the tab in Blackboard**.
    **AI generated work will not be accepted. Do not use Grammarly as it will often flag your work as AI. The same is true for the newest version of Word. Let these papers be your own work completely.**

    **## Assessment-week3.docx**

    **Choose one of the assessments: Need by Thursday Sept 4 @ midnight**

    **Week 3:** Chapter 6 and 7 – Minnesota Multiphasic Personality Inventory-2 and

    Adolescent Version (MMPI-2 and MMPI-A)

    **1-2 pages in length. You can choose one test that was studied that week and critique it. These will be due weeks 3-7. You need to discuss the description and purpose of the instrument, the population it was designed to assess, the results that it will provide, and interpretations that can be made from those. The papers MUST follow APA format. (Points will be deducted for failure to adhere to APA guidelines.) You are certainly able to use outside research sources in addition to your textbook. Your paper will go through Turnitin.com as you submit it under the tab in Blackboard**.
    **AI generated work will not be accepted. Do not use Grammarly as it will often flag your work as AI. The same is true for the newest version of Word. Let these papers be your own work completely.**

  • [Solved] Human Resource

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    I need your help – ## JWI_522_W9_Lecture_1192.pdf – 522DiscussionWeek9.jpeg **## JWI_522_W9_Lecture_1192.pdf** © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not be copied, further distributed, or otherwis…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    I need your help

    – ## JWI_522_W9_Lecture_1192.pdf

    – 522DiscussionWeek9.jpeg

    **## JWI_522_W9_Lecture_1192.pdf**

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1188) Page 1 of 6

    JWI 522
    Strategic Partnering with the C-Suite

    Week Nine Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1188) Page 2 of 6

    DEVELOPING YOUR EXECUTIVE PRESENCE

    What It Means

    Executive Presence is often hard to define, but you know it when you see it. It is a combination of
    confidence, control and communication. And it is an essential trait if you expect to earn a seat at
    the table. To elevate the HR function to the senior-most levels of the organization, you need to
    develop your skills and your reputation for your message to be heard.

    Why It Matters

    • If you can’t communicate well, your great ideas won’t get the attention they deserve.

    • Through leading by example, you can help others improve how they communicate.

    • You will not be able to achieve – or hold – a seat at the table if you are not able to
    inspire confidence in others that you have what it takes to get the job done.

    “Practice is crucial for honing your delivery style.”

    Patty McCord

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1188) Page 3 of 6

    THE IMPORTANCE OF EXECUTIVE PRESENCE

    “Executive Presence” is a topic that has been addressed more than once in JWMI courses. In fact, it is
    one of the main themes of the entire program. This week we will explore the elements of Executive
    Presence that are particularly relevant to HR, especially those leaders who aspire to a seat at the table as
    the Chief Human Resources Officer (CHRO).

    You are strongly encouraged to review the readings, lecture notes, and videos that were featured in your
    Business Communications course as you work through the materials for this week in our course. They
    will provide a good refresher on the foundations of the topics we explore here.

    A lot of people misunderstand what Executive Presence is all about. They reduce it to confidence or
    public speaking skills. Unquestionably, these things are important, but the real foundation of Executive
    Presence starts with knowing what you’re talking about. Yes, you can adopt a little “fake it till you make
    it” attitude … for a while. We’ve all had to do that from time to time, but leaders with strong Executive
    Presence know their stuff. They have deep, well-grounded knowledge that is built from practical
    experiences. If you’re going to make it to the top, there simply is no substitute for this.

    Leaders with strong Executive Presence are also sensitive to how others react to what they are saying.
    They focus on brevity and they present their position with confidence – not arrogance.

    Patty McCord stresses the importance of building strong communication skills.

    “Practice is crucial for honing your delivery style. You can do it in front of a mirror or with a
    spouse or friend. Actually rehearsing what you’ll say, our loud, allows you to hear the tone of
    your voice. You might even want to record yourself. It’s also important to think about your body
    language, which can speak louder than words. We’re often totally unaware of how emphatically
    it’s sending a negative message.”

    Powerful, P. 37

    As Jack and Bill built their own knowledge base of the characteristics of the best leaders, they were able
    to distill this down to five traits that came to be known as the “4 E’s + P”.

    • Energy – great leaders are dynamic and engaged with what they do and the people around them
    • Energize – they get others excited and build enthusiasm
    • Edge – they have the confidence to make tough decisions
    • Execute – they get it done, delivering above and beyond what is expected of them
    • Passion – they care about what they do and come to work every day eager to do more

    IMPROVING COMMUNICATION AMONG THE C-SUITE

    Enlightened HR leaders understand that it’s not just about improving their own skills. They recognize that
    the whole team has to communicate well. One of the opportunities you get in earning a seat at the table
    is helping others improve their communication and break down barriers that often divide departments.

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1188) Page 4 of 6

    While this is one of those situations where you have to lead by example, you can’t expect others just to
    get it. Helping executives and senior leaders communicate more effectively about real problems facing
    the business is not an easy task. In many organizations, admitting your team is facing a problem that you
    can’t see a clear solution for will be seen as a sign of weakness.

    Some businesses have built a culture that is so toxic that winning at all costs can even work its way into
    debates and problem-solving activities that should be focused on finding the best solution and facing
    problems honestly. McCord warns that some executives can be so convincing that their skills can
    actually impede getting at the truth.

    “One of the great dangers in business is people who are great at winning an argument due to
    their powers of persuasion rather than the merits of their case.”

    Powerful, P. 54

    Is a Work-Out or Kaizen session right for your team to help improve communications? These will be
    covered in greater detail in your upcoming JWI 556: Leading Change by Putting People First course, but
    you can start to research these tools now. Go back to Winning and re-read what Jack has to say about
    getting every brain in the game. HR can be the perfect group to lead such initiatives. We have said this
    before, but one of the greatest strengths HR has is in its role as a non-biased advocate. HR truly can be
    on everyone’s side if the focus remains on doing what is best for the business and for the people, and if it
    leans on the Mission and Values to guide the way.

    If you can get your leaders and their teams talking more openly and effectively, you’ll make big strides in
    earning and maintaining a seat at the table. The path forward on this need not be complex. Talk to your
    business leaders. Ask them what matters and where they feel they need more support. Ask them what
    frustrates them and what could be done to make things better. Take the initiative. Don’t wait to be asked.

    ELEVATING THE WHOLE HR TEAM

    One last point before we close … you’re not in this alone.

    If you are a senior-level HR leader, perhaps even the CHRO, you are not the sole voice for your team.
    Every time one of your staff interacts with others outside your department, there is a message being sent.
    It’s critical that this message is clear and consistent, and that everyone on the team from entry-level
    employees up to your senior directors and VPs understands they are ambassadors for HR.

    So what can you do to help your team?

    • First, and foremost, the vision for the role of HR in the organization must be clear. Does your
    team have its own Mission Statement and have you worked with them to develop the Behaviors
    (remember why Jack prefers this to Values) that support the Mission? If you are messaging one
    thing to your fellow executives and your team is messaging something different, you’ve got a
    problem. Or in a best-case scenario, you’re missing an opportunity.

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1188) Page 5 of 6

    • What are you doing to develop your team’s communication skills and Executive Presence? Do
    your people speak clearly and with confidence? What can you do to help those who may be
    struggling or who are a little on the timid side?

    • When your team members interact with business leaders, do they use language that
    demonstrates knowledge of the business? Do they ask good questions about what’s going on,
    what wins the team has had and what challenges it faces? Do they demonstrate enthusiasm for
    the business and for how great talent management practices can improve performance?

    Jack has said that when you are starting out as an individual contributor, it’s all about growing yourself.
    When you become a leader, it’s all about growing others. The leader’s success is demonstrated in the
    reflected glory of the team. Is your team seen as the place to be? Is HR a cool place to work? When
    others see your team excited about what they do, telling others how great it is to work for you as a boss,
    this will go a long way in demonstrating your readiness to have a seat at the table.

    Remember, there is no substitute for leading by example. All the great things that you want to help other
    business leaders build with their teams will come across as hollow and meaningless if you can’t make
    great things happen in your own team.

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1188) Page 6 of 6

    GETTING THE MOST OUT OF THIS WEEK’S CLASS

    As you read the materials and participate in class activities, stay focused on the key learning outcomes
    for the week:

    • Understand the importance of good communication and a strong Executive Presence

    Remember, how and when the message is delivered can often have more impact on how it
    is received than the actual content. If you have great ideas but present them in a
    confrontational way or are too long-winded when brevity is needed, you won’t be heard.

    Executive Presence doesn’t mean that you have to be a Type-A personality or that you
    have to be the most engaging person in the room. You may have a quiet calm demeanor,
    but when you speak you do so with confidence. People are looking for leaders who can
    lead. Sounds a bit obvious, of course, but leading demands the ability to present a clear
    vision of what should be done and why. It requires speaking in ways that inspire others to
    not only want to do something, but to believe they actually can do it.

    • Develop practices to improve communication within the C-Suite

    How can you get other senior leaders talking? How can you help them manage their
    communications so that the truth gets presented and debated fairly and effectively? Silos
    are great for storing grain on a farm, but can undermine the smooth functioning of a
    business. While it is ultimately the responsibility of the CEO to make sure the Executive
    team is performing well, the senior HR leader who has a seat at the table plays a critical in
    helping to improve processes that support better communication.

    • Explore ways to help your team promote the image of HR throughout the organization

    Every one of your team members is an ambassador for HR. The entire team needs to be
    proactive in getting the message out about the great things that HR is already doing, and
    you need to get others excited about new ways that HR can help business leaders make
    their teams even stronger. Messaging about HR that is focused on HR is missing the point.
    You have to focus on the benefits to the business. Interview managers about what would
    help them most. Be proactive. Make a noise. Share success stories. If there is resistance
    or apathy, start with a manager who is more open-minded. When business leaders see the
    impact you have had on another team, they will be clamoring to develop that same strength
    in their group.

    **522DiscussionWeek9.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/522discussionweek9-jpeg)

    **522DiscussionWeek9.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/522discussionweek9-jpeg)

    **## JWI_522_W9_Lecture_1192.pdf**

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1188) Page 1 of 6

    JWI 522
    Strategic Partnering with the C-Suite

    Week Nine Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1188) Page 2 of 6

    DEVELOPING YOUR EXECUTIVE PRESENCE

    What It Means

    Executive Presence is often hard to define, but you know it when you see it. It is a combination of
    confidence, control and communication. And it is an essential trait if you expect to earn a seat at
    the table. To elevate the HR function to the senior-most levels of the organization, you need to
    develop your skills and your reputation for your message to be heard.

    Why It Matters

    • If you can’t communicate well, your great ideas won’t get the attention they deserve.

    • Through leading by example, you can help others improve how they communicate.

    • You will not be able to achieve – or hold – a seat at the table if you are not able to
    inspire confidence in others that you have what it takes to get the job done.

    “Practice is crucial for honing your delivery style.”

    Patty McCord

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1188) Page 3 of 6

    THE IMPORTANCE OF EXECUTIVE PRESENCE

    “Executive Presence” is a topic that has been addressed more than once in JWMI courses. In fact, it is
    one of the main themes of the entire program. This week we will explore the elements of Executive
    Presence that are particularly relevant to HR, especially those leaders who aspire to a seat at the table as
    the Chief Human Resources Officer (CHRO).

    You are strongly encouraged to review the readings, lecture notes, and videos that were featured in your
    Business Communications course as you work through the materials for this week in our course. They
    will provide a good refresher on the foundations of the topics we explore here.

    A lot of people misunderstand what Executive Presence is all about. They reduce it to confidence or
    public speaking skills. Unquestionably, these things are important, but the real foundation of Executive
    Presence starts with knowing what you’re talking about. Yes, you can adopt a little “fake it till you make
    it” attitude … for a while. We’ve all had to do that from time to time, but leaders with strong Executive
    Presence know their stuff. They have deep, well-grounded knowledge that is built from practical
    experiences. If you’re going to make it to the top, there simply is no substitute for this.

    Leaders with strong Executive Presence are also sensitive to how others react to what they are saying.
    They focus on brevity and they present their position with confidence – not arrogance.

    Patty McCord stresses the importance of building strong communication skills.

    “Practice is crucial for honing your delivery style. You can do it in front of a mirror or with a
    spouse or friend. Actually rehearsing what you’ll say, our loud, allows you to hear the tone of
    your voice. You might even want to record yourself. It’s also important to think about your body
    language, which can speak louder than words. We’re often totally unaware of how emphatically
    it’s sending a negative message.”

    Powerful, P. 37

    As Jack and Bill built their own knowledge base of the characteristics of the best leaders, they were able
    to distill this down to five traits that came to be known as the “4 E’s + P”.

    • Energy – great leaders are dynamic and engaged with what they do and the people around them
    • Energize – they get others excited and build enthusiasm
    • Edge – they have the confidence to make tough decisions
    • Execute – they get it done, delivering above and beyond what is expected of them
    • Passion – they care about what they do and come to work every day eager to do more

    IMPROVING COMMUNICATION AMONG THE C-SUITE

    Enlightened HR leaders understand that it’s not just about improving their own skills. They recognize that
    the whole team has to communicate well. One of the opportunities you get in earning a seat at the table
    is helping others improve their communication and break down barriers that often divide departments.

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1188) Page 4 of 6

    While this is one of those situations where you have to lead by example, you can’t expect others just to
    get it. Helping executives and senior leaders communicate more effectively about real problems facing
    the business is not an easy task. In many organizations, admitting your team is facing a problem that you
    can’t see a clear solution for will be seen as a sign of weakness.

    Some businesses have built a culture that is so toxic that winning at all costs can even work its way into
    debates and problem-solving activities that should be focused on finding the best solution and facing
    problems honestly. McCord warns that some executives can be so convincing that their skills can
    actually impede getting at the truth.

    “One of the great dangers in business is people who are great at winning an argument due to
    their powers of persuasion rather than the merits of their case.”

    Powerful, P. 54

    Is a Work-Out or Kaizen session right for your team to help improve communications? These will be
    covered in greater detail in your upcoming JWI 556: Leading Change by Putting People First course, but
    you can start to research these tools now. Go back to Winning and re-read what Jack has to say about
    getting every brain in the game. HR can be the perfect group to lead such initiatives. We have said this
    before, but one of the greatest strengths HR has is in its role as a non-biased advocate. HR truly can be
    on everyone’s side if the focus remains on doing what is best for the business and for the people, and if it
    leans on the Mission and Values to guide the way.

    If you can get your leaders and their teams talking more openly and effectively, you’ll make big strides in
    earning and maintaining a seat at the table. The path forward on this need not be complex. Talk to your
    business leaders. Ask them what matters and where they feel they need more support. Ask them what
    frustrates them and what could be done to make things better. Take the initiative. Don’t wait to be asked.

    ELEVATING THE WHOLE HR TEAM

    One last point before we close … you’re not in this alone.

    If you are a senior-level HR leader, perhaps even the CHRO, you are not the sole voice for your team.
    Every time one of your staff interacts with others outside your department, there is a message being sent.
    It’s critical that this message is clear and consistent, and that everyone on the team from entry-level
    employees up to your senior directors and VPs understands they are ambassadors for HR.

    So what can you do to help your team?

    • First, and foremost, the vision for the role of HR in the organization must be clear. Does your
    team have its own Mission Statement and have you worked with them to develop the Behaviors
    (remember why Jack prefers this to Values) that support the Mission? If you are messaging one
    thing to your fellow executives and your team is messaging something different, you’ve got a
    problem. Or in a best-case scenario, you’re missing an opportunity.

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1188) Page 5 of 6

    • What are you doing to develop your team’s communication skills and Executive Presence? Do
    your people speak clearly and with confidence? What can you do to help those who may be
    struggling or who are a little on the timid side?

    • When your team members interact with business leaders, do they use language that
    demonstrates knowledge of the business? Do they ask good questions about what’s going on,
    what wins the team has had and what challenges it faces? Do they demonstrate enthusiasm for
    the business and for how great talent management practices can improve performance?

    Jack has said that when you are starting out as an individual contributor, it’s all about growing yourself.
    When you become a leader, it’s all about growing others. The leader’s success is demonstrated in the
    reflected glory of the team. Is your team seen as the place to be? Is HR a cool place to work? When
    others see your team excited about what they do, telling others how great it is to work for you as a boss,
    this will go a long way in demonstrating your readiness to have a seat at the table.

    Remember, there is no substitute for leading by example. All the great things that you want to help other
    business leaders build with their teams will come across as hollow and meaningless if you can’t make
    great things happen in your own team.

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1188) Page 6 of 6

    GETTING THE MOST OUT OF THIS WEEK’S CLASS

    As you read the materials and participate in class activities, stay focused on the key learning outcomes
    for the week:

    • Understand the importance of good communication and a strong Executive Presence

    Remember, how and when the message is delivered can often have more impact on how it
    is received than the actual content. If you have great ideas but present them in a
    confrontational way or are too long-winded when brevity is needed, you won’t be heard.

    Executive Presence doesn’t mean that you have to be a Type-A personality or that you
    have to be the most engaging person in the room. You may have a quiet calm demeanor,
    but when you speak you do so with confidence. People are looking for leaders who can
    lead. Sounds a bit obvious, of course, but leading demands the ability to present a clear
    vision of what should be done and why. It requires speaking in ways that inspire others to
    not only want to do something, but to believe they actually can do it.

    • Develop practices to improve communication within the C-Suite

    How can you get other senior leaders talking? How can you help them manage their
    communications so that the truth gets presented and debated fairly and effectively? Silos
    are great for storing grain on a farm, but can undermine the smooth functioning of a
    business. While it is ultimately the responsibility of the CEO to make sure the Executive
    team is performing well, the senior HR leader who has a seat at the table plays a critical in
    helping to improve processes that support better communication.

    • Explore ways to help your team promote the image of HR throughout the organization

    Every one of your team members is an ambassador for HR. The entire team needs to be
    proactive in getting the message out about the great things that HR is already doing, and
    you need to get others excited about new ways that HR can help business leaders make
    their teams even stronger. Messaging about HR that is focused on HR is missing the point.
    You have to focus on the benefits to the business. Interview managers about what would
    help them most. Be proactive. Make a noise. Share success stories. If there is resistance
    or apathy, start with a manager who is more open-minded. When business leaders see the
    impact you have had on another team, they will be clamoring to develop that same strength
    in their group.

    **522DiscussionWeek9.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/522discussionweek9-jpeg)

    **## JWI_522_W9_Lecture_1192.pdf**

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1188) Page 1 of 6

    JWI 522
    Strategic Partnering with the C-Suite

    Week Nine Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1188) Page 2 of 6

    DEVELOPING YOUR EXECUTIVE PRESENCE

    What It Means

    Executive Presence is often hard to define, but you know it when you see it. It is a combination of
    confidence, control and communication. And it is an essential trait if you expect to earn a seat at
    the table. To elevate the HR function to the senior-most levels of the organization, you need to
    develop your skills and your reputation for your message to be heard.

    Why It Matters

    • If you can’t communicate well, your great ideas won’t get the attention they deserve.

    • Through leading by example, you can help others improve how they communicate.

    • You will not be able to achieve – or hold – a seat at the table if you are not able to
    inspire confidence in others that you have what it takes to get the job done.

    “Practice is crucial for honing your delivery style.”

    Patty McCord

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1188) Page 3 of 6

    THE IMPORTANCE OF EXECUTIVE PRESENCE

    “Executive Presence” is a topic that has been addressed more than once in JWMI courses. In fact, it is
    one of the main themes of the entire program. This week we will explore the elements of Executive
    Presence that are particularly relevant to HR, especially those leaders who aspire to a seat at the table as
    the Chief Human Resources Officer (CHRO).

    You are strongly encouraged to review the readings, lecture notes, and videos that were featured in your
    Business Communications course as you work through the materials for this week in our course. They
    will provide a good refresher on the foundations of the topics we explore here.

    A lot of people misunderstand what Executive Presence is all about. They reduce it to confidence or
    public speaking skills. Unquestionably, these things are important, but the real foundation of Executive
    Presence starts with knowing what you’re talking about. Yes, you can adopt a little “fake it till you make
    it” attitude … for a while. We’ve all had to do that from time to time, but leaders with strong Executive
    Presence know their stuff. They have deep, well-grounded knowledge that is built from practical
    experiences. If you’re going to make it to the top, there simply is no substitute for this.

    Leaders with strong Executive Presence are also sensitive to how others react to what they are saying.
    They focus on brevity and they present their position with confidence – not arrogance.

    Patty McCord stresses the importance of building strong communication skills.

    “Practice is crucial for honing your delivery style. You can do it in front of a mirror or with a
    spouse or friend. Actually rehearsing what you’ll say, our loud, allows you to hear the tone of
    your voice. You might even want to record yourself. It’s also important to think about your body
    language, which can speak louder than words. We’re often totally unaware of how emphatically
    it’s sending a negative message.”

    Powerful, P. 37

    As Jack and Bill built their own knowledge base of the characteristics of the best leaders, they were able
    to distill this down to five traits that came to be known as the “4 E’s + P”.

    • Energy – great leaders are dynamic and engaged with what they do and the people around them
    • Energize – they get others excited and build enthusiasm
    • Edge – they have the confidence to make tough decisions
    • Execute – they get it done, delivering above and beyond what is expected of them
    • Passion – they care about what they do and come to work every day eager to do more

    IMPROVING COMMUNICATION AMONG THE C-SUITE

    Enlightened HR leaders understand that it’s not just about improving their own skills. They recognize that
    the whole team has to communicate well. One of the opportunities you get in earning a seat at the table
    is helping others improve their communication and break down barriers that often divide departments.

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1188) Page 4 of 6

    While this is one of those situations where you have to lead by example, you can’t expect others just to
    get it. Helping executives and senior leaders communicate more effectively about real problems facing
    the business is not an easy task. In many organizations, admitting your team is facing a problem that you
    can’t see a clear solution for will be seen as a sign of weakness.

    Some businesses have built a culture that is so toxic that winning at all costs can even work its way into
    debates and problem-solving activities that should be focused on finding the best solution and facing
    problems honestly. McCord warns that some executives can be so convincing that their skills can
    actually impede getting at the truth.

    “One of the great dangers in business is people who are great at winning an argument due to
    their powers of persuasion rather than the merits of their case.”

    Powerful, P. 54

    Is a Work-Out or Kaizen session right for your team to help improve communications? These will be
    covered in greater detail in your upcoming JWI 556: Leading Change by Putting People First course, but
    you can start to research these tools now. Go back to Winning and re-read what Jack has to say about
    getting every brain in the game. HR can be the perfect group to lead such initiatives. We have said this
    before, but one of the greatest strengths HR has is in its role as a non-biased advocate. HR truly can be
    on everyone’s side if the focus remains on doing what is best for the business and for the people, and if it
    leans on the Mission and Values to guide the way.

    If you can get your leaders and their teams talking more openly and effectively, you’ll make big strides in
    earning and maintaining a seat at the table. The path forward on this need not be complex. Talk to your
    business leaders. Ask them what matters and where they feel they need more support. Ask them what
    frustrates them and what could be done to make things better. Take the initiative. Don’t wait to be asked.

    ELEVATING THE WHOLE HR TEAM

    One last point before we close … you’re not in this alone.

    If you are a senior-level HR leader, perhaps even the CHRO, you are not the sole voice for your team.
    Every time one of your staff interacts with others outside your department, there is a message being sent.
    It’s critical that this message is clear and consistent, and that everyone on the team from entry-level
    employees up to your senior directors and VPs understands they are ambassadors for HR.

    So what can you do to help your team?

    • First, and foremost, the vision for the role of HR in the organization must be clear. Does your
    team have its own Mission Statement and have you worked with them to develop the Behaviors
    (remember why Jack prefers this to Values) that support the Mission? If you are messaging one
    thing to your fellow executives and your team is messaging something different, you’ve got a
    problem. Or in a best-case scenario, you’re missing an opportunity.

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1188) Page 5 of 6

    • What are you doing to develop your team’s communication skills and Executive Presence? Do
    your people speak clearly and with confidence? What can you do to help those who may be
    struggling or who are a little on the timid side?

    • When your team members interact with business leaders, do they use language that
    demonstrates knowledge of the business? Do they ask good questions about what’s going on,
    what wins the team has had and what challenges it faces? Do they demonstrate enthusiasm for
    the business and for how great talent management practices can improve performance?

    Jack has said that when you are starting out as an individual contributor, it’s all about growing yourself.
    When you become a leader, it’s all about growing others. The leader’s success is demonstrated in the
    reflected glory of the team. Is your team seen as the place to be? Is HR a cool place to work? When
    others see your team excited about what they do, telling others how great it is to work for you as a boss,
    this will go a long way in demonstrating your readiness to have a seat at the table.

    Remember, there is no substitute for leading by example. All the great things that you want to help other
    business leaders build with their teams will come across as hollow and meaningless if you can’t make
    great things happen in your own team.

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 522 (1188) Page 6 of 6

    GETTING THE MOST OUT OF THIS WEEK’S CLASS

    As you read the materials and participate in class activities, stay focused on the key learning outcomes
    for the week:

    • Understand the importance of good communication and a strong Executive Presence

    Remember, how and when the message is delivered can often have more impact on how it
    is received than the actual content. If you have great ideas but present them in a
    confrontational way or are too long-winded when brevity is needed, you won’t be heard.

    Executive Presence doesn’t mean that you have to be a Type-A personality or that you
    have to be the most engaging person in the room. You may have a quiet calm demeanor,
    but when you speak you do so with confidence. People are looking for leaders who can
    lead. Sounds a bit obvious, of course, but leading demands the ability to present a clear
    vision of what should be done and why. It requires speaking in ways that inspire others to
    not only want to do something, but to believe they actually can do it.

    • Develop practices to improve communication within the C-Suite

    How can you get other senior leaders talking? How can you help them manage their
    communications so that the truth gets presented and debated fairly and effectively? Silos
    are great for storing grain on a farm, but can undermine the smooth functioning of a
    business. While it is ultimately the responsibility of the CEO to make sure the Executive
    team is performing well, the senior HR leader who has a seat at the table plays a critical in
    helping to improve processes that support better communication.

    • Explore ways to help your team promote the image of HR throughout the organization

    Every one of your team members is an ambassador for HR. The entire team needs to be
    proactive in getting the message out about the great things that HR is already doing, and
    you need to get others excited about new ways that HR can help business leaders make
    their teams even stronger. Messaging about HR that is focused on HR is missing the point.
    You have to focus on the benefits to the business. Interview managers about what would
    help them most. Be proactive. Make a noise. Share success stories. If there is resistance
    or apathy, start with a manager who is more open-minded. When business leaders see the
    impact you have had on another team, they will be clamoring to develop that same strength
    in their group.

    **522DiscussionWeek9.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/522discussionweek9-jpeg)

    – 1
    – 2

  • [Solved] Tarasoff’s duties.

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    1. Summarize one article on the topic of Tarasoff's duties. 2. Share with your classmates and professors how would you integrate the findings of the article in your practice. Two scholarly sources references are required unless stated otherwise by your professor.

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    1. Summarize one article on the topic of Tarasoff's duties.
    2. Share with your classmates and professors how would you integrate the findings of the article in your practice.
    Two scholarly sources references are required unless stated otherwise by your professor.

  • [Solved] Human Resource

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    I need your help – ## InternalCommunications-theHRConnection.pdf – ## JWI556Week9LectureNotes.pdf – 556DiscussionWeek9.jpeg **## InternalCommunications-theHRConnection.pdf** Copyright of Human Resources Magazine is the property of Human Resources Institute of New Zealand and its content may not be c…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    I need your help

    – ## InternalCommunications-theHRConnection.pdf

    – ## JWI556Week9LectureNotes.pdf

    – 556DiscussionWeek9.jpeg

    **## InternalCommunications-theHRConnection.pdf**

    Copyright of Human Resources Magazine is the property of Human Resources Institute of
    New Zealand and its content may not be copied or emailed to multiple sites or posted to a
    listserv without the copyright holder's express written permission. However, users may print,
    download, or email articles for individual use.

    **## JWI556Week9LectureNotes.pdf**

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 1 of 7

    JWI 556
    Leading Change by Putting People First

    Week Nine Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 2 of 7

    MANAGING CONFLICTS DURING CHANGE

    What It Means

    Conflict management is an important leadership skill that has been discussed in previous JWMI
    courses. In times of change, the opportunities for conflicts to erupt can increase dramatically.
    Putting people first while leading change requires that HR professionals be particularly active and
    sensitive in anticipating where these conflicts are most likely to occur. It also presents an
    opportunity to help other managers learn to deal with conflict in ways that allow the impacted
    parties to express their concerns without undermining the momentum or efficacy of the change.

    Why It Matters

    • Being aware of the most common types of conflicts that surface during change initiatives
    will help keep you from being blindsided.

    • Taking preemptive actions based on early warning signals makes it a lot easier to
    manage a potential conflict rather than fix a problem that has escalated into an all-out
    battle.

    • Leveraging what you learned about competing commitments and hidden assumptions
    can pave the way for a more open and honest dialogue.

    “All widespread communication in a change effort must be jargon free.”

    John Kotter

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 3 of 7

    THE MOST COMMON TYPES OF CONFLICT DURING CHANGE INITIATIVES

    Change – especially large, transformational, disruptive change – has the potential to elevate negative
    tendencies that, under normal conditions, would not have caused issues. It does this, in part, because it
    pushes people out of their comfort zones and asks them to engage with new ways, and often new people,
    they may not like.

    Change initiatives open the door for all kinds of power struggles. These struggles can be over the control
    of a team or business unit, or they can be over control of a process. If there are too many open questions
    during the change around who will own what, or which processes will be applied where, the opportunities
    for conflict can escalate out of control. This is one of the reasons why having a strong guiding coalition, a
    clear vision and communication plan, and well-defined benchmarks is so important.

    This increase in conflict can impact even our best managers.

    “For people who have been raised in a managerial culture where having everything under
    control was the central value, taking steps to push up the urgency level can be
    particularly difficult. Bold moves that reduce complacency tend to increase conflict and to
    create anxiety, at least at first. Real leaders take action because they have confidence
    that the forces unleashed can be directed to achieve important ends.”

    Leading Change, p. 46

    While conflict can have a variety of drivers, there are several that surface frequently during change
    initiatives. Being aware of these can help you identify where to direct your efforts to uncover, and
    address, the conflict. The most common sources of conflict include:

    • Cultural misalignment where new teams are required to work together, but have deeply
    ingrained, often hard-to-articulate values about how business should get done

    • Fundamental disagreements over the new model, strategy, or direction the company is taking
    • Competition for jobs in the new organization because redundancies will lead to layoffs, and/or

    because the new structure will present additional opportunities that will only go to a few
    standout players

    • A dislike for a new boss or member of a new team; this can arise from a number of real or
    perceived issues, including incompatible personalities, management styles, past performance
    track records, or inadequate skillsets

    • An unwanted reassignment to a new office/city/team/division
    • Lack of skills or interest to perform the duties that are part of the post-change workflow

    In identifying these potential conflicts, understand which ones are navigable and part of the growing pains
    that come with change, and which ones are lethal. You probably won’t know until you begin to address
    them and assess the stakeholders’ willingness and ability to respond to coaching and support.

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 4 of 7

    WHAT CAN HR PROFESSIONALS DO TO PREEMPT
    AND RESOLVE CONFLICT?

    The best approach to managing a conflict is usually to keep it from happening in the first place. There
    may be a few circumstances where you will intentionally allow a pending conflict to come to a boil so that
    the fallout draws attention to an issue that can no longer be ignored. But this must be done exceedingly
    carefully so the outcome does not create more damage than can be managed.

    The most effective change leaders are not just the ones who can see a potential conflict before it sparks.
    They are the ones who have been working for years to build a culture of truth, trust, and honest dialogue
    that allows them to surface an issue and face it head on.

    Jack reminds us about the role of HR leadership in such situations.

    “If your HR is on track, pastor-parents are ready to handle friction and crises – channeling
    anger, forging compromises, and if need be, negotiating dignified endings.

    They are there to help managers manage people well.”

    Winning, p. 103

    In restructuring situations, especially during a merger or acquisition, the opportunities for conflict multiply.
    As Jennifer Fondrevay notes in the article, “After a Merger, Don’t Let ‘Us vs. Them’ Thinking Ruin the
    Company” (2018), one of the great ironies of M&A activity is that trust, a key ingredient for business
    success, often quickly dissolves as M&A activity is usually cloaked in secrecy. A workforce can feel
    blindsided when a deal is announced, eroding trust and transparency in three mutually reinforcing ways:

    1. Our Company Versus Their Company
    Conflicts can develop around culture, quality, processes, or just about anything where people
    can ask, “Our way is better than their way, so why do we have to change?”

    2. Executives Versus Frontline Employees
    The perception is often that executives will be the real winners in a merger or restructuring, and
    the employees will be mere pawns

    3. Who Stays Versus Who Goes
    Often, there are not enough jobs to go around, especially if the merger has taken place to gain
    efficiency, and competition and dissatisfaction can be fierce as colleagues either openly or
    secretly compete against each other and sow seeds of mistrust

    As Fondrevay notes, the challenges with #3 are very real.

    “Deciding who stays and who goes are hard-wrought decisions. Transparency is difficult
    as executives and managers are either legally prohibited from being more open or don’t
    know how things will play out. Trust is diluted further when, in an attempt to keep people
    motivated, early communications sometimes say that ‘nothing will change,’ and yet
    employees see change happening as people are let go.”

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 5 of 7

    Kotter’s advice on addressing these conflicts and not allowing them to derail the change initiative is
    straightforward and compelling:

    “From what I’ve seen, the best solution to this kind of problem is usually honest dialogue. Here’s
    the story with the industry, the company, our vision, the assistance we need from you, and the
    time frame in which we need all this. What can we do to help you help us? If the situation really is
    hopeless, and the person needs to be replaced, that fact often becomes clear early in this
    dialogue. If the person wants to help but feels blocked, the discussion can identify solutions. If the
    person wants to help but is incapable of doing so, the clearer expectations and timetable can
    eventually make his or her removal less contentious. The basic fairness of this approach helps
    overcome guilt. The rational and thoughtful dialogue also helps minimize the risk that good short-
    term results will suddenly turn bad or that [the person resisting the change] will be able to launch
    a successful political counterattack.

    Guilt, political considerations, and concerns over short-term results stop people all the time from
    having these honest discussions. In retrospect, executives often express regret that they didn’t
    confront problem managers sooner in the process. If I’ve heard it once, I’ve heard it a hundred
    times: ‘I should have dealt with Hal/George/Irene much earlier.’”

    Leading Change, p. 118

    You’re not going to make peace with everyone all the time, and you’re not going to be able to manage all
    situations where everyone comes out with what they want. Still, you have to find as much common
    ground as possible. This is, again, where having strong, clear, and agreed-upon Mission and Values can
    pay huge dividends.

    • Get clarity on the facts and conflicts and stay away from rhetoric and inflammatory language
    • Present the rationale for each position and how this aligns to the stated objectives of the

    change initiative
    • Make sure everyone’s voice is heard, but don’t let the conflict carry on. If the two sides can’t

    agree, then someone will have to go

    In their article, “Make Your Enemies Your Allies” (2012), Brian Uzzi and Shannon Dunlap share the
    following:

    “Because rivalries can be so destructive, it’s not enough to simply ignore, sidestep, or
    attempt to contain them. Instead, effective leaders turn rivals into collaborators –
    strengthening their positions, their networks, and their careers in the process. Think of
    these relationships not as chronic illnesses you have to endure but as wounds that must
    be treated in order for you to lead a healthy work life.”

    “Many well-intentioned efforts to reverse rivalries fail in large part because of the complex
    way trust operates in these relationships. Research shows that trust is based on both
    reason and emotion. If the emotional orientation toward a person is negative – typically
    because of a perceived threat – then reason will be twisted to align with those negative
    feelings. This is why feuds can stalemate trust: New facts and arguments, no matter how
    credible and logical, may be seen as ploys to dupe the other side.”

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 6 of 7

    “Most executives who decide they want to reverse a rivalry will, quite understandably,
    turn to reason, presenting incentives for trustworthy collaboration. But in these situations,
    the ‘emotional brain’ must be managed before adversaries can understand evidence and
    be persuaded.”

    ADDRESSING THE COMPETING COMMITMENTS AND HIDDEN
    ASSUMPTIONS THAT UNDERMINE CHANGE

    At the beginning of our course, we looked at a great article by Robert Kegan and Lisa Laskow Lahey
    called “The Real Reason People Won’t Change” (HBR 2001). As you consider the guidance presented in
    your readings for this week, go back and review this article and the process they outline to:

    1. Diagnose the Competing Commitment
    2. Identify the Big Assumption
    3. Test – and Consider Replacing – the Big Assumptions

    In particular, focus on the application of their model in resolving conflicts in organizations, because, as
    they remind us:

    “Although competing commitments and big assumptions tend to be deeply personal,
    groups are just as susceptible as individuals to the dynamics of immunity to change.
    Face-to-face teams, departments, and even companies as a whole can fall prey to inner
    contradictions that ‘protect’ them from significant changes they may genuinely strive for.”

    Kegan & Lahey, 2001

    Leading change by putting people first means opening the door for honest discussions. It means not
    sweeping issues under the rug, or strong-arming people to keep quiet and just get over it. The more you
    can channel conflict into positive dialogue, the more you can leverage passions and problem-solving skills
    to get to common ground. This is where HR leaders, as neutral parties and advocates for the workforce,
    have an important role to play.

    Despite all the useful tools that exist to support conflict resolution, we should remind ourselves of what
    Patty McCord says about the value of open, candid discussion.

    “I [caution] about the limited value of formal employee-development practices such as
    conflict-resolution and management classes. There is simply no comparison between the
    learning employees may take away from such courses and what they’ll gain from
    participating in debates about business decisions. Ask anyone at your company whether
    they’d rather spend a day in a negotiation seminar or be able to ask – with impunity – a
    tough but fair question of a high-level manager at a big company meeting or engage in a
    serious debate with their managers about the problem they’re being asked to solve. I
    promise you, nobody but nobody is going to choose the seminar.”

    Powerful, p. 67

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 7 of 7

    GETTING THE MOST OUT OF THIS WEEK’S CLASS

    As you read the materials and participate in class activities, stay focused on the key learning outcomes
    for the week:

    • Explore the most common types of conflict that occur during change initiatives, including
    competition for jobs, cultural misalignment, and sabotage

    Identify, and prepare for, the types of conflict you are most likely to encounter during a
    change initiative. Run “what if?” scenarios with managers and HR colleagues to walk
    through potential fallout and to formulate plans to address these conflicts. Use the
    stakeholder maps you developed to identify people who are going to be negatively
    impacted by the change, and create options for best-case and worst-case conflicts and how
    you will address them.

    • Examine the steps that HR professionals can take to preempt and resolve conflict

    The best conflict management is the one that addresses the conflict before it escalates.
    Proactively sharing information, being honest about what’s happening and why, and
    developing clear “what’s in it for me?” and “what’s in it for the company?” statements can
    go a long way to head off major conflict. True, you won’t be successful in preempting
    everything, but the more that you can ground the change initiative in the Mission and
    Values of the organization (assuming these have been front and center before the change),
    the more likely it will be that conflicts will resolve themselves as the change unfolds.

    • Apply tools to articulate and address the competing commitments and hidden
    assumptions that undermine change

    Ignoring a conflict and hoping it will go away seldom works. You may not have to deal with
    it directly at that moment, but it will more than likely continue to simmer and will, in the long
    term, lead to ongoing problems that undermine the lasting success of the change.

    Don’t be afraid of direct and honest discussion about the conflict. Use what you have
    learned in this course to help stakeholders understand where their own sources of conflict
    come from, and how they can reframe these in a positive way. Review materials from your
    previous JWMI courses on emotional intelligence and conflict resolution, and leverage
    practices to acknowledge the conflict and the negative impact it has, and to seek out
    common ground and find a way forward.

    **556DiscussionWeek9.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/556discussionweek9-jpeg)

    **556DiscussionWeek9.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/556discussionweek9-jpeg)

    **## InternalCommunications-theHRConnection.pdf**

    Copyright of Human Resources Magazine is the property of Human Resources Institute of
    New Zealand and its content may not be copied or emailed to multiple sites or posted to a
    listserv without the copyright holder's express written permission. However, users may print,
    download, or email articles for individual use.

    **## JWI556Week9LectureNotes.pdf**

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 1 of 7

    JWI 556
    Leading Change by Putting People First

    Week Nine Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 2 of 7

    MANAGING CONFLICTS DURING CHANGE

    What It Means

    Conflict management is an important leadership skill that has been discussed in previous JWMI
    courses. In times of change, the opportunities for conflicts to erupt can increase dramatically.
    Putting people first while leading change requires that HR professionals be particularly active and
    sensitive in anticipating where these conflicts are most likely to occur. It also presents an
    opportunity to help other managers learn to deal with conflict in ways that allow the impacted
    parties to express their concerns without undermining the momentum or efficacy of the change.

    Why It Matters

    • Being aware of the most common types of conflicts that surface during change initiatives
    will help keep you from being blindsided.

    • Taking preemptive actions based on early warning signals makes it a lot easier to
    manage a potential conflict rather than fix a problem that has escalated into an all-out
    battle.

    • Leveraging what you learned about competing commitments and hidden assumptions
    can pave the way for a more open and honest dialogue.

    “All widespread communication in a change effort must be jargon free.”

    John Kotter

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 3 of 7

    THE MOST COMMON TYPES OF CONFLICT DURING CHANGE INITIATIVES

    Change – especially large, transformational, disruptive change – has the potential to elevate negative
    tendencies that, under normal conditions, would not have caused issues. It does this, in part, because it
    pushes people out of their comfort zones and asks them to engage with new ways, and often new people,
    they may not like.

    Change initiatives open the door for all kinds of power struggles. These struggles can be over the control
    of a team or business unit, or they can be over control of a process. If there are too many open questions
    during the change around who will own what, or which processes will be applied where, the opportunities
    for conflict can escalate out of control. This is one of the reasons why having a strong guiding coalition, a
    clear vision and communication plan, and well-defined benchmarks is so important.

    This increase in conflict can impact even our best managers.

    “For people who have been raised in a managerial culture where having everything under
    control was the central value, taking steps to push up the urgency level can be
    particularly difficult. Bold moves that reduce complacency tend to increase conflict and to
    create anxiety, at least at first. Real leaders take action because they have confidence
    that the forces unleashed can be directed to achieve important ends.”

    Leading Change, p. 46

    While conflict can have a variety of drivers, there are several that surface frequently during change
    initiatives. Being aware of these can help you identify where to direct your efforts to uncover, and
    address, the conflict. The most common sources of conflict include:

    • Cultural misalignment where new teams are required to work together, but have deeply
    ingrained, often hard-to-articulate values about how business should get done

    • Fundamental disagreements over the new model, strategy, or direction the company is taking
    • Competition for jobs in the new organization because redundancies will lead to layoffs, and/or

    because the new structure will present additional opportunities that will only go to a few
    standout players

    • A dislike for a new boss or member of a new team; this can arise from a number of real or
    perceived issues, including incompatible personalities, management styles, past performance
    track records, or inadequate skillsets

    • An unwanted reassignment to a new office/city/team/division
    • Lack of skills or interest to perform the duties that are part of the post-change workflow

    In identifying these potential conflicts, understand which ones are navigable and part of the growing pains
    that come with change, and which ones are lethal. You probably won’t know until you begin to address
    them and assess the stakeholders’ willingness and ability to respond to coaching and support.

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 4 of 7

    WHAT CAN HR PROFESSIONALS DO TO PREEMPT
    AND RESOLVE CONFLICT?

    The best approach to managing a conflict is usually to keep it from happening in the first place. There
    may be a few circumstances where you will intentionally allow a pending conflict to come to a boil so that
    the fallout draws attention to an issue that can no longer be ignored. But this must be done exceedingly
    carefully so the outcome does not create more damage than can be managed.

    The most effective change leaders are not just the ones who can see a potential conflict before it sparks.
    They are the ones who have been working for years to build a culture of truth, trust, and honest dialogue
    that allows them to surface an issue and face it head on.

    Jack reminds us about the role of HR leadership in such situations.

    “If your HR is on track, pastor-parents are ready to handle friction and crises – channeling
    anger, forging compromises, and if need be, negotiating dignified endings.

    They are there to help managers manage people well.”

    Winning, p. 103

    In restructuring situations, especially during a merger or acquisition, the opportunities for conflict multiply.
    As Jennifer Fondrevay notes in the article, “After a Merger, Don’t Let ‘Us vs. Them’ Thinking Ruin the
    Company” (2018), one of the great ironies of M&A activity is that trust, a key ingredient for business
    success, often quickly dissolves as M&A activity is usually cloaked in secrecy. A workforce can feel
    blindsided when a deal is announced, eroding trust and transparency in three mutually reinforcing ways:

    1. Our Company Versus Their Company
    Conflicts can develop around culture, quality, processes, or just about anything where people
    can ask, “Our way is better than their way, so why do we have to change?”

    2. Executives Versus Frontline Employees
    The perception is often that executives will be the real winners in a merger or restructuring, and
    the employees will be mere pawns

    3. Who Stays Versus Who Goes
    Often, there are not enough jobs to go around, especially if the merger has taken place to gain
    efficiency, and competition and dissatisfaction can be fierce as colleagues either openly or
    secretly compete against each other and sow seeds of mistrust

    As Fondrevay notes, the challenges with #3 are very real.

    “Deciding who stays and who goes are hard-wrought decisions. Transparency is difficult
    as executives and managers are either legally prohibited from being more open or don’t
    know how things will play out. Trust is diluted further when, in an attempt to keep people
    motivated, early communications sometimes say that ‘nothing will change,’ and yet
    employees see change happening as people are let go.”

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 5 of 7

    Kotter’s advice on addressing these conflicts and not allowing them to derail the change initiative is
    straightforward and compelling:

    “From what I’ve seen, the best solution to this kind of problem is usually honest dialogue. Here’s
    the story with the industry, the company, our vision, the assistance we need from you, and the
    time frame in which we need all this. What can we do to help you help us? If the situation really is
    hopeless, and the person needs to be replaced, that fact often becomes clear early in this
    dialogue. If the person wants to help but feels blocked, the discussion can identify solutions. If the
    person wants to help but is incapable of doing so, the clearer expectations and timetable can
    eventually make his or her removal less contentious. The basic fairness of this approach helps
    overcome guilt. The rational and thoughtful dialogue also helps minimize the risk that good short-
    term results will suddenly turn bad or that [the person resisting the change] will be able to launch
    a successful political counterattack.

    Guilt, political considerations, and concerns over short-term results stop people all the time from
    having these honest discussions. In retrospect, executives often express regret that they didn’t
    confront problem managers sooner in the process. If I’ve heard it once, I’ve heard it a hundred
    times: ‘I should have dealt with Hal/George/Irene much earlier.’”

    Leading Change, p. 118

    You’re not going to make peace with everyone all the time, and you’re not going to be able to manage all
    situations where everyone comes out with what they want. Still, you have to find as much common
    ground as possible. This is, again, where having strong, clear, and agreed-upon Mission and Values can
    pay huge dividends.

    • Get clarity on the facts and conflicts and stay away from rhetoric and inflammatory language
    • Present the rationale for each position and how this aligns to the stated objectives of the

    change initiative
    • Make sure everyone’s voice is heard, but don’t let the conflict carry on. If the two sides can’t

    agree, then someone will have to go

    In their article, “Make Your Enemies Your Allies” (2012), Brian Uzzi and Shannon Dunlap share the
    following:

    “Because rivalries can be so destructive, it’s not enough to simply ignore, sidestep, or
    attempt to contain them. Instead, effective leaders turn rivals into collaborators –
    strengthening their positions, their networks, and their careers in the process. Think of
    these relationships not as chronic illnesses you have to endure but as wounds that must
    be treated in order for you to lead a healthy work life.”

    “Many well-intentioned efforts to reverse rivalries fail in large part because of the complex
    way trust operates in these relationships. Research shows that trust is based on both
    reason and emotion. If the emotional orientation toward a person is negative – typically
    because of a perceived threat – then reason will be twisted to align with those negative
    feelings. This is why feuds can stalemate trust: New facts and arguments, no matter how
    credible and logical, may be seen as ploys to dupe the other side.”

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 6 of 7

    “Most executives who decide they want to reverse a rivalry will, quite understandably,
    turn to reason, presenting incentives for trustworthy collaboration. But in these situations,
    the ‘emotional brain’ must be managed before adversaries can understand evidence and
    be persuaded.”

    ADDRESSING THE COMPETING COMMITMENTS AND HIDDEN
    ASSUMPTIONS THAT UNDERMINE CHANGE

    At the beginning of our course, we looked at a great article by Robert Kegan and Lisa Laskow Lahey
    called “The Real Reason People Won’t Change” (HBR 2001). As you consider the guidance presented in
    your readings for this week, go back and review this article and the process they outline to:

    1. Diagnose the Competing Commitment
    2. Identify the Big Assumption
    3. Test – and Consider Replacing – the Big Assumptions

    In particular, focus on the application of their model in resolving conflicts in organizations, because, as
    they remind us:

    “Although competing commitments and big assumptions tend to be deeply personal,
    groups are just as susceptible as individuals to the dynamics of immunity to change.
    Face-to-face teams, departments, and even companies as a whole can fall prey to inner
    contradictions that ‘protect’ them from significant changes they may genuinely strive for.”

    Kegan & Lahey, 2001

    Leading change by putting people first means opening the door for honest discussions. It means not
    sweeping issues under the rug, or strong-arming people to keep quiet and just get over it. The more you
    can channel conflict into positive dialogue, the more you can leverage passions and problem-solving skills
    to get to common ground. This is where HR leaders, as neutral parties and advocates for the workforce,
    have an important role to play.

    Despite all the useful tools that exist to support conflict resolution, we should remind ourselves of what
    Patty McCord says about the value of open, candid discussion.

    “I [caution] about the limited value of formal employee-development practices such as
    conflict-resolution and management classes. There is simply no comparison between the
    learning employees may take away from such courses and what they’ll gain from
    participating in debates about business decisions. Ask anyone at your company whether
    they’d rather spend a day in a negotiation seminar or be able to ask – with impunity – a
    tough but fair question of a high-level manager at a big company meeting or engage in a
    serious debate with their managers about the problem they’re being asked to solve. I
    promise you, nobody but nobody is going to choose the seminar.”

    Powerful, p. 67

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 7 of 7

    GETTING THE MOST OUT OF THIS WEEK’S CLASS

    As you read the materials and participate in class activities, stay focused on the key learning outcomes
    for the week:

    • Explore the most common types of conflict that occur during change initiatives, including
    competition for jobs, cultural misalignment, and sabotage

    Identify, and prepare for, the types of conflict you are most likely to encounter during a
    change initiative. Run “what if?” scenarios with managers and HR colleagues to walk
    through potential fallout and to formulate plans to address these conflicts. Use the
    stakeholder maps you developed to identify people who are going to be negatively
    impacted by the change, and create options for best-case and worst-case conflicts and how
    you will address them.

    • Examine the steps that HR professionals can take to preempt and resolve conflict

    The best conflict management is the one that addresses the conflict before it escalates.
    Proactively sharing information, being honest about what’s happening and why, and
    developing clear “what’s in it for me?” and “what’s in it for the company?” statements can
    go a long way to head off major conflict. True, you won’t be successful in preempting
    everything, but the more that you can ground the change initiative in the Mission and
    Values of the organization (assuming these have been front and center before the change),
    the more likely it will be that conflicts will resolve themselves as the change unfolds.

    • Apply tools to articulate and address the competing commitments and hidden
    assumptions that undermine change

    Ignoring a conflict and hoping it will go away seldom works. You may not have to deal with
    it directly at that moment, but it will more than likely continue to simmer and will, in the long
    term, lead to ongoing problems that undermine the lasting success of the change.

    Don’t be afraid of direct and honest discussion about the conflict. Use what you have
    learned in this course to help stakeholders understand where their own sources of conflict
    come from, and how they can reframe these in a positive way. Review materials from your
    previous JWMI courses on emotional intelligence and conflict resolution, and leverage
    practices to acknowledge the conflict and the negative impact it has, and to seek out
    common ground and find a way forward.

    **556DiscussionWeek9.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/556discussionweek9-jpeg)

    **## InternalCommunications-theHRConnection.pdf**

    Copyright of Human Resources Magazine is the property of Human Resources Institute of
    New Zealand and its content may not be copied or emailed to multiple sites or posted to a
    listserv without the copyright holder's express written permission. However, users may print,
    download, or email articles for individual use.

    **## JWI556Week9LectureNotes.pdf**

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 1 of 7

    JWI 556
    Leading Change by Putting People First

    Week Nine Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 2 of 7

    MANAGING CONFLICTS DURING CHANGE

    What It Means

    Conflict management is an important leadership skill that has been discussed in previous JWMI
    courses. In times of change, the opportunities for conflicts to erupt can increase dramatically.
    Putting people first while leading change requires that HR professionals be particularly active and
    sensitive in anticipating where these conflicts are most likely to occur. It also presents an
    opportunity to help other managers learn to deal with conflict in ways that allow the impacted
    parties to express their concerns without undermining the momentum or efficacy of the change.

    Why It Matters

    • Being aware of the most common types of conflicts that surface during change initiatives
    will help keep you from being blindsided.

    • Taking preemptive actions based on early warning signals makes it a lot easier to
    manage a potential conflict rather than fix a problem that has escalated into an all-out
    battle.

    • Leveraging what you learned about competing commitments and hidden assumptions
    can pave the way for a more open and honest dialogue.

    “All widespread communication in a change effort must be jargon free.”

    John Kotter

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 3 of 7

    THE MOST COMMON TYPES OF CONFLICT DURING CHANGE INITIATIVES

    Change – especially large, transformational, disruptive change – has the potential to elevate negative
    tendencies that, under normal conditions, would not have caused issues. It does this, in part, because it
    pushes people out of their comfort zones and asks them to engage with new ways, and often new people,
    they may not like.

    Change initiatives open the door for all kinds of power struggles. These struggles can be over the control
    of a team or business unit, or they can be over control of a process. If there are too many open questions
    during the change around who will own what, or which processes will be applied where, the opportunities
    for conflict can escalate out of control. This is one of the reasons why having a strong guiding coalition, a
    clear vision and communication plan, and well-defined benchmarks is so important.

    This increase in conflict can impact even our best managers.

    “For people who have been raised in a managerial culture where having everything under
    control was the central value, taking steps to push up the urgency level can be
    particularly difficult. Bold moves that reduce complacency tend to increase conflict and to
    create anxiety, at least at first. Real leaders take action because they have confidence
    that the forces unleashed can be directed to achieve important ends.”

    Leading Change, p. 46

    While conflict can have a variety of drivers, there are several that surface frequently during change
    initiatives. Being aware of these can help you identify where to direct your efforts to uncover, and
    address, the conflict. The most common sources of conflict include:

    • Cultural misalignment where new teams are required to work together, but have deeply
    ingrained, often hard-to-articulate values about how business should get done

    • Fundamental disagreements over the new model, strategy, or direction the company is taking
    • Competition for jobs in the new organization because redundancies will lead to layoffs, and/or

    because the new structure will present additional opportunities that will only go to a few
    standout players

    • A dislike for a new boss or member of a new team; this can arise from a number of real or
    perceived issues, including incompatible personalities, management styles, past performance
    track records, or inadequate skillsets

    • An unwanted reassignment to a new office/city/team/division
    • Lack of skills or interest to perform the duties that are part of the post-change workflow

    In identifying these potential conflicts, understand which ones are navigable and part of the growing pains
    that come with change, and which ones are lethal. You probably won’t know until you begin to address
    them and assess the stakeholders’ willingness and ability to respond to coaching and support.

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 4 of 7

    WHAT CAN HR PROFESSIONALS DO TO PREEMPT
    AND RESOLVE CONFLICT?

    The best approach to managing a conflict is usually to keep it from happening in the first place. There
    may be a few circumstances where you will intentionally allow a pending conflict to come to a boil so that
    the fallout draws attention to an issue that can no longer be ignored. But this must be done exceedingly
    carefully so the outcome does not create more damage than can be managed.

    The most effective change leaders are not just the ones who can see a potential conflict before it sparks.
    They are the ones who have been working for years to build a culture of truth, trust, and honest dialogue
    that allows them to surface an issue and face it head on.

    Jack reminds us about the role of HR leadership in such situations.

    “If your HR is on track, pastor-parents are ready to handle friction and crises – channeling
    anger, forging compromises, and if need be, negotiating dignified endings.

    They are there to help managers manage people well.”

    Winning, p. 103

    In restructuring situations, especially during a merger or acquisition, the opportunities for conflict multiply.
    As Jennifer Fondrevay notes in the article, “After a Merger, Don’t Let ‘Us vs. Them’ Thinking Ruin the
    Company” (2018), one of the great ironies of M&A activity is that trust, a key ingredient for business
    success, often quickly dissolves as M&A activity is usually cloaked in secrecy. A workforce can feel
    blindsided when a deal is announced, eroding trust and transparency in three mutually reinforcing ways:

    1. Our Company Versus Their Company
    Conflicts can develop around culture, quality, processes, or just about anything where people
    can ask, “Our way is better than their way, so why do we have to change?”

    2. Executives Versus Frontline Employees
    The perception is often that executives will be the real winners in a merger or restructuring, and
    the employees will be mere pawns

    3. Who Stays Versus Who Goes
    Often, there are not enough jobs to go around, especially if the merger has taken place to gain
    efficiency, and competition and dissatisfaction can be fierce as colleagues either openly or
    secretly compete against each other and sow seeds of mistrust

    As Fondrevay notes, the challenges with #3 are very real.

    “Deciding who stays and who goes are hard-wrought decisions. Transparency is difficult
    as executives and managers are either legally prohibited from being more open or don’t
    know how things will play out. Trust is diluted further when, in an attempt to keep people
    motivated, early communications sometimes say that ‘nothing will change,’ and yet
    employees see change happening as people are let go.”

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 5 of 7

    Kotter’s advice on addressing these conflicts and not allowing them to derail the change initiative is
    straightforward and compelling:

    “From what I’ve seen, the best solution to this kind of problem is usually honest dialogue. Here’s
    the story with the industry, the company, our vision, the assistance we need from you, and the
    time frame in which we need all this. What can we do to help you help us? If the situation really is
    hopeless, and the person needs to be replaced, that fact often becomes clear early in this
    dialogue. If the person wants to help but feels blocked, the discussion can identify solutions. If the
    person wants to help but is incapable of doing so, the clearer expectations and timetable can
    eventually make his or her removal less contentious. The basic fairness of this approach helps
    overcome guilt. The rational and thoughtful dialogue also helps minimize the risk that good short-
    term results will suddenly turn bad or that [the person resisting the change] will be able to launch
    a successful political counterattack.

    Guilt, political considerations, and concerns over short-term results stop people all the time from
    having these honest discussions. In retrospect, executives often express regret that they didn’t
    confront problem managers sooner in the process. If I’ve heard it once, I’ve heard it a hundred
    times: ‘I should have dealt with Hal/George/Irene much earlier.’”

    Leading Change, p. 118

    You’re not going to make peace with everyone all the time, and you’re not going to be able to manage all
    situations where everyone comes out with what they want. Still, you have to find as much common
    ground as possible. This is, again, where having strong, clear, and agreed-upon Mission and Values can
    pay huge dividends.

    • Get clarity on the facts and conflicts and stay away from rhetoric and inflammatory language
    • Present the rationale for each position and how this aligns to the stated objectives of the

    change initiative
    • Make sure everyone’s voice is heard, but don’t let the conflict carry on. If the two sides can’t

    agree, then someone will have to go

    In their article, “Make Your Enemies Your Allies” (2012), Brian Uzzi and Shannon Dunlap share the
    following:

    “Because rivalries can be so destructive, it’s not enough to simply ignore, sidestep, or
    attempt to contain them. Instead, effective leaders turn rivals into collaborators –
    strengthening their positions, their networks, and their careers in the process. Think of
    these relationships not as chronic illnesses you have to endure but as wounds that must
    be treated in order for you to lead a healthy work life.”

    “Many well-intentioned efforts to reverse rivalries fail in large part because of the complex
    way trust operates in these relationships. Research shows that trust is based on both
    reason and emotion. If the emotional orientation toward a person is negative – typically
    because of a perceived threat – then reason will be twisted to align with those negative
    feelings. This is why feuds can stalemate trust: New facts and arguments, no matter how
    credible and logical, may be seen as ploys to dupe the other side.”

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 6 of 7

    “Most executives who decide they want to reverse a rivalry will, quite understandably,
    turn to reason, presenting incentives for trustworthy collaboration. But in these situations,
    the ‘emotional brain’ must be managed before adversaries can understand evidence and
    be persuaded.”

    ADDRESSING THE COMPETING COMMITMENTS AND HIDDEN
    ASSUMPTIONS THAT UNDERMINE CHANGE

    At the beginning of our course, we looked at a great article by Robert Kegan and Lisa Laskow Lahey
    called “The Real Reason People Won’t Change” (HBR 2001). As you consider the guidance presented in
    your readings for this week, go back and review this article and the process they outline to:

    1. Diagnose the Competing Commitment
    2. Identify the Big Assumption
    3. Test – and Consider Replacing – the Big Assumptions

    In particular, focus on the application of their model in resolving conflicts in organizations, because, as
    they remind us:

    “Although competing commitments and big assumptions tend to be deeply personal,
    groups are just as susceptible as individuals to the dynamics of immunity to change.
    Face-to-face teams, departments, and even companies as a whole can fall prey to inner
    contradictions that ‘protect’ them from significant changes they may genuinely strive for.”

    Kegan & Lahey, 2001

    Leading change by putting people first means opening the door for honest discussions. It means not
    sweeping issues under the rug, or strong-arming people to keep quiet and just get over it. The more you
    can channel conflict into positive dialogue, the more you can leverage passions and problem-solving skills
    to get to common ground. This is where HR leaders, as neutral parties and advocates for the workforce,
    have an important role to play.

    Despite all the useful tools that exist to support conflict resolution, we should remind ourselves of what
    Patty McCord says about the value of open, candid discussion.

    “I [caution] about the limited value of formal employee-development practices such as
    conflict-resolution and management classes. There is simply no comparison between the
    learning employees may take away from such courses and what they’ll gain from
    participating in debates about business decisions. Ask anyone at your company whether
    they’d rather spend a day in a negotiation seminar or be able to ask – with impunity – a
    tough but fair question of a high-level manager at a big company meeting or engage in a
    serious debate with their managers about the problem they’re being asked to solve. I
    promise you, nobody but nobody is going to choose the seminar.”

    Powerful, p. 67

    © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
    be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    JWI 556 (1196) Page 7 of 7

    GETTING THE MOST OUT OF THIS WEEK’S CLASS

    As you read the materials and participate in class activities, stay focused on the key learning outcomes
    for the week:

    • Explore the most common types of conflict that occur during change initiatives, including
    competition for jobs, cultural misalignment, and sabotage

    Identify, and prepare for, the types of conflict you are most likely to encounter during a
    change initiative. Run “what if?” scenarios with managers and HR colleagues to walk
    through potential fallout and to formulate plans to address these conflicts. Use the
    stakeholder maps you developed to identify people who are going to be negatively
    impacted by the change, and create options for best-case and worst-case conflicts and how
    you will address them.

    • Examine the steps that HR professionals can take to preempt and resolve conflict

    The best conflict management is the one that addresses the conflict before it escalates.
    Proactively sharing information, being honest about what’s happening and why, and
    developing clear “what’s in it for me?” and “what’s in it for the company?” statements can
    go a long way to head off major conflict. True, you won’t be successful in preempting
    everything, but the more that you can ground the change initiative in the Mission and
    Values of the organization (assuming these have been front and center before the change),
    the more likely it will be that conflicts will resolve themselves as the change unfolds.

    • Apply tools to articulate and address the competing commitments and hidden
    assumptions that undermine change

    Ignoring a conflict and hoping it will go away seldom works. You may not have to deal with
    it directly at that moment, but it will more than likely continue to simmer and will, in the long
    term, lead to ongoing problems that undermine the lasting success of the change.

    Don’t be afraid of direct and honest discussion about the conflict. Use what you have
    learned in this course to help stakeholders understand where their own sources of conflict
    come from, and how they can reframe these in a positive way. Review materials from your
    previous JWMI courses on emotional intelligence and conflict resolution, and leverage
    practices to acknowledge the conflict and the negative impact it has, and to seek out
    common ground and find a way forward.

    **556DiscussionWeek9.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/556discussionweek9-jpeg)

    – 1
    – 2
    – 3