Discussion 1

• What do the scores you received on the Conceptualizing Leadership Questionnaire suggest about your beliefs on leadership?
  • Trait (14)
  • Ability (13)
  • Skill (16)
  • Behavior (15)
  • Relationship (13)
  • Process (14)
• Of the six dimensions on the questionnaire (traits, ability, skills, behavior, relationships, and process), which two are the most similar to your own beliefs? Skill and behavior
• Which two dimensions are the least like your own beliefs? Explain. Relationship and trait

Discussion 2

You will research a leader that you would like to write about for your Final Project. The Final Project will allow you to choose a chief executive officer (CEO), chief operating officer (COO), or other business leader and learn about them, their skills, traits, strengths, and weaknesses as well.

Your task for this discussion is to begin researching a chief executive officer (CEO), chief operating officer (COO), or other business leader of a major consumer technology corporation. Review the List of 50 Leaders document. Share the name and the reason why you want to write about this person and company. You may provide the URL to the company that you will research. If desired, you may change your choice after discussions with your instructor and your classmates.

Module 3 – Case

Obtaining the Data for the Research Context

Assignment Overview

In this Case Assignment, you will be reading several articles and sources about sampling, about participant recruitment and interaction, and about managing the relationship between research participants and researchers. You will then be asked to think about how these issues apply to your project and your research questions, and to develop an appropriate sampling plan for your study taking all these issues into consideration.

As the course progresses, you will be making a series of decisions in which you will increasingly specify the structure of your project. These decisions build on each other in critical ways. However, you are not locked into previous decisions if you subsequently decide you need to change direction. As before, you have an opportunity to go back and revise and/or extend the previous sections completed in previous modules. If you do revise earlier sections, please include them and indicate what changes you have made to them. Case grades given for the first four modules will be advisory rather than final. Your ultimate grade will be based on the completed methodology at the end of the course.

Case Assignment

Prepare a 5- to 7-page paper in accordance with the following Assignment Expectations, describing the sampling issues for your project, in accordance with the following outline:

1. Identify the organization within which you are going to be constructing your project, and the nature of the problem that you are investigating.
2. Identify the general kinds of respondents within the organization, and the kinds of information that you will need to collect from each group of people in order to complete your project.
3. Complete the following grid describing the respondents in your project and some things about them:

Interview(s)
Subject	Role	Topics	When	Purpose	IRB concerns?
Questionnaire(s)
To whom	Role(s)	Topics	Purpose	IRB concerns?

1. Identify any additional issues which you think might arise in terms of obtaining cooperation from your respondents or that might complicate getting the information that you need.

Assignment Expectations

Length: The written component of this assignment should be 5–7 pages long (double-spaced) without counting the cover page and reference page.

Organization: Subheadings should be used to organize your paper according to the questions.

Grammar and Spelling: While no points are deducted for minor errors, assignments are expected to adhere to standard guidelines of grammar, spelling, punctuation, and sentence syntax. Points may be deducted if grammar and spelling impact clarity. We encourage you to use tools such as grammarly.com and proofread your paper before submission.

When you write your paper make sure you do the following:

• Answer the assignment questions directly.
• Stay focused on the precise assignment questions. Do not go off on tangents or devote a lot of space to summarizing general background materials.
• Use evidence from your readings to justify your conclusions.
• Be sure to cite at least five credible resources.
• Make sure to reference your sources of information with both a bibliography and in-text citations. See the Student Guide to Writing a High-Quality Academic Paper, including pages 11-14 on in-text citations. Another resource is the “Writing Style Guide,” which is found under “My Resources” in the TLC Portal.

Your assignment will be graded using the following criteria:

Assignment-Driven Criteria: Student demonstrates mastery covering all key elements of the assignment.

Critical Thinking/Application to Professional Practice: Student demonstrates mastery conceptualizing the problem and analyzing information. Conclusions are logically presented and applied to professional practice in an exceptional manner.

Business Writing and Quality of References: Student demonstrates mastery and proficiency in written communication and use of appropriate and relevant literature at the doctoral level.

Citing Sources: Student demonstrates mastery applying APA formatting standards to both in-text citations and the reference list.

Professionalism and Timeliness: Assignments are submitted on time.

Module 3 – Background

Obtaining the Data for the Research Context

Required Reading

Barnett, J., Vasileiou, K. Thorpe, S., and Young, T. (2015, January). Justifying the adequacy of samples in qualitative interview-based studies: Differences between and within journals. In Quality in qualitative research and enduring problematics. Symposium conducted by the faculty of Humanities and Social Sciences at the University of Bath, Bath, Somerset, United Kingdom. Retrieved May 10, 2018, from http://www.bath.ac.uk/sps/events/Documents/27_jan_2015_slides/julie_barnett.pdf

Chapters 1-4 in:
Carlberg, C. (2016). Excel sales forecasting for dummies, 2nd edition. John Wiley & Sons. Available in the Trident Online Library: Follow these instructions for Finding Skillsoft Books. Enter 132620 in the search bar.

Preface in:
Dean, S., & Illowsky, B. (2014). Collaborative Statistics. Connexions: Rice University. Creative Commons License 3.0. Retrieved from https://cnx.org/contents/XgdE-Z55@40.9:LnCgyaMt@17/Preface

Chapter 1 in:
Dean, S., & Illowsky, B. (2014). Collaborative Statistics. Connexions: Rice University. Creative Commons License 3.0. Retrieved from https://cnx.org/contents/gLOpQmDR@1.28:AkLGjuVA@15/Video-Lecture-1-Sampling-and-Data

Dudovskiy, J. (n.d.) Sampling. Retrieved May 10, 2018, from the Research Methodology website at https://research-methodology.net/sampling-in-primary-data-collection/

Råheim, M., Magnussen, L. H., Sekse, R., Lunde, A., Jacobsen, T., & Blystad, A. (2016). Researcher–researched relationship in qualitative research: Shifts in positions and researcher vulnerability. International Journal of Qualitative Studies on Health and Well-being, 11, 10.3402/qhw.v11.30996. Retrieved from https://www.tandfonline.com/doi/full/10.3402/qhw.v11.30996

Rowley, J. (2014). Designing and using research questionnaires. Management Research Review. Retrieved May 10, 2018, from https://e-space.mmu.ac.uk/579515/1/Designing%20and%20using%20Research%20QuestionnairesREV18042013.pdf

Stockberger, D. (2016). Introductory statistics: Concepts, models, and applications. Missouri State University. Retrieved from http://www.psychstat.missouristate.edu/introbook/sbk19.htm

Taherdoost, H. (2016). Sampling methods in research methodology: How to choose a sampling technique for research. International Journal of Academic Research in Management (IJARM ), 5(2), 18–27.

Yip, C., Han, N., & Sng, B. (2016). Legal and ethical issues in research. Indian Journal of Anaesthesia, 60(9), 684–688. Retrieved from http://www.ijaweb.org/article.asp?issn=0019-5049;year=2016;volume=60;issue=9;spage=684;epage=688;aulast=Yip

Video Material

Flipp, C. (2014, Feburary 22). Qualitative Sampling [Video file]. Retrieved from https://www.youtube.com/watch?v=-Dn4u9DPmDs

Flipp, C. (2014, March 3). Quantitative sampling [Video file]. Retrieved from https://www.youtube.com/watch?v=WKUAop1Pre0

Excel Campus – Jon. (2015, February 4). Introduction to pivot tables, charts and dashboards in Excel (part 1) [Video file]. Retrieved from https://www.youtube.com/watch?v=9NUjHBNWe9M

Excel Resources

Brown, N., Lave, B., Romey, J., Schatz, M., & Shingledecker, M. (2018) Beginning Excel. OpenOregon, Creative Commons License. Retrieved from https://openoregon.pressbooks.pub/beginningexcel/ and https://openoregon.pressbooks.pub/beginningexcel/front-matter/introduction/

ExcellsFun. (2016, May 20). Highline Excel 2016 class 15: Excel charts to visualize data: Comprehensive lesson 11 chart examples [Video file]. Retrieved from https://www.youtube.com/watch?v=xLmtGk7Ymy8&t=2003s

Chapter 10 in:
Harvey, G. (2016). Excel 2016 for Dummies. John Wiley & Sons. Available in the Trident Online Library: Follow these instructions for Finding Skillsoft Books. Enter 117498 in the search bar.

Book II: Chapters 1–4 and
Book V: Chapter 1 in:
Harvey, G. (2016). Excel 2016 All-in-One For Dummies. John Wiley & Sons. Available in the Trident Online Library: Follow these instructions for Finding Skillsoft Books. Enter 112925 in the search bar.

Kaceli, S. (2016, January 24). Excel 2016 Tutorial: A comprehensive guide on Excel for anyone
[Video file]. Retrieved from https://www.youtube.com/watch?v=8lXerL3DHRw. Note: This video runs for 2 hours.

Optional Reading

Cooper, B. (2017). The best ways to persuade people. Retrieved May 10, 2018, from the Planio website at https://plan.io/blog/the-best-ways-to-persuade-people/

Hearn, P. (2016). 5 ways to encourage people to complete your online survey. Retrieved May 10, 2018, from the MRDC Software website at http://www.mrdcsoftware.com/blog/5-ways-to-encourage-people-to-complete-your-online-survey

Assignment Details

You have been asked to explain the differences between certain categories of crimes. For each of the following categories of crime, provide a general definition of the category of crime and give at least 2 detailed examples of specific crimes that fall into each category:

• Violent crimes
• Crimes against persons
• Crimes against property
• Crimes of public morality
• White-collar crime
• Cyber crime

Then, for the following scenarios, discuss the categories of crimes involved in each scenario, and explain the specific criminal charges that you would apply to each scenario. You can utilize the Library, Internet, and other resources to research the criminal statutes of a state of your choice to help you determine which criminal charges should be applied:

1. David S. was running around a public park at 3 AM without his clothes on, singing and shouting loudly. Police arrived after neighbors called to complain. They saw David S. tipping over a garbage can and when they shouted for him to stop, he threw the garbage can into a car, breaking one of its side windows. The police arrested David S. His blood alcohol level was twice the legal limit.
2. Gary M. was arrested by the FBI when he showed up at a local mall to meet a 14-year-old girl for a date, which he arranged over the Internet. He didn’t know that the “14-year-old girl” was actually a 35-year-old male FBI agent.
3. Elaine R. was an accountant working for a large corporation. She had been falsifying the accounting records and sending some of the corporate funds to her own bank accounts in an offshore bank. The corporation found out what she had been doing and reported her to the police.

Your complete answer to this assignment should be 1–3 pages.

The theory of “bounded rationality” says that, though we often act on incomplete information, and possibly inaccurate or false assumptions, we are still “rational.” That is, we make the best decisions we can based on:

• Our values, assumptions, and interests
• Our beliefs about the values, assumptions, and interests of the people we are dealing with
• Our beliefs about the context—what we think is “going on” in the present moment, and what the events of that present moment might mean for the future

Think of the three bullets above as being the “premises” of our decisions. Herbert Simon (1945) believed that the most efficient way to get people to change their behavior was to change their premises (since people are assumed to be rational). So, suppose you are a new supervisor of a work group that is performing well below the collective capabilities of its members. How would you use the theory of bounded rationality to get them to improve their performance? In other words, how would you make it rational for them to increase their supply of productive effort?

Justify your answer by citing the class text, the lectures, or by your own research.

reply1

In careful consideration of theory of “bounded rationality”, it is true that people often make decisions based on their personal values, available received information, time restraints, and interests in mind. However, all these “premises” may be limited depending on decision maker’s cognitive knowledge and certain circumstance. Translating this theory into business organizations, people work in the same team and have different values and perceptions have to find a way to work effectively with each other. ” Organizations influence people’s habits and organizations influence the flow of communications(Hernandez,2019). If I was a supervisor to a group, I would heavily promote the healthy team-work environment and emphasize the importance of team effort. Instead of thinking about individual gains and performances, I would evaluate the overall performance of a team. In my opinion, the right culture is very important in any groups or organizations. People behave based on the company culture so if we were to get the best outcome from group effort then first I need to set the right culture for them. Another aspect I’d focus on is that the rewards system. I believe that the fastest way to motivate people work harder is to give them the incentive to do so. According to the outcome, there will be extra bonus or rewards for the best team. Hopefully, with the right culture and leadership and rewards, people will put in more hard work and produce the best result possible!

Reference:

Hernandez JGV, Ortega RP. Bounded rationality in decision–making. MOJ Research Review. 2019;2(1):1-8 DOI: 10.15406/mojcrr.2019.02.00047

reply2

Bounded Rationality Model, as known as Simon’s Bounded Rationality Model. In this theory, ‘Simon maintained that individuals do not seek to maximize their benefit from a particular course of action, since they cannot assimilate and digest all the information that would be needed to do such a thing. Not only can they not get access to all the information required, but even if they could, their minds would be unable to process it properly. The human mind necessarily restricts itself. It is, as Simon put it, bounded by “cognitive limits”.’ (Simon, 1945) The group cannot reach the optimization while all the individuals try to maximize their benefits, because they cannot get and understand all the information required for the group. Bounded rationality model can explain why work group always perform below the collective capabilities of all its members.

In my opinion, if I were the manager of the team, I will take the following action to solve this problem. First, I will analysis the whole task and target of the team and try to find the relationship between the individuals’ tasks and the whole task. Then I will arrange the individual tasks to the members and tell them the significance of their task, in which way they can know how to perform better to make more contribution to the whole task. As the manager of the team I will monitor the process of all the individual tasks and the team task, rectify them if something wrong happens. Finally, I will give them some extra rewards to incentive them work hard and make more contributions to the team.

Reference

Simon, Herbert A. (1945). Administrative behavior. New York: The Free Press.