Team Research Report: Assessment of Two Managers (You only need to do one which is JackMa)You will prepare a report that evaluates the management approach of two real managers(As mentioned above, you only need to do JackMa). In the report you should compare the two managers and assess whether they are effective managers and leaders. The report will be most interesting if you choose two managers who have different management approaches but are both effective.In making your assessment, you should address whether the two managers:have strong technical, conceptual, and human skills;have articulated their organizations’ missions, visions, and strategies;consider a wide range of stakeholders in their decisions;have built strong organizational cultures;The most important criterion in choosing the managers is whether you will be able to collect the information needed to thoroughly understand and evaluate their management approaches. You must be able to find independent information and not simply believe what they tell you. The information you collect can come from documents, interviews, and other sources. Your report should apply concepts and theories from the textbook, slides, and video lectures(I will attach it). Your conclusions should compare the two managers and be supported by evidence(The other manager is BillGates; so if you feel like you can include a good comparison between the two managers, that would be great). Challenge yourself to reach the highest levels of Bloom’s taxonomy.Your reports should be clearly organized, follow standard report format(Please use MLA format, and double space), employ proper grammar and punctuation, and if applicable be thoroughly and properly cited and referenced. Prior to submitting your report, you must check it for originality using turnitin.com. I will consider the originality reports in assigning grades. The length is up to you, but I suggest not over 2 pages. Around 1 and a half page would be good!Bloom’s Taxonomy in the Classroom
https://www.thoughtco.com/blooms-taxonomy-in-the-classroom-8450; accessed December 27, 2018
(SEE FIGURE IN POWERPOINT PRESENTATION)
By Melissa Kelly
Updated November 30, 2017
Have you ever heard a student complain, “This question is so hard!”? While this may be
a common complaint, there are reasons that some questions are harder than others. The
difficulty of a question or an assignment can be measured by the level of the critical
thinking skill required. Simple skills such as identifing a state capital can be measured
quickly. More sophisticated skills such as the construction of a hypothesis take much
longer to be assessed.
Introduction to Bloom’s Taxonomy:
To help determine the level of critical thinking for a task, Benjamin Bloom, an American
educational psychologist, developed a way to categorize the different levels of critical
reasoning skills required in classroom situations. In the 1950s, his Bloom’s Taxonomy
gave all educators a common vocabulary for thinking about learning goals.
There are six levels in the taxonomy, each requiring a higher level of abstraction from
the students. As a teacher, you should attempt to move students up the taxonomy as
they progress in their knowledge. Tests that are written solely to assess knowledge are
unfortunately very common. However, to create thinkers as opposed to students who
simply recall information, we must incorporate the higher levels into lesson plans and
tests.
Knowledge:
In the knowledge level of Bloom’s Taxonomy, questions are asked solely to test whether
a student has gained specific information from the lesson. For example, have they
memorized the dates for a particular war or do they know the presidents that served
during specific eras in American History. It also includes knowledge of the main ideas
that are being taught. You are probably writing knowledge questions when you use
ketwords such as: who, what, why, when, omit, where, which, choose, find, how, define,
label, show, spell, list, match, name, relate, tell, recall, select.
Comprehension:
The comprehension level of Bloom’s Taxonomy has students go past simply recalling
facts and instead has them understanding the information. With this level, they will be
able to interpret the facts. Instead of simply being able to name the various types of
clouds, for example, the students would be able to understand why each cloud has
formed in that manner. You are probably writing comprehension questions when you
use the following keywords: compare, contrast, demonstrate, interpret, explain, extend,
illustrate, infer, outline, relate, rephrase, translate, summarize, show, or classify.
Application:
Application questions are those where students have to actually apply, or use, the
knowledge they have learned. They might be asked to solve a problem with the
information they have gained in class being necessary to create a viable solution. For
example, a student might be asked to solve a legal question in an American Government
class using the Constitution and its amendments. You are probably writing application
questions when you use the following keywords: apply, build, choose, construct,
develop, interview, make use of, organize, experiment with, plan, select, solve, utilize, or
model.
Analysis:
In the analysis level, students will be required to go beyond knowledge and application
and actually see patterns that they can use to analyze a problem. For example, an
English teacher might ask what the motives were behind the protagonist’s actions
during a novel. This requires students to analyze the character and come to a conclusion
based on this analysis. You are probably writing analysis questions when you use
keywords: analyze, categorize, classify, compare, contrast, discover, dissect, divide,
examine, inspect, simplify, survey, test for, distinguish, list, distinction, theme,
relationships, function, motive, inference, assumption, conclusion, or take part in.
Synthesis:
With synthesis, students are required to use the given facts to create new theories or
make predictions. They might have to pull in knowledge from multiple subjects and
synthesize this information before coming to a conclusion. For example, if a student is
asked to invent a new product or game they are being asked to synthesize. You are
probably writing synthesis questions when you use keywords: build, choose, combine,
compile, compose, construct, create, design, develop, estimate, formulate, imagine,
invent, make up, originate, plan, predict, propose, solve, solution, suppose, discuss,
modify, change, original, improve, adapt, minimize, maximize, theorize, elaborate, test,
happen, deletewords like select, judge, debate, or recommend.
Evaluation:
The top level of Bloom’s Taxonomy is evaluation. Here students are expected to assess
information and come to a conclusion such as its value or the bias that an author may
present. For example, if the students are completing a DBQ (Document Based
Question) for an AP US History course, they are expected to evaluate the bias behind
any primary or secondary sources in order to see the influence that the points that the
speaker is making on a topic. You are probably writing evaluation questions when you
use the keywords: award, choose, conclude, criticize, decide, defend, determine, dispute,
evaluate, judge, justify, measure, compare, mark, rate, recommend, rule on, select,
agree, appraise, prioritize, opinion, interpret, explain, support importance, criteria,
prove, disprove, assess, influence, perceive, value, estimate, or deduct.
Things to Consider While Implementing Bloom’s Taxonomy:
There are many reasons teachers keep a copy of Bloom’s Taxonomy levels handy. For
example, a teacher may design a task by checking the Bloom’s Taxonomy to make sure
that different levels of skill sets are required for different students. Using Bloom’s
Taxonomy during lesson preparation can help a teach make sure that all levels of critical
thinking have been required over the length of a unit.
Many tasks designed with Bloom’s taxonomy can be more authentic, the kinds of tasks
that challenge all students to develop the critical thinking skills needed for real life. Of
course, teachers recognize that is much easier to grade assignments designed on the
lower levels (knowledge, application) of Bloom’s Taxonomy than on the higher levels. In
fact, the higher the level of Bloom’s Taxonomy, the more complex the grading. For the
more sophisticated assignments based on higher levels, rubricsbecome more important
to ensure fair and accurate grading with tasks based on analysis, synthesis, and
evaluation.
In the end, it is supremely important that we as educators help our students become
critical thinkers. Building on knowledge and helping kids begin to apply, analyze,
synthesize, and evaluate is the key to helping them grow and prosper in school and
beyond.
Citation: Bloom, B. S. (ed.). Taxonomy of Educational Objectives. Vol. 1: Cognitive
Domain. New York: McKay, 1956.
Mission, Vision, and Values
MGT 382, Central Washington University
Tim Hargrave
Mission and Vision as P-O-L-C
Components
MISSION, VISION, AND VALUES
Mission
– The firm’s reason for being,
how it plans to serve key
stakeholders
“by”
Vision – a declaration of what the
firm wants to accomplish and hopes
to become
“to”
Values – the principles that the firm
will live by as it seeks to accomplish
its mission and vision
2-3
Roles Played by Mission and Vision
Communicate the purpose of the organization to stakeholders
Inspire and direct employees
Tension between general and specific
Which stakeholders? To be discussed later this quarter
Inform strategy development and the development of
measurable goals and objectives
Mission and vision must be embedded in all aspects of
management
Planning, organizing, leading, and controlling
Sample Missions
Source: Shutterstock.com, Nick Fox_Shutterstock.com, Andrew Armagov_Shutterstock.com, Sorbis_Shutterstock.com,
gowithstock_Shutterstock.com, JHVEPhoto_
Shutterstock.com, Paul Brady Photography_Shutterstock.com
Sample Missions
Source: Shutterstock.com, Nick Fox_Shutterstock.com, Andrew Armagov_Shutterstock.com, Sorbis_Shutterstock.com,
gowithstock_Shutterstock.com, JHVEPhoto_
Shutterstock.com, Paul Brady Photography_Shutterstock.com
Sample Visions
Source: Shutterstock.com, achinthamb _ Shutterstock.com
Sample Visions
Source: Shutterstock.com, achinthamb _ Shutterstock.com
Vision, Mission, and Control
Establish
performance
standards
Compare actual
performance
against standards
Take corrective
action when
necessary
WHAT ARE GOALS AND OBJECTIVES?
Goals are
outcome
statements that
define what an
organization is
trying to
accomplish
©2013 Flat World Knowledge, Inc.
WalMart
*
Increase
revenue
by 20
percent
annually
Objectives are
very precise,
time-based, and
measureable
actions that
support the
completion of a
goal
WalMart
*
Open
twenty
new
stores by
year end
10
Creating
SMART
Goals
©2013 Flat World Knowledge, Inc.
11
MISSION AND VISION STATEMENTS AND COMPETITIVE ADVANTAGE
Do mission and vision statements help gain & sustain
competitive advantage?
Results are inconclusive
63% of surveyed firms used them
Must be clearly communicated, widely understood, and
collectively shared
Must motivate and engage employees
Must be backed by strategic commitments
2-12
Strategic Management
MGT 382
Central Washington University
Tim Hargrave
Strategy
A plan managers make
to attain a goal
Goal is to achieve
sustained competitive
advantage
Achieve mission, vision
Corporate and Business Strategy
SWOT ANALYSIS
SWOT combines external and
internal analysis
Internal Strengths and
Weaknesses
From resource-based analysis
External Opportunities and
Threats
From PESTEL and competitive
forces analysis
Leverage internal strengths to
exploit external opportunities
Achieving such a dynamic fit
yields sustained competitive
advantage
4-4
The Strategic Management
Process
Source: F. Rothaermel: Strategic Management.
Strategy as Planned Emergence
Mintzberg: Planned Emergence
Strategy can come from top and
bottom
Some intended strategies drop off
Allows for new emerging ideas to
become realized
Starbucks: Frappuccino
Resource allocation process (RAP)
Intel: DRAM exit and entry into
semiconductors
2-6
Intended, Deliberate, Realized, and
Emergent Strategies
©2013 Flat World Knowledge, Inc.
7
Resources, Capabilities, &
Competencies
Resources: Physical, intangible,
financial, human, other assets
Capabilities: Ability to integrate,
reconfigure, deploy resources
Dynamic capability: the ability
to continually update firm
capabilities and create new
ones
o Core or distinctive competency: A unique strength that differentiates a firm
4-8
Business Strategy
Concerned with how a firm competes in the
industries in which it participates.
Cost leadership vs differentiation
Differentiation: Increasing the value to
consumers.
Broad vs narrow focus
Porter’s Generic Strategies
©2013 Flat World Knowledge, Inc.
10
Differentiation or Price Leadership Strategy?
Southwest Airlines
has combined cost
cutting measures
with differentiation,
proving that it is
possible to succeed
using combination
– or integration -strategies
© Jupiterimages Corporation
©2013 Flat World Knowledge, Inc.
11
The Dynamics of Competitive Positioning:
Apple, HP, and Dell
EXHIBIT 6.10
6-12
Business Ethics: Introduction
MGT 389
Central Washington University
Tim Hargrave
Ethics
▪ A conception of right and wrong conduct, good
and bad
▪ Tells us whether our behavior is moral or
immoral
▪ “Theory of living” – how should we live?
▪ Comes from outside of ourselves, is about how
we live with others
5-2
Sources of Ethics
▪ Notions of right and wrong
come from many sources:
▪ Religious beliefs
▪ Family
▪ Education
▪ Community/neighborhood
▪ Media influences
5-3
Ethics and the law
• Related but not the same thing
•
•
•
•
Law specifies minimums; ethics calls for more
Laws are ambiguous
Laws lag behind ethical understandings
Laws may represent particular interests rather
than what is right
• Just following the law is reactive not proactive
Why ethics is important in business
• Accountability to stakeholders
• Legal compliance
• The long-term good
• Social contract
• Can lead to higher profit
• Trust and better business relationships
• Team building, inspirational leadership
• Reputation
• Integrity; meeting your own standards
• But it won’t be easy
Why ethical problems occur in business
▪ Bounded rationality and cognitive biases
▪ E.g., failure to “see” particular stakeholders
▪ Self-interest (narrowly defined)
▪ Social influences
▪ E.g., competitive pressure, obedience to authority,
groupthink
▪ Are people who do bad things (always)
bad people?
▪ Social science experiments suggest the answer is no
5-6
Moral Absolutism
• The belief that some rules are
right and true, and must always
be followed regardless of
circumstances
• Fundamentalism
• Right answer is black and white
• Thus no need to listen, reason,
deliberate – intolerance
Moral relativism
• The belief that all ethical claims are
equally valid, can be judged only
relative to individual preferences
and shared beliefs
• No need for thinking or deliberation
since everything is OK
• Shouldn’t we respect differences?
Yes, but…
• respecting differences doesn’t
mean that you should stop (or not
start) applying ethical principles
Stages of Moral Development (Kohlberg)
•
•
From childhood to mature adulthood people develop their moral
reasoning
Pre-conventional:
•
•
•
Conventional
•
•
•
Stage 1: Respond to rewards and punishments
Stage 2: Narrow self-interest: “I’ll let you play with my toy, if I can play with yours”
Stage 3: Desire for approval
Stage 4: Desire for order: Follow the rules
Post-conventional
•
•
Stage 5: Social contract/utilitarian: Seek to make all better off – not just act according
to law and custom
Stage 6: Emphasize ethical reasoning using broad principles and relationships
(deontology)
• Most managers (and humans) make decisions based in a conventional
way
Kohlberg, L. (1984). Essays on moral development: Vol. 2. The psychology of moral development: The nature and validity of moral
stages. New York, NY: Harper & Row.
5-9
Ethical reasoning
• More to it than intuition
• Involves deliberation using
principles
• Requires us to critique our
own ideas about right and
wrong
• Over time we develop good
ethical judgment by refining
our moral intuitions
• May be collaborative
FIGURE 1-1. THE WEIGHT OF REASONS ETHICAL DECISION-MAKING MODEL
Learning from experience
Assess
consequences
(weight of
reasons”)
Identify
ethical
issue
Gather
information
Shortterm
action
(“Quick
fix”)
Identify
options
for action
At every step, be practical — and challenge your own
assumptions
From Marcus & Hargrave, Managing Business Ethics: Making Ethical Decisions. SAGE Publications. 2020.
Apply
principles
Longterm
solution
Ethics programs
• Code of conduct
• Chief ethics officer
• Communication and reporting systems
• E.g., hotlines, “whistleblower” protections
• Ethics training
• Strong financial accounting systems
Cynthia Cooper, whistle-blower at
WorldCom
• Intel code of conduct:
https://www.intel.com/content/www/us/en/policy/polic
y-code-conduct-corporate-information.html
Two Approaches to Ethics Programs
▪ Compliance-based approach:
▪ Compliance with code of conduct and laws but not ethical
reasoning
▪ Emphasizes preventing, detection, punishing rule-breaking
▪ Training: Review code of conduct
▪ Integrity-based approach:
▪
▪
▪
▪
Ethical behavior based on core principles, values
Empower to make ethical decisions rather than follow rules
Identify and solve problems
Training: Discuss real-life ethical dilemmas
▪ Ethical behavior depends on top management
commitment and an ethical culture
6-13
ETHICAL FRAMEWORKS
MGT 382
Central Washington University
Tim Hargrave
Ways
to think about what is ethical – right and
wrong, good and bad, just and fair,
compassionate
Frameworks
to be covered:
Utilitarianism
Rights
Virtue
Ethics
of care
ETHICAL FRAMEWORKS
The
moral worth of an action is
determined by its consequences
The
best decisions produce the greatest
good for the greatest number
Maximize
good, minimize harm
Not
egoism – “equal consideration of
interests” (Singer)
Problems:
calculate
Can lead to harm, is hard to
UTILITARIAN ETHICS
Kant:
An action (conduct) is ethical if it
respects other persons and is consistent with
universally held ethical principles
Moral worth of an action NOT based on
consequences
Aka deontological perspective
Treat people as ends in themselves, not means
merely
Problems:
Can act as “moral minimum”
Can lead to terrible harms
RIGHTS PERSPECTIVES
Deontological,
but with focus on rules of
society rather than individual behavior
Contract
between the individual and society,
whereby the individual submits to rules in
exchange for certain rights
Hobbes,
Rawls’s
Locke, Rousseau
veil of ignorance
CONTRACT THEORY
An
action is ethical if it
cultivates one’s innate
virtues (character)
Motive
is critical
Virtues
are defined by the
community; we serve
society by being our best
selves
VIRTUE ETHICS (ARISTOTLE)
Appropriate
action is
contextual, should emphasize
care and compassion
Action not based on universal
principles
Consequentialist:
One seeks to
minimize harm, preserve
relationships
Emotions
and logic both valid
ETHICS OF CARE
▪ Bounded rationality and cognitive
biases
▪ E.g., failure to “see” particular stakeholders
▪ Self-interest (narrowly defined)
▪ Social influences
▪ E.g., competitive pressure, obedience to
authority, groupthink
▪ Are people who do bad things
(always) bad people?
▪ Social science experiments suggest the
answer is no
WHY ETHICAL PROBLEMS OCCUR IN
BUSINESS
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