Can you kindly asisst with below question Select a company that has implemented a culture change intervention and analyse the process and the change management methodology used for the intervention, evaluate the results achieved, highlighting both the successes and shortcomings of the approach. Based on your analysis, recommend areas for improvement to enhance the effectiveness of future culture change initiatives. Answers should be based on below • An analysis of culture change intervention and the process • Change management methodology used for the intervention • Evaluation of the results • Recommendations of improvement opportunities
Q: do fast
A:
Q: Consider the following linear program and answer the following questions. Max 2A + 3B s.t. 5A 5B 370…
A: Given Linear Programming Problem Given a linear programming problem with the objective: Maximize: Z…
Q: Which of the following is true of government accountants in the United States? Question 15Select…
A: Government accountants in the United States have a broad range of responsibilities. They work in…
Q: QUESTION 4 (20 Marks) The Employee Wellness and Employee Assistance Programme (EAP) are vital…
A: IntroductionEmployee wellness and Employee Assistance Programs (EAP) are essential tools for…
Q: Accounting 15
A: Concept of Activity-Based Costing (ABC):Activity-Based Costing is a method used to allocate overhead…
Q: I need help What are the variables that influence an employee’s decision to leave or stay at an…
A: **1. Job Satisfaction** - Employees are more likely to stay if they feel their job is meaningful,…
Q: Select right answer
A: Explanation of Research Grants: Research grants are financial awards provided by private foundations…
Q: Please original work Background information: You are the chairman of the board for a large…
A: Selecting an Innovative CEO for a Technology CompanyMost Important Characteristics for the…
Q: Foundations of Business 7 Edition by william m. pride robert j hughes
A: Detailed Explanation: Initial Post Explanation The initial post begins by summarizing Chapter 16 of…
Q: derive the expression step by step for cycle thermal efficiency of gas turbine in terms of turbine…
A: Detailed explanation:
Q: Expanding the global presence of a firm automatically increases its scale of operations. a) True b)…
A: Before we answer the question, let's understand the key terms involved. Global presence refers to a…
Q: The internal psychological factors which affect an individual’s perception includes the following:…
A: The question is asking us to identify the internal psychological factors that affect an individual's…
Q: do fast all
A: 37.Correct answer: d. a severe hurricane in FloridaReason: A severe hurricane could damage orange…
Q: According to Heider (1958) external causes of behaviour includes: Question 9Select one: a. A…
A: Heider's Attribution Theory is a method used in social psychology to explain how people perceive and…
Q: An amount of $800.00 earns $500.00 interest in three years, three months. What is the effective…
A: Step 1: Identify known valuesPrincipal amount (P): $800.00Interest earned (I): $500.00Time (t): 3…
Q: How is the employer addressing minimum wage, hours worked, and provisions of the Federal Labor…
A: 1. Approach to Solving the QuestionThe question requires analyzing how Gerhert & Newman, as an…
Q: Please original work Name of fiction technology company: TESC technology Corp Background…
A: **Key Characteristics for the New CEO**1. **Visionary Thinking** - **Importance:** A visionary…
Q: Compensation could be financial and non-financial Question 17Select one: True False
A: True. Compensation can indeed be both financial and non-financial. Financial compensation includes…
Q: Design a normalized order management database with the requirements provided below. Each record…
A: To design a normalized order management database and draw the ER diagram, we first need to identify…
Q: do fast
A: The problem is asking us to calculate the z-score for a container weighing 1774 kg. The z-score is a…
Q: Leaders are challenged to lead in diverse cultures. In a two to three-page paper, develop a…
A: Leading in Diverse Cultures: A Strategic Plan and Comparison with Oprah WinfreyIntroductionIn…
Q: How do you integrate a Biblical worldview into a Christian School classroom?
A: One of the most direct ways to integrate a Biblical worldview into a Christian school classroom is…
Q: Please original work Background info: In developing an organizational climate that supports…
A: Expanding on the Summary:• Lack of awareness: Employees may not be aware of the need for innovation…
Q: Sign in Paraphr Al Dete Mail - R MC X MInbox (5 Group New tab P&S Asia Gre P&S Asia Gr History Q…
A: Here is the sequence diagramThis exercise has shown how one might go about performing an assembly…
Q: What should Emma do?
A:
Q: Consider the case of Nutrorim that you read in Module 1 from a culture, structure, and strategy…
A: **1. Culture****Key Observations from the Case**: - Nutrorim has a collaborative, consensus-driven…
Q: Read the mini-case study below and answer the following questions.With an enormous amount of data…
A: The first step in justifying an investment in a Human Resource Information System (HRIS) is to…
Q: . Discuss the following leadership styles and give examples for each. (4 marks)i. Directive…
A: Directive Leadership is a style where the leader tells his subordinates exactly what to do, how to…
Q: A three-dimensional element is subjected to stress as shown. The following are required: a) The…
A: Detailed explanation:
Q: do fast
A: Step 1: Step 2: Step 3: Step 4:
Q: What is an example of a brief statement of your call to full-time service and a call to a teaching…
A: My call to full-time service was a profound experience that happened during my college years. I felt…
Q: 1. Give one new distribution channels for Virtual Assistance (freelance business) that is not yet…
A: A new distribution channel that could be suggested for a Virtual Assistance freelance business is…
Q: What are some possible problems that a company may encounter if it does not engage in contingency…
A: Contingency planning is a strategic process that prepares a company for unexpected events by…
Q: Guarding Against Bias- Consider the readings in Framing Decisions and the HBR How can we guard…
A: Guarding against biases in decision-making is crucial for ensuring rational and effective outcomes.…
Q: Please compute the Quantitative Strategic Planning Matrix (QSPM). And give explanation from the…
A: QSPM Strength Calculations - Detailed BreakdownFormula: Weight × Attractiveness Score (AS) = Total…
Q: Dubai man-made islands should reflect your analysis, synthesis, and evaluation of the case.
A:
Q: Why does a dietitian manager need to know about the importance of ordering and supply restocking as…
A: A dietitian manager's understanding of ordering and supply restocking is crucial for their work…
Q: Why is it considered a best practice to properly close a project? In what situation would it be…
A: Answer 1: Closing a project properly is a crucial step in project management because it ensures that…
Q: Which of the following grading practices are considered to be inaccurate, ineffective, and/or…
A: All of the listed practices are considered harmful because they detract from fair and accurate…
Q: Using a cartoon explain why is antigen presentation important and what cells of the immune system…
A: Antigen presentation is a very important process in the immune system. It involves specialized cells…
Q: Distinguish how the three major types of CRM (strategic, operational, and analytical) can be used to…
A: Customer Relationship Management (CRM) is a strategy for managing a company's relationships and…
Q: explain a plan for funding and financing a grocery store company forecasting growth and expansion.…
A: 2. Capital Investors (Equity Financing)Equity financing is selling part of the ownership for…
Q: what is header in the document?
A: A header in a document is a section of content that appears at the top of each page. It is separate…
Q: As done in the laboratory, show the circuit diagram and give all component values for your design…
A: A. DC Regulated Power Supply to Convert Line Voltage to 10V DC for a 50Ω Load A DC regulated power…
Q: creating a larger market for Nestle's diverse product portfolio. With a growing middle class In…
A: Nestlé SWOT AnalysisStrengthsHealth and Wellness InnovationsNestlé has proactively responded to…
Q: I need help answering the following questions below What does succession planning entail and what…
A: **Essential Steps in Succession Planning:** 1. **Identify Key Positions** - Determine which roles…
Q: First - Review the GoVenture Video Tutorial to learn how to use the Business Simulation Program, and…
A: GoVenture Lemonade Stand Business Venture ReportWeek 1: Initial Setup and Startup CostsI began my…
Q: Part B: Essay topic: Critically evaluate the role of leaders in enabling effective change management…
A: **Defining Change Management**Change management is a systematic approach aimed at helping…
Q: Read the following statement and then answer the questions that follow Research ethics are the set…
A: Research ethics are crucial in any research study for several reasons. Firstly, they promote the…
Q: Recent research shows that when training focuses on the punitive side of awareness of compliance…
A: 1. **Creates a Culture of Ethical Behavior** - When employees see compliance as part of a **positive…
Step by step
Solved in 2 steps
- Should the company promise to never again conduct a survey of this sort? Should it go even further and explicitly ban research intended to manipulate the responses of its users?Cousins Jeri Lynn De Bose, Tish Hoover, and Josephine (Joey) Parks looked forward to meeting up during the Christmas holidays to compare notes on the results of midyear teacher evaluations. All were public school teachers in districts scattered over the state. In the pressured search for new levels of teacher accountability demanded by legislators, the state department of education joined 16 other States in implementing a new teacher evaluation system. The goal is to hold teachers account-able for student learning progress in the classroom. Under the guidance of the National Council for Teacher Quality, criteria varies by State, but in most cases, 40 percent of each teacher's accountability score would be based on the principal's evaluation and ranking based on personal observation, 30 percent would be based on personal observation by a master teacher from outside the district, and the Other 30 percent would be based on student test score gains. The state department of education would set a performance goal each school district, and the principal would set a performance goal for each teacher. In preparation, the State conducted intensive training sessions for principals and designated master teachers who would conduct the evaluations based on four class observations per teacher Officials used standardized achievement tests to derive value-added scores that measure student learning over the year. Teacher ratings were 1-5, with I am being the lowest and 5 representing near perfection. The publication of the first year's evaluations stirred interest and controversy, particularly among teachers who worried about the possible long-term effects on job retention and tenure. Now, with the first-year evaluations in hand, the three cousins pored over their experiences. The three represented different types of school systems within the state. Jeri Lynn worked for a metropolitan system in the state capital. The system included many low-income students whose first language was nor English, and several schools within the system were teetering on the brink of State takeover if improvement in student scores didn't materialize this school year. Tish worked in a county System dominated by upper-income residents, and Joey taught in the rural community in which all three grew up. The rural community had high unemployment, and a low percentage of graduates went on to college. As a result, the cousins came to the table with differing teaching experiences. "The numbers are all over the place," Jeri Lynn remarked as she studied the pages. "The whole system is flawed, and they need to make changes," Joey said. "It's too subjective. The principal and master teacher observations are subjective because there are personal factors that affect a true outcome." "Yeah, look at the numbers from your upper-income district," Jeri Lynn said to Tish. "How can 60 percent of the teachers score 5s?' Tish chuckled. "Yeah, lucky us. Our schools are overflowing with children from wealthy families. These are the kids who will apply to Ivy League schools. I can tell you that the principals are going to avoid confrontation on all fronts. No principal is going to give any indication that their students are receiving an education that's less than perfect, and that means cramming the rankings with 5s. They claim a higher level of motivation for students, and thus the selection of an elite team of educators. So with those pressures, I don't think we get personal feedback that is accurate." "At the other end of the spectrum, we have my rural district," Joey said. "The big problem is that the principals know everyone and have longstanding relationships with everyone in the county, so I think scores are based on personal history. We could almost predict who would get high or low scores before the observations. For principals, it can go back as far as 'his daddy and my daddy hated each other in high school, and now I get to evaluate his daughter "I think that in many cases, principals feel pressure to align scores with state expectations. The stare expected my district to have high scores and expected rural schools such as yours to be lower," Tish said. "But isn't that partially offset by lower goals for the rural school distracts responded Joey. "The key to the accountability system is the principal in each school," Jeri Lynn suggested. "With several of the schools in Metro teetering on the edge of state takeover by the end of the year, we had lots of strict principals who wanted to hold our feet to the fire with lower scores." "I thought the whole idea was to provide the teachers With feedback so that we would know the areas where we need improvement," Tish said. "The principals were supposed to conduct two observations in the fall and two more in the spring," Jeri Lynn said. think that's asking too much of them when they already have so much on their plates. I think a lot of them are skimping on their visits. know I only had one observation last semester, and I'm sure Mr. Talley just faked the second set of numbers. The master teachers make only two observations a year, which may be more objective but counts for less." "I'm wondering, too, how a principal measure performance in a course area outside his area of expertise, such as math," Joey said. "If the guy has a phobia about math, anything the teacher says or does is going to 100k brilliant-thus a 5." Tish and Jeri Lynn looked at each other and laughed. "Maybe we picked the wrong subjects," Tish said. "My question is one of perception," Jeri Lynn said. "A large percentage of my students are ELL. That affects their scores. How do you measure a 3 in my situation against a 5 for Tish? At the end of the school year, little Carlos is thrilled that his reading in English has improved, but there`s no Big Bang here. a slow steady improvement that may not actually show up in big strides for a couple of years: "So, the question is how do they create a system that is fair?" Tish asked. "And accurate," added Jeri Lynn. How might the state control the accuracy of principals who are conducting teacher evaluations? Explain.Cousins Jeri Lynn DeBose, Tish Hoover, and Josephine (Joey) Parks looked forward to meeting up during the Christmas holidays to compare notes on the results of midyear teacher evaluations. All were public school teachers in districts scattered over the state. In the pressured search for new levels of teacher accountability demanded by legislators, the state department of education joined 16 other States in implementing a new teacher evaluation system. The goal is to hold teachers account-able for student learning progress in the classroom. Under the guidance of the National Council for Teacher Quality, criteria varies by State, but in most cases, 40 percent of each teacher's accountability score would be based on the principal's evaluation and ranking based on personal observation, 30 percent would be based on personal observation by a master teacher from outside the district, and the Other 30 percent would be based on student test score gains. The state department of education would set a performance goal each school district, and the principal would set a performance goal for each teacher. In preparation, the State conducted intensive training sessions for principals and designated master teachers who would conduct the evaluations based on four class observations per teacher. Officials used standardized achievement tests to derive value-added scores that measure student learning over the year. Teacher ratings were I —5, with I am being the lowest and 5 representing near perfection. The publication of the first year's evaluations stirred interest and controversy, particularly among teachers who worried about the possible long-term effects on job retention and tenure. Now, with the first-year evaluations in hand, the three cousins pored over their experiences. The three represented different types of school systems within the state. Jeri Lynn worked for a metropolitan system in the state capital. The system included many low-income students whose first language was nor English, and several schools within the system were teetering on the brink of State takeover if improvement in student scores didn't materialize this school year. Tish worked in a county System dominated by upper-income residents, and Joey taught in the rural community in which all three grew up. The rural community had high unemployment, and a low percentage of graduates went on to college. As a result, the cousins came to the table with differing teaching experiences. "The numbers are all over the place," Jeri Lynn remarked as she studied the pages. "The whole system is flawed, and they need to make changes," Joey said. " It's too subjective. The principal and master teacher observations are subjective because there are personal factors that affect a true outcome." "Yeah, look at the numbers from your upper-income district," Jeri Lynn said to Tish. "How can 60 percent of the teachers score 5s?" Tish chuckled. "Yeah, lucky us. Our schools are overflowing with children from wealthy families. These are the kids who will apply to Ivy League schools. I can tell you that the principals are going to avoid confrontation on all fronts. No principal is going to give any indication that their students are receiving an education that's less than perfect, and that means cramming the rankings with 5s. They claim a higher level of motivation for students, and thus the selection of an elite team of educators. So with those pressures, I don't think we get personal feedback that IS accurate." "At the other end of the spectrum, we have my rural district," Joey said. "The big problem is that the principals know everyone and have longstanding relationships with everyone in the county, so I think scores are based on personal history. We could almost predict who would get high or low scores before the observations. For principals, it can go back as far as his daddy and my daddy hated each other in high school, and now I get to evaluate his daughter "I think that in many cases, principals feel pressure to align scores with state expectations. The stare expected my district to have high scores and expected rural schools such as yours to be lower," Tish said. "But isn't that partially offset by lower goals for the rural school distracts responded Joey. "The key to the accountability system is the principal in each school," Jeri Lynn suggested. "With several of the schools in Metro teetering on the edge of state takeover by the end of the year, we had lots of strict principals who wanted to hold our feet to the fire with lower scores." "l thought the whole idea was to provide the teachers With feedback so that we would know the areas where we need improvement," Tish said. "The principals were supposed to conduct two observations in the fall and two more in the spring," Jeri Lynn said. think that's asking too much of them when they already have so much on their plates. I think a lot of them are skimping on their visits. know I only had one observation last semester, and I'm sure Mr. Talley just faked the second set of numbers. The master teachers make only two observations a year, which may be more objective but counts for less." "I'm wondering, too, how a principal measure performance in a course area outside his area of expertise, such as math," Joey said. "If the guy has a phobia about math, anything the teacher says or does is going to 100k brilliant—thus a 5." Tish and Jeri Lynn looked at each other and laughed. Maybe we picked the wrong subjects," Tish said. "My question is one of perception," Jeri Lynn said. "A large percentage of my students are ELL. That affects their scores. How do you measure a 3 in my situation against a 5 for Tish? At the end of the school year, little Carlos is thrilled that his reading in English has improved, but there's no Big Bang here. a slow steady improvement that may not actually show up in big strides for a couple of years: "So, the question is how do they create a system that is fair?" Tish asked. "And accurate," added Jeri Lynn. What do you see as the major strengths and flaws in the feedback control system used in the schools in this scenario? What changes do you recommend to overcome the flaws?
- Cousins Jeri Lynn DeBose, Tish Hoover, and Josephine (Joey) Parks looked forward to meeting up during the Christmas holidays to compare notes on the results of midyear teacher evaluations. All were public school teachers in districts scattered over the state. In the pressured search for new levels of teacher accountability demanded by legislators, the state department of education joined 16 other States in implementing a new teacher evaluation system. The goal is to hold teachers account-able for student learning progress in the classroom. Under the guidance of the National Council for Teacher Quality, criteria varies by State, but in most cases, 40 percent of each teacher's accountability score would be based on the principal's evaluation and ranking based on personal observation, 30 percent would be based on personal observation by a master teacher from outside the district, and the Other 30 percent would be based on student test score gains. The state department of education would set a performance goal each school district, and the principal would set a performance goal for each teacher. In preparation, the State conducted intensive training sessions for principals and designated master teachers who would conduct the evaluations based on four class observations per teacher. Officials used standardized achievement tests to derive value-added scores that measure student learning over the year. Teacher ratings were 1-5, with I am being the lowest and 5 representing near perfection. The publication of the first year's evaluations stirred interest and controversy, particularly among teachers who worried about the possible long-term effects on job retention and tenure. Now, with the first-year evaluations in hand, the three cousins pored over their experiences. The three represented different types of school systems within the state. Jeri Lynn worked for a metropolitan system in the state capital. The system included many low-income students whose first language was nor English, and several schools within the system were teetering on the brink of State takeover if improvement in student scores didn't materialize this school year. Tish worked in a county System dominated by upper-income residents, and Joey taught in the rural community in which all three grew up. The rural community had high unemployment, and a low percentage of graduates went on to college. As a result, the cousins came to the table with differing teaching experiences. "The numbers are all over the place," Jeri Lynn remarked as she studied the pages. "The whole system is flawed, and they need to make changes," Joey said. " It's too subjective. The principal and master teacher observations are subjective because there are personal factors that affect a true outcome." "Yeah, look at the numbers from your upper-income district," Jeri Lynn said to Tish. " How can 60 percent of the teachers score 5s?" Tish chuckled. "Yeah, lucky us. Our schools are overflowing with children from wealthy families. These are the kids who will apply to Ivy League schools. I can tell you that the principals are going to avoid confrontation on all fronts. No principal is going to give any indication that their students are receiving an education that's less than perfect, and that means cramming the rankings with 5s. They claim a higher level of motivation for students, and thus the selection of an elite team of educators. So with those pressures, I don't think we get personal feedback that IS accurate." "At the other end of the spectrum, we have my rural district," Joey said. "The big problem is that the principals know everyone and have longstanding relationships with everyone in the county, so I think scores are based on personal history. We could almost predict who would get high or low scores before the observations. For principals, it can go back as far as 'his daddy and my daddy hated each other in high school, and now I get to evaluate his daughter." "I think that in many cases, principals feel pressure to align scores with state expectations. The stare expected my district to have high scores and expected rural schools such as yours to be lower," Tish said. "But isn't that partially offset by lower goals for the rural school distracts responded Joey. "The key to the accountability system is the principal in each school," Jeri Lynn suggested. "With several of the schools in Metro teetering on the edge of state takeover by the end of the year, we had lots of strict principals who wanted to hold our feet to the fire with lower scores." "I thought the whole idea was to provide the teachers With feedback so that we would know the areas where we need improvement," Tish said. "The principals were supposed to conduct two observations in the fall and two more in the spring," Jeri Lynn said. think that's asking too much of them when they already have so much on their plates. I think a lot of them are skimping on their visits. know I only had one observation last semester, and I'm sure Mr. Talley just faked the second set of numbers. The master teachers make only two observations a year, which may be more objective but counts for less." "I'm wondering, too, how a principal measure performance in a course area outside his area of expertise, such as math," Joey said. "If the guy has a phobia about math, anything the teacher says or does is going to 100k brilliant—thus a 5." Tish and Jeri Lynn looked at each other and laughed. Maybe we picked the wrong subjects," Tish said. "My question is one of perception," Jeri Lynn said. "A large percentage of my students are ELL. That affects their scores. How do you measure a 3 in my situation against a 5 for Tish? At the end of the school year, little Carlos is thrilled that his reading in English has improved, but there's no Big Bang here. a slow steady improvement that may not actually show up in big strides for a couple of years." "So, the question is how do they create a system that is fair?" Tish asked. "And accurate," added Jeri Lynn. Is a 1-5 grading System by principals and master teachers a valuable part of a feedback control system for teachers? Why?Create a Group Control System Step 1. From into groups of three to five students. Each group will assume that another student group has been given an assignment of writing a major paper that will involve research by individual group members that will be integrated into the final paper. Each group member has to do his or part. Step 2. Your assignment is develop a list of rules and identify some statistics by which to control the behavior of members in that group. Brainstorm and discuss potential to govern member behavior and consequences for breaking those rules. Step 3. First, select the five rules that you think are most important for governing group member behavior. Consider the following situations that rules might cover; arriving late for a meeting: missing a meeting: failing to complete a work assignment; disagreements about desired quality of work; how to resolve conflicts about paper content; differences in participation , such as one person doing all the talking and someone else talking hardly at all; how to handle meetings that start late; the use of an agenda and handling deviations from the agenda; and any other situation that your group a cover. Step 4. Now consider what statistics could be developed to measure the behavior and outcome of the group pertaining to those five rules. What kinds of things could be counted to understand how group is performing and whether members are the following rules? Step 5. Discuss the following questions. Why are rules important as a means of control? What are the advantages and disadvantages of having many rules (hierarchical control) versus few rules (decentralized control) for a student group? How can statistics help a group ensure? appropriate behavior and a high-quality product? Step 6. Be prepared to present your conclusions to the Class.What is the zone of indifference?
- What models are consistent with Meyers process for designing and implementing change?What forecasting techniques are used in the management of technology and innovation?How should Facebook respond to the 2014 research situation? How could an earlier response have helped the company avoid the 2018 controversies and keep the trust of its users?
