Tag: Human Resource Management

  • [Solved] J. Moore SMC 331 Final Project

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    – ## J.MooreSMC331FinalProject.docx **## J.MooreSMC331FinalProject.docx** **Business For Project: Selma Area Food Bank** **Location: 101 Avenue C Selma, Alabama 36701** Project Overview For your final exam, you will research, map, analyze, and redesign the supply chain of a real organization. The or…

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    – ## J.MooreSMC331FinalProject.docx

    **## J.MooreSMC331FinalProject.docx**

    **Business For Project: Selma Area Food Bank**

    **Location: 101 Avenue C Selma, Alabama 36701**

    Project Overview

    For your final exam, you will research, map, analyze, and redesign the supply chain of a real organization. The organization must be a local business, nonprofit, church, school, community organization, or your employer. This project requires an original interview or observation and analysis of a unique dataset. The unique datasets are accessible in the "Announcement and Files" sections in Canvas.

    Project Requirements

    1. Organization Profile (1–2 pages)

    Conduct an interview or observational study of a real organization. Include what the organization does, its customers, top products/services, challenges, and a photo you have taken of the location.

    2. End-to-End Supply Chain Mapping (1–2 pages)

    Create a visual supply chain flow map showing suppliers, inbound logistics, production/service operations, distribution, customers, and reverse logistics. (Hand-drawn or software-generated.)

    3. Original Dataset Analysis (1–2 pages)

    Use the custom dataset provided to you. Calculate one forecast (moving average or trend), evaluate KPIs, identify patterns, and explain how this data informs planning decisions.

    4. Risk Assessment & Bullwhip Effect (1 page)

    Identify two risks the organization faces, explain how the Bullwhip Effect might occur, and describe real-world consequences.

    5. Supply Chain Redesign Proposal (1–2 pages)

    Recommend improvements using forecasting, inventory decisions, procurement strategy, transportation mode changes, coordination methods, risk mitigation, and appropriate technologies.

    6. Presentation (10 minutes)

    Create a recorded presentation summarizing your findings. Your face and voice must appear at least once.

    **## J.MooreSMC331FinalProject.docx**

    **Business For Project: Selma Area Food Bank**

    **Location: 101 Avenue C Selma, Alabama 36701**

    Project Overview

    For your final exam, you will research, map, analyze, and redesign the supply chain of a real organization. The organization must be a local business, nonprofit, church, school, community organization, or your employer. This project requires an original interview or observation and analysis of a unique dataset. The unique datasets are accessible in the "Announcement and Files" sections in Canvas.

    Project Requirements

    1. Organization Profile (1–2 pages)

    Conduct an interview or observational study of a real organization. Include what the organization does, its customers, top products/services, challenges, and a photo you have taken of the location.

    2. End-to-End Supply Chain Mapping (1–2 pages)

    Create a visual supply chain flow map showing suppliers, inbound logistics, production/service operations, distribution, customers, and reverse logistics. (Hand-drawn or software-generated.)

    3. Original Dataset Analysis (1–2 pages)

    Use the custom dataset provided to you. Calculate one forecast (moving average or trend), evaluate KPIs, identify patterns, and explain how this data informs planning decisions.

    4. Risk Assessment & Bullwhip Effect (1 page)

    Identify two risks the organization faces, explain how the Bullwhip Effect might occur, and describe real-world consequences.

    5. Supply Chain Redesign Proposal (1–2 pages)

    Recommend improvements using forecasting, inventory decisions, procurement strategy, transportation mode changes, coordination methods, risk mitigation, and appropriate technologies.

    6. Presentation (10 minutes)

    Create a recorded presentation summarizing your findings. Your face and voice must appear at least once.

  • [Solved] HR- Questions-457

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    I have I few HR questions. If anyone has the time, let me know.

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    I have I few HR questions. If anyone has the time, let me know.

  • [Solved] Human Resource A-557

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    I have at least five questions. Who can help?

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    I  have at least five questions. Who can help?

  • [Solved] Unit 3

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    see attached – ## Assignment3.docx **## Assignment3.docx** **_Assignment 3: Tuskegee Syphilis Study: Ethical Reflections in Human Services_** **Assignment Description:** This assignment will guide you through a critical analysis of one of the most notorious violations of research ethics in U.S. hist…

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    see attached

    – ## Assignment3.docx

    **## Assignment3.docx**

    **_Assignment 3: Tuskegee Syphilis Study: Ethical Reflections in Human Services_**

    **Assignment Description:**

    This assignment will guide you through a critical analysis of one of the most notorious violations of research ethics in U.S. history: the Tuskegee Syphilis Study. After watching two short documentaries, you will write a reflective essay that examines the ethical, racial, and systemic failures of the study, while applying principles from
    **Chapter 6: Confidentiality – Ethical and Legal Issues**.

    **Required Videos:**

    Please view both videos before beginning your paper:

    ·
    **Voices of the Tuskegee Study** [https://www.youtube.com/watch?v=3e5VfgsGp1kLinks to an external site.](https://www.youtube.com/watch?v=3e5VfgsGp1k)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/unit-3-20948569)

    ·
    **The Tuskegee Experiment** [https://www.youtube.com/watch?v=Fl4yDMJhpAMLinks to an external site.](https://www.youtube.com/watch?v=Fl4yDMJhpAM)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/unit-3-20948569)

    **Assignment Instructions:**

    Using APA 7th edition formatting, write a
    **750–1000 word essay** that addresses the following questions in a clear, integrated format. Do not list and answer the questions—organize your paper using paragraphs and transitional sentences.

    **Content Guidelines:**

    **1. Summary of the Study**
    Briefly summarize the Tuskegee Syphilis Study. What was the study’s stated goal, and what actually happened to the participants?

    **2. Ethical Principles Violated**
    Discuss how the study failed to uphold fundamental ethical standards, focusing on:

    · Informed consent

    · Confidentiality

    · Disclosure of results

    **3. Ethical Recommendations**
    What could have been done to conduct the research ethically (if at all)? Be sure to address:

    · Informed consent and participant autonomy

    · Confidentiality and privacy safeguards

    · Avoiding physical/mental distress

    · Responsible sponsored research practices

    · Transparent results reporting

    · Advocacy and protection for vulnerable clients

    · Ethical considerations around withholding treatment for research
    Do you believe the study could ever have been done ethically? Why or why not?

    **4. Long-Term Impact**
    Explain the continued impact of the Tuskegee Study on:

    · Public trust in health systems

    · Research ethics today

    · The African American community and other marginalized populations

    **5. The Role of Racism**
    Analyze how racial injustice influenced the study’s implementation and outcomes. How did racism shape the researchers’ assumptions, methods, and treatment of participants?

    **6. Personal and Professional Reflection**
    Share your response to learning about the study. How did it affect you emotionally or intellectually? How will this knowledge shape your future ethical decision-making in human services or social work?

    **Formatting Requirements:**

    ·
    **Length:** 750–1000 words (3–4 pages)

    ·
    **Format:** Double-spaced, Times New Roman 12 pt, 1” margins

    ·
    **APA Requirements:**

    · Title page

    · In-text citations

    · Reference page

    ·
    **Sources:**

    · At least one scholarly or credible source (in addition to the textbook and videos)

    · Cite both videos in APA format

    Use the textbook below as a reference in addition to the video and at least one other scholarly or credible source.

    The Textbook is ISSUES & ETHICS In the Helping Professions, 11th ED

    Gerald Corey

    Marianne Schneider Corey

    Cindy Corey

    ISBN-13: 978-0-357-62259-9

    ISBN-10: 0-357-62259-6

    ## image1.png

    **## Assignment3.docx**

    **_Assignment 3: Tuskegee Syphilis Study: Ethical Reflections in Human Services_**

    **Assignment Description:**

    This assignment will guide you through a critical analysis of one of the most notorious violations of research ethics in U.S. history: the Tuskegee Syphilis Study. After watching two short documentaries, you will write a reflective essay that examines the ethical, racial, and systemic failures of the study, while applying principles from
    **Chapter 6: Confidentiality – Ethical and Legal Issues**.

    **Required Videos:**

    Please view both videos before beginning your paper:

    ·
    **Voices of the Tuskegee Study** [https://www.youtube.com/watch?v=3e5VfgsGp1kLinks to an external site.](https://www.youtube.com/watch?v=3e5VfgsGp1k)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/unit-3-20948569)

    ·
    **The Tuskegee Experiment** [https://www.youtube.com/watch?v=Fl4yDMJhpAMLinks to an external site.](https://www.youtube.com/watch?v=Fl4yDMJhpAM)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/unit-3-20948569)

    **Assignment Instructions:**

    Using APA 7th edition formatting, write a
    **750–1000 word essay** that addresses the following questions in a clear, integrated format. Do not list and answer the questions—organize your paper using paragraphs and transitional sentences.

    **Content Guidelines:**

    **1. Summary of the Study**
    Briefly summarize the Tuskegee Syphilis Study. What was the study’s stated goal, and what actually happened to the participants?

    **2. Ethical Principles Violated**
    Discuss how the study failed to uphold fundamental ethical standards, focusing on:

    · Informed consent

    · Confidentiality

    · Disclosure of results

    **3. Ethical Recommendations**
    What could have been done to conduct the research ethically (if at all)? Be sure to address:

    · Informed consent and participant autonomy

    · Confidentiality and privacy safeguards

    · Avoiding physical/mental distress

    · Responsible sponsored research practices

    · Transparent results reporting

    · Advocacy and protection for vulnerable clients

    · Ethical considerations around withholding treatment for research
    Do you believe the study could ever have been done ethically? Why or why not?

    **4. Long-Term Impact**
    Explain the continued impact of the Tuskegee Study on:

    · Public trust in health systems

    · Research ethics today

    · The African American community and other marginalized populations

    **5. The Role of Racism**
    Analyze how racial injustice influenced the study’s implementation and outcomes. How did racism shape the researchers’ assumptions, methods, and treatment of participants?

    **6. Personal and Professional Reflection**
    Share your response to learning about the study. How did it affect you emotionally or intellectually? How will this knowledge shape your future ethical decision-making in human services or social work?

    **Formatting Requirements:**

    ·
    **Length:** 750–1000 words (3–4 pages)

    ·
    **Format:** Double-spaced, Times New Roman 12 pt, 1” margins

    ·
    **APA Requirements:**

    · Title page

    · In-text citations

    · Reference page

    ·
    **Sources:**

    · At least one scholarly or credible source (in addition to the textbook and videos)

    · Cite both videos in APA format

    Use the textbook below as a reference in addition to the video and at least one other scholarly or credible source.

    The Textbook is ISSUES & ETHICS In the Helping Professions, 11th ED

    Gerald Corey

    Marianne Schneider Corey

    Cindy Corey

    ISBN-13: 978-0-357-62259-9

    ISBN-10: 0-357-62259-6

    ## image1.png

  • [Solved] Human Resource Management

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## AssignmentInstructionsandRubric.docx **## AssignmentInstructionsandRubric.docx** Purpose From your first assignment, you have a job description that details the important tasks and duties and KSAOs for the job you analyzed. You will use that job title and job description for this assignment. Fo…

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    Assignment Prompt & Instructions

    – ## AssignmentInstructionsandRubric.docx

    **## AssignmentInstructionsandRubric.docx**

    Purpose

    From your first assignment, you have a job description that details the important tasks and duties and KSAOs for the job you analyzed.  You will use that job title and job description for this assignment.

    For Assignment 2, you will demonstrate your understanding of job evaluation and pricing jobs in three parts.

    Part 1

    **Steps to Completion**

    1. Review the job description and determine the occupational classification of the job.  The best place to start is:
    [O*Net](https://www.onetonline.org/)

    2. Find at least 4 other jobs in that occupational classification that are similar to your job description.  Write down those job titles.

    3. Identify at least 3 compensable factors if you were to do a point factor job evaluation.  For each of those compensable factors, write out the levels for the factor and assign points for the different levels.  Week 4 power point, slide 6, gives you an example of the levels and points for Working Conditions.

    **NOTE: DO NOT USE WORKING CONDITIONS FOR THIS ASSIGNMENT**.  You can use the following suggested table format.  First, make sure you provide a clear concise description of the compensable factor. For each level, make sure you provide a clear concise description of the level.  With three factors, you will have 3 of these tables.

    | | | |
    | — | — | — |
    | COMPENSABLE FACTOR 1: |
    | LEVEL | DESCRIPTION | POINTS |
    | | | |
    | | | |
    | | | |
    | | | |
    | | | |

    4. For each of the five jobs, you are to assign points for EACH of the 3 factors.

    5. Total across each of the 3 factors for each job.

    You can use the following table for steps 4 and 5:

    | | | | | | |
    | — | — | — | — | — | — |
    | Factor | JOB A | JOB B | JOB C | JOB D | JOB E |
    | e.g. Working Conditions | | | | | |
    | FACTOR 2 | | | | | |
    | FACTOR 3 | | | | | |
    | TOTAL POINTS | | | | | |

    6. Prepare a 2-3 page discussion of the purpose and methods of job evaluation, the method that was used in this exercise, your findings, and the rank order of these jobs in terms of the points Discuss and explain whether you find the results to be reasonable and what other factors you could have used in the job evaluation.  Be sure to use proper citations and references

    Part 2

    **Steps to Completion**

    1. For the job that you use in Assignment 1, determine the market rate and explain how you arrived at that market rate.

    2. For the job that you used in Assignment 1, set up a compensation structure with the following elements:

    · How many steps will you have for the job.

    · What is the rate range for the job

    · What is the rate for each step.

    3. Discuss and explain, in 1-2 pages how you determined the market rate, the number of steps you would use, the rate range, and the rate for each step.

    Part 3

    Below is the GS Salary Table for the federal government.  Answer the following:

    1. What is the rate range for Grade 4?

    2. What is the rate range for Grade 5?

    3. What is the percentage grade overlap between Grade 4 and Grade 5?

    4. What is the rate range for Grade 14?

    5. What is the rate range for Grade 15?

    6. What is the percentage grade overlap between Grade 14 and Grade 15?

    7. Are the percentage overlaps between grades 4 and 5 the same as between grades14 and 15?  What are the implications if the percentage overlap are not the same – what does it say for grades 4 and 5 and what does it say for grades 14 and 15?

    **GS Salary Table**

    | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — |
    | **Grade** | **Step 1** | **Step 2** | **Step 3** | **Step 4** | **Step 5** | **Step 6** | **Step 7** | **Step 8** | **Step 9** | **Step 10** |
    | **1** | $20,999 | $21,704 | $22,401 | $23,097 | $23,794 | $24,202 | $24,893 | $25,589 | $25,617 | $26,273 |
    | **2** | 23,612 | 24,174 | 24,956 | 25,617 | 25,906 | 26,668 | 27,430 | 28,192 | 28,954 | 29,716 |
    | **3** | 25,764 | 26,623 | 27,482 | 28,341 | 29,200 | 30,059 | 30,918 | 31,777 | 32,636 | 33,495 |
    | **4** | 28,921 | 29,885 | 30,849 | 31,813 | 32,777 | 33,741 | 34,705 | 35,669 | 36,636 | 37,597 |
    | **5** | 32,357 | 33,436 | 34,515 | 35,594 | 36,673 | 37,752 | 38,831 | 39,910 | 40,989 | 42,068 |
    | **6** | 36,070 | 37,272 | 38,474 | 39,676 | 40,878 | 42,080 | 43,282 | 44,484 | 45,686 | 46,888 |
    | **7** | 40,082 | 41,418 | 42,754 | 44,090 | 45,426 | 46,762 | 48,098 | 49,434 | 50,770 | 52,106 |
    | **8** | 44,389 | 45,869 | 47,349 | 48,829 | 50,309 | 51,789 | 53,269 | 54,749 | 56,229 | 57,709 |
    | **9** | 49,028 | 50,662 | 52,296 | 53,930 | 55,564 | 57,198 | 58,832 | 60,466 | 62,100 | 63,734 |
    | **10** | 53,990 | 55,790 | 57,590 | 59,390 | 61,190 | 62,990 | 64,790 | 66,590 | 68,390 | 70,190 |
    | **11** | 59,319 | 61,296 | 63,273 | 65,250 | 67,227 | 69,204 | 71,181 | 73,158 | 75,135 | 77,112 |
    | **12** | 71,099 | 73,469 | 75,839 | 78,209 | 80,579 | 82,949 | 85,319 | 87,689 | 90,059 | 92,429 |
    | **13** | 84,546 | 87,364 | 90,182 | 93,000 | 95,818 | 98,636 | 101,454 | 104,272 | 107,090 | 109,908 |
    | **14** | 99,908 | 103,238 | 106,568 | 109,898 | 113,228 | 116,558 | 119,888 | 123,218 | 126,548 | 129,878 |
    | **15** | 117,518 | 121,435 | 125,352 | 129,269 | 133,186 | 137,103 | 141,020 | 144,937 | 148,854 | 152,771 |

    ![](https://www.sweetstudy.com/questions/human-resource-management-20948465)

    ![](https://www.sweetstudy.com/questions/human-resource-management-20948465)

    **![](https://www.sweetstudy.com/questions/human-resource-management-20948465)**

    ## image3.png

    ## image1.png

    ## image2.png

    **## AssignmentInstructionsandRubric.docx**

    Purpose

    From your first assignment, you have a job description that details the important tasks and duties and KSAOs for the job you analyzed.  You will use that job title and job description for this assignment.

    For Assignment 2, you will demonstrate your understanding of job evaluation and pricing jobs in three parts.

    Part 1

    **Steps to Completion**

    1. Review the job description and determine the occupational classification of the job.  The best place to start is:
    [O*Net](https://www.onetonline.org/)

    2. Find at least 4 other jobs in that occupational classification that are similar to your job description.  Write down those job titles.

    3. Identify at least 3 compensable factors if you were to do a point factor job evaluation.  For each of those compensable factors, write out the levels for the factor and assign points for the different levels.  Week 4 power point, slide 6, gives you an example of the levels and points for Working Conditions.

    **NOTE: DO NOT USE WORKING CONDITIONS FOR THIS ASSIGNMENT**.  You can use the following suggested table format.  First, make sure you provide a clear concise description of the compensable factor. For each level, make sure you provide a clear concise description of the level.  With three factors, you will have 3 of these tables.

    | | | |
    | — | — | — |
    | COMPENSABLE FACTOR 1: |
    | LEVEL | DESCRIPTION | POINTS |
    | | | |
    | | | |
    | | | |
    | | | |
    | | | |

    4. For each of the five jobs, you are to assign points for EACH of the 3 factors.

    5. Total across each of the 3 factors for each job.

    You can use the following table for steps 4 and 5:

    | | | | | | |
    | — | — | — | — | — | — |
    | Factor | JOB A | JOB B | JOB C | JOB D | JOB E |
    | e.g. Working Conditions | | | | | |
    | FACTOR 2 | | | | | |
    | FACTOR 3 | | | | | |
    | TOTAL POINTS | | | | | |

    6. Prepare a 2-3 page discussion of the purpose and methods of job evaluation, the method that was used in this exercise, your findings, and the rank order of these jobs in terms of the points Discuss and explain whether you find the results to be reasonable and what other factors you could have used in the job evaluation.  Be sure to use proper citations and references

    Part 2

    **Steps to Completion**

    1. For the job that you use in Assignment 1, determine the market rate and explain how you arrived at that market rate.

    2. For the job that you used in Assignment 1, set up a compensation structure with the following elements:

    · How many steps will you have for the job.

    · What is the rate range for the job

    · What is the rate for each step.

    3. Discuss and explain, in 1-2 pages how you determined the market rate, the number of steps you would use, the rate range, and the rate for each step.

    Part 3

    Below is the GS Salary Table for the federal government.  Answer the following:

    1. What is the rate range for Grade 4?

    2. What is the rate range for Grade 5?

    3. What is the percentage grade overlap between Grade 4 and Grade 5?

    4. What is the rate range for Grade 14?

    5. What is the rate range for Grade 15?

    6. What is the percentage grade overlap between Grade 14 and Grade 15?

    7. Are the percentage overlaps between grades 4 and 5 the same as between grades14 and 15?  What are the implications if the percentage overlap are not the same – what does it say for grades 4 and 5 and what does it say for grades 14 and 15?

    **GS Salary Table**

    | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — |
    | **Grade** | **Step 1** | **Step 2** | **Step 3** | **Step 4** | **Step 5** | **Step 6** | **Step 7** | **Step 8** | **Step 9** | **Step 10** |
    | **1** | $20,999 | $21,704 | $22,401 | $23,097 | $23,794 | $24,202 | $24,893 | $25,589 | $25,617 | $26,273 |
    | **2** | 23,612 | 24,174 | 24,956 | 25,617 | 25,906 | 26,668 | 27,430 | 28,192 | 28,954 | 29,716 |
    | **3** | 25,764 | 26,623 | 27,482 | 28,341 | 29,200 | 30,059 | 30,918 | 31,777 | 32,636 | 33,495 |
    | **4** | 28,921 | 29,885 | 30,849 | 31,813 | 32,777 | 33,741 | 34,705 | 35,669 | 36,636 | 37,597 |
    | **5** | 32,357 | 33,436 | 34,515 | 35,594 | 36,673 | 37,752 | 38,831 | 39,910 | 40,989 | 42,068 |
    | **6** | 36,070 | 37,272 | 38,474 | 39,676 | 40,878 | 42,080 | 43,282 | 44,484 | 45,686 | 46,888 |
    | **7** | 40,082 | 41,418 | 42,754 | 44,090 | 45,426 | 46,762 | 48,098 | 49,434 | 50,770 | 52,106 |
    | **8** | 44,389 | 45,869 | 47,349 | 48,829 | 50,309 | 51,789 | 53,269 | 54,749 | 56,229 | 57,709 |
    | **9** | 49,028 | 50,662 | 52,296 | 53,930 | 55,564 | 57,198 | 58,832 | 60,466 | 62,100 | 63,734 |
    | **10** | 53,990 | 55,790 | 57,590 | 59,390 | 61,190 | 62,990 | 64,790 | 66,590 | 68,390 | 70,190 |
    | **11** | 59,319 | 61,296 | 63,273 | 65,250 | 67,227 | 69,204 | 71,181 | 73,158 | 75,135 | 77,112 |
    | **12** | 71,099 | 73,469 | 75,839 | 78,209 | 80,579 | 82,949 | 85,319 | 87,689 | 90,059 | 92,429 |
    | **13** | 84,546 | 87,364 | 90,182 | 93,000 | 95,818 | 98,636 | 101,454 | 104,272 | 107,090 | 109,908 |
    | **14** | 99,908 | 103,238 | 106,568 | 109,898 | 113,228 | 116,558 | 119,888 | 123,218 | 126,548 | 129,878 |
    | **15** | 117,518 | 121,435 | 125,352 | 129,269 | 133,186 | 137,103 | 141,020 | 144,937 | 148,854 | 152,771 |

    ![](https://www.sweetstudy.com/questions/human-resource-management-20948465)

    ![](https://www.sweetstudy.com/questions/human-resource-management-20948465)

    **![](https://www.sweetstudy.com/questions/human-resource-management-20948465)**

    ## image3.png

    ## image1.png

    ## image2.png

  • [Solved] Mod 3 HRM 320 podcast

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    In-depth study guidance and analytical solution covering Mod 3 HRM 320 podcast.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] ogl 551 week 6

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    – ## OGL551Instructions.docx **## OGL551Instructions.docx** **OGL 551 Instructions** **Part A** Each week, you will be presented with a series of critical thinking prompts and application prompts. Please copy/paste the prompts into an offline document (Word, for example) and compose your responses o…

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    Assignment Prompt & Instructions

    – ## OGL551Instructions.docx

    **## OGL551Instructions.docx**

    **OGL 551 Instructions**

    **Part A**

    Each week, you will be presented with a series of critical thinking prompts and application prompts.

    Please copy/paste the prompts into an offline document (Word, for example) and compose your responses offline (be sure to save your work).  Then click on the "Submit Assignment" button above, copy/paste your work into the text box (
    **please be sure to include the prompts prior to your responses**), and click "Submit Assignment" at the bottom of the page.

    Each question is generally worthy of,
    **at a minimum**, at least 250 words (2-3 well-written paragraphs) in response for the open-ended types of prompts.  Be sure to connect with (and informally
    **cite in-text**) the applicable readings/videos from the module's learning materials.

    **_A note on in-text citing and connecting with the learning materials:_**  As a graduate student, it's
    _very important_ that you offer perspectives and arguments that are grounded in the literature –
    _NOT simply personal opinion or anecdotal evidence._ I don't want a works-cited page, but I do want you to clearly cite your sources in-text for the various connections you'll be making between the learning materials and your application thereof.  For example, one might write,
    _"While I marveled at the uncanny ability of the psychic to tap into my true personality, the Barnum Effect_
    _**(Aronson, 2022, p. 117)** could have well explained my feelings…"_ Be sure to use these informal in-text cites to make your arguments and to support your perspectives.

    **Excluding the prompts that are simply requiring you to input data, these are all open-ended prompts/questions, each deserving of a well thought out response. Again, that generally means two to three well-constructed paragraphs (about 250 words on average) per prompt.**

    The following exercise includes the following six prompts:

    **_Critical Thinking/Application Prompt 1:_** As we bring the semester to a close, it is important to not overlook the potential “dark side” of EI.  Thus, go online and locate a few articles addressing “the dark side of EI.”  (For example, see links to four different articles below.  If pressed for time, feel free to use them if you like)  Summarize the basic message of the articles you examine – and respond to them critically.  Note how EI is typically referred to as a “tool” that is “morally neutral.”  Place these thoughts in the context of integral theory – where emotional intelligence is one of many different lines of development or “multiple intelligences” (another of which is “moral intelligence”).  Is the claim that there is a dark side to EI a valid claim with merit?  Would an emotionally intelligent leader be prone to hypnotize people (in a manner similar to a person practicing NLP Programming (NLP)?  If you like, you can even address the question: “Does EI really make you a more successful leader?”

    ·
    ["The Dark Side of Emotional Intelligence" (\
    _The Atlantic_)Links to an external site.](https://www.theatlantic.com/health/archive/2014/01/the-dark-side-of-emotional-intelligence/282720/)

    [https://www.theatlantic.com/health/archive/2014/01/the-dark-side-of-emotional-intelligence/282720/](https://www.theatlantic.com/health/archive/2014/01/the-dark-side-of-emotional-intelligence/282720/)

    ·
    ["There's a Dark Side to EI: Here's How to Protect Yourself" (\
    _Time_)Links to an external site.](https://time.com/5300642/dark-side-emotional-intelligence/)

    [https://time.com/5300642/dark-side-emotional-intelligence/](https://time.com/5300642/dark-side-emotional-intelligence/)

    ·
    ["The Dark Side of Emotional Intelligence (\
    _Psychology Today_)Links to an external site.](https://www.psychologytoday.com/us/blog/good-thinking/201408/the-dark-side-emotional-intelligence)

    [https://www.psychologytoday.com/us/blog/good-thinking/201408/the-dark-side-of-emotional-intelligence](https://www.psychologytoday.com/us/blog/good-thinking/201408/the-dark-side-of-emotional-intelligence)

    ·
    ["Does EI Have a Dark Side?: A Review of the Literature (\
    _Frontiers_)Links to an external site.](https://www.frontiersin.org/articles/10.3389/fpsyg.2016.01316/full)

    [https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2016.01316/full](https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2016.01316/full)

    **_A first step in addressing how to promote EI in your own organization is to contemplate two of your social systems: 1) your team; 2) your organization as a whole.  Thus, address yourself to Prompts 2 and 3 below_**.

    **_Critical Thinking/Application Prompt 2 (My Team & Me):_**  Address yourself to the bullet points below – treating them as one single data-collection prompt.

    · Who we are: our individual names (if possible) and what we call the team (if the team had a name)

    · Values that guide how we behave with each other

    · Our purpose as a group, what we are trying to accomplish

    · What we are proud of, what makes us feel good about ourselves

    · Our dreams and aspirations as a team

    · The challenges we face together

    **_Critical Thinking/Application Prompt 3 (My Organization or Institution & Me):_**  Address yourself to the bullet points below – treating them as one single data-collection prompt.

    · My organization’s name and purpose

    · What we are funded to do

    · Core values that inform our work and guide our culture

    · Our strengths

    · Our dream as an organization

    · Our biggest challenge as an organization

    · Our most important stakeholders

    **_Critical Thinking/Application Prompt 4 (Am I a Resonant Leader?):_**  Time to be truly honest with oneself.  Fully address yourself to the questions below.

    · Am I inspirational? How do I inspire people?

    · Do I create an overall positive emotional tone that is characterized by hope? How?

    · Am I in touch with others? Do I really know what is in others’ hearts and on their minds?  How do I show this?

    · Do I regularly experience and demonstrate compassion?  How?

    · Am I authentic and in tune with myself, others, and the environment? How can people see this in me?

    **_Critical Thinking/Application Prompt 5:_** In his article “The Focused Leader,” Goleman points out that effective primal/resonant leadership lies in the need for leaders to be attentive while focusing on self, others, and the world (for Wilber, this is evidence of the evolution of emotional, cognitive, and moral development).  And in
    _Resonant Leadership_, Boyatzis and McKee address the "Sacrifice Syndrome.”  They all point out that even highly emotionally intelligent leaders can easily slip into dissonant leadership due to "power stress” (stress burn out); and they highlight the need for organizational leaders to continually renew themselves through attention — mindfulness, hope, and compassion.  "We have found that leaders who sustain their resonance understand that renewing oneself is a
    **_holistic_** process that involves the mind, body, heart, and spirit" (
    _Resonant Leadership_ 8).  Using the four quadrants/dimensions inherent in integral theory (Ken Wilber's AQAL Map), create your own holistic/integral agenda in order to stay in a state of continual renewal – and cultivate effective resonant leadership.  What can you do on an ongoing basis to cultivate a more healthy:
    **_mind_**(e.g., reading and study, taking multiple perspectives, meditation practice, dreamwork, psychoanalysis),
    **_body_** (e.g., weightlifting, aerobics, diet, hatha yoga),
    **_organizational culture_** (e.g., conflict resolution, negotiation skill-building, anger management, interpersonal workshops), and
    **_organizational systems_** (e.g., structures, practices, processes, TQM)?

    **_Critical Thinking/Application Prompt 6 (Learning Agenda for the Promotion of EI in My Organization):_** Using the information you shared in the prompts above, using your Self-Directed Learning Agenda from Module Four, and, of course, using anything else that you have learned this semester (e.g., leadership styles, effective listening through dialogue, etc), create a
    **"Learning Agenda for the Promotion of EI in My Organization."** List four goals, break each goal into 3-5 action steps, and share potential resources that can be utilized in order to meet the goals and/or action steps.  The goal here is to create a brief report/agenda designed to bring more emotional intelligence into your workplace.

    **Part B Instructions**

    **_Hot Tip:_** _It might be helpful to copy-paste the discussion prompts into an offline document (Word, for example), compose your responses offline, and then return to copy-paste your responses here._

    With respect to OGL 551, describe what you would consider to be the
    **_three most important lessons_** you learned about how emotional intelligence can be applied in a leadership context.  How does understanding emotional intelligence and the ability to listen more effectively make you a better leader?
    **Write at least 350 words.** (Word counts are minimums – do feel free to exceed.)

    **## OGL551Instructions.docx**

    **OGL 551 Instructions**

    **Part A**

    Each week, you will be presented with a series of critical thinking prompts and application prompts.

    Please copy/paste the prompts into an offline document (Word, for example) and compose your responses offline (be sure to save your work).  Then click on the "Submit Assignment" button above, copy/paste your work into the text box (
    **please be sure to include the prompts prior to your responses**), and click "Submit Assignment" at the bottom of the page.

    Each question is generally worthy of,
    **at a minimum**, at least 250 words (2-3 well-written paragraphs) in response for the open-ended types of prompts.  Be sure to connect with (and informally
    **cite in-text**) the applicable readings/videos from the module's learning materials.

    **_A note on in-text citing and connecting with the learning materials:_**  As a graduate student, it's
    _very important_ that you offer perspectives and arguments that are grounded in the literature –
    _NOT simply personal opinion or anecdotal evidence._ I don't want a works-cited page, but I do want you to clearly cite your sources in-text for the various connections you'll be making between the learning materials and your application thereof.  For example, one might write,
    _"While I marveled at the uncanny ability of the psychic to tap into my true personality, the Barnum Effect_
    _**(Aronson, 2022, p. 117)** could have well explained my feelings…"_ Be sure to use these informal in-text cites to make your arguments and to support your perspectives.

    **Excluding the prompts that are simply requiring you to input data, these are all open-ended prompts/questions, each deserving of a well thought out response. Again, that generally means two to three well-constructed paragraphs (about 250 words on average) per prompt.**

    The following exercise includes the following six prompts:

    **_Critical Thinking/Application Prompt 1:_** As we bring the semester to a close, it is important to not overlook the potential “dark side” of EI.  Thus, go online and locate a few articles addressing “the dark side of EI.”  (For example, see links to four different articles below.  If pressed for time, feel free to use them if you like)  Summarize the basic message of the articles you examine – and respond to them critically.  Note how EI is typically referred to as a “tool” that is “morally neutral.”  Place these thoughts in the context of integral theory – where emotional intelligence is one of many different lines of development or “multiple intelligences” (another of which is “moral intelligence”).  Is the claim that there is a dark side to EI a valid claim with merit?  Would an emotionally intelligent leader be prone to hypnotize people (in a manner similar to a person practicing NLP Programming (NLP)?  If you like, you can even address the question: “Does EI really make you a more successful leader?”

    ·
    ["The Dark Side of Emotional Intelligence" (\
    _The Atlantic_)Links to an external site.](https://www.theatlantic.com/health/archive/2014/01/the-dark-side-of-emotional-intelligence/282720/)

    [https://www.theatlantic.com/health/archive/2014/01/the-dark-side-of-emotional-intelligence/282720/](https://www.theatlantic.com/health/archive/2014/01/the-dark-side-of-emotional-intelligence/282720/)

    ·
    ["There's a Dark Side to EI: Here's How to Protect Yourself" (\
    _Time_)Links to an external site.](https://time.com/5300642/dark-side-emotional-intelligence/)

    [https://time.com/5300642/dark-side-emotional-intelligence/](https://time.com/5300642/dark-side-emotional-intelligence/)

    ·
    ["The Dark Side of Emotional Intelligence (\
    _Psychology Today_)Links to an external site.](https://www.psychologytoday.com/us/blog/good-thinking/201408/the-dark-side-emotional-intelligence)

    [https://www.psychologytoday.com/us/blog/good-thinking/201408/the-dark-side-of-emotional-intelligence](https://www.psychologytoday.com/us/blog/good-thinking/201408/the-dark-side-of-emotional-intelligence)

    ·
    ["Does EI Have a Dark Side?: A Review of the Literature (\
    _Frontiers_)Links to an external site.](https://www.frontiersin.org/articles/10.3389/fpsyg.2016.01316/full)

    [https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2016.01316/full](https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2016.01316/full)

    **_A first step in addressing how to promote EI in your own organization is to contemplate two of your social systems: 1) your team; 2) your organization as a whole.  Thus, address yourself to Prompts 2 and 3 below_**.

    **_Critical Thinking/Application Prompt 2 (My Team & Me):_**  Address yourself to the bullet points below – treating them as one single data-collection prompt.

    · Who we are: our individual names (if possible) and what we call the team (if the team had a name)

    · Values that guide how we behave with each other

    · Our purpose as a group, what we are trying to accomplish

    · What we are proud of, what makes us feel good about ourselves

    · Our dreams and aspirations as a team

    · The challenges we face together

    **_Critical Thinking/Application Prompt 3 (My Organization or Institution & Me):_**  Address yourself to the bullet points below – treating them as one single data-collection prompt.

    · My organization’s name and purpose

    · What we are funded to do

    · Core values that inform our work and guide our culture

    · Our strengths

    · Our dream as an organization

    · Our biggest challenge as an organization

    · Our most important stakeholders

    **_Critical Thinking/Application Prompt 4 (Am I a Resonant Leader?):_**  Time to be truly honest with oneself.  Fully address yourself to the questions below.

    · Am I inspirational? How do I inspire people?

    · Do I create an overall positive emotional tone that is characterized by hope? How?

    · Am I in touch with others? Do I really know what is in others’ hearts and on their minds?  How do I show this?

    · Do I regularly experience and demonstrate compassion?  How?

    · Am I authentic and in tune with myself, others, and the environment? How can people see this in me?

    **_Critical Thinking/Application Prompt 5:_** In his article “The Focused Leader,” Goleman points out that effective primal/resonant leadership lies in the need for leaders to be attentive while focusing on self, others, and the world (for Wilber, this is evidence of the evolution of emotional, cognitive, and moral development).  And in
    _Resonant Leadership_, Boyatzis and McKee address the "Sacrifice Syndrome.”  They all point out that even highly emotionally intelligent leaders can easily slip into dissonant leadership due to "power stress” (stress burn out); and they highlight the need for organizational leaders to continually renew themselves through attention — mindfulness, hope, and compassion.  "We have found that leaders who sustain their resonance understand that renewing oneself is a
    **_holistic_** process that involves the mind, body, heart, and spirit" (
    _Resonant Leadership_ 8).  Using the four quadrants/dimensions inherent in integral theory (Ken Wilber's AQAL Map), create your own holistic/integral agenda in order to stay in a state of continual renewal – and cultivate effective resonant leadership.  What can you do on an ongoing basis to cultivate a more healthy:
    **_mind_**(e.g., reading and study, taking multiple perspectives, meditation practice, dreamwork, psychoanalysis),
    **_body_** (e.g., weightlifting, aerobics, diet, hatha yoga),
    **_organizational culture_** (e.g., conflict resolution, negotiation skill-building, anger management, interpersonal workshops), and
    **_organizational systems_** (e.g., structures, practices, processes, TQM)?

    **_Critical Thinking/Application Prompt 6 (Learning Agenda for the Promotion of EI in My Organization):_** Using the information you shared in the prompts above, using your Self-Directed Learning Agenda from Module Four, and, of course, using anything else that you have learned this semester (e.g., leadership styles, effective listening through dialogue, etc), create a
    **"Learning Agenda for the Promotion of EI in My Organization."** List four goals, break each goal into 3-5 action steps, and share potential resources that can be utilized in order to meet the goals and/or action steps.  The goal here is to create a brief report/agenda designed to bring more emotional intelligence into your workplace.

    **Part B Instructions**

    **_Hot Tip:_** _It might be helpful to copy-paste the discussion prompts into an offline document (Word, for example), compose your responses offline, and then return to copy-paste your responses here._

    With respect to OGL 551, describe what you would consider to be the
    **_three most important lessons_** you learned about how emotional intelligence can be applied in a leadership context.  How does understanding emotional intelligence and the ability to listen more effectively make you a better leader?
    **Write at least 350 words.** (Word counts are minimums – do feel free to exceed.)

  • [Solved] Final Presentation

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    – ## AppliedProjectPresentation.docx – ## ThadCbenchmark4.docx **## AppliedProjectPresentation.docx** **Applied Project Presentation** **This is the final project for the paper that I attached. You did this paper for me, now I need you to add a PowerPoint presentation to go with it. I have to make t…

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    – ## AppliedProjectPresentation.docx

    – ## ThadCbenchmark4.docx

    **## AppliedProjectPresentation.docx**

    **Applied Project Presentation**

    **This is the final project for the paper that I attached. You did this paper for me, now I need you to add a PowerPoint presentation to go with it. I have to make this last anywhere from 10-12 minutes. Present this presentation with colorful slides that go with the draft. Use the directions below to do this PowerPoint and add anything that will accomplish this. I don’t know how many slides will make this last for 10-12 minutes, but if I were to think, it will probably be more than 12-15 slides. I also need you to add 5 more pages to the draft because it must be 12 pages or more.**

    This is your opportunity to showcase your work! Select a presentation time on the discussion board on the previous page.

    Plan to present the core content of your project to your peers and faculty (and perhaps some other guests–see below). Your presentation should use visual aids (like Power Point slides) and take between 10 and 12 minutes. We will allow an additional 18-20 minutes for questions and feedback. You are welcome to invite guests if you'd like. A few undergraduate students may join us so they can learn more about our master's program and the great work you are all doing.

    You decide how best to use your time. You can focus entirely on your deliverable or findings if you want. When in doubt, many presentations cover some or all of the following elements:

    · Guiding Question/Problem: Express the need and value of your project. What motivated you to take on this project?

    · Process/Methodology: Explain
    VERY BRIEFLY how you approached this question/problem/need. What did you do to find answers?

    · Finding Summary:  Share your main findings. What did you discover? This may be where you share your deliverable if appropriate.

    · Concluding Impressions:  Share any other insights or findings from this experience, what you learned from it and/or what you plan to do next with it.

    Submit your Power Point Presentation (or other presentation files if you choose not to use Power Point) below.

    **## ThadCbenchmark4.docx**

    2

    The Role of Organizational Culture in Moderating Ethical Leadership and Employee Decision-Making

    Thaddeus Cain

    Arizona State University

    Ogl 593

    Dr. Kevin Ellsworth

    November 8, 2025

    The Role of Organizational Culture in Moderating Ethical Leadership and Employee Decision-Making

    Abstract

    Ethics in organizational leadership are essential for the success of a company on both a short-term and long-term basis. Although ethical leadership is the basis of gauging misbehaviors in an organization, the frequent wrangles in international companies show that leadership is not adequate in promoting ethical conduct. The Cultural Alignment and Ethical Leadership Framework (CAELF) in transformational leadership, moral management theory, and social learning theory shows the influence of culture on leadership. The paper uses a qualitative research study with Wells Fargo, Volkswagen, and Patagonia as alternative scenarios. The write-up also anticipates that leadership and ethical culture depend on each other in providing effective ethical aspects. Culture and ethical alignment in the field help ensure morals in corporations across the world.

    **Introduction**

    There are a lot of ethical issues in various companies globally that affect the output of goods and services. A lot of companies are trying hard to implement and reinforce ethical leadership, but these efforts are still insufficient and inconsistent (Gamarra & Girotto, 2022). Harmful gas release by Volkswagen and unscrupulous activities of Wells Fargo are examples of unethical practices that show a recurrence of unjustified behaviors in organizations. Corporate culture is the norms, values, and beliefs of the company that shape the code of conduct of the employees. The culture of the organization determines the adherence to ethics and morals by the employees, particularly in the recurrence, pattern, and wave of misconduct (Mostafa, 2018). When business ventures embrace cooperation, respect, transparency, and justice, the influence of ethical leadership takes shape, leading to the success of companies. The essay examines how ethical leadership and employee decision-making depend entirely on the organizational culture in the long run.

    Literature Review

    **Ethics in Leadership and Organizational Culture**

    Ethical leadership is the ability of leaders to promote transparency and accountability and to provide moral support to employees continuously. It also entails incorporating the cultural system to facilitate continuous behavioral change for the benefit of the institution (Zheng et al., 2022). When an organization embraces open communication and individual understanding as a culture, it fosters justice and moral standards, unlike organizations that disregard integrity and justice (Zhu et al., 2025). Leaders need to ensure there is complete interdependence between leadership and culture to achieve general and specific objectives

    **Cultural Alignment and Ethical Leadership Framework (CAELF)**

    ·
    **Social Learning Theory**

    The code of conduct of the employees and the culture of the organization are a mirror of the behaviors of the leaders (Schunk & DiBenedetto, 2020). It also highlights that a behavior is learned when the observer perceives the action to be beneficial and has a direct impact on the immediate environment. The conduct of supervisors and managers influences the production levels of the employees and the overall functionality of the institution.

    ·
    **Moral Management Theory**

    Leaders influence the moral standards of the employees through frequent communication and outlining of the cultural expectations (Hoch et al., 2018). It is essential for managers to frequently keep the employees on their toes and remind them of the moral expectations and the organizational values to prevent deviation from the norms. This step ensures the company functions within the expected cultural and ethical dimensions without harming any party.

    ·
    **Transformational Leadership**

    It is the role of leaders to motivate and guide the employees on cultural and ethical aspects that ensure adherence to organizational goals (Deng et al., 2023). Good and effective leaders bring to the table tangible results for the employees and other immediate stakeholders to emulate. When leading by example, the leader has to be motivational by setting realistic goals and giving people room for growth and improvement. An ethical and transformational leader also understands individual differences, like variations in physical, emotional, and social needs, and thus puts in place equal and equitable measures to fit diverse groups within the working environment.

    **Ethics and Decision Making**

    When there is favorable room for communication, there are always high chances of moral adherence. Ethical climate is the existence of awareness and the ability to distinguish what is wrong and right in an organization as a result of strong and positive leadership (Verma, 2020). The awareness is possible when there is open and consistent communication between the employees and the leadership (Verma, 2020). Lack of supportive culture leads to a weak and poor ethical perspective, thus leading to the malfunctioning of a corporation. Employees are also motivated when they are aware that their morals, values, beliefs, and social practices are of the essence in the organization. Ethical climate promotes inclusivity and a sense of belonging, thus leading to an increase in commitment to the organizational goals and objectives, and thus more production and success.

    **Cross-Cultural Aspects**

    Multinational companies usually experience extensive cultural aspects, but the specific norms depend on the views and judgment of the employees on the local cultures. These interpretations may shape morality, leading to either collective morality or diverse behaviors (Maheshwari et al., 2024). It is therefore crucial for leaders to adjust to the common cultural dimensions to facilitate the effectiveness and efficiency of the organization. The CAELF concepts are crucial in choosing and evaluating the necessary ethical leadership dimensions.

    **Study Methodology**

    **Design**

    Qualitative research design on multiple case studies of companies will be used to elaborate on the influence of culture on ethical leadership and moral decision-making. The following companies were selected:

    · Wells Fargo- demonstrated performance orientation aspect with little regard to ethical leadership.

    · Volkswagen- focused on technical leadership and high performance, but neglected ethical culture, leading to involvement in environmental pollution.

    · Patagonia- it emphasizes strong ethical leadership and adheres to cultural, individual, and social norms.

    **Data Analysis**

    Data analysis uses the thematic six-steps of the Braun and Clarke method, consisting of familiarization, coding, theme creation, evaluation, elaboration, and dissemination (Braun & Clarke, 2019). A comparison will be made on the three cases of the companies and how they utilize or incorporate the leadership and cultural ethics, where Wells Fargo and Volkswagen are on one side, and Patagonia is the comparison.

    **Ethical Consideration**

    Since the project uses secondary data, there will be no direct involvement with people, thus no issues like privacy and confidentiality. The study will also maintain ethical integrity through the acknowledgement of scholars in citations and the use of references. It will also ensure accuracy through scientific search, analysis, and presentation of results, which prevents bias in information.

    **Expected Outcomes**

    The study is projected to show that ethical leadership and effective decision-making among workers depend entirely on organizational culture. Ethical leadership promotes an ethical climate due to strong moral awareness in supportive cultures among all the stakeholders in the company. On the other hand, unsupportive and disjointed cultures suppress effective leadership, leading to misconduct, poor organizational culture, and negatively varying norms (O’Keefe et al., 2020). The Cultural Alignment and Ethical Leadership Framework (CAELF) will be the main framework for incorporating cultural values with leadership due to its direct application in assessment, evaluation, and strengthening ethical and cultural aspects. The model also facilitates adherence to organizational culture, societal norms, and individual consideration regardless of origin and background. Additionally, utmost organizational functionality will be achieved through the effective integration of communication, trust, and openness between the leadership and the employees.

    **References**

    Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis.
    _Qualitative research in sport, exercise, and health_,
    _11_(4), 589-597. https://www.tandfonline.com/doi/abs/10.1080/2159676X.2019.1628806

    Deng, C., Gulseren, D., Isola, C., Grocutt, K., & Turner, N. (2023). Transformational leadership effectiveness: an evidence-based primer.
    _Human Resource Development International_,
    _26_(5), 627-641.

    Falode, A. (2021). Found: a definition of intelligence.
    _Journal of Social Sciences_,
    _4_(1), 70-73.
    [https://www.ceeol.com/search/article-detail?id=1225445](https://www.ceeol.com/search/article-detail?id=1225445)

    Gamarra, M. P., & Girotto, M. (2022). Ethical behavior in leadership: A bibliometric review of the last three decades.
    _Ethics & Behavior_,
    _32_(2), 124-146.

    Hoch, J. E., Bommer, W. H., Dulebohn, J. H., & Wu, D. (2018). Do ethical, authentic, and servant leadership explain variance above and beyond transformational leadership? A meta-analysis.
    _Journal of Management_,
    _44_(2), 501-529.
    [https://journals.sagepub.com/doi/abs/10.1177/0149206316665461](https://journals.sagepub.com/doi/abs/10.1177/0149206316665461)

    Kaptein, M. (2019). The moral entrepreneur: A new component of ethical leadership.
    _Journal of Business Ethics_,
    _156_(4), 1135-1150.

    Ko, C., Ma, J., Bartnik, R., Haney, M. H., & Kang, M. (2018). Ethical leadership: An integrative review and future research agenda.
    _Ethics & Behavior_,
    _28_(2), 104-132. https://www.tandfonline.com/doi/abs/10.1080/10508422.2017.1318069

    Kuenzi, M., Mayer, D. M., & Greenbaum, R. L. (2020). Creating an ethical organizational environment: The relationship between ethical leadership, ethical organizational climate, and unethical behavior.
    _Personnel Psychology_,
    _73_(1), 43-71. https://onlinelibrary.wiley.com/doi/abs/10.1111/peps.12356

    Kussatz, S. B. (2023). The Dynamics of Ethical Leadership: Unraveling Influences on Individual Behavior within Organizations. https://osuva.uwasa.fi/handle/10024/16651

    Maheshwari, M., Gupta, A. K., Gaur, P., Tiwari, N., & Goyal, S. (2024).
    _Corporate Social Responsibility in the Global Business World: A Conceptual, Regulatory, and Illustrative Framework_. Apple Academic Press.

    Mostafa, A. M. S. (2018). Ethical leadership and organizational citizenship behaviours: the moderating role of organizational identification.
    _European Journal of Work and Organizational Psychology_,
    _27_(4), 441-449. https://www.tandfonline.com/doi/abs/10.1080/1359432X.2018.1470088

    Ng, T. W., Wang, M., Hsu, D. Y., & Su, C. (2021). Changes in perceptions of ethical leadership: Effects on associative and dissociative outcomes.
    _Journal of Applied Psychology_,
    _106_(1), 92.

    O’Keefe, D. F., Howell, G. T., & Squires, E. C. (2020). Ethical leadership begets ethical leadership: exploring situational moderators of the trickle-down effect.
    _Ethics & Behavior_,
    _30_(8), 581-600.

    Peng, A. C., & Kim, D. (2020). A meta‐analytic test of the differential pathways linking ethical leadership to normative conduct.
    _Journal of Organizational Behavior_,
    _41_(4), 348-368. https://onlinelibrary.wiley.com/doi/abs/10.1002/job.2427

    Rukh, H., & Qadeer, F. (2018). Diagnosing culture of public organization utilizing competing values framework: A mixed methods approach.
    _Pakistan journal of commerce and social sciences (PJCSS)_,
    _12_(1), 398-418.

    Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory.
    _Contemporary educational psychology_,
    _60_, 101832. https://www.sciencedirect.com/science/article/pii/S0361476X19304370

    Verma, G. (2020). Organizational Ethical Work Climate: A Systematic Review of the Literature. In
    _the e-journal, First Pan IIT International Management Conference–2018_. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3753187

    Wang, Z., Xu, H., & Liu, Y. (2018). How does ethical leadership trickle down? Test of an integrative dual-process model.
    _Journal of Business Ethics_,
    _153_(3), 691-705. https://link.springer.com/article/10.1007/s10551-016-3361-x

    Zheng, Y., Epitropaki, O., Graham, L., & Caveney, N. (2022). Ethical leadership and ethical voice: The mediating mechanisms of value internalization and integrity identity.
    _Journal of Management_,
    _48_(4), 973-1002. https://journals.sagepub.com/doi/abs/10.1177/01492063211002611

    Zhu, L., Jin, X., & Kwak, W. J. (2025). The Relationship Between Exploitative Leadership and Counterproductive Work Behavior: The Moderated Mediation Effect of Power Distance.
    _SAGE Open_,
    _15_(3), 21582440251381247.

    **## ThadCbenchmark4.docx**

    2

    The Role of Organizational Culture in Moderating Ethical Leadership and Employee Decision-Making

    Thaddeus Cain

    Arizona State University

    Ogl 593

    Dr. Kevin Ellsworth

    November 8, 2025

    The Role of Organizational Culture in Moderating Ethical Leadership and Employee Decision-Making

    Abstract

    Ethics in organizational leadership are essential for the success of a company on both a short-term and long-term basis. Although ethical leadership is the basis of gauging misbehaviors in an organization, the frequent wrangles in international companies show that leadership is not adequate in promoting ethical conduct. The Cultural Alignment and Ethical Leadership Framework (CAELF) in transformational leadership, moral management theory, and social learning theory shows the influence of culture on leadership. The paper uses a qualitative research study with Wells Fargo, Volkswagen, and Patagonia as alternative scenarios. The write-up also anticipates that leadership and ethical culture depend on each other in providing effective ethical aspects. Culture and ethical alignment in the field help ensure morals in corporations across the world.

    **Introduction**

    There are a lot of ethical issues in various companies globally that affect the output of goods and services. A lot of companies are trying hard to implement and reinforce ethical leadership, but these efforts are still insufficient and inconsistent (Gamarra & Girotto, 2022). Harmful gas release by Volkswagen and unscrupulous activities of Wells Fargo are examples of unethical practices that show a recurrence of unjustified behaviors in organizations. Corporate culture is the norms, values, and beliefs of the company that shape the code of conduct of the employees. The culture of the organization determines the adherence to ethics and morals by the employees, particularly in the recurrence, pattern, and wave of misconduct (Mostafa, 2018). When business ventures embrace cooperation, respect, transparency, and justice, the influence of ethical leadership takes shape, leading to the success of companies. The essay examines how ethical leadership and employee decision-making depend entirely on the organizational culture in the long run.

    Literature Review

    **Ethics in Leadership and Organizational Culture**

    Ethical leadership is the ability of leaders to promote transparency and accountability and to provide moral support to employees continuously. It also entails incorporating the cultural system to facilitate continuous behavioral change for the benefit of the institution (Zheng et al., 2022). When an organization embraces open communication and individual understanding as a culture, it fosters justice and moral standards, unlike organizations that disregard integrity and justice (Zhu et al., 2025). Leaders need to ensure there is complete interdependence between leadership and culture to achieve general and specific objectives

    **Cultural Alignment and Ethical Leadership Framework (CAELF)**

    ·
    **Social Learning Theory**

    The code of conduct of the employees and the culture of the organization are a mirror of the behaviors of the leaders (Schunk & DiBenedetto, 2020). It also highlights that a behavior is learned when the observer perceives the action to be beneficial and has a direct impact on the immediate environment. The conduct of supervisors and managers influences the production levels of the employees and the overall functionality of the institution.

    ·
    **Moral Management Theory**

    Leaders influence the moral standards of the employees through frequent communication and outlining of the cultural expectations (Hoch et al., 2018). It is essential for managers to frequently keep the employees on their toes and remind them of the moral expectations and the organizational values to prevent deviation from the norms. This step ensures the company functions within the expected cultural and ethical dimensions without harming any party.

    ·
    **Transformational Leadership**

    It is the role of leaders to motivate and guide the employees on cultural and ethical aspects that ensure adherence to organizational goals (Deng et al., 2023). Good and effective leaders bring to the table tangible results for the employees and other immediate stakeholders to emulate. When leading by example, the leader has to be motivational by setting realistic goals and giving people room for growth and improvement. An ethical and transformational leader also understands individual differences, like variations in physical, emotional, and social needs, and thus puts in place equal and equitable measures to fit diverse groups within the working environment.

    **Ethics and Decision Making**

    When there is favorable room for communication, there are always high chances of moral adherence. Ethical climate is the existence of awareness and the ability to distinguish what is wrong and right in an organization as a result of strong and positive leadership (Verma, 2020). The awareness is possible when there is open and consistent communication between the employees and the leadership (Verma, 2020). Lack of supportive culture leads to a weak and poor ethical perspective, thus leading to the malfunctioning of a corporation. Employees are also motivated when they are aware that their morals, values, beliefs, and social practices are of the essence in the organization. Ethical climate promotes inclusivity and a sense of belonging, thus leading to an increase in commitment to the organizational goals and objectives, and thus more production and success.

    **Cross-Cultural Aspects**

    Multinational companies usually experience extensive cultural aspects, but the specific norms depend on the views and judgment of the employees on the local cultures. These interpretations may shape morality, leading to either collective morality or diverse behaviors (Maheshwari et al., 2024). It is therefore crucial for leaders to adjust to the common cultural dimensions to facilitate the effectiveness and efficiency of the organization. The CAELF concepts are crucial in choosing and evaluating the necessary ethical leadership dimensions.

    **Study Methodology**

    **Design**

    Qualitative research design on multiple case studies of companies will be used to elaborate on the influence of culture on ethical leadership and moral decision-making. The following companies were selected:

    · Wells Fargo- demonstrated performance orientation aspect with little regard to ethical leadership.

    · Volkswagen- focused on technical leadership and high performance, but neglected ethical culture, leading to involvement in environmental pollution.

    · Patagonia- it emphasizes strong ethical leadership and adheres to cultural, individual, and social norms.

    **Data Analysis**

    Data analysis uses the thematic six-steps of the Braun and Clarke method, consisting of familiarization, coding, theme creation, evaluation, elaboration, and dissemination (Braun & Clarke, 2019). A comparison will be made on the three cases of the companies and how they utilize or incorporate the leadership and cultural ethics, where Wells Fargo and Volkswagen are on one side, and Patagonia is the comparison.

    **Ethical Consideration**

    Since the project uses secondary data, there will be no direct involvement with people, thus no issues like privacy and confidentiality. The study will also maintain ethical integrity through the acknowledgement of scholars in citations and the use of references. It will also ensure accuracy through scientific search, analysis, and presentation of results, which prevents bias in information.

    **Expected Outcomes**

    The study is projected to show that ethical leadership and effective decision-making among workers depend entirely on organizational culture. Ethical leadership promotes an ethical climate due to strong moral awareness in supportive cultures among all the stakeholders in the company. On the other hand, unsupportive and disjointed cultures suppress effective leadership, leading to misconduct, poor organizational culture, and negatively varying norms (O’Keefe et al., 2020). The Cultural Alignment and Ethical Leadership Framework (CAELF) will be the main framework for incorporating cultural values with leadership due to its direct application in assessment, evaluation, and strengthening ethical and cultural aspects. The model also facilitates adherence to organizational culture, societal norms, and individual consideration regardless of origin and background. Additionally, utmost organizational functionality will be achieved through the effective integration of communication, trust, and openness between the leadership and the employees.

    **References**

    Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis.
    _Qualitative research in sport, exercise, and health_,
    _11_(4), 589-597. https://www.tandfonline.com/doi/abs/10.1080/2159676X.2019.1628806

    Deng, C., Gulseren, D., Isola, C., Grocutt, K., & Turner, N. (2023). Transformational leadership effectiveness: an evidence-based primer.
    _Human Resource Development International_,
    _26_(5), 627-641.

    Falode, A. (2021). Found: a definition of intelligence.
    _Journal of Social Sciences_,
    _4_(1), 70-73.
    [https://www.ceeol.com/search/article-detail?id=1225445](https://www.ceeol.com/search/article-detail?id=1225445)

    Gamarra, M. P., & Girotto, M. (2022). Ethical behavior in leadership: A bibliometric review of the last three decades.
    _Ethics & Behavior_,
    _32_(2), 124-146.

    Hoch, J. E., Bommer, W. H., Dulebohn, J. H., & Wu, D. (2018). Do ethical, authentic, and servant leadership explain variance above and beyond transformational leadership? A meta-analysis.
    _Journal of Management_,
    _44_(2), 501-529.
    [https://journals.sagepub.com/doi/abs/10.1177/0149206316665461](https://journals.sagepub.com/doi/abs/10.1177/0149206316665461)

    Kaptein, M. (2019). The moral entrepreneur: A new component of ethical leadership.
    _Journal of Business Ethics_,
    _156_(4), 1135-1150.

    Ko, C., Ma, J., Bartnik, R., Haney, M. H., & Kang, M. (2018). Ethical leadership: An integrative review and future research agenda.
    _Ethics & Behavior_,
    _28_(2), 104-132. https://www.tandfonline.com/doi/abs/10.1080/10508422.2017.1318069

    Kuenzi, M., Mayer, D. M., & Greenbaum, R. L. (2020). Creating an ethical organizational environment: The relationship between ethical leadership, ethical organizational climate, and unethical behavior.
    _Personnel Psychology_,
    _73_(1), 43-71. https://onlinelibrary.wiley.com/doi/abs/10.1111/peps.12356

    Kussatz, S. B. (2023). The Dynamics of Ethical Leadership: Unraveling Influences on Individual Behavior within Organizations. https://osuva.uwasa.fi/handle/10024/16651

    Maheshwari, M., Gupta, A. K., Gaur, P., Tiwari, N., & Goyal, S. (2024).
    _Corporate Social Responsibility in the Global Business World: A Conceptual, Regulatory, and Illustrative Framework_. Apple Academic Press.

    Mostafa, A. M. S. (2018). Ethical leadership and organizational citizenship behaviours: the moderating role of organizational identification.
    _European Journal of Work and Organizational Psychology_,
    _27_(4), 441-449. https://www.tandfonline.com/doi/abs/10.1080/1359432X.2018.1470088

    Ng, T. W., Wang, M., Hsu, D. Y., & Su, C. (2021). Changes in perceptions of ethical leadership: Effects on associative and dissociative outcomes.
    _Journal of Applied Psychology_,
    _106_(1), 92.

    O’Keefe, D. F., Howell, G. T., & Squires, E. C. (2020). Ethical leadership begets ethical leadership: exploring situational moderators of the trickle-down effect.
    _Ethics & Behavior_,
    _30_(8), 581-600.

    Peng, A. C., & Kim, D. (2020). A meta‐analytic test of the differential pathways linking ethical leadership to normative conduct.
    _Journal of Organizational Behavior_,
    _41_(4), 348-368. https://onlinelibrary.wiley.com/doi/abs/10.1002/job.2427

    Rukh, H., & Qadeer, F. (2018). Diagnosing culture of public organization utilizing competing values framework: A mixed methods approach.
    _Pakistan journal of commerce and social sciences (PJCSS)_,
    _12_(1), 398-418.

    Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory.
    _Contemporary educational psychology_,
    _60_, 101832. https://www.sciencedirect.com/science/article/pii/S0361476X19304370

    Verma, G. (2020). Organizational Ethical Work Climate: A Systematic Review of the Literature. In
    _the e-journal, First Pan IIT International Management Conference–2018_. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3753187

    Wang, Z., Xu, H., & Liu, Y. (2018). How does ethical leadership trickle down? Test of an integrative dual-process model.
    _Journal of Business Ethics_,
    _153_(3), 691-705. https://link.springer.com/article/10.1007/s10551-016-3361-x

    Zheng, Y., Epitropaki, O., Graham, L., & Caveney, N. (2022). Ethical leadership and ethical voice: The mediating mechanisms of value internalization and integrity identity.
    _Journal of Management_,
    _48_(4), 973-1002. https://journals.sagepub.com/doi/abs/10.1177/01492063211002611

    Zhu, L., Jin, X., & Kwak, W. J. (2025). The Relationship Between Exploitative Leadership and Counterproductive Work Behavior: The Moderated Mediation Effect of Power Distance.
    _SAGE Open_,
    _15_(3), 21582440251381247.

    **## AppliedProjectPresentation.docx**

    **Applied Project Presentation**

    **This is the final project for the paper that I attached. You did this paper for me, now I need you to add a PowerPoint presentation to go with it. I have to make this last anywhere from 10-12 minutes. Present this presentation with colorful slides that go with the draft. Use the directions below to do this PowerPoint and add anything that will accomplish this. I don’t know how many slides will make this last for 10-12 minutes, but if I were to think, it will probably be more than 12-15 slides. I also need you to add 5 more pages to the draft because it must be 12 pages or more.**

    This is your opportunity to showcase your work! Select a presentation time on the discussion board on the previous page.

    Plan to present the core content of your project to your peers and faculty (and perhaps some other guests–see below). Your presentation should use visual aids (like Power Point slides) and take between 10 and 12 minutes. We will allow an additional 18-20 minutes for questions and feedback. You are welcome to invite guests if you'd like. A few undergraduate students may join us so they can learn more about our master's program and the great work you are all doing.

    You decide how best to use your time. You can focus entirely on your deliverable or findings if you want. When in doubt, many presentations cover some or all of the following elements:

    · Guiding Question/Problem: Express the need and value of your project. What motivated you to take on this project?

    · Process/Methodology: Explain
    VERY BRIEFLY how you approached this question/problem/need. What did you do to find answers?

    · Finding Summary:  Share your main findings. What did you discover? This may be where you share your deliverable if appropriate.

    · Concluding Impressions:  Share any other insights or findings from this experience, what you learned from it and/or what you plan to do next with it.

    Submit your Power Point Presentation (or other presentation files if you choose not to use Power Point) below.

    **## ThadCbenchmark4.docx**

    2

    The Role of Organizational Culture in Moderating Ethical Leadership and Employee Decision-Making

    Thaddeus Cain

    Arizona State University

    Ogl 593

    Dr. Kevin Ellsworth

    November 8, 2025

    The Role of Organizational Culture in Moderating Ethical Leadership and Employee Decision-Making

    Abstract

    Ethics in organizational leadership are essential for the success of a company on both a short-term and long-term basis. Although ethical leadership is the basis of gauging misbehaviors in an organization, the frequent wrangles in international companies show that leadership is not adequate in promoting ethical conduct. The Cultural Alignment and Ethical Leadership Framework (CAELF) in transformational leadership, moral management theory, and social learning theory shows the influence of culture on leadership. The paper uses a qualitative research study with Wells Fargo, Volkswagen, and Patagonia as alternative scenarios. The write-up also anticipates that leadership and ethical culture depend on each other in providing effective ethical aspects. Culture and ethical alignment in the field help ensure morals in corporations across the world.

    **Introduction**

    There are a lot of ethical issues in various companies globally that affect the output of goods and services. A lot of companies are trying hard to implement and reinforce ethical leadership, but these efforts are still insufficient and inconsistent (Gamarra & Girotto, 2022). Harmful gas release by Volkswagen and unscrupulous activities of Wells Fargo are examples of unethical practices that show a recurrence of unjustified behaviors in organizations. Corporate culture is the norms, values, and beliefs of the company that shape the code of conduct of the employees. The culture of the organization determines the adherence to ethics and morals by the employees, particularly in the recurrence, pattern, and wave of misconduct (Mostafa, 2018). When business ventures embrace cooperation, respect, transparency, and justice, the influence of ethical leadership takes shape, leading to the success of companies. The essay examines how ethical leadership and employee decision-making depend entirely on the organizational culture in the long run.

    Literature Review

    **Ethics in Leadership and Organizational Culture**

    Ethical leadership is the ability of leaders to promote transparency and accountability and to provide moral support to employees continuously. It also entails incorporating the cultural system to facilitate continuous behavioral change for the benefit of the institution (Zheng et al., 2022). When an organization embraces open communication and individual understanding as a culture, it fosters justice and moral standards, unlike organizations that disregard integrity and justice (Zhu et al., 2025). Leaders need to ensure there is complete interdependence between leadership and culture to achieve general and specific objectives

    **Cultural Alignment and Ethical Leadership Framework (CAELF)**

    ·
    **Social Learning Theory**

    The code of conduct of the employees and the culture of the organization are a mirror of the behaviors of the leaders (Schunk & DiBenedetto, 2020). It also highlights that a behavior is learned when the observer perceives the action to be beneficial and has a direct impact on the immediate environment. The conduct of supervisors and managers influences the production levels of the employees and the overall functionality of the institution.

    ·
    **Moral Management Theory**

    Leaders influence the moral standards of the employees through frequent communication and outlining of the cultural expectations (Hoch et al., 2018). It is essential for managers to frequently keep the employees on their toes and remind them of the moral expectations and the organizational values to prevent deviation from the norms. This step ensures the company functions within the expected cultural and ethical dimensions without harming any party.

    ·
    **Transformational Leadership**

    It is the role of leaders to motivate and guide the employees on cultural and ethical aspects that ensure adherence to organizational goals (Deng et al., 2023). Good and effective leaders bring to the table tangible results for the employees and other immediate stakeholders to emulate. When leading by example, the leader has to be motivational by setting realistic goals and giving people room for growth and improvement. An ethical and transformational leader also understands individual differences, like variations in physical, emotional, and social needs, and thus puts in place equal and equitable measures to fit diverse groups within the working environment.

    **Ethics and Decision Making**

    When there is favorable room for communication, there are always high chances of moral adherence. Ethical climate is the existence of awareness and the ability to distinguish what is wrong and right in an organization as a result of strong and positive leadership (Verma, 2020). The awareness is possible when there is open and consistent communication between the employees and the leadership (Verma, 2020). Lack of supportive culture leads to a weak and poor ethical perspective, thus leading to the malfunctioning of a corporation. Employees are also motivated when they are aware that their morals, values, beliefs, and social practices are of the essence in the organization. Ethical climate promotes inclusivity and a sense of belonging, thus leading to an increase in commitment to the organizational goals and objectives, and thus more production and success.

    **Cross-Cultural Aspects**

    Multinational companies usually experience extensive cultural aspects, but the specific norms depend on the views and judgment of the employees on the local cultures. These interpretations may shape morality, leading to either collective morality or diverse behaviors (Maheshwari et al., 2024). It is therefore crucial for leaders to adjust to the common cultural dimensions to facilitate the effectiveness and efficiency of the organization. The CAELF concepts are crucial in choosing and evaluating the necessary ethical leadership dimensions.

    **Study Methodology**

    **Design**

    Qualitative research design on multiple case studies of companies will be used to elaborate on the influence of culture on ethical leadership and moral decision-making. The following companies were selected:

    · Wells Fargo- demonstrated performance orientation aspect with little regard to ethical leadership.

    · Volkswagen- focused on technical leadership and high performance, but neglected ethical culture, leading to involvement in environmental pollution.

    · Patagonia- it emphasizes strong ethical leadership and adheres to cultural, individual, and social norms.

    **Data Analysis**

    Data analysis uses the thematic six-steps of the Braun and Clarke method, consisting of familiarization, coding, theme creation, evaluation, elaboration, and dissemination (Braun & Clarke, 2019). A comparison will be made on the three cases of the companies and how they utilize or incorporate the leadership and cultural ethics, where Wells Fargo and Volkswagen are on one side, and Patagonia is the comparison.

    **Ethical Consideration**

    Since the project uses secondary data, there will be no direct involvement with people, thus no issues like privacy and confidentiality. The study will also maintain ethical integrity through the acknowledgement of scholars in citations and the use of references. It will also ensure accuracy through scientific search, analysis, and presentation of results, which prevents bias in information.

    **Expected Outcomes**

    The study is projected to show that ethical leadership and effective decision-making among workers depend entirely on organizational culture. Ethical leadership promotes an ethical climate due to strong moral awareness in supportive cultures among all the stakeholders in the company. On the other hand, unsupportive and disjointed cultures suppress effective leadership, leading to misconduct, poor organizational culture, and negatively varying norms (O’Keefe et al., 2020). The Cultural Alignment and Ethical Leadership Framework (CAELF) will be the main framework for incorporating cultural values with leadership due to its direct application in assessment, evaluation, and strengthening ethical and cultural aspects. The model also facilitates adherence to organizational culture, societal norms, and individual consideration regardless of origin and background. Additionally, utmost organizational functionality will be achieved through the effective integration of communication, trust, and openness between the leadership and the employees.

    **References**

    Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis.
    _Qualitative research in sport, exercise, and health_,
    _11_(4), 589-597. https://www.tandfonline.com/doi/abs/10.1080/2159676X.2019.1628806

    Deng, C., Gulseren, D., Isola, C., Grocutt, K., & Turner, N. (2023). Transformational leadership effectiveness: an evidence-based primer.
    _Human Resource Development International_,
    _26_(5), 627-641.

    Falode, A. (2021). Found: a definition of intelligence.
    _Journal of Social Sciences_,
    _4_(1), 70-73.
    [https://www.ceeol.com/search/article-detail?id=1225445](https://www.ceeol.com/search/article-detail?id=1225445)

    Gamarra, M. P., & Girotto, M. (2022). Ethical behavior in leadership: A bibliometric review of the last three decades.
    _Ethics & Behavior_,
    _32_(2), 124-146.

    Hoch, J. E., Bommer, W. H., Dulebohn, J. H., & Wu, D. (2018). Do ethical, authentic, and servant leadership explain variance above and beyond transformational leadership? A meta-analysis.
    _Journal of Management_,
    _44_(2), 501-529.
    [https://journals.sagepub.com/doi/abs/10.1177/0149206316665461](https://journals.sagepub.com/doi/abs/10.1177/0149206316665461)

    Kaptein, M. (2019). The moral entrepreneur: A new component of ethical leadership.
    _Journal of Business Ethics_,
    _156_(4), 1135-1150.

    Ko, C., Ma, J., Bartnik, R., Haney, M. H., & Kang, M. (2018). Ethical leadership: An integrative review and future research agenda.
    _Ethics & Behavior_,
    _28_(2), 104-132. https://www.tandfonline.com/doi/abs/10.1080/10508422.2017.1318069

    Kuenzi, M., Mayer, D. M., & Greenbaum, R. L. (2020). Creating an ethical organizational environment: The relationship between ethical leadership, ethical organizational climate, and unethical behavior.
    _Personnel Psychology_,
    _73_(1), 43-71. https://onlinelibrary.wiley.com/doi/abs/10.1111/peps.12356

    Kussatz, S. B. (2023). The Dynamics of Ethical Leadership: Unraveling Influences on Individual Behavior within Organizations. https://osuva.uwasa.fi/handle/10024/16651

    Maheshwari, M., Gupta, A. K., Gaur, P., Tiwari, N., & Goyal, S. (2024).
    _Corporate Social Responsibility in the Global Business World: A Conceptual, Regulatory, and Illustrative Framework_. Apple Academic Press.

    Mostafa, A. M. S. (2018). Ethical leadership and organizational citizenship behaviours: the moderating role of organizational identification.
    _European Journal of Work and Organizational Psychology_,
    _27_(4), 441-449. https://www.tandfonline.com/doi/abs/10.1080/1359432X.2018.1470088

    Ng, T. W., Wang, M., Hsu, D. Y., & Su, C. (2021). Changes in perceptions of ethical leadership: Effects on associative and dissociative outcomes.
    _Journal of Applied Psychology_,
    _106_(1), 92.

    O’Keefe, D. F., Howell, G. T., & Squires, E. C. (2020). Ethical leadership begets ethical leadership: exploring situational moderators of the trickle-down effect.
    _Ethics & Behavior_,
    _30_(8), 581-600.

    Peng, A. C., & Kim, D. (2020). A meta‐analytic test of the differential pathways linking ethical leadership to normative conduct.
    _Journal of Organizational Behavior_,
    _41_(4), 348-368. https://onlinelibrary.wiley.com/doi/abs/10.1002/job.2427

    Rukh, H., & Qadeer, F. (2018). Diagnosing culture of public organization utilizing competing values framework: A mixed methods approach.
    _Pakistan journal of commerce and social sciences (PJCSS)_,
    _12_(1), 398-418.

    Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory.
    _Contemporary educational psychology_,
    _60_, 101832. https://www.sciencedirect.com/science/article/pii/S0361476X19304370

    Verma, G. (2020). Organizational Ethical Work Climate: A Systematic Review of the Literature. In
    _the e-journal, First Pan IIT International Management Conference–2018_. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3753187

    Wang, Z., Xu, H., & Liu, Y. (2018). How does ethical leadership trickle down? Test of an integrative dual-process model.
    _Journal of Business Ethics_,
    _153_(3), 691-705. https://link.springer.com/article/10.1007/s10551-016-3361-x

    Zheng, Y., Epitropaki, O., Graham, L., & Caveney, N. (2022). Ethical leadership and ethical voice: The mediating mechanisms of value internalization and integrity identity.
    _Journal of Management_,
    _48_(4), 973-1002. https://journals.sagepub.com/doi/abs/10.1177/01492063211002611

    Zhu, L., Jin, X., & Kwak, W. J. (2025). The Relationship Between Exploitative Leadership and Counterproductive Work Behavior: The Moderated Mediation Effect of Power Distance.
    _SAGE Open_,
    _15_(3), 21582440251381247.

    **## AppliedProjectPresentation.docx**

    **Applied Project Presentation**

    **This is the final project for the paper that I attached. You did this paper for me, now I need you to add a PowerPoint presentation to go with it. I have to make this last anywhere from 10-12 minutes. Present this presentation with colorful slides that go with the draft. Use the directions below to do this PowerPoint and add anything that will accomplish this. I don’t know how many slides will make this last for 10-12 minutes, but if I were to think, it will probably be more than 12-15 slides. I also need you to add 5 more pages to the draft because it must be 12 pages or more.**

    This is your opportunity to showcase your work! Select a presentation time on the discussion board on the previous page.

    Plan to present the core content of your project to your peers and faculty (and perhaps some other guests–see below). Your presentation should use visual aids (like Power Point slides) and take between 10 and 12 minutes. We will allow an additional 18-20 minutes for questions and feedback. You are welcome to invite guests if you'd like. A few undergraduate students may join us so they can learn more about our master's program and the great work you are all doing.

    You decide how best to use your time. You can focus entirely on your deliverable or findings if you want. When in doubt, many presentations cover some or all of the following elements:

    · Guiding Question/Problem: Express the need and value of your project. What motivated you to take on this project?

    · Process/Methodology: Explain
    VERY BRIEFLY how you approached this question/problem/need. What did you do to find answers?

    · Finding Summary:  Share your main findings. What did you discover? This may be where you share your deliverable if appropriate.

    · Concluding Impressions:  Share any other insights or findings from this experience, what you learned from it and/or what you plan to do next with it.

    Submit your Power Point Presentation (or other presentation files if you choose not to use Power Point) below.

    **## ThadCbenchmark4.docx**

    2

    The Role of Organizational Culture in Moderating Ethical Leadership and Employee Decision-Making

    Thaddeus Cain

    Arizona State University

    Ogl 593

    Dr. Kevin Ellsworth

    November 8, 2025

    The Role of Organizational Culture in Moderating Ethical Leadership and Employee Decision-Making

    Abstract

    Ethics in organizational leadership are essential for the success of a company on both a short-term and long-term basis. Although ethical leadership is the basis of gauging misbehaviors in an organization, the frequent wrangles in international companies show that leadership is not adequate in promoting ethical conduct. The Cultural Alignment and Ethical Leadership Framework (CAELF) in transformational leadership, moral management theory, and social learning theory shows the influence of culture on leadership. The paper uses a qualitative research study with Wells Fargo, Volkswagen, and Patagonia as alternative scenarios. The write-up also anticipates that leadership and ethical culture depend on each other in providing effective ethical aspects. Culture and ethical alignment in the field help ensure morals in corporations across the world.

    **Introduction**

    There are a lot of ethical issues in various companies globally that affect the output of goods and services. A lot of companies are trying hard to implement and reinforce ethical leadership, but these efforts are still insufficient and inconsistent (Gamarra & Girotto, 2022). Harmful gas release by Volkswagen and unscrupulous activities of Wells Fargo are examples of unethical practices that show a recurrence of unjustified behaviors in organizations. Corporate culture is the norms, values, and beliefs of the company that shape the code of conduct of the employees. The culture of the organization determines the adherence to ethics and morals by the employees, particularly in the recurrence, pattern, and wave of misconduct (Mostafa, 2018). When business ventures embrace cooperation, respect, transparency, and justice, the influence of ethical leadership takes shape, leading to the success of companies. The essay examines how ethical leadership and employee decision-making depend entirely on the organizational culture in the long run.

    Literature Review

    **Ethics in Leadership and Organizational Culture**

    Ethical leadership is the ability of leaders to promote transparency and accountability and to provide moral support to employees continuously. It also entails incorporating the cultural system to facilitate continuous behavioral change for the benefit of the institution (Zheng et al., 2022). When an organization embraces open communication and individual understanding as a culture, it fosters justice and moral standards, unlike organizations that disregard integrity and justice (Zhu et al., 2025). Leaders need to ensure there is complete interdependence between leadership and culture to achieve general and specific objectives

    **Cultural Alignment and Ethical Leadership Framework (CAELF)**

    ·
    **Social Learning Theory**

    The code of conduct of the employees and the culture of the organization are a mirror of the behaviors of the leaders (Schunk & DiBenedetto, 2020). It also highlights that a behavior is learned when the observer perceives the action to be beneficial and has a direct impact on the immediate environment. The conduct of supervisors and managers influences the production levels of the employees and the overall functionality of the institution.

    ·
    **Moral Management Theory**

    Leaders influence the moral standards of the employees through frequent communication and outlining of the cultural expectations (Hoch et al., 2018). It is essential for managers to frequently keep the employees on their toes and remind them of the moral expectations and the organizational values to prevent deviation from the norms. This step ensures the company functions within the expected cultural and ethical dimensions without harming any party.

    ·
    **Transformational Leadership**

    It is the role of leaders to motivate and guide the employees on cultural and ethical aspects that ensure adherence to organizational goals (Deng et al., 2023). Good and effective leaders bring to the table tangible results for the employees and other immediate stakeholders to emulate. When leading by example, the leader has to be motivational by setting realistic goals and giving people room for growth and improvement. An ethical and transformational leader also understands individual differences, like variations in physical, emotional, and social needs, and thus puts in place equal and equitable measures to fit diverse groups within the working environment.

    **Ethics and Decision Making**

    When there is favorable room for communication, there are always high chances of moral adherence. Ethical climate is the existence of awareness and the ability to distinguish what is wrong and right in an organization as a result of strong and positive leadership (Verma, 2020). The awareness is possible when there is open and consistent communication between the employees and the leadership (Verma, 2020). Lack of supportive culture leads to a weak and poor ethical perspective, thus leading to the malfunctioning of a corporation. Employees are also motivated when they are aware that their morals, values, beliefs, and social practices are of the essence in the organization. Ethical climate promotes inclusivity and a sense of belonging, thus leading to an increase in commitment to the organizational goals and objectives, and thus more production and success.

    **Cross-Cultural Aspects**

    Multinational companies usually experience extensive cultural aspects, but the specific norms depend on the views and judgment of the employees on the local cultures. These interpretations may shape morality, leading to either collective morality or diverse behaviors (Maheshwari et al., 2024). It is therefore crucial for leaders to adjust to the common cultural dimensions to facilitate the effectiveness and efficiency of the organization. The CAELF concepts are crucial in choosing and evaluating the necessary ethical leadership dimensions.

    **Study Methodology**

    **Design**

    Qualitative research design on multiple case studies of companies will be used to elaborate on the influence of culture on ethical leadership and moral decision-making. The following companies were selected:

    · Wells Fargo- demonstrated performance orientation aspect with little regard to ethical leadership.

    · Volkswagen- focused on technical leadership and high performance, but neglected ethical culture, leading to involvement in environmental pollution.

    · Patagonia- it emphasizes strong ethical leadership and adheres to cultural, individual, and social norms.

    **Data Analysis**

    Data analysis uses the thematic six-steps of the Braun and Clarke method, consisting of familiarization, coding, theme creation, evaluation, elaboration, and dissemination (Braun & Clarke, 2019). A comparison will be made on the three cases of the companies and how they utilize or incorporate the leadership and cultural ethics, where Wells Fargo and Volkswagen are on one side, and Patagonia is the comparison.

    **Ethical Consideration**

    Since the project uses secondary data, there will be no direct involvement with people, thus no issues like privacy and confidentiality. The study will also maintain ethical integrity through the acknowledgement of scholars in citations and the use of references. It will also ensure accuracy through scientific search, analysis, and presentation of results, which prevents bias in information.

    **Expected Outcomes**

    The study is projected to show that ethical leadership and effective decision-making among workers depend entirely on organizational culture. Ethical leadership promotes an ethical climate due to strong moral awareness in supportive cultures among all the stakeholders in the company. On the other hand, unsupportive and disjointed cultures suppress effective leadership, leading to misconduct, poor organizational culture, and negatively varying norms (O’Keefe et al., 2020). The Cultural Alignment and Ethical Leadership Framework (CAELF) will be the main framework for incorporating cultural values with leadership due to its direct application in assessment, evaluation, and strengthening ethical and cultural aspects. The model also facilitates adherence to organizational culture, societal norms, and individual consideration regardless of origin and background. Additionally, utmost organizational functionality will be achieved through the effective integration of communication, trust, and openness between the leadership and the employees.

    **References**

    Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis.
    _Qualitative research in sport, exercise, and health_,
    _11_(4), 589-597. https://www.tandfonline.com/doi/abs/10.1080/2159676X.2019.1628806

    Deng, C., Gulseren, D., Isola, C., Grocutt, K., & Turner, N. (2023). Transformational leadership effectiveness: an evidence-based primer.
    _Human Resource Development International_,
    _26_(5), 627-641.

    Falode, A. (2021). Found: a definition of intelligence.
    _Journal of Social Sciences_,
    _4_(1), 70-73.
    [https://www.ceeol.com/search/article-detail?id=1225445](https://www.ceeol.com/search/article-detail?id=1225445)

    Gamarra, M. P., & Girotto, M. (2022). Ethical behavior in leadership: A bibliometric review of the last three decades.
    _Ethics & Behavior_,
    _32_(2), 124-146.

    Hoch, J. E., Bommer, W. H., Dulebohn, J. H., & Wu, D. (2018). Do ethical, authentic, and servant leadership explain variance above and beyond transformational leadership? A meta-analysis.
    _Journal of Management_,
    _44_(2), 501-529.
    [https://journals.sagepub.com/doi/abs/10.1177/0149206316665461](https://journals.sagepub.com/doi/abs/10.1177/0149206316665461)

    Kaptein, M. (2019). The moral entrepreneur: A new component of ethical leadership.
    _Journal of Business Ethics_,
    _156_(4), 1135-1150.

    Ko, C., Ma, J., Bartnik, R., Haney, M. H., & Kang, M. (2018). Ethical leadership: An integrative review and future research agenda.
    _Ethics & Behavior_,
    _28_(2), 104-132. https://www.tandfonline.com/doi/abs/10.1080/10508422.2017.1318069

    Kuenzi, M., Mayer, D. M., & Greenbaum, R. L. (2020). Creating an ethical organizational environment: The relationship between ethical leadership, ethical organizational climate, and unethical behavior.
    _Personnel Psychology_,
    _73_(1), 43-71. https://onlinelibrary.wiley.com/doi/abs/10.1111/peps.12356

    Kussatz, S. B. (2023). The Dynamics of Ethical Leadership: Unraveling Influences on Individual Behavior within Organizations. https://osuva.uwasa.fi/handle/10024/16651

    Maheshwari, M., Gupta, A. K., Gaur, P., Tiwari, N., & Goyal, S. (2024).
    _Corporate Social Responsibility in the Global Business World: A Conceptual, Regulatory, and Illustrative Framework_. Apple Academic Press.

    Mostafa, A. M. S. (2018). Ethical leadership and organizational citizenship behaviours: the moderating role of organizational identification.
    _European Journal of Work and Organizational Psychology_,
    _27_(4), 441-449. https://www.tandfonline.com/doi/abs/10.1080/1359432X.2018.1470088

    Ng, T. W., Wang, M., Hsu, D. Y., & Su, C. (2021). Changes in perceptions of ethical leadership: Effects on associative and dissociative outcomes.
    _Journal of Applied Psychology_,
    _106_(1), 92.

    O’Keefe, D. F., Howell, G. T., & Squires, E. C. (2020). Ethical leadership begets ethical leadership: exploring situational moderators of the trickle-down effect.
    _Ethics & Behavior_,
    _30_(8), 581-600.

    Peng, A. C., & Kim, D. (2020). A meta‐analytic test of the differential pathways linking ethical leadership to normative conduct.
    _Journal of Organizational Behavior_,
    _41_(4), 348-368. https://onlinelibrary.wiley.com/doi/abs/10.1002/job.2427

    Rukh, H., & Qadeer, F. (2018). Diagnosing culture of public organization utilizing competing values framework: A mixed methods approach.
    _Pakistan journal of commerce and social sciences (PJCSS)_,
    _12_(1), 398-418.

    Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory.
    _Contemporary educational psychology_,
    _60_, 101832. https://www.sciencedirect.com/science/article/pii/S0361476X19304370

    Verma, G. (2020). Organizational Ethical Work Climate: A Systematic Review of the Literature. In
    _the e-journal, First Pan IIT International Management Conference–2018_. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3753187

    Wang, Z., Xu, H., & Liu, Y. (2018). How does ethical leadership trickle down? Test of an integrative dual-process model.
    _Journal of Business Ethics_,
    _153_(3), 691-705. https://link.springer.com/article/10.1007/s10551-016-3361-x

    Zheng, Y., Epitropaki, O., Graham, L., & Caveney, N. (2022). Ethical leadership and ethical voice: The mediating mechanisms of value internalization and integrity identity.
    _Journal of Management_,
    _48_(4), 973-1002. https://journals.sagepub.com/doi/abs/10.1177/01492063211002611

    Zhu, L., Jin, X., & Kwak, W. J. (2025). The Relationship Between Exploitative Leadership and Counterproductive Work Behavior: The Moderated Mediation Effect of Power Distance.
    _SAGE Open_,
    _15_(3), 21582440251381247.

    – 1
    – 2

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    – ## Module4criticalthinking.docx **## Module4criticalthinking.docx** **Module 4: Critical Thinking/Application Prompts** **Instructions** Each week, you will be presented with a series of critical thinking prompts and application prompts. Please copy/paste the prompts into an offline document (Word…

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    Assignment Prompt & Instructions

    – ## Module4criticalthinking.docx

    **## Module4criticalthinking.docx**

    **Module 4: Critical Thinking/Application Prompts**

    **Instructions**

    Each week, you will be presented with a series of critical thinking prompts and application prompts.

    Please copy/paste the prompts into an offline document (Word, for example) and compose your responses offline (be sure to save your work).  Then click on the "Submit Assignment" button above, copy/paste your work into the text box (
    **please be sure to include the prompts prior to your responses**), and click "Submit Assignment" at the bottom of the page.

    Each question is generally worthy of,
    **at a minimum**, at least 250 words (2-3 well-written paragraphs) in response for the open-ended types of prompts.  Be sure to connect with (and informally
    **cite in-text**) the applicable readings/videos from the module's learning materials.

    **_A note on in-text citing and connecting with the learning materials:_**  As a graduate student, it's
    _very important_ that you offer perspectives and arguments that are grounded in the literature –
    _NOT simply personal opinion or anecdotal evidence._ I don't want a works-cited page, but I do want you to clearly cite your sources in-text for the various connections you'll be making between the learning materials and your application thereof.  For example, one might write,
    _"While I marveled at the uncanny ability of the psychic to tap into my true personality, the Barnum Effect_
    _**(Aronson, 2022, p. 117)** could have well explained my feelings…"_ Be sure to use these informal in-text cites to make your arguments and to support your perspectives.

    **Excluding the prompts that are simply requiring you to input data, these are all open-ended prompts/questions, each deserving of a well thought out response. Again, that generally means two to three well-constructed paragraphs (about 250 words on average) per prompt.**

    Important Note For the Module Four Critical Thinking/Application Prompts:

    While we are still maintaining our typical instructions and parameters for our critical thinking prompts exercise, this module is unique in that there are a larger number of prompts — all of which are focused on
    **YOU**.  This module is addressing "Boyatzis's Theory of Self-Directed Learning" (now referred to as Intentional Change Theory) — which is composed of five steps (or "discoveries"); see illustration on page 110.  As our authors state: "The crux of leadership development that works is
    **_self-directed learning_**: intentionally developing or strengthening an aspect of who you are or who you want to be, or both. This requires first getting a strong image of your
    **_ideal self_**, as well as an accurate picture of your
    **_real self_** — who you are now (109)".  The process is summarized below:

    ·
    _The first discovery_: My ideal self — Who do I want to be?

    ·
    _The second discovery_: My real self — Who am I? What are my strengths and gaps?

    ·
    _The third discovery_: My learning agenda — How can I build on my strengths while reducing my gaps?

    ·
    _The fourth discovery_: Experimenting with and practicing new behaviors, thoughts, and feelings to the point of mastery.

    ·
    _The fifth discovery_: Developing supportive and trusting relationships that make change possible.

    The prompts below require you to do a bit of
    **_self-introspection/self-reflection_**, for you want to get a picture of both your
    **_ideal self_** and your
    **_real self_**, as well as getting started on a possible
    **_learning agenda_**.  Obviously, the self-directed learning process is ongoing.  We are taking the initial steps below — getting a quick read-out on the ideal self and the real self and taking steps toward the creation of a learning agenda — a learning agenda that should be built on throughout one's career.

    There a WIDE VARIETY of ways of moving through the steps in the self-directed learning process.  Indeed, after the publication of
    _Primal Leadership_, Richard Boyatzis and Annie McKee went on to write two books designed to help people through the process: R
    _esonant Leadership_ (2005) and
    _Becoming a Resonant Leader_ (2008).  Note that
    _Becoming a Resonant Leader_ was designed to basically be a "workbook" that one actually writes in as they move through a large number of various types of exercises.  If you are interested in doing more work in this area, then I highly recommend
    _Becoming a Resonant Leader._ I will also share here that this is the work that I was doing in the 1990's with Life Design, Inc. Again, the exercises below simply give us a "taste" of what is involved.

    Basically, the strategy is this: 1)
    **What is your ideal self?** — You will move through a few exercises that culminate in the creation of a
    **Personal Vision Statement**. 2)
    **What is your real self?** — You will take some steps that will help you come up with a
    **Personal Balance Sheet**. 3)
    **What are the gaps** that may exist between the ideal self and the real self? — Addressing this question will culminate in the creation of seeds of a
    **Learning Agenda**.

    **_***DO make sure that your Personal Vision Statement, your Personal Balance Sheet, and your Learning Edge/Agenda are particularly well thought-out/detailed and well crafted/written (i.e., worthy of at least 250 words)._**

    The following exercise includes the following eleven prompts:

    **Ideal Self Prompts:**

    **_Critical Thinking/Application Prompt 1 (My Ideal Life):_** Think about where you would be fifteen years from now if you were living your ideal life. What kind of people would be around you? What does your environment look and feel like? What might you be doing during a typical day or week? Don't worry about the feasibility of creating this kind of ideal life. Just let the image develop, and place yourself in the picture. Try doing some free writing around this version of yourself fifteen years from now.

    **_Critical Thinking/Application Prompt 2 (My Values):_** Think about the different arenas of your life that are important, such as family, relationships, work, spirituality, physical health. What are your core values in each of those areas?  Think about the principles, values, beliefs, that guide you in your work and life — and think about whether they are values that you truly live by or something talk about.  If necessary, go to a decent internet site and find a "list of values."  Then, on a sheet of paper or in a "Notes" app etc., make a list of your ten most important personal values.  Finally, examine that list of 10, and rank each of your 5 most important values.

    1 ___________________________________________________________________

    2 ___________________________________________________________________

    3 ___________________________________________________________________

    4 ___________________________________________________________________

    5 ___________________________________________________________________

    **_Critical Thinking/Application Prompt 3 (My Fantasy Job):_** This is an opportunity to imagine yourself doing the kind of work or jobs that you sometimes fantasize, or wonder, "What would it be like if I were doing X?" Make believe the following three events have occurred:

    1. You enter a new machine called a
    _neurophysiological remaker_. After a few minutes inside of the machine, genetic reengineering and virtual neural implants give you the body, knowledge, and capacity to do any job and do it well.

    2. You are given the financial resources and certifications (i.e., licenses) based on your new capabilities.

    3. For one year, you are free of all personal, social, and financial responsibilities in your current or desired life.

    Then, on a sheet of paper or in a "Notes" app etc., list 5 to 10 jobs that you would love to do or try. Consider a wide variety of jobs — in sports, music, medicine, politics, agriculture, religion. Consider working in other countries.  Consider jobs you have heard about or seen in the movies or on television.

    Now, choose the three jobs in your list that most interest you or seem the most exciting or rewarding. Describe each of them below, including what you will most enjoy or look forward to about each.

    1:

    2:

    3:

    TAKE NOTE: sometimes people describe a fantasy job as one they really wish for and want to do. Other times, the job represents some interesting or exciting activities or conditions.  In other words, sometimes it is not the job that is the fantasy but some aspect of it or condition under which the job is done. As you read your descriptions of the jobs you would most like to do or try, do you notice themes or patterns? How are these jobs similar? Are there activities (such as being outdoors) that are part of each?  Are there conditions of work (such as working with a team) that are part of each? Are there consequences such as being famous) that are part of each?  If yes, share those themes or patterns.

    **_Critical Thinking/Application Prompt 4 (My Legacy):_** What do you want your legacy in life to be? In other words, what will remain or continue as a result of your having lived and worked all these years?

    **_Critical Thinking/Application Prompt 5 (My Personal Vision):_** _A_ personal vision is the deepest expression of what we want in life. It is a description of our preferred future, not a prediction of what will be.  In this sense, your personal vision should describe what you want out of life and work and what kind of person you want to be.  Instead of a forecast of what you think might be likely in the future, your personal vision is a description of the future you dream about.  Consider your responses to the exercises/prompts above.  This will help you to identify the most important elements of your personal vision.  What are the overall themes you observe?  It is now time to pull together all of these reflections, thoughts, and ideas into a coherent statement of your desired future.  To write your personal vision: choose a year in the future at least five years out and no more than 15 that has symbolic meaning to you. Imagine yourself, and your life, at that time. Write a vivid description of all aspects of your life in the present tense. In other words, write your vision as if it is that particular date in the future.

    **Real Self Prompts:**

    **_Critical Thinking/Application Prompt 6 (The "Logan Test"):_** See page 129 of
    _Primal Leadership_ — and take the Logan Test (to see if you are a "boiling frog"): consider the following questions about how you typically act these days, and contrast it with the person you were in the past. Do you awake each morning excited about the day, not wanting to sleep anymore than absolutely necessary? Do you laugh as much as you want did? Are you having as much fun in your personal life as you have in the past? Are you having as much fun at work? If you're finding that work, relationships, and life in general don't make you feel energized and hopeful about the future, that's a good indication that you have probably lost touch with your real self and could use some insight into the person you have become.

    **_Critical Thinking/Application Prompt 7 (Strengths I See in Myself):_** Strengths can be elements that you were born with, or things you have learned. They are extremely valuable or useful abilities, assets or qualities. What are your strengths?  Summarize what you consider to be your most important personal and leadership strengths.  These elements are likely to be things that you enjoy about yourself and others like about you. They are positive energizers for you.

    **_Critical Thinking/Application Prompt 8 (Strengths Others See in Me):_** List a few strengths you believe other people see in you. These are the things people tell you you're good at.

    Strengths at home:

    Strengths at work:

    Strengths as a leader:

    Strengths in relationships:

    **_Critical Thinking/Application Prompt 9 (Activities and Situations I Tend to Avoid):_** List a few activities and situations you stay away from:

    At home:

    At work:

    As a leader:

    In relationships:

    What patterns do you notice in the things you avoid?

    Are there things you avoid in one area of your life (home, work, as a leader, in close relationships), but are able to face and engage with in other areas?

    **_Critical Thinking/Application Prompt 10 (Personal Balance Sheet):_** Like assessing the value of a business, a balance sheet is a way to summarize your personal assets and liabilities. Using the assessments and reflection you have done by completing the exercises/prompts above and now using the prompts that follow below under "My Assets" and "My Liabilities," you can now create your Personal Balance Sheet.

    **My Assets**

    My Distinctive Strengths:
    Share below things I know I do well and strengths that others see in me:

    My Potential Strengths:  Share below things I could do better or more often if I focused, or things I do well in some situations and could begin to apply more broadly:

    My Enduring Dispositions That Support Me:
    Share below traits, habits, behaviors that I do not want to change that help me to be successful:

    **My Liabilities**

    My Weaknesses:
    Share below things I know I don't do well and I want to do better:

    Weaknesses I Want to Change
    **:** Share below things I know I don't do well and I want to change:

    My Enduring Dispositions That Sometimes Get in My Way:  Share below traits, habits, behaviors that I do not want to change and that sometimes caused me to be less effective:

    **My Learning Edge**

    **_Critical Thinking/Application Prompt 11 (My Learning Edge/Agenda):_** You are now ready to begin crafting you Learning Agenda.  This is the real starting point of self-directed learning: taking stock of the parts of yourself that you relish and want to preserve, versus those you would like to change or adapt to your new circumstances.  "Your leadership strengths — what you want to preserve — lie at the intersection of where your real self matches your ideal.  Where reality fails to meet your ideal for yourself as a leader, of course, represent your 'gaps.'  Piecing together this image of who you are and who you would like to be is a bit like putting together a jigsaw puzzle. You start at finding the edges, the most obvious pieces, then fill in more pieces, a section at a time. While at first you may not be able to make sense of the image, eventually, when just enough pieces have fallen into place, you see the whole picture clearly (Goleman et al 134)."

    To begin the process of articulating your learning goals, it helps to review all that you have learned and done so far as a result of reading
    _Primal Leadership_ and doing the exercises above.  Find a quiet place to sit, and go back through and review the exercises. Start by reading your Personal Vision, and then look at your Personal Balance Sheet.  Read some of your notes about your past, your present, and your future.  Then address the following questions/prompts.

    · What stands out about how your current strengths will help you move toward your Personal Vision?

    · Are there gaps between who you are now and who you want to be in the future or how you want to live your life?  What are they?

    · What major changes might you need to make if you are to achieve your vision/address the gaps?

    · Identify two to five themes related to what you would like to do, be, or achieve.  Be specific.

    Resources

    [https://www.youtube.com/watch?v=HhWkNZacRVE](https://www.youtube.com/watch?v=HhWkNZacRVE)

    [https://www.youtube.com/watch?v=VtKkTjtyYMw](https://www.youtube.com/watch?v=VtKkTjtyYMw)

    [https://www.youtube.com/watch?v=kxR7dNqNbWM](https://www.youtube.com/watch?v=kxR7dNqNbWM)

    [https://www.youtube.com/watch?v=gzf3zZ2Zo1s](https://www.youtube.com/watch?v=gzf3zZ2Zo1s)

    [https://www.youtube.com/watch?v=Hu_-KOd4OHs](https://www.youtube.com/watch?v=Hu_-KOd4OHs)

    [https://mediaplus.asu.edu/lti/embedded?id=991e7183-8ae3-48d7-9ab0-83d9f17f5040&siteId=61e0606e-415d-4001-8206-ffde48430c64&userId=1295741](https://mediaplus.asu.edu/lti/embedded?id=991e7183-8ae3-48d7-9ab0-83d9f17f5040&siteId=61e0606e-415d-4001-8206-ffde48430c64&userId=1295741)

    [https://www.youtube.com/watch?v=9YwkTqx-49Q](https://www.youtube.com/watch?v=9YwkTqx-49Q)

    **## Module4criticalthinking.docx**

    **Module 4: Critical Thinking/Application Prompts**

    **Instructions**

    Each week, you will be presented with a series of critical thinking prompts and application prompts.

    Please copy/paste the prompts into an offline document (Word, for example) and compose your responses offline (be sure to save your work).  Then click on the "Submit Assignment" button above, copy/paste your work into the text box (
    **please be sure to include the prompts prior to your responses**), and click "Submit Assignment" at the bottom of the page.

    Each question is generally worthy of,
    **at a minimum**, at least 250 words (2-3 well-written paragraphs) in response for the open-ended types of prompts.  Be sure to connect with (and informally
    **cite in-text**) the applicable readings/videos from the module's learning materials.

    **_A note on in-text citing and connecting with the learning materials:_**  As a graduate student, it's
    _very important_ that you offer perspectives and arguments that are grounded in the literature –
    _NOT simply personal opinion or anecdotal evidence._ I don't want a works-cited page, but I do want you to clearly cite your sources in-text for the various connections you'll be making between the learning materials and your application thereof.  For example, one might write,
    _"While I marveled at the uncanny ability of the psychic to tap into my true personality, the Barnum Effect_
    _**(Aronson, 2022, p. 117)** could have well explained my feelings…"_ Be sure to use these informal in-text cites to make your arguments and to support your perspectives.

    **Excluding the prompts that are simply requiring you to input data, these are all open-ended prompts/questions, each deserving of a well thought out response. Again, that generally means two to three well-constructed paragraphs (about 250 words on average) per prompt.**

    Important Note For the Module Four Critical Thinking/Application Prompts:

    While we are still maintaining our typical instructions and parameters for our critical thinking prompts exercise, this module is unique in that there are a larger number of prompts — all of which are focused on
    **YOU**.  This module is addressing "Boyatzis's Theory of Self-Directed Learning" (now referred to as Intentional Change Theory) — which is composed of five steps (or "discoveries"); see illustration on page 110.  As our authors state: "The crux of leadership development that works is
    **_self-directed learning_**: intentionally developing or strengthening an aspect of who you are or who you want to be, or both. This requires first getting a strong image of your
    **_ideal self_**, as well as an accurate picture of your
    **_real self_** — who you are now (109)".  The process is summarized below:

    ·
    _The first discovery_: My ideal self — Who do I want to be?

    ·
    _The second discovery_: My real self — Who am I? What are my strengths and gaps?

    ·
    _The third discovery_: My learning agenda — How can I build on my strengths while reducing my gaps?

    ·
    _The fourth discovery_: Experimenting with and practicing new behaviors, thoughts, and feelings to the point of mastery.

    ·
    _The fifth discovery_: Developing supportive and trusting relationships that make change possible.

    The prompts below require you to do a bit of
    **_self-introspection/self-reflection_**, for you want to get a picture of both your
    **_ideal self_** and your
    **_real self_**, as well as getting started on a possible
    **_learning agenda_**.  Obviously, the self-directed learning process is ongoing.  We are taking the initial steps below — getting a quick read-out on the ideal self and the real self and taking steps toward the creation of a learning agenda — a learning agenda that should be built on throughout one's career.

    There a WIDE VARIETY of ways of moving through the steps in the self-directed learning process.  Indeed, after the publication of
    _Primal Leadership_, Richard Boyatzis and Annie McKee went on to write two books designed to help people through the process: R
    _esonant Leadership_ (2005) and
    _Becoming a Resonant Leader_ (2008).  Note that
    _Becoming a Resonant Leader_ was designed to basically be a "workbook" that one actually writes in as they move through a large number of various types of exercises.  If you are interested in doing more work in this area, then I highly recommend
    _Becoming a Resonant Leader._ I will also share here that this is the work that I was doing in the 1990's with Life Design, Inc. Again, the exercises below simply give us a "taste" of what is involved.

    Basically, the strategy is this: 1)
    **What is your ideal self?** — You will move through a few exercises that culminate in the creation of a
    **Personal Vision Statement**. 2)
    **What is your real self?** — You will take some steps that will help you come up with a
    **Personal Balance Sheet**. 3)
    **What are the gaps** that may exist between the ideal self and the real self? — Addressing this question will culminate in the creation of seeds of a
    **Learning Agenda**.

    **_***DO make sure that your Personal Vision Statement, your Personal Balance Sheet, and your Learning Edge/Agenda are particularly well thought-out/detailed and well crafted/written (i.e., worthy of at least 250 words)._**

    The following exercise includes the following eleven prompts:

    **Ideal Self Prompts:**

    **_Critical Thinking/Application Prompt 1 (My Ideal Life):_** Think about where you would be fifteen years from now if you were living your ideal life. What kind of people would be around you? What does your environment look and feel like? What might you be doing during a typical day or week? Don't worry about the feasibility of creating this kind of ideal life. Just let the image develop, and place yourself in the picture. Try doing some free writing around this version of yourself fifteen years from now.

    **_Critical Thinking/Application Prompt 2 (My Values):_** Think about the different arenas of your life that are important, such as family, relationships, work, spirituality, physical health. What are your core values in each of those areas?  Think about the principles, values, beliefs, that guide you in your work and life — and think about whether they are values that you truly live by or something talk about.  If necessary, go to a decent internet site and find a "list of values."  Then, on a sheet of paper or in a "Notes" app etc., make a list of your ten most important personal values.  Finally, examine that list of 10, and rank each of your 5 most important values.

    1 ___________________________________________________________________

    2 ___________________________________________________________________

    3 ___________________________________________________________________

    4 ___________________________________________________________________

    5 ___________________________________________________________________

    **_Critical Thinking/Application Prompt 3 (My Fantasy Job):_** This is an opportunity to imagine yourself doing the kind of work or jobs that you sometimes fantasize, or wonder, "What would it be like if I were doing X?" Make believe the following three events have occurred:

    1. You enter a new machine called a
    _neurophysiological remaker_. After a few minutes inside of the machine, genetic reengineering and virtual neural implants give you the body, knowledge, and capacity to do any job and do it well.

    2. You are given the financial resources and certifications (i.e., licenses) based on your new capabilities.

    3. For one year, you are free of all personal, social, and financial responsibilities in your current or desired life.

    Then, on a sheet of paper or in a "Notes" app etc., list 5 to 10 jobs that you would love to do or try. Consider a wide variety of jobs — in sports, music, medicine, politics, agriculture, religion. Consider working in other countries.  Consider jobs you have heard about or seen in the movies or on television.

    Now, choose the three jobs in your list that most interest you or seem the most exciting or rewarding. Describe each of them below, including what you will most enjoy or look forward to about each.

    1:

    2:

    3:

    TAKE NOTE: sometimes people describe a fantasy job as one they really wish for and want to do. Other times, the job represents some interesting or exciting activities or conditions.  In other words, sometimes it is not the job that is the fantasy but some aspect of it or condition under which the job is done. As you read your descriptions of the jobs you would most like to do or try, do you notice themes or patterns? How are these jobs similar? Are there activities (such as being outdoors) that are part of each?  Are there conditions of work (such as working with a team) that are part of each? Are there consequences such as being famous) that are part of each?  If yes, share those themes or patterns.

    **_Critical Thinking/Application Prompt 4 (My Legacy):_** What do you want your legacy in life to be? In other words, what will remain or continue as a result of your having lived and worked all these years?

    **_Critical Thinking/Application Prompt 5 (My Personal Vision):_** _A_ personal vision is the deepest expression of what we want in life. It is a description of our preferred future, not a prediction of what will be.  In this sense, your personal vision should describe what you want out of life and work and what kind of person you want to be.  Instead of a forecast of what you think might be likely in the future, your personal vision is a description of the future you dream about.  Consider your responses to the exercises/prompts above.  This will help you to identify the most important elements of your personal vision.  What are the overall themes you observe?  It is now time to pull together all of these reflections, thoughts, and ideas into a coherent statement of your desired future.  To write your personal vision: choose a year in the future at least five years out and no more than 15 that has symbolic meaning to you. Imagine yourself, and your life, at that time. Write a vivid description of all aspects of your life in the present tense. In other words, write your vision as if it is that particular date in the future.

    **Real Self Prompts:**

    **_Critical Thinking/Application Prompt 6 (The "Logan Test"):_** See page 129 of
    _Primal Leadership_ — and take the Logan Test (to see if you are a "boiling frog"): consider the following questions about how you typically act these days, and contrast it with the person you were in the past. Do you awake each morning excited about the day, not wanting to sleep anymore than absolutely necessary? Do you laugh as much as you want did? Are you having as much fun in your personal life as you have in the past? Are you having as much fun at work? If you're finding that work, relationships, and life in general don't make you feel energized and hopeful about the future, that's a good indication that you have probably lost touch with your real self and could use some insight into the person you have become.

    **_Critical Thinking/Application Prompt 7 (Strengths I See in Myself):_** Strengths can be elements that you were born with, or things you have learned. They are extremely valuable or useful abilities, assets or qualities. What are your strengths?  Summarize what you consider to be your most important personal and leadership strengths.  These elements are likely to be things that you enjoy about yourself and others like about you. They are positive energizers for you.

    **_Critical Thinking/Application Prompt 8 (Strengths Others See in Me):_** List a few strengths you believe other people see in you. These are the things people tell you you're good at.

    Strengths at home:

    Strengths at work:

    Strengths as a leader:

    Strengths in relationships:

    **_Critical Thinking/Application Prompt 9 (Activities and Situations I Tend to Avoid):_** List a few activities and situations you stay away from:

    At home:

    At work:

    As a leader:

    In relationships:

    What patterns do you notice in the things you avoid?

    Are there things you avoid in one area of your life (home, work, as a leader, in close relationships), but are able to face and engage with in other areas?

    **_Critical Thinking/Application Prompt 10 (Personal Balance Sheet):_** Like assessing the value of a business, a balance sheet is a way to summarize your personal assets and liabilities. Using the assessments and reflection you have done by completing the exercises/prompts above and now using the prompts that follow below under "My Assets" and "My Liabilities," you can now create your Personal Balance Sheet.

    **My Assets**

    My Distinctive Strengths:
    Share below things I know I do well and strengths that others see in me:

    My Potential Strengths:  Share below things I could do better or more often if I focused, or things I do well in some situations and could begin to apply more broadly:

    My Enduring Dispositions That Support Me:
    Share below traits, habits, behaviors that I do not want to change that help me to be successful:

    **My Liabilities**

    My Weaknesses:
    Share below things I know I don't do well and I want to do better:

    Weaknesses I Want to Change
    **:** Share below things I know I don't do well and I want to change:

    My Enduring Dispositions That Sometimes Get in My Way:  Share below traits, habits, behaviors that I do not want to change and that sometimes caused me to be less effective:

    **My Learning Edge**

    **_Critical Thinking/Application Prompt 11 (My Learning Edge/Agenda):_** You are now ready to begin crafting you Learning Agenda.  This is the real starting point of self-directed learning: taking stock of the parts of yourself that you relish and want to preserve, versus those you would like to change or adapt to your new circumstances.  "Your leadership strengths — what you want to preserve — lie at the intersection of where your real self matches your ideal.  Where reality fails to meet your ideal for yourself as a leader, of course, represent your 'gaps.'  Piecing together this image of who you are and who you would like to be is a bit like putting together a jigsaw puzzle. You start at finding the edges, the most obvious pieces, then fill in more pieces, a section at a time. While at first you may not be able to make sense of the image, eventually, when just enough pieces have fallen into place, you see the whole picture clearly (Goleman et al 134)."

    To begin the process of articulating your learning goals, it helps to review all that you have learned and done so far as a result of reading
    _Primal Leadership_ and doing the exercises above.  Find a quiet place to sit, and go back through and review the exercises. Start by reading your Personal Vision, and then look at your Personal Balance Sheet.  Read some of your notes about your past, your present, and your future.  Then address the following questions/prompts.

    · What stands out about how your current strengths will help you move toward your Personal Vision?

    · Are there gaps between who you are now and who you want to be in the future or how you want to live your life?  What are they?

    · What major changes might you need to make if you are to achieve your vision/address the gaps?

    · Identify two to five themes related to what you would like to do, be, or achieve.  Be specific.

    Resources

    [https://www.youtube.com/watch?v=HhWkNZacRVE](https://www.youtube.com/watch?v=HhWkNZacRVE)

    [https://www.youtube.com/watch?v=VtKkTjtyYMw](https://www.youtube.com/watch?v=VtKkTjtyYMw)

    [https://www.youtube.com/watch?v=kxR7dNqNbWM](https://www.youtube.com/watch?v=kxR7dNqNbWM)

    [https://www.youtube.com/watch?v=gzf3zZ2Zo1s](https://www.youtube.com/watch?v=gzf3zZ2Zo1s)

    [https://www.youtube.com/watch?v=Hu_-KOd4OHs](https://www.youtube.com/watch?v=Hu_-KOd4OHs)

    [https://mediaplus.asu.edu/lti/embedded?id=991e7183-8ae3-48d7-9ab0-83d9f17f5040&siteId=61e0606e-415d-4001-8206-ffde48430c64&userId=1295741](https://mediaplus.asu.edu/lti/embedded?id=991e7183-8ae3-48d7-9ab0-83d9f17f5040&siteId=61e0606e-415d-4001-8206-ffde48430c64&userId=1295741)

    [https://www.youtube.com/watch?v=9YwkTqx-49Q](https://www.youtube.com/watch?v=9YwkTqx-49Q)

  • [Solved] Mod 8 Case File

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    Executive Solution Overview

    see attachment – ## ClientContactNote.docx – ## NewReferralorInquiryForm.docx – ## DiazsCaseVignette.docx – ## MOD8Instructions.docx – ## CaseManagementPlanform.docx **## ClientContactNote.docx** **Case Management Unit Contact Notes** Client: Agency # **## NewReferralorInquiryForm.docx** **New Refer…

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    Assignment Prompt & Instructions

    see attachment

    – ## ClientContactNote.docx

    – ## NewReferralorInquiryForm.docx

    – ## DiazsCaseVignette.docx

    – ## MOD8Instructions.docx

    – ## CaseManagementPlanform.docx

    **## ClientContactNote.docx**

    **Case Management Unit Contact Notes**

    Client: Agency #

    **## NewReferralorInquiryForm.docx**

    **New Referral or Inquiry**

    Client: Sex: DOB:

    Address:

    City: State: Zip:

    Home Telephone: Work Telephone:

    Parent or Spouse:

    Employer:

    School:

    Referred by:

    Chief Complaint and/or description of problem:

    Previous Evaluation, Services or Treatment:

    Taken by: Date:

    **## DiazsCaseVignette.docx**

    ## Mrs. Diaz

    _Background information to help you create a “reason for referral/intake form”:_

    _When you met with Mrs. Diaz, you acquired the following information [use this information to assist in developing goals, objectives and activities]._

    Client: Mrs. Diaz

    Her children are now 48, 46, 45 and 43 years old. One daughter lives in Florida, one has returned to Puerto Rico, and her son and youngest daughter live near her in the South Bronx. Her son had been helping her buy groceries and was paying her utilities until he lost his job three months ago. She does not currently receive any food or rental assistance. Her only income at the present time is her monthly social security check. She used all of her savings for burial expenses and her husband’s outstanding medical bills.

    Mrs. Diaz said she loves to cook and that her church is very important to her, but lately she seems to have lost interest in doing the things she loves to do. She says she is also disappointed that her children don’t come to visit her as often. She understands that they are busy and that her son is also experiencing his own financial difficulties, but with the anniversary of her husband’s death approaching she is feeling lonely. Mrs. Diaz said she feels isolated and would like a reason to get out of the house more often.

    She also says she has not been feeling well and is worried that she may have diabetes like her mother and sister. She reported that she does not currently have a primary care provider.

    **## MOD8Instructions.docx**

    **HS 2250 Fundamentals of Case Management**

    **Read the following vignette on Mrs. Diaz**

    **1.  Create/complete a new referral or inquiry form (type directly onto the form so you can submit into Canvas)**

    a First name/DOB/Address/telephone

    b Make sure your referral is clear to anyone who reads it in your agency.

    **2.  Complete the Case Management Plan Form (provided for you in attachments; type** directly into the form so you can submit into Canvas).

    a Develop an
    overall goal that reflects the content of your objectives;

    b Develop at least
    two objectives (these have to be measurable); one should focus on obtaining needed benefits to address her current financial problems; the other should focus on maintaining her current living situation long-term (clue:  food assistance, medical assistance, services for older people to relieve social isolation, counseling, and outreach to the family).  if you are still struggling with the concept of "measurable" then, re-read that section in your text.

    c For each objectives you should have a minimum of
    2 activities to help the client achieve the objective (which will ultimately help reach their goal).

    **3.  Complete at least**
    **three client contact notes (type directly into the word document) for three visits.**

    a The first note should reflect your initial meeting with Mrs. Diaz (where you completed the intake assessment form);

    b The second note should reflect the creation of plan goals and objectives during your second visit.

    c The third note should reflect your next contact with Mrs. Diaz (you will make this up based on your projection of what the meeting content would be).

    All forms should be typewritten and uploaded into Canvas.  Please check spelling, be thorough, yet concise, make sure the clients ID number is on each page, date and sign every entry, use respectful language and avoid slang, and make sure you proofread!

    On the objectives:  Have you indicated top priority needs?  Have you broken down the methods for achieving the objectives into manageable tasks?  Have you taken Mrs. Diaz’s strengths and resources into consideration when setting objectives and tasks?  Are your goals and objectives
    measurable?  Have you included reasonable target dates?

    **Case notes:  Have you included the four elements of a case note?  Could another case manager read your case note and provide the needed follow-up?  This submission has to have a minimum of 900 words or you will lose significant points.**

    **## CaseManagementPlanform.docx**

    Case Management Plan

    | | | |
    | — | — | — |
    | Name:<br> <br>Address: | ID #:<br>Date of Birth: | Date of Plan:<br>Review Date: |
    | | | |

    | |
    | — |
    | Service/Treatment Goal: |
    | |
    | Strengths and Resources: |
    | Objective 1: |

    | | | | |
    | — | — | — | — |
    | WHAT (activity) | PURPOSE (why?) | WHO (who will do what with regard to the activity) | BY WHEN (target date) |
    | | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |

    | |
    | — |
    | Objective2: |

    | | | | |
    | — | — | — | — |
    | WHAT | PURPOSE | WHO | BY WHEN |
    | | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |

    Client Signature:

    Date:

    Signature:

    Title: Case Manager

    Date:

    **## CaseManagementPlanform.docx**

    Case Management Plan

    | | | |
    | — | — | — |
    | Name:<br> <br>Address: | ID #:<br>Date of Birth: | Date of Plan:<br>Review Date: |
    | | | |

    | |
    | — |
    | Service/Treatment Goal: |
    | |
    | Strengths and Resources: |
    | Objective 1: |

    | | | | |
    | — | — | — | — |
    | WHAT (activity) | PURPOSE (why?) | WHO (who will do what with regard to the activity) | BY WHEN (target date) |
    | | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |

    | |
    | — |
    | Objective2: |

    | | | | |
    | — | — | — | — |
    | WHAT | PURPOSE | WHO | BY WHEN |
    | | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |

    Client Signature:

    Date:

    Signature:

    Title: Case Manager

    Date:

    **## ClientContactNote.docx**

    **Case Management Unit Contact Notes**

    Client: Agency #

    **## NewReferralorInquiryForm.docx**

    **New Referral or Inquiry**

    Client: Sex: DOB:

    Address:

    City: State: Zip:

    Home Telephone: Work Telephone:

    Parent or Spouse:

    Employer:

    School:

    Referred by:

    Chief Complaint and/or description of problem:

    Previous Evaluation, Services or Treatment:

    Taken by: Date:

    **## DiazsCaseVignette.docx**

    ## Mrs. Diaz

    _Background information to help you create a “reason for referral/intake form”:_

    _When you met with Mrs. Diaz, you acquired the following information [use this information to assist in developing goals, objectives and activities]._

    Client: Mrs. Diaz

    Her children are now 48, 46, 45 and 43 years old. One daughter lives in Florida, one has returned to Puerto Rico, and her son and youngest daughter live near her in the South Bronx. Her son had been helping her buy groceries and was paying her utilities until he lost his job three months ago. She does not currently receive any food or rental assistance. Her only income at the present time is her monthly social security check. She used all of her savings for burial expenses and her husband’s outstanding medical bills.

    Mrs. Diaz said she loves to cook and that her church is very important to her, but lately she seems to have lost interest in doing the things she loves to do. She says she is also disappointed that her children don’t come to visit her as often. She understands that they are busy and that her son is also experiencing his own financial difficulties, but with the anniversary of her husband’s death approaching she is feeling lonely. Mrs. Diaz said she feels isolated and would like a reason to get out of the house more often.

    She also says she has not been feeling well and is worried that she may have diabetes like her mother and sister. She reported that she does not currently have a primary care provider.

    **## MOD8Instructions.docx**

    **HS 2250 Fundamentals of Case Management**

    **Read the following vignette on Mrs. Diaz**

    **1.  Create/complete a new referral or inquiry form (type directly onto the form so you can submit into Canvas)**

    a First name/DOB/Address/telephone

    b Make sure your referral is clear to anyone who reads it in your agency.

    **2.  Complete the Case Management Plan Form (provided for you in attachments; type** directly into the form so you can submit into Canvas).

    a Develop an
    overall goal that reflects the content of your objectives;

    b Develop at least
    two objectives (these have to be measurable); one should focus on obtaining needed benefits to address her current financial problems; the other should focus on maintaining her current living situation long-term (clue:  food assistance, medical assistance, services for older people to relieve social isolation, counseling, and outreach to the family).  if you are still struggling with the concept of "measurable" then, re-read that section in your text.

    c For each objectives you should have a minimum of
    2 activities to help the client achieve the objective (which will ultimately help reach their goal).

    **3.  Complete at least**
    **three client contact notes (type directly into the word document) for three visits.**

    a The first note should reflect your initial meeting with Mrs. Diaz (where you completed the intake assessment form);

    b The second note should reflect the creation of plan goals and objectives during your second visit.

    c The third note should reflect your next contact with Mrs. Diaz (you will make this up based on your projection of what the meeting content would be).

    All forms should be typewritten and uploaded into Canvas.  Please check spelling, be thorough, yet concise, make sure the clients ID number is on each page, date and sign every entry, use respectful language and avoid slang, and make sure you proofread!

    On the objectives:  Have you indicated top priority needs?  Have you broken down the methods for achieving the objectives into manageable tasks?  Have you taken Mrs. Diaz’s strengths and resources into consideration when setting objectives and tasks?  Are your goals and objectives
    measurable?  Have you included reasonable target dates?

    **Case notes:  Have you included the four elements of a case note?  Could another case manager read your case note and provide the needed follow-up?  This submission has to have a minimum of 900 words or you will lose significant points.**

    **## CaseManagementPlanform.docx**

    Case Management Plan

    | | | |
    | — | — | — |
    | Name:<br> <br>Address: | ID #:<br>Date of Birth: | Date of Plan:<br>Review Date: |
    | | | |

    | |
    | — |
    | Service/Treatment Goal: |
    | |
    | Strengths and Resources: |
    | Objective 1: |

    | | | | |
    | — | — | — | — |
    | WHAT (activity) | PURPOSE (why?) | WHO (who will do what with regard to the activity) | BY WHEN (target date) |
    | | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |

    | |
    | — |
    | Objective2: |

    | | | | |
    | — | — | — | — |
    | WHAT | PURPOSE | WHO | BY WHEN |
    | | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |

    Client Signature:

    Date:

    Signature:

    Title: Case Manager

    Date:

    **## ClientContactNote.docx**

    **Case Management Unit Contact Notes**

    Client: Agency #

    **## NewReferralorInquiryForm.docx**

    **New Referral or Inquiry**

    Client: Sex: DOB:

    Address:

    City: State: Zip:

    Home Telephone: Work Telephone:

    Parent or Spouse:

    Employer:

    School:

    Referred by:

    Chief Complaint and/or description of problem:

    Previous Evaluation, Services or Treatment:

    Taken by: Date:

    **## DiazsCaseVignette.docx**

    ## Mrs. Diaz

    _Background information to help you create a “reason for referral/intake form”:_

    _When you met with Mrs. Diaz, you acquired the following information [use this information to assist in developing goals, objectives and activities]._

    Client: Mrs. Diaz

    Her children are now 48, 46, 45 and 43 years old. One daughter lives in Florida, one has returned to Puerto Rico, and her son and youngest daughter live near her in the South Bronx. Her son had been helping her buy groceries and was paying her utilities until he lost his job three months ago. She does not currently receive any food or rental assistance. Her only income at the present time is her monthly social security check. She used all of her savings for burial expenses and her husband’s outstanding medical bills.

    Mrs. Diaz said she loves to cook and that her church is very important to her, but lately she seems to have lost interest in doing the things she loves to do. She says she is also disappointed that her children don’t come to visit her as often. She understands that they are busy and that her son is also experiencing his own financial difficulties, but with the anniversary of her husband’s death approaching she is feeling lonely. Mrs. Diaz said she feels isolated and would like a reason to get out of the house more often.

    She also says she has not been feeling well and is worried that she may have diabetes like her mother and sister. She reported that she does not currently have a primary care provider.

    **## MOD8Instructions.docx**

    **HS 2250 Fundamentals of Case Management**

    **Read the following vignette on Mrs. Diaz**

    **1.  Create/complete a new referral or inquiry form (type directly onto the form so you can submit into Canvas)**

    a First name/DOB/Address/telephone

    b Make sure your referral is clear to anyone who reads it in your agency.

    **2.  Complete the Case Management Plan Form (provided for you in attachments; type** directly into the form so you can submit into Canvas).

    a Develop an
    overall goal that reflects the content of your objectives;

    b Develop at least
    two objectives (these have to be measurable); one should focus on obtaining needed benefits to address her current financial problems; the other should focus on maintaining her current living situation long-term (clue:  food assistance, medical assistance, services for older people to relieve social isolation, counseling, and outreach to the family).  if you are still struggling with the concept of "measurable" then, re-read that section in your text.

    c For each objectives you should have a minimum of
    2 activities to help the client achieve the objective (which will ultimately help reach their goal).

    **3.  Complete at least**
    **three client contact notes (type directly into the word document) for three visits.**

    a The first note should reflect your initial meeting with Mrs. Diaz (where you completed the intake assessment form);

    b The second note should reflect the creation of plan goals and objectives during your second visit.

    c The third note should reflect your next contact with Mrs. Diaz (you will make this up based on your projection of what the meeting content would be).

    All forms should be typewritten and uploaded into Canvas.  Please check spelling, be thorough, yet concise, make sure the clients ID number is on each page, date and sign every entry, use respectful language and avoid slang, and make sure you proofread!

    On the objectives:  Have you indicated top priority needs?  Have you broken down the methods for achieving the objectives into manageable tasks?  Have you taken Mrs. Diaz’s strengths and resources into consideration when setting objectives and tasks?  Are your goals and objectives
    measurable?  Have you included reasonable target dates?

    **Case notes:  Have you included the four elements of a case note?  Could another case manager read your case note and provide the needed follow-up?  This submission has to have a minimum of 900 words or you will lose significant points.**

    **## CaseManagementPlanform.docx**

    Case Management Plan

    | | | |
    | — | — | — |
    | Name:<br> <br>Address: | ID #:<br>Date of Birth: | Date of Plan:<br>Review Date: |
    | | | |

    | |
    | — |
    | Service/Treatment Goal: |
    | |
    | Strengths and Resources: |
    | Objective 1: |

    | | | | |
    | — | — | — | — |
    | WHAT (activity) | PURPOSE (why?) | WHO (who will do what with regard to the activity) | BY WHEN (target date) |
    | | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |

    | |
    | — |
    | Objective2: |

    | | | | |
    | — | — | — | — |
    | WHAT | PURPOSE | WHO | BY WHEN |
    | | | | |
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    Client Signature:

    Date:

    Signature:

    Title: Case Manager

    Date:

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