How are Bankruptcy courts organized?

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Based upon this week’s materials and your independent research, write an overview of the U.S. Bankruptcy system.

Specifically address the following topics:

1.  Is Bankruptcy governed by federal or state law?

2.  Does the U.S. Constitution address Bankruptcy?

3.  How are Bankruptcy courts organized?

4.  Does the Biblical concept of “Jubilee” form the basis for the U.S. Bankruptcy systems “discharge” or debt?

Requirements of the assignment:

All papers must use a minimum of 3 sources.   The textbook is an acceptable source.

All papers must follow all APA requirements. (10% deduction if not)

Two Page Minimum and Maximum.

Title page and reference pages are required.  However, they do not count towards any page count.

Writing should reflect an understanding of the chapter’s basic concepts, thorough research, and logic and critical thinking skills.

The introduction is attention getting with sufficient background information to establish the topic and a clear thesis statement.

The conclusion summarizes the main points and leaves the reader with a strong comprehension of the paper’s significance and the author’s understanding.

Grammatically correct – No spelling, grammar, or mechanics errors.

2.   Assignment Submission

Text Submission

Write Submission

Attach Files

___________ not only involves thinking through what it is that the negotiator wants to achieve but also how she is going to achieve it.

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Question 1 of 20

__________ people appear to behave as if they are continually asking themselves the question “What do I need to do to bring about the state of affairs I desire?”

A. Proactive

B. Intelligent

C. Emotional

D. Self-serving

Question 2 of 20

__________ people express their needs and stand up for their own rights, but do so in ways that respect the rights of others.

A. Tall

B. Aggressive

C. Injured

D. Assertive

Question 3 of 20

One reason why some people do not ________ themselves and, therefore, find it difficult to influence others is because they have a high need for approval and acceptance, and fear that if they stand up for their rights others might reject them.

A. clean

B. assert

C. check

D. listen

Question 4 of 20

Another form of _________ involves the assertor becoming increasingly explicit about the nature of the change she is seeking to achieve.There is a body of opinion that suggests that the initial assertion message should not specify the desired change. For example, Bolton’s When you… I feel… Because… formula does not present the other with a solution but leaves him free to offer one that satisfies both his and the assertor?s needs.

A. promise

B. escalation

C. temptation

D. explanation

Question 5 of 20

A person can increase her ability to influence others by paying ___________ to herself, to others, and the kind of relationship they have.

A. compliments

B. money

C. lip-service

D. attention

Question 6 of 20

___________ not only involves thinking through what it is that the negotiator wants to achieve but also how she is going to achieve it.

A. Assertiveness

B. Preparation

C. Self-confidence

D. End-states

Question 7 of 20

Morley (1984) suggests that one way to view negotiation is as a struggle. This approach emphasizes concealment and competitive tactics. An alternative view of negotiation is as ______________, a process in which parties make sacrifices rather than demand concessions in the pursuit of some overriding goal.

A. giving-in

B. collaboration

C. all-out-war

D. propitiating

Question 8 of 20

In collaborative negotiations the most important stage tends to be __________…

A. climate-setting

B. the end-state

C. the struggle phase

D. after the end

Question 9 of 20

___________ represent a special case of persuasive argument.The basis of this tactic is to focus attention on an unimportant issue, making the other party believe that it is critical, and then concede on this issue in order to divert attention away from what is really a much more important issue for you.

A. Last-ditch-efforts

B. Level three type

C. Hypocritcal forms

D. Feints

Question 10 of 20

Concessions are most likely to be reciprocated when the negotiator offering the concession has a “_____” image. A _____ image is promoted by resisting the other party’s threats and creating the impression that movement will not be achieved easily.

A. firm

B. aggresive

C. demanding

D. open

Question 11 of 20

Groups provide an important context for work activity.Boards of directors, management committees, planning groups, project teams, task forces, quality circles, safety committees and autonomous work groups are but a few of the many different kinds of group within which organizational members have to work. Handy (1985) estimates that, on average, managers spend ____ per cent of their working day in one sort of group or another and senior managers can spend ____ per cent.

A. 75% 90%

B. 50% 80%

C. 20% 30%

D. 90% 50%

Question 12 of 20

One of the most widely discussed problems associated with group decision-making has been described by Janis (1982) as “____________”. ___________ occurs when the pressure to reach a consensus interferes with critical thinking, thus inhibiting the appraisal of possible alternatives.

A. Social loafing

B. Groupthink

C. Peer pressure

D. Appraisal myopathy

Question 13 of 20

Chapple (1940) believed that the most important characteristic of an individual?s interaction could be measured along a dimension of action? silence. Using a machine that he called an _______________ __________, he conducted many studies that were based largely on recordings of the frequency and duration of speeches and silences. Social scientists and trainers who have followed in Chapple?s footsteps have concentrated on observing only the pattern of interaction (for example, who communicates, how often, how long and with whom?) without any reference to the verbal or emotional content of the communication.

A. Monkey hand trap

B. Chapple monitor

C. interaction chronograph

D. interrogator analyzer

Question 14 of 20

Research evidence suggests that “___ ___________” Research evidence suggests that “___ _____________” patterns are most likely to produce the best solution when the group is faced with a complex open-ended problem. All channel interaction patterns may also be more appropriate in those circumstances where it is necessary for the group to reach a consensus.

A. sports minded

B. radical inclined

C. all channel

D. brief overview

Question 15 of 20

The __________ member is less likely than the non-__________ member to engage in evaluative or critical behaviour or to propose initiatives that are out of line with group thinking.

A. conforming

B. participating

C. assertive

D. aware

Question 16 of 20

How a group organizes itself will have an important impact on how successful it will be in completing its task. Hackman (1987)argues that one of the key factors that will increase the likelihood of a group employing a task-appropriate performance strategy is the existence of a _____ ____, which supports explicitly an assessment of alternative ways of proceeding with the task.

A. shared office

B. group norm

C. designated leader

D. secret protractor

Question 17 of 20

Harvey (1974) has identified a related process (to groupthink), which he has labelled the __________ paradox. This concerns the group?s inability to manage agreement. He points to the tendency for some groups to take action that is in contradiction to the desires of all of its members. The underlying dynamics of the paradox appear to be that while, individually, group members know what needs to be done to solve the problem, they are reluctant to take whatever action is required. This reluctance stems from the fear that their action will be disapproved of by others and that this disapproval will result in rejection. Consequently, each individual refrains from confronting others with their view of reality. It is each individual’s failure to confront which results in the group’s making decisions that nobody agrees with.

A. Texas

B. Groupacquired

C. Abilene

D. Pacification

Question 18 of 20

A person’s response to a social situation depends upon how she interprets what she sees. Her perception of others will influence how she behaves towards them. It will also influence her expectations about how they will behave towards her. The way a new employee behaves towards somebody she meets for the first time will depend upon whether this other person is perceived to be her boss, colleague or subordinate. The other’s ____ will also influence how she expects them to behave towards her.

A. boss

B. race

C. choice

D. role

Question 19 of 20

Transactional Analysis provides a useful model for understanding the nature of interpersonal relationships. It was pioneered by Eric Berne (1964, 1972) and offers a theory of personality and personal interaction. Personality is presented in terms of three ego states: _______, _______, and _______

A. Parent, Adult, and Child

B. Ego, Id, and Super-Ego

C. Past, Present, and Future

D. Normal, Abnormal, and Realistic

Question 20 of 20

Schutz (1958) advanced the notion of three basic interpersonal needs: ____________, control and affection. ____________ refers to the need to be with people and to be alone, to have enough contact to avoid loneliness and enough aloneness to avoid enmeshment and enjoy solitude. Control refers to decision-making processes between people and areas of power, influence and authority. It involves the need to achieve enough influence to be able to control important outcomes and to be able to relinquish enough control to be able to lean on others and allow them to take responsibility for outcomes. Affection refers to close personal emotional feelings such as love and hate. It involves the need to avoid being engulfed in emotional entanglements and the need to avoid having too little affection and a life without love and warmth.

A. assertiveness

B. avoidance

C. inclusion

D. happiness

Organizational Behavior-Foundations Of Organization Structure

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Organizational Behavior

 

 

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Organizational Behavior

15 Stephen P. Robbins —San Diego State University

Timothy A. Judge —University of Notre Dame

E D I T I O N

i3iEi35Bj!

Boston Columbus Indianapolis New York San Francisco Upper Saddle River

Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto

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Editorial Director: Sally Yagan Director of Editorial Services: Ashley Santora Acquisitions Editor: Brian Mickelson Editorial Project Manager: Sarah Holle Editorial Assistant: Ashlee Bradbury VP Director of Marketing: Patrice Lumumba Jones Senior Marketing Manager: Nikki Ayana Jones Senior Managing Editor: Judy Leale Production Project Manager: Becca Groves Senior Operations Supervisor: Arnold Vila Operations Specialist: Cathleen Petersen Senior Art Director: Janet Slowik

Art Director: Kenny Beck Text and Cover Designer: Wanda Espana OB Poll Graphics: Electra Graphics Cover Art: honey comb and a bee working / Shutterstock / LilKar Sr. Media Project Manager, Editorial: Denise Vaughn Media Project Manager, Production: Lisa Rinaldi Full-Service Project Management: Christian Holdener, S4Carlisle Publishing Services Composition: S4Carlisle Publishing Services Printer/Binder: Courier/Kendallville Cover Printer: Courier/Kendalville Text Font: 10.5/12 ITC New Baskerville Std

Credits and acknowledgments borrowed from other sources and reproduced, with permission, in this textbook appear on the appropriate page within text.

Copyright © 2013, 2011, 2009, 2007, 2005 by Pearson Education, Inc., publishing as Prentice Hall . All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458, or you may fax your request to 201-236-3290.

Many of the designations by manufacturers and sellers to distinguish their products are claimed as trademarks. Where those designations appear in this book, and the publisher was aware of a trade- mark claim, the designations have been printed in initial caps or all caps.

Library of Congress Cataloging-in-Publication Data Robbins, Stephen P. Organizational behavior / Stephen P. Robbins, Timothy A. Judge. — 15th ed. p. cm. Includes indexes. ISBN-13: 978-0-13-283487-2 ISBN-10: 0-13-283487-1 1. Organizational behavior. I. Judge, Tim. II. Title.

HD58.7.R62 2012 658.3—dc23 2011038674

10 9 8 7 6 5 4 3 2 1

ISBN 10: 0-13-283487-1 ISBN 13: 978-0-13-283487-2

 

 

3

2

1

Brief Contents

The Individual

2 Diversity in Organizations 39 3 Attitudes and Job Satisfaction 69 4 Emotions and Moods 97 5 Personality and Values 131 6 Perception and Individual Decision Making 165 7 Motivation Concepts 201 8 Motivation: From Concepts to Applications 239

The Group

9 Foundations of Group Behavior 271 10 Understanding Work Teams 307 11 Communication 335 12 Leadership 367 13 Power and Politics 411 14 Conflict and Negotiation 445 15 Foundations of Organization Structure 479

Preface xxii

v

Introduction

1 What Is Organizational Behavior? 3

 

 

vi BRIEF CONTENTS

Appendix A Research in Organizational Behavior 616

Comprehensive Cases 623

Indexes 637 Glindex 663

4 The Organization System 16 Organizational Culture 511 17 Human Resource Policies and Practices 543 18 Organizational Change and Stress Management 577

 

 

1

Contents

Preface xxii

vii

Introduction

1 What Is Organizational Behavior? 3 The Importance of Interpersonal Skills 4

What Managers Do 5 Management Functions 6 • Management Roles 6 • Management Skills 8 • Effective versus Successful Managerial Activities 8 • A Review of the Manager’s Job 9

Enter Organizational Behavior 10

Complementing Intuition with Systematic Study 11

Disciplines That Contribute to the OB Field 13 Psychology 14 • Social Psychology 14 • Sociology 14 • Anthropology 14

There Are Few Absolutes in OB 14

Challenges and Opportunities for OB 15 Responding to Economic Pressures 15 • Responding to Globalization 16 • Managing Workforce Diversity 18 • Improving Customer Service 18 • Improving People Skills 19 • Stimulating Innovation and Change 20 • Coping with “Temporariness” 20 • Working in Networked Organizations 20 • Helping Employees Balance Work–Life Conflicts 21 • Creating a Positive Work Environment 22 • Improving Ethical Behavior 22

Coming Attractions: Developing an OB Model 23 An Overview 23 • Inputs 24 • Processes 25 • Outcomes 25

Summary and Implications for Managers 30

Self-Assessment Library How Much Do I Know About Organizational Behavior? 4 Myth or Science? “Most Acts of Workplace Bullying Are Men Attacking Women” 12 An Ethical Choice Can You Learn from Failure? 24 glOBalization! Does National Culture Affect Organizational Practices? 30 Point/Counterpoint Lost in Translation? 31

Questions for Review 32 Experiential Exercise Workforce Diversity 32 Ethical Dilemma Jekyll and Hyde 33 Case Incident 1 “Lessons for ‘Undercover’ Bosses” 34 Case Incident 2 Era of the Disposable Worker? 35

S A L

 

 

viii CONTENTS

S A L

S A L

2 The Individual 2 Diversity in Organizations 39

Diversity 40 Demographic Characteristics of the U.S. Workforce 41 • Levels of Diversity 42 • Discrimination 42

Biographical Characteristics 44 Age 44 • Sex 46 • Race and Ethnicity 48 • Disability 48 • Other Biographical Characteristics: Tenure, Religion, Sexual Orientation, and Gender Identity 50

Ability 52 Intellectual Abilities 52 • Physical Abilities 55 • The Role of Disabilities 56

Implementing Diversity Management Strategies 56 Attracting, Selecting, Developing, and Retaining Diverse Employees 56 • Diversity in Groups 58 • Effective Diversity Programs 58

Summary and Implications for Managers 60

Self-Assessment Library What’s My Attitude Toward Older People? 40 Myth or Science? “Dual-Career Couples Divorce Less” 47 An Ethical Choice Religious Tattoos 51 glOBalization! Images of Diversity from Around the Globe 54 Point/Counterpoint Men Have More Mathematical Ability Than Women 61

Questions for Review 62 Experiential Exercise Feeling Excluded 62 Ethical Dilemma Board Quotas 62 Case Incident 1 The Flynn Effect 63 Case Incident 2 Increasing Age Diversity in the Workplace 64

3 Attitudes and Job Satisfaction 69 Attitudes 70 What Are the Main Components of Attitudes? 70 • Does Behavior Always Follow from Attitudes? 71 • What Are the Major Job Attitudes? 73

Job Satisfaction 78 Measuring Job Satisfaction 79 • How Satisfied Are People in Their Jobs? 80 • What Causes Job Satisfaction? 81 • The Impact of Satisfied and Dissatisfied Employees on the Workplace 82

Summary and Implications for Managers 88

Self-Assessment Library How Satisfied Am I with My Job? 70

 

 

An Ethical Choice Do Employers Owe Workers More Satisfying Jobs? 74 glOBalization! Culture and Work–Life Balance 76 Self-Assessment Library Am I Engaged? 78 Myth or Science? “Favorable Job Attitudes Make Organizations More Profitable” 83 Point/Counterpoint Employer–Employee Loyalty Is an Outdated Concept 87

Questions for Review 88 Experiential Exercise What Factors Are Most Important to Your Job Satisfaction? 89 Ethical Dilemma Bounty Hunters 89 Case Incident 1 Long Hours, Hundreds of E-Mails, and No Sleep: Does This Sound Like a Satisfying Job? 90 Case Incident 2 Crafting a Better Job 91

Applying The Learning Curve Theory To A Project- APA Style 6th Edition

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Applying the Learning Curve Theory to a Project

Time and cost estimates are important to project management for the following reasons:

  • Estimates are key inputs      to project planning and control.
  • Estimates support good decisions.
  • Estimates are used to determine project      duration and cost.
  • Estimates are used to develop time-phased      budgets and establish the project baseline.
  • Without estimates you have      inaccuracies, which result in time and cost under/overruns.

Most project tasks are unique and require the project manager to estimate duration/cost for each and every task separately; however, projects may also have repetitive tasks completed by the human resources assigned to the project. To estimate the labor hours/cost for these tasks the project manager may use an estimating technique that relies on learning curve theory to estimate the time and/or cost for completing repetitive tasks.

In this assignment, you will:

Task #1. Define and thoroughly discuss the Learning Curve Theory and how it applies to project management.

Task #2. Explain how you would apply the principles of the Learning Curve Theory to a real project in which you are familiar (as a project manager, team member, or one that you have read about in current events).

Task #3. Complete the following exercise on learning curves (see Page 2 of this assignment).

Instructions for completing the assignment:

· Before you begin this assignment, review the grading rubric for this assignment to understand how your work will be graded.

· Search out scholarly resources related to the subject of this assignment; use the UMUC online library databases as a start. You may also use the PMI site as a resource.

· In MS Word, compose a paper of 300-400 words (approximately 1 page) that addresses Task #1 and Task #2.

· Insert your response to the Exercise on learning curves (Task #3) and include all supporting calculations.

· Format your assignment response in accordance with APA 6th edition, include a title page and References page, and save the file as PMAN634_IA5_yourlastname.

· Submit your assignment through the Assignment folder of the course no later than 11:59 p.m. on Sunday, Week 5.

EXERCISE: Using the concept of Learning Curves for Estimating consider the following scenario and respond to each question (all work should be shown in your Word document):

Suppose that you are the estimator who is assigning costs to a major project to be undertaken this year by your firm, Acme Software Developers. One particular software development process involves many labor-hours, but the work is highly redundant. You anticipate a total of 100,000 labor-hours to complete the first iteration of the software development process and a learning curve rate of 80%. Assume you are going to use the cumulative average time in your calculations to determine the time it takes for each iteration. You are attempting to estimate the cost of the tenth iteration of this repetitive process.

Based on this information and a $60 per hour labor rate, what would you expect to budget as

A.  The cost of the tenth iteration?

B. The cost of the twentieth iteration?

From Other websites:

  • Evaluating the industry. (2012). In Mastering strategic management. Washington, DC: Saylor Academy. Retrieved from https://saylordotorg.github.io/text_mastering-strategic-management/s07-03-evaluating-the-industry.html
  • The impact of external and internal factors on strategy. (2016, 31 May). In Boundless Management. Retrieved from https://courses.lumenlearning.com/boundless-management/chapter/strategic-management/
  • Mapping strategic groups. (2012). In Mastering strategic management. Washington, DC: Saylor Academy. Retrieved from https://saylordotorg.github.io/text_mastering-strategic-management/s07-04-mapping-strategic-groups.html
  • The PESTEL and SCP frameworks. (2016, 26 May). In Boundless management. Retrieved from https://courses.lumenlearning.com/boundless-management/chapter/external-inputs-to-strategy/
  • The relationship between an organization and its environment. (2012). In Mastering strategic management. Washington, DC: Saylor Academy. Retrieved from https://saylordotorg.github.io/text_mastering-strategic-management/s07-01-the-relationship-between-an-or.html
  • Strategic group mapping. (2010, October 5). MBA lectures. Retrieved from http://mba-lectures.com/management/strategic-management/1000/strategic-group-mapping.html

Supplementary Materials: 

From the UMUC library: (Note: You must search for these articles in the UMUC library.  In the case of video links in the UMUC library, exact directions are given on how to find the video.)

  • Anand, B. N. (2006). Crafting business strategy and environmental scanning [Video]. Harvard Business School Faculty Seminar Series.
  • Follow these steps to find this video:
  •           Go to http://sites.umuc.edu/library/index.cfm
  •           Type in the entire name of the article: “Crafting business strategy and environmental scanning,” into the search box and click on “search.”
  •           Click on “multimedia” in the upper left hand corner of the webpage (under “Ask a Librarian.)
  •           Type in the entire name of the article: “Crafting business strategy and environmental scanning,” in the box at the top of the page to the left of the word, “Search.”
  •           Make sure only “Business Videos” and “Find all my search term” are the only boxes that are checked.  Uncheck both “Image Collection” and “Apply equivalent
  •                subjects”
  •           Click on “Search” at the bottom right hand corner of the webpage.  It is a small word in a box.
  •           The next page shows the article.  Click on the article.
  • Dahab, S. (2008). Five forces. In S. R. Clegg & J. R. Bailey (Eds.), International encyclopedia of organization studies (Vol. 4, pp. 508-509). Thousand Oaks, CA: SAGE Publications Ltd. doi: 10.4135/9781412956246.n178.
  • Grundy, T. (2006). Rethinking and reinventing Michael Porter’s five forces model. Strategic Change, 15(5), 213-229. doi:10.1002/jsc.764.
  • Harper, G. M. (2013). Porter’s Five Forces. Salem Press encyclopedia.
  • Porter, M. E. (2008). The five competitive forces that shape strategy. Harvard Business Review, 86(1), 78-93.

From Other websites:

  • Arline, K. (2015, February 18). Porter’s Five Forces: Analyzing the competition. Business News Daily. Retrieved from http://www.businessnewsdaily.com/5446-porters-five-forces.html#sthash.td8NsV4u.dpuf
  • Evaluating the general environment. (2012). In Mastering strategic management. Washington, DC: Saylor Academy. Retrieved from https://saylordotorg.github.io/text_mastering-strategic-management/s07-02-evaluating-the-general-environ.html
  • MindTools. (n.d.). Porter’s five forces: assessing the balance of power in a business situation. Retrieved from https://www.mindtools.com/pages/article/newTMC_08.htm
  • Mullerbeck, E. (2015). SWOT and PESTEL. New York: UNICEF. Retrieved from http://www.unicef.org/knowledge-exchange/files/SWOT_and_PESTEL_production.pdf
  • Porter, M. (2015). Michael Porter on competitive strategy. [Video]. Retrieved from https://www.youtube.com/watch?v=vu-cFbTsY8U 
  • Rachapila, T., & Jansirisak, S. (2013). Using Porter’s Five Forces model for analysing the competitive environment of Thailand’s sweet corn industry. International Journal of Business and Social Research, 3(3). Retrieved from http://thejournalofbusiness.org/index.php/site/article/view/67 (case study)
  • Strategic group mapping: a mechanism for understanding the other players that operate in your field. (2016). Business Survival Toolkit. Retrieved from http://business-survival-toolkit.co.uk/stage-three/strategy-and-planning/strategic-group-mapping
  • SWOT analysis: strengths, weaknesses, opportunities, and threats: tools. (2016). Community toolbox. Retrieved from http://ctb.ku.edu/en/table-of-contents/assessment/assessing-community-needs-and-resources/swot-analysis/tools