Document For Paid Assignment CT5

/in /by

Dissatisfied employees

often act out.

0rganizational <itizenship behaviors (0(Bs) Behaviors that are not

paft of an employee’s lob but

which make the organization a

better place to work (e9.,

helping others, staying lae).

include gossip, playing negative politics, harassment, incivility, workplace violenc.

harassmJnt, and-bullying. Behaviors aimed at the organization include theft and sabc-

tage. Though such behaviors are not limited to unhappy employees, they provide n’ar..

foi e-ploy:ees to “get back” at the organization or the coworkers they believe ar’ responsible for their lack of happiness.

For example, Cropanzano and Greenberg (L997) found that employees who rve:.

unhappy with the way in which they were treated by their supervisors had a:. increased likelihood of stealing from their employers. The interesting finding of th.’

study was that the employees tended to take things that were of value to the organr-

zation but not to them. ihat is, they didn’t steal because they wanted an item, the” stole because they wanted to hurt the organization’

lack of 0rganizational Gtizenship Behaviors

Employees who engage in organizational citizenship Behaviors (ocBs) are motivate:

to help the organization and their coworkers by doing the “little things” that they are nc:

required to dJ. Examples of OCBs include staying late to get a project done, helping . co*o.L”, who is behind in her job, mentoring a new employee, volunteering for commi:-

tees, and flying in coach when the employee might be entitled to-first class’

Not surpiisingly, a meta-analysis has demonstrated that job satisfaction is relatec

to OCBs. That is, employees who are satisfied with their jobs and committed to the

organization u.” -o.” lik”ly to “go the extra mile” than are employees who are dissat- isfld wltn their jobs (LePine et a1.,2002). Also not surprisingly, meta-analysis resul[‘ show that there is a negative correlation between OCBs and employee counterproduc-

tive behavior (Dalal, 2006).

I :

i

t

 

 

r5E JN :I I^/ I I l^l r\l O) (I N V N O I I :)Y J S I .L Ys^ f f A O’I d Wf

r(aq1 uaqrr ro 6u;op s! luaua6euput tptlryr u! alelFq t uop saa -,(o(tuo uaqrn s! il ‘sqo[ r;aq 6u;so1 iloq1m selp]sllx a{Eu ol uopaa4 pup’suolspep alplu ol lxopaa4’Ilorvr ur fiagel uorl sauo) l! puv ‘$appal pup ‘uolsslrx ‘s;uo6 s,uogluzgueEro aq1 q1rr,r r(}guap1 saa(o;dua l.l)nu ,rror{ lxo4 sauo) r(11er(01 pue

luauluu..ro) ;euo11ezlue6ro lpql a^alpq fuepsaar(o;dua 1ea4 Iaql rroq a6ueq: :0p plnoqs Iaqt leqm 6ump lou srappEl rol esmxa up lluo s1 1; leql a^allaq ,bq1 luaulurruo: lnq,, ol lp)lqpun s! ll tpql ,(es sa41uaru1 pns l0 elllr)

‘uollet1slulurpe eql Iq mq:ea1

lo luaulpe[ rcod aq] pue luaua6eupu (q sarpetd lolr.llaun ol asuodsar ul sl rplr.l/lr ‘are1d prg eql u! luesqp aq ol asoorp $appal Iqm xg pue aululalap ueql a)uepueue poo6 r;aql

fnq,, nqlu plnorn uo!s!^!p loops eql teql Ips ;;;m lueur ‘ralamoq ‘sraq)pal ag ol {lq nol ;; ,,’uslaaluasqp a)npar ‘{luanbasuor ‘pue $apeal eseql uo4 lueu1ulxo) aspar)u!

lll/yr uolsl^lp loops eql ‘eruPpuallP poo6 6ulpemar Ig ’14s

lou are noI uaq/$ ua^a ilep asoql a4e1 o1 rea( aU ro pua aq]

1e sr(ep p;s rnol eso; lq6lu no/( mou4 nol ueqrn, ‘p!es aq

,,’ernlpu ueurnq s;1,, ‘loops ssllu ol lou lapreq ,(Jl plnom Iaql ‘paryuuo) era^ seq)pel aql I 1le JaUV ‘srappal aql r(q luaululuo) lo )PPl e lo asnP)Eq sem aseaDu! aql pa^alFq guapualupadns aq1 ‘ueal ma; $ed aql la^o uasg Ipuer4;u6rs peq uslealuesqp ‘a^oqe pauolluaur loops aql ul ‘ruslaaluesqp q6;q s1 uo;pep$Bssp qol puB luauUullo) mo; ;o sa:uanbasuo) aq],o auo leql passn)slp nldeqr s1q1

)F0rr^ lll04 go s(ep 6ugeg lou rg uaq bupremar l(q 6;unuuor pue’sparcd

‘quepnls aql ol uauuufluo, flappq espeDq l[ryl ueford aqt tpril sa alpq uapualuyadns aql’0SZS a4arat ,fup auo ,{uo sslut

orlm eappel ‘raI ;ooq:s aql p pua aql te snuoq 00SS p a !e)ar a)uepuaup palad qyn uaqreag’$alppal rcl uu6od peruat 1 e)uppua$e ue pa$ope’preoq loorps s;q;o yoddns aU q1m I ‘uapuauyadns e’egug641 ur uorsr !p loor.ps prru pus e u I

luauuuluo) lPuollEzluE6ro puP $!qll

‘a6edqam ual rno( u0 punoj lull aq] asn ‘Ja^ouJnl pampar duuq5 dung eqqng /v\oq tno pug 0I

iralourn] ;euabeueuuou e)npa.l 0l 6uftl aram no(1 luaragrp aq suo[ualra]ul asaq] plnon /v\0H r

iranouJn] luauabeueu

alnpar o] aleu no,( plno/v\ suoltuarualu! teql ‘laldep 1q ur paurpal no( leqrr Jo slseq ail] u0 r

‘mo1aq suoqsanb aql Je,!\sue

‘slq] plp aq ,1 0r.1 tnoqP ourpear arqag ‘sea( orvrl ur o/o9L ol o/09€ ril04 Jeloutnl luauabpueu pespal)ap

aq pue ‘uea( aarql ul aleal rabeueu leraua6 P pPq ]0u sPq aq lPq] lnlssal)ns 0s uaaq sPq ra^ournl

u0 sn)oj slr.l ‘pp; ul ‘Jelourn] luauabeueu 1eu1u1u a^pq 01 sr ssa))ns 0l slallas aql J0 auo lpql sa^allaq (uedurol dupq5 dung pqqng jo luappard aq1

‘anrlrladuo: sl a6eped snuoq pue (ed

rlaql leql arnsua ol s(aruns fue1es sasn (ueduro: aq1 ‘le1ualod Jlaqt lo %002 ol dn urea 0l uaqt s/v\ollp leql uerbord snuoq p ]0 ued osle are (arysrea{ 61 JaUP qaaM lnoj pue ‘Uels 0l uollP)e^ J0 slaa/v\ 0/vU

anra:ar sra6eueyl ‘6ur4rorvr 1ou ate (aql uaqm s1san6

aa:ql ol dn pup sa^Fstxaq] ro1 slpau JJo o7009 a^ra)al

saa,{o1dua lle pue ‘Urqs PPa leaur aa.U P e^r3)ar #P}s uJqru aql ‘sueuaq lPuo[lpprl 0] uor]lppe ul

‘auroq lP aredard ot pooleas se

llam sp srualnos dLrng $alo1 aseqrrnd up) sreuo] -sn) Qlq/v\ UI e.lols P suleluol oslP lueJnelsal q)P:l ‘squ pue ‘rqeurqpu ‘sdrp pue qsg sp qlns sua1 spq 0slp pq dLuuqs ur sazl;enads dung eqqng ‘eupu eql uorl aul6etuq plnom auo sy ,,’fiuno1 a6ue4 ur lo1 IroM o1 {ueduol }sag 9002″ aql se auzo1oyl ulary )0 aql (q paueu 6u1aq pue ‘9997 ul IioM 0l sareld lsaB s,Japlal ulDtD lsaa(oldua 6ur -dolanap pue’6u;u1ep:’6u1u1er1’6up1q ul a)ualla)xa

Jol pJeMV UldS IIVUN sltay luDtnz$ay s,uoltaN

S00Z aql sp qlns spJemp (q pate4suotuap sl uleqr

lupJnplsal aql tP su0llPler aa,(o1dua ;o atueyodur aql ‘apl/v\puo/v\ su0llP)01 0[ la^o 0l utvtotE aneq (aqt ‘(epol ‘plurollp) ‘{anluow ut mog fuauuel uo

966t ur luprnplsal tsJU sl! pauado (ueduol 1 duuq5 dung Pqqng eql ‘dwn9 ratol f arnl:rd uorlour aql Jo ssal)ns aqt Oulrvrollo I

’01 dupqg dung eqqng

lP ra^ounl 6upnpag

I!;n-t—- —- –.,,l.l.-

 

 

feel management is mistreating them that their commitment decreases. And, say these critics, you can’t get that commit- ment back simply by “bribing” them with bonuses, incentives, or pay increases. The leaders of today, the critirs say, don’t want to give more freedom to employees to make decisions; they find it easier to fire employees for mistakes than offering them additional training to perform better, and leaders don’t want to take the time to learn better management techni- ques, because, to them, time away from work means money out of their own pockets.

Supporters of such incentives say that part of organiza- tional commitment is getting better performance out of employees, reducing absenteeism, and reducing turnover. They see nothing wrong in rewarding employees for doing a good job, being at work, and staying at work. Ultimately, these incentives meet the goal they are intended for. So, if such incentives work, why not use them? Proponents counter

the argument that management uses incentives instead of

finding better ways to treat employees by arguing that incer. tives are one way of treating employees better.

What Do You Think?

r Do you think that incentives are a form of bribery? lf so, do you think ifs unethical for companies to do this?

r What would keep you at a (ompany for a longer period? Would incentives such as an Attendance Reward Program u end-of-the-year bonuses make a difference in whether you

left a job?

Do you think that using such incentives is a way for leaders b ignore what they should be doing to make things better frr the employees?

What are some other ethical dilemmas that might occur by

offering incentives to increase commitment or job

satisfaction?

Chapter Summary

In this chapter you learned:

r Satisfied and committed employees are more likely to have better performance have lower turnover, miss fewer days of work, be more motivated, engage in o::.- nizational citizenship behaviors, and be less likely to engage in counterproducti’.. work behaviors.

I Employees are more likely to be satisfied with their jobs if there is a good fit between their needs and what the job and organization offers, if they are treatec fairly, if their coworkers are satisfied, and if the job is not stressful.

I Absenteeism is a problem both in the US and in other countries. I Absenteeism can be reduced using financial incentives and recognition prograr:-.

reducing job-related stress, having clear policies, disciplining employees who m… work, and using wellness programs to reduce illness.

r Employees are likely to leave an organization if they lack advancement opportu- nities, have needs or expectations that are not met, are not treated fairly, or wan: : escape from negative working conditions.

Questions for Review 1.

2. 3. 4. 5.

Are some employees “destined” to always be dissatisfied with their job? Why or why not? ‘What do most employees value and need in a job? Is it possible to treat all employees equitably? Why or why not? ‘What is the best way to improve employee attendance? Which measure of job satisfaction is best? Why?

,t

Analyzing With ANOVA

/in /by

Assignment 2: Analyzing with ANOVA

Submit your answers to the following questions using the ANOVA source table below. The table depicts a two-way ANOVA in which gender has two groups (male and female), marital status has three groups (married, single never married, divorced), and the means refer to happiness scores (n = 100):

What are the independent variables and their levels? What is the dependent variable?
State all null hypotheses associated with independent variables and their interaction? Also suggest alternate hypotheses?
What are the degrees of freedom for 1) gender, 2) marital status, 3) interaction between gender and marital status, and 4) error or within variance?
Calculate the mean square for 1) gender, 2) marital status, 3) interaction between gender and marital status, and 4) error or within variance.
Calculate the F ratio for 1) gender, 2) marital status, and 3) interaction between gender and marital status.
Identify the critical Fs at alpha = .05 for 1) gender, 2) marital status, and 3) interaction between gender and marital status.
If alpha is set at .05, what conclusions can you make?
Source

Sum of Squares

(degrees of freedom [df])

Mean Square

Fobt.

Fcrit.

Gender

68.15

?

?

?

?

Marital Status

127.37

?

?

?

?

Gender * Marital Status (A x B)

41.90

?

?

?

?

Error (Within)

864.82

?

?

NA

NA

Total

1102.24

99

NA

NA

NA

Please Note: The table that you see in the assignment has been slightly modified from the one presented in the module notes since it is beyond the scope of this unit to have students calculate p values. Instead you are asked to calculate the F value and compare it to the critical F value to determine whether the test is significant or not.

REFERENCES:

Argosy Online (2015). Argosy University Module 4. Retrieved from: http://myclassroomonline.com

Heiman, Gary W.. Behavioral Sciences STAT, 1e. Wadsworth, 2015. VitalBook file. Retrieved from: http://digitalbookshelf.argosy.edu/books/9781285404691/outline/11

How might such a social ritual, such as a rite of passage, influence the identity formation process of adolescents?

/in /by

LASA 2 Identity Formation

We have learned that adolescence is a time of transition between childhood and adulthood. A critical milestone of this stage is the ability to successfully achieve a sense of identity. Around the world, there are different rites of passage to mark the transition to adulthood. In the United States, this might include obtaining a driver’s license, landing one’s first job, senior prom, or high school graduation. In this assignment, we will explore the role that family and society play in the development of the individual’s sense of self.

By Monday, April 6, 2015, create two documents for parents of minority teens 1) A 9–12-slide PowerPoint presentation (complete with speaker’s notes) and 2) an accompanying 1–2-page handout/flier in Word document or PDF format. Be sure that both illustrate the following:

  1. Describe common rites of passage from two cultures around the world and compare them to a common American rite of passage.  Possible resources might include National Geographic and the Argosy University Online Library.
  2. Compare and contrast these rites to common US rites of passage. Do they coincide with the physical, cognitive, or socioemotional changes taking place at this age? Describe which specific changes (physical, cognitive, or socioemotional) they coincide with. Does this explain their importance in a particular culture?
  3. How might such a social ritual, such as a rite of passage, influence the identity formation process of adolescents?
  4. In light of Erikson and Marcia’s theories, discuss how the process of identity development is affected when the adolescent belongs to a minority group (racial, ethnic, sexual, or religious). Be sure to explain these theories and how they apply to identity development.
  5. Summarize research from at least two peer-reviewed* studies on the effect of minority status on identity development, ensuring you describe the main findings of the study as well as the research methods used to study the topic.
  6. Apply the information you gathered from the online notes, textbook, and research articles to provide at least three practical recommendations for what the family, school, and community can do to ease the process for adolescents.

*Peer-reviewed means an article from a reputable journal, which can be found in the Argosy University Online Library. Peer reviewed indicates that other professionals in the field have reviewed and deemed it worthy of publication, in contrast to much if what we find online: someone posting something he or she wants to, without someone else verifying that the research methods were rigorous enough and the study is valid. Use your textbook and course lectures as your primary resources, as well as articles from the Argosy University Online Library. If you must supplement from a website, do NOT use .coms. Instead, look for .org, .gov, and sometimes .edu for more reputable sources. Never use Wikipedia or about.com.

This assignment is worth 300 points and will be evaluated according to the rubric. Study the rubric carefully before you start work and refer to it periodically to complete this assignment.

By Monday, April 6, 2015, deliver the slideshow and the handout/flier to the M5: Assignment 1 Dropbox

Describe the ethical issues related to cultural competence.

/in /by

Read the case study, looking specifically at issues related to cultural competence. Examine the ACA’s and APA’s ethical guidelines related to the issue of cultural competence and respond to the following:

  • Describe the ethical issues related to cultural competence.
  • Examine the influence of your own personal values as related to the diversity issues presented in this case. Reflect on how you felt as you read the case study, how your values came into play, and how you would handle your values in a situation such as this.
  • Make recommendations based on your readings and the APA or ACA ethics
  • Course Case Study

    Joe, a thirty-five-year-old, male mental health counselor, received a client referral, thirty-five-year-old Jill, from a community counseling clinic. He began providing counseling services to her. Jill’s complaint was that she was unsatisfied with her current job as a bank teller and was experiencing mild anxiety and depression. Joe had been providing services to Jill for three weeks when she disclosed that she was confused about her sexuality because she experienced sexual attraction toward some women. Joe immediately responded to Jill with wide eyes and a shocked look. He told Jill that he was a traditional Catholic, who felt that this type of feeling was immoral and wrong. He informed her that she should avoid thinking about this and pray for forgiveness. He also told her that he felt uncomfortable talking about the issue any further. Jill continued to talk to Joe about dealing with her family issues.

    Joe had recently read about a new technique and immediately became excited about trying it. He explained to her that he had read an article in a magazine about a new technique called rebirthing. The new technique was being used in Europe to help people change their views about their relationships with their family. Joe said, “It is supposed to be really effective in almost wiping out your memory of your family; it is like hypnosis.” “I would really like to try it on you today, what do you think?” Jill declined his offer and continued to talk about her family. Joe thought to himself that even though Jill said no, he was still going to try to hypnotize her as they talked because he thought she could benefit from the technique.

    Jill disclosed that she was raised in a traditional Asian American home with many cultural influences and culture-specific rules and behavior. Jill was struggling with balancing her individualism and her cultural heritage. Joe explained to her that because he was living and working in a rural community, mostly consisting of people of East European descent, he could not relate to Jill’s culture and the issues with which she was struggling. He apologized and explained that he was not required to study these cultural issues because of his geographical location.

    Jill moved on to talk about her depression. She began talking about feeling lonely and how it contributed to her depression. During a counseling session several months later, she revealed that she was attracted to Joe and would like a closer, intimate relationship with him. Joe, aware that he was also attracted to Jill, talked about his feelings toward her but explained that engaging in a relationship outside the established counseling relationship was unethical. He informed her that because of the mutual feelings of attraction, the counseling relationship would be ineffective and that he would refer her to another counselor for continued services. Jill agreed, and they terminated the counseling relationship. Later, she contacted him to continue counseling and to discuss the referral. Joe agreed to meet her that evening at a restaurant and bring her

    the referral information. That night they began an intimate sexual relationship.

    Joe never got around to providing the referral for Jill even though he was aware of her ongoing state of depression and anxiety. Joe stopped seeing Jill after a month of intimate sexual encounters. Joe enjoyed the relationship but felt guilty due to the unethical nature of the relationship. Because of his continued concern about Jill’s depression, Joe considered going to his current clinical supervisor to discuss the case but decided against it. This was because he and his supervisor were good friends and he suspected his supervisor would be hurt by knowing the real reason he had been cancelling get-togethers. Joe decided to call Jill’s boss at the bank to check on her and see how she was doing. He called her boss and explained that he had been counseling her for anxiety and depression and wanted to check if she was feeling fine. Her boss informed Joe that Jill had quit her job and was in the county hospital undergoing treatment for severe depression. Joe quickly hung up and decided not to call or visit the bank again. After

    thinking it over, Joe decided that general counseling might not be for him. He decided to begin marriage and family therapy. He ordered some business cards and advertised in the yellow pages. He thought, “After all, I am a mental health counselor, and it can’t be hard to counsel a couple. You don’t need anything special. I already have one degree, and that’s enough!”