Health Policy Analysis And Development (HCM550) (4 Pages) WA

/in /by

*Healthcare Policy Analysis and Development (HCM550)

*Type of homework : Critical thickening.

* pelgrism please below 18%

*Notes: I attached the book and article links for reading .

  • Chapter 13 in The Handbook of Global Health Policy
  • Brisbois,  B. W., M.E.S., PhD, Cole, D. C., M.D., MSc, Davison, C. M., M.P.H.,  PhD, DiRuggiero, E., PhD., R.D., Hanson, L., PhD., Janes, C. R., PhD., .  . . Stime, B., M.P.H. (2016). Corporate sponsorship of global health research: Questions to promote critical thinking about potential funding relationships. Canadian Journal of Public Health, 107(4), E390-E392.
  • Clifford, K. L., & Zaman, M. H. (2016). Engineering, global health, and inclusive innovation: Focus on partnership, system strengthening, and local impact for SDGs. Global Health Action, 9.
  • ======================================================================================
  • Assignment :Global Access to Essential Health Commodities
  • Critical Thinking Assignment:
  • Research  the access to essential health commodities. Medical innovations are  failing many patients globally. Describe the issues, barriers, and  challenges for the neglected populations. Discuss how access can be  expanded for these populations, what policy changes are needed, and who  needs to be participating in solving this problem.
  • Please use the following headings in your paper:
    • Introduction
    • Essential Health Commodities
    • The Failure of Medical Innovations
    • Issues, Barriers, and Challenges
    • Recommended Policy Changes
    • Conclusions
    • References
    • Your paper should meet the following structural requirements:
    • Be 3-4 pages in length, not including the cover or reference pages.
    • Be formatted according to Saudi Electronic University and APA writing guidelines.
    • Provide  support for your statements with in-text citations from a minimum of  six scholarly articles. Two of these sources may be from the class  readings, textbook, or lectures, but four must be external.
    • Utilize headings to organize the content in your work.

      The Handbook of

      Global Health Policy Edited by Garrett W. Brown, Gavin Yamey, and Sarah Wamala

      Handbooks of Global PolicyHandbooks of Global Policy

      This is an essential state-of-the-art guide to global health and its associated policies. It covers an extensive range of issues including the governance, fi nancing, and architecture of global health; the infl uence of evidence and politics on health policy; human and national security; trans-border threats; and human rights and partnerships. In doing so, it maps out key debates and policy structures involved in global health policy, and isolates and examines new policy initiatives.

      This unique text provides a defi nitive source and specifi cation of the key areas in the fi eld; it builds upon the interdisciplinary experience of its three editors to examine the ethical and practical dimensions of new and current policy models and their effect on the future development of global health policy and global health. It also brings together an international team of authors, a signifi cant number of whom are from low- and middle- income countries, to ensure an inclusive view of current policy debates.

      The book takes a further step from earlier research – from defi ning and demonstrating the associations between global mechanisms and global health, to examining health policies that infl uence global health. The book examines each health policy topic through two different lenses: one chapter focuses on ethical/more critical questions related to that topic, while an accompanying chapter explores the more practical/ empirical dimensions. In this way, the book offers a 360 degree overview of global health policy, its formulation and its implications.

      Garrett W. Brown is Reader in the Department of Politics at the University of Sheffi eld, UK. He is the author of Grounding Cosmopolitanism: From Kant to the Idea of a Cosmopolitan Constitution (2009) and co- editor of The Cosmopolitanism Reader (with David Held, 2010). Gavin Yamey leads the Evidence to Policy initiative (E2Pi), a global health policy think tank in the Global Health Group at the University of California, San Francisco, USA. He is a frequent commentator on National Public Radio, and has published over 100 articles in peer-reviewed medical journals. Sarah Wamala is the former Director- General of the Swedish National Institute of Public Health and she is currently serving at the Swedish Ministry of Health and Social Affairs. She is also affi liated with Karolinska Institute as Professor of Health Policy and Leadership. She has published extensively, and is the editor of Globalization and Health (with Ichiro Kawachi, 2007).

      The Handbook of

      Global Health Policy Edited by Garrett W. Brown, Gavin Yamey, and Sarah Wamala

      The Handbook of

      Global Health Policy

      The H andbook of

      G lobal H

      ealth Policy

      Edited by Brown Yamey,

      and Wamala

      Also available from Wiley Blackwell

       

       

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      xvi

       

       

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      The Handbook of Global Health Policy

       

       

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      Handbook of Global Policy Series

      Series Editor David Held

      Master of University College and Professor of Politics and International Relations at Durham University

      The Handbook of Global Policy series presents a comprehensive collection of the most recent scholarship and knowledge about global policy and governance. Each handbook draws together newly commissioned essays by leading scholars and is presented in a style which is sophisticated but accessible to undergraduate and advanced students, as well as scholars, practitioners, and others interested in global policy. Available in print and online, these volumes expertly assess the issues, concepts, theories, methodologies, and emerging policy proposals in the field.

      Published

      The Handbook of Global Climate and Environment Policy Robert Falkner

      The Handbook of Global Energy Policy Andreas Goldthau

      The Handbook of Global Companies John Mikler

      The Handbook of Global Security Policy Mary Kaldor and Iavor Rangelov

      The Handbook of Global Health Policy Garrett Brown, Gavin Yamey, and Sarah Wamala

       

       

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      The Handbook of Global Health Policy

      Edited by

      Garrett W. Brown, Gavin Yamey, and Sarah Wamala

       

       

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      This edition first published 2014 C ⃝ 2014 John Wiley & Sons, Ltd

      Registered Office John Wiley & Sons Ltd, The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, UK

      Editorial Offices 350 Main Street, Malden, MA 02148-5020, USA 9600 Garsington Road, Oxford, OX4 2DQ, UK The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, UK

      For details of our global editorial offices, for customer services, and for information about how to apply for permission to reuse the copyright material in this book please see our website at www.wiley.com/wiley-blackwell.

      The right of Garrett W. Brown, Gavin Yamey, and Sarah Wamala to be identified as the authors of the editorial material in this work has been asserted in accordance with the UK Copyright, Designs and Patents Act 1988.

      All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs and Patents Act 1988, without the prior permission of the publisher.

      Wiley also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic books.

      Designations used by companies to distinguish their products are often claimed as trademarks. All brand names and product names used in this book are trade names, service marks, trademarks or registered trademarks of their respective owners. The publisher is not associated with any product or vendor mentioned in this book.

      Limit of Liability/Disclaimer of Warranty: While the publisher and authors have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. It is sold on the understanding that the publisher is not engaged in rendering professional services and neither the publisher nor the author shall be liable for damages arising herefrom. If professional advice or other expert assistance is required, the services of a competent professional should be sought.

      Library of Congress Cataloging-in-Publication Data

      The handbook of global health policy / edited by Garrett W. Brown, Gavin Yamey, and Sarah Wamala.

      pages cm Includes index. ISBN 978-0-470-67419-2 (hardback)

      1. World health. 2. Public health International cooperation. 3. Globalization Health aspects. I. Brown, Garrett Wallace, editor of compliation. II. Gavin Yamey, editor of compilation. III. Wamala, Sarah P., editor of compilation. RA441.H34 2014 362.1–dc23 2013049096

      A catalogue record for this book is available from the British Library.

      Cover image: Vinita Yadav, a 23-year-old Indian, holds her newborn baby girl Nargis, born on October 31, 2011. The world’s population reached 7 billion on October 31, 2011 according to projections by the United Nations. Photo © Pawan Kumar / Reuters. Cover design by Design Deluxe.

      Set in 9.5/12pt Sabon by Aptara Inc., New Delhi, India

      1 2014

       

      http://www.wiley.com/wiley-blackwell

       

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      Contents

      Figures and Tables ix

      Notes on Contributors xiii

      Foreword: Global Health Policy-Making in Transition xxix Sir Richard G. A. Feachem

      Acknowledgments xxxiii

      Introduction 1 Garrett W. Brown, Gavin Yamey, and Sarah Wamala

      Part I Global Health Policy and Global Health Governance 19

      1 Understanding Global Health Policy 21 Ruairı́ Brugha, Carlos Bruen, and Viroj Tangcharoensathien

      2 Critical Reflections on Global Health Policy Formation: From Renaissance to Crisis 47 Sophie Harman

      3 Contemporary Global Health Governance: Origins, Functions, and Challenges 63 Rajaie Batniji and Francisco Songane

      4 Global Health Justice and the Right to Health 77 Garrett W. Brown and Lauren Paremoer

      Part II Narrowing the Gap Between Knowledge and Action 97

      5 Measuring the World’s Health: How Good are Our Estimates? 99 Nancy Fullman, Abraham Flaxman, Katherine Leach-Kemon, Julie Knoll Rajaratnam, and Rafael Lozano

       

       

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      vi CONTENTS

      6 Achieving Better Global Health Policy, Even When Health Metrics Data are Scanty 119 Peter Byass

      7 An Argument for Evidence-Based Policy-Making in Global Health 133 Gavin Yamey and Jimmy Volmink

      8 Can Global Health Policy be Depoliticized? A Critique of Global Calls for Evidence-Based Policy 157 Amy Barnes and Justin Parkhurst

      Part III The Politics of Risk, Disease, and Neglect 175

      9 Dietary Policies to Reduce Non-Communicable Diseases 177 Ashkan Afshin, Renata Micha, Shahab Khatibzadeh, Laura A. Schmidt, and Dariush Mozaffarian

      10 Ethical Reflections on Who is At Risk: Vulnerability and Global Public Health 195 Christine Straehle

      11 Ethical and Economic Perspectives on Global Health Interventions 209 Sonia Bhalotra and Thomas Pogge

      12 Global Health Policy Responses to the World’s Neglected Diseases 229 Mary Moran

      13 The Fight for Global Access to Essential Health Commodities 245 Manica Balasegaram, Michelle Childs, and James Arkinstall

      14 The Social Determinants of Health 267 Arne Ruckert and Ronald Labonté

      Part IV Diplomacy, Security, and Humanitarianism 287

      15 Arguments for Securitizing Global Health Priorities 289 Simon Rushton

      16 Viral Sovereignty: The Downside Risks of Securitizing Infectious Disease 305 Stefan Elbe and Nadine Voelkner

      17 The Changing Humanitarian Sector: Repercussions for the Health Sector 319 François Grünewald and Veronique de Geoffroy

      18 The Limits of Humanitarian Action 341 Hugo Slim

      Part V Financing and the Political Economy of Global Health 355

      19 The Global Health Financing Architecture and the Millennium Development Goals 357 Marco Schäferhoff, Christina Schrade, and Matthew T. Schneider

       

       

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      CONTENTS vii

      20 Can International Aid Improve Health? 375 Christopher J. Coyne and Claudia R. Williamson

      21 The Exterritorial Reach of Money: Global Finance and Social Determinants of Health 393 Ted Schrecker

      22 Trade Rules and Intellectual Property Protection for Pharmaceuticals 409 Valbona Muzaka

      23 The Health Systems Agenda: Prospects for the Diagonal Approach 425 Julio Frenk, Octavio Gómez-Dantés, and Felicia M. Knaul

      24 Will Effective Health Delivery Platforms be Built in Low-Income Countries? 441 Gorik Ooms, Peter S. Hill, and Yibeltal Assefa

      Part VI Health Rights and Partnerships 457

      25 A Rights-Based Approach to Global Health Policy: What Contribution can Human Rights Make to Achieving Equity? 459 Lisa Forman

      26 From Aid to Accompaniment: Rules of the Road for Development Assistance 483 Vanessa Kerry, Agnes Binagwaho, Jonathan Weigel, and Paul Farmer

      27 Global Health Partnerships: The Emerging Agenda 505 Jeremy Youde

      28 Partnerships and the Millennium Development Goals: The Challenges of Reforming Global Health Governance 519 Michael Moran and Michael Stevenson

      Part VII Beyond Globalization 537

      29 Preparing for the Next Pandemic 539 Adam Kamradt-Scott

      30 Globalization and Global Health 555 Matt X. Richardson, Mike M. Callaghan, and Sarah Wamala

      Index 577

       

       

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      Figures and Tables

      Figures

      1.1 Health policy triangle. 24

      1.2 Development assistance for health by channel of assistance, 1990–2012. 27

      1.3 The policy cycle and its stages. 36

      1.4 Systems model of the policy process. 36

      3.1 Development assistance for health, 1976–2010. 68

      5.1 Crude coverage and effective coverage of hypertension treatment across Mexican states, 2005–2006. 107

      5.2 Fraction of deaths assigned as garbage codes from nationally representative vital registration systems, 2000–2010. 110

      5.3 Maternal mortality ratio estimates for Egypt and Saudi Arabia, 1980–2008. 113

      5.4 Changes in composite coverage by wealth decile between 2000 and 2005–2006 in Mexico. 114

      6.1 World population by age and sex groups in 2010 and 2050, for more-, less-, and least-developed countries. 124

      6.2 Age–sex population pyramids for four countries in 2010. 125

      6.3 Global estimates of the number of people living with HIV/AIDS, made on an annual basis by UNAIDS, together with their 2011 post hoc estimates (and bounds). 127

      7.1 Dynamics of evidence-based policy-making in global health, showing a shift over time from policies based on opinion/whim to those based on evidence. 137

       

       

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      x FIGURES AND TABLES

      7.2 Globalizing the evidence, localizing the decision. 139

      7.3 The policy cycle. 141

      7.4 Idealized representation of “evidence flow” and barriers to evidence-based policy-making in global health. 144

      9.1 Ecological model for barriers and opportunities for healthy eating. 183

      12.1 Government funding of neglected disease research and development, 2010. 233

      12.2 Level of innovation in company neglected disease programs. 235

      12.3 Market-based incentives. 237

      12.4 Neglected disease research and development funders. 239

      13.1 The lowest possible generic and originator prices of one year’s treatment with stavudine/lamivudine/nevirapine. By maintaining artificially high prices, patent-backed monopolies can serve to deny people access to affordable medical tools. Generic competition acts to drive prices down. 248

      13.2 Increasing cost of global immunization programs. In recent years, WHO has recommended products with higher unit costs be added to routine immunization protocols globally, significantly raising the price of purchasing a full vaccination course for a child. Two products in particular, the rotavirus vaccine and the pneumococcal conjugate vaccine, make up the bulk of the cost increase. 250

      14.1 Commission on Social Determinants of Health framework of structural and intermediary determinants of health. 273

      15.1 Portrait of a superspreader: spread of SARS from the Metropole Hotel in Hong Kong as of March 28, 2003. 293

      17.1 The cluster approach. 324

      17.2 Evolution of different health hazards in a post-disaster setting. 333

      17.3 Evolution of the timeliness of response: the Haiti deployments compared to past experiences. 334

      19.1 Commitments to HIV/AIDS and reproductive health, compared with total health official development aid, 1995–2009. 363

      20.1 (a) Sectoral trends and (b) sectoral social sector trends in the allocation of annual world aid, 1967–2010. 378

      20.2 (a) Total health aid and (b) health aid share of total aid budget, 1971–2010. 379

      20.3 Death rate per 1000 population, 1964–2009 (5-year moving average). 381

      20.4 Life expectancy at birth in total years, 1964–2009 (5-year moving average). 382

      20.5 Infant mortality per 1000 births, 1964–2010 (5-year moving average). 382

       

       

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      FIGURES AND TABLES xi

      23.1 Specific health initiatives and under-5 mortality rate in Mexico, 1990–2010. 435

      24.1 The large rise in development assistance for health over the last decade was largely fueled by increased spending on HIV/AIDS, TB, and malaria. 444

      Tables

      1.1 Global financial and legal policy instruments. 32

      5.1 A selection of commonly used health metrics and definitions from a range of health domains. 103

      5.2 Twenty leading causes of disability-adjusted life-years by GBD region, 2010. Lower numbers reflect a higher burden rank and higher numbers a lower burden rank. 104

      5.3 A selection of data sources frequently used in producing health metrics and how well their data support estimation. 108

      7.1 Example of a hierarchy of evidence; the highest levels of evidence (levels 1 and 2) involve the most reliable study designs – those least prone to bias. 138

      9.1 Dietary risk factors for non-communicable diseases and their optimal consumption level. 181

      9.2 Selected dietary priorities to reduce cardiovascular mortality globally. 182

      9.3 Evidence-based population approaches to improve diet. 184

      9.4 Policy recommendations for specific stakeholders to promote optimal dietary choices. 188

      11.1 The evolution of global income inequality. 218

      14.1 Various conceptualizations of the social determinants of health. 272

      17.1 Risk analysis in Haiti. 332

      24.1 Between 2000 and 2010, development assistance for health multiplied by a factor of 2.6. For development assistance to fight HIV/AIDS, the factor was 9.2; for maternal, newborn, and child health, it was only 1.8. 445

      28.1 Health Millennium Development Goals scorecard for WHO regions. 528

       

       

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      Notes on Contributors

      Ashkan Afshin is a physician and epidemiologist at the Departments of Epidemiology and Global Health and Population at Harvard School of Public Health. His research inter- ests include population prevention of non-communicable diseases, in particular global policies related to diet and lifestyle. Dr Afshin has led several systematic reviews and meta-analyses of the effectiveness of different population interventions to improve diet and he was a key author on an American Heart Association systematic review and scien- tific statement related to policy measures for the prevention of cardiovascular disease.

      James Arkinstall is Head of Communications at the Médecins Sans Frontières (MSF) Access Campaign. After a stint with the International HIV/AIDS Alliance and field post- ings with MSF in West and Central Africa, he joined the MSF Access Campaign as a campaigner on tuberculosis and pediatric HIV/AIDS in 2005. He holds degrees in Inter- national Relations, Hindi, and Farsi from the University of Cambridge and the Institut National des Langues et Civilisations Orientales in Paris.

      Yibeltal Assefa is a Director for the Planning, Monitoring, and Evaluation of the Multi- sectoral HIV/AIDS response in Ethiopia. He is a medical doctor with a Master of Science in Disease Control. He used to work as a Medical Director in Humera District Hospi- tal, Ethiopia, from 2001 to 2005. He was the National HIV/AIDS Program Manager for Ethiopia from September 2006 to December 2008. Dr Assefa was later a Director of Med- ical Services in the Federal Ministry of Health of Ethiopia between January 2009 and May 2010. He has been a member of a variety of advisory committees for the World Health Organization (WHO) for patients’ retention in care, and the consolidated guidelines for the use of antiretroviral drugs. He is a member of the Core Group of the WHO’s TB/HIV program. Dr Assefa is also a member of the Technical Evaluation Reference Group for the Global Fund to Fight AIDS, Tuberculosis and Malaria.

      Manica Balasegaram is a medical doctor who trained at the University of Nottingham, United Kingdom. He received further postgraduate training in internal and emergency medicine in the United Kingdom and Australia. He joined Médecins Sans Frontières (MSF) in 2001, working as a doctor in the field in several countries in sub-Saharan Africa

       

       

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      xiv NOTES ON CONTRIBUTORS

      and southern Asia. After gaining significant research experience, Dr Balasegaram became Head of the Manson Unit – a London-based medical research and implementation arm of MSF – in 2005. He then joined MSF’s partner organization Drugs for Neglected Diseases initiative (DNDi) in 2008, finishing as DNDi’s Head of Leishmaniasis Clinical Develop- ment Team before joining the Access Campaign in 2012. Dr Balasegaram has worked extensively on issues around access to medicines, with a focus on tropical and neglected diseases; he has training in both public health and tropical medicine from the London School of Hygiene and Tropical Medicine. He also has substantial experience in clinical trials and drug development working as a site investigator, principal investigator, and project manager.

      Amy Barnes is a Lecturer in Health Policy and Management at the School of Health and Related Research at the University of Sheffield. She works at the disciplinary inter- face between public health, public policy, management, development studies, and politics. Her research has focused on issues of global health governance, participation, evidence use, partnership working, and inequalities within health systems. Dr Barnes’ recent work explores how aid mechanisms (the Global Fund, sectorwide approaches, and budget sup- port) reshape health systems, the participation of African actors in global health policy, and the linkages between community participation/control and health inequalities.

      Rajaie Batniji is a Resident Physician in Internal Medicine at Stanford University and a scholar affiliated with Stanford’s Center on Democracy, Development, and the Rule of Law. His research examines the selection of priority diseases and countries in global health, and he is interested in global health financing and the priority-setting process of international institutions. His work has also examined social determinants of health in the Middle East. He is a co-investigator on Global Underdevelopment Action Fund projects explaining US global health financing and political causes of public health crisis. Dr Batniji received his doctorate in International Relations (DPhil) from Oxford Univer- sity where he studied as a Marshall Scholar. He also earned an MD from the University of California, San Francisco School of Medicine and MA and BA (with distinction) degrees in History from Stanford University. Dr Batniji was previously based at Oxford’s Global Economic Governance Program, and he has worked as a consultant to the World Health Organization.

What is a homily?

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What is a homily?

The goal o

Student Name

Mr. Smith

Christian Ethics

Date

Word Count:

Homily: September 4, 2018

One can describe life by the example of a tree. Where a tree has many characteristics such as the trunk, branches, leaves, flowers, and fruit, its basis for living comes from the sap and roots. The functions of roots are critical to the lifeline of a tree, taking up air, water, and nutrients from the soil. In addition, the sap assists the roots in delivering major nutrients throughout a tree. Sap inside a tree is similar to blood inside the human body. Likewise, both, the roots and sap of a tree, serve as a metaphor for the body and “spirit” of a human. From 1 Corinthians 2: 10-16, we learn that God has revealed to us true wisdom through the Spirit and His Spirit scrutinizes everything, even the depths of God.

In the aforementioned section of scripture, God teaches us the means by which He reveals Himself. By divine revelation through the help of the Spirit, we opens our minds to the “mysteries” of the truth, allowing us to discern what is truly vital to our salvation. Upon this revelation, a person comes to know the wisdom of God, which centers on Christ and Christ’s crucifixion. According to 1 Corinthians 2: 11, which specifically states “Among human beings, who knows what pertains to a person except the spirit of the person that is within?” This passage resonates the scripture Job 32:8: “There is a spirit in man, and the breadth of the Almighty gives him understanding.” In other words, 1 Corinthians 2: 11 teaches us that a person’s spirit is the source and overseer of his thoughts. Similarly, no one knows what pertains to God except the Spirit of God. Furthermore, in 1 Corinthians 2: 12-13, we learn that we are to receive the Spirit that is from God so that we may comprehend all things freely given to us by God. God further instructs Christians to seek words taught by the Spirit as opposed to words taught through human wisdom. With these instructions, we further learn, as written in 1 Corinthians 2: 14-16, God states the natural person does not accept the Spirit of God, for the natural person cannot understand spiritual realities in spiritual terms and instead perceives it as foolishness. Finally yet importantly, the scripture indicates that the spiritual person can judge everything and they are not subject to judgement themselves by anyone. In translation, this means that Christians are to make intelligent, spiritual decisions.

Achieving true wisdom is by way of God’s Spirit. We know that God’s wisdom is something mysterious, which goes deep into the interior of His purposes. Furthermore, God has determined that in membership with His Spirit brings out the best in us. In other words, it seeks to go into the depths of what He has planned for our lives. If Christians follow the teachings of His Spirit, He offers us gifts of life and eternal salvation. In turn, we do not have to rely on worldly guesses and opinions. To experience the Spirit is to be self-taught, person to person, through Jesus. This is the only way that a person can receive the gifts of God’s Spirit. Ultimately, we are learning to communicate from spirit to spirit because God’s Spirit and our spirits are in open communion. With this connection, believers have access to everything God is doing for us spiritually and cannot be judged by unspiritual reviewers.

It is an absolute necessity, as Christians, to connect with the Spirit of God and only by the intervention of the Spirit are we called to understand the spiritual realm. As further stated in 2 Peter 1:21 “For no prophecy ever came by the will of man: but men spoke from God, being moved by the Holy Spirit.” The spiritual man only, is the person to whom God gives the knowledge of his will. In closing, in the Holy Scriptures, the mind of Christ, and the mind of God in Christ, are fully made known to us. It is a great privilege of Christians, that they have the mind of Christ revealed to them by his Spirit. Our knowledge from God is a gift from God, so let us always give thanks to God for this gift of spiritual life.

f a homily is explaining to the congregation what it means to be a Christian in the current situation.

What should be the topic of a homily?

A priest can generally give a homily on anything, but there are a few guidelines that are encouraged.

· The Scripture readings from that Mass

o The priest can focus on one specific reading, or draw themes from all of them

· The feast day (if applicable)

· Something of Sacramental importance

What is needed to write a good homily?

A homily is a speech, which is a lot like an essay. As such it needs:

1) A hook-usually some kind of joke/story/personal anecdote, the more topical the better

2) An introduction-lay out what you’re going to talk about

3) Reflection on the spirit of the topic (usually Scripture-include specific citations)

4) Behavior proscriptions-what does the topic tell us about how we should behave?

5) A conclusion that synthesizes the spirituality with the behavior

Note 1: It is common for priest to do Steps 3-5 repeatedly, addressing every part of his discussion independently and then having a master synthesis at the end.

Note 2: A homilist has to walk a fine line between using language that is too childish and using language that every listener has a chance to understand.

The Assignment

Requirements: MLA Style Approximately 700 words (2 pages), double spaced, 12 pt Times New Roman/11 pt Calibri, identify the day of the homily on the Title line,

Structure: Follow the above prescription

Crafting a Homily:

1) Use the USSCCB’s list of daily readings (www.usccb.org/bible/readings). Pick a day from the month October.

2) Use the chart on the back to identify significant elements and their moral implications

a. You may also use the Feast Day being celebrated on that day

3) Write the homily in an accessible but not too colloquial style (you may use first person, but not sentences like “I believe that”)

Knowledge Transfer; Performance Management; On-The-Job Training Knowledge Transfer

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ASSIGNMENT 1 Module 1 – Case

Knowledge Transfer; Performance Management; On-The-Job Training

Knowledge Transfer

Many employers do not have a plan to manage and transfer knowledge. Because workforce dynamics have changed, there is a greater need than ever for a knowledge-transfer strategy. Business wisdom is taken from organizations with retirements, resignations, and terminations, leaving companies more likely than not to have less growth capacity and less efficiency, especially in the short run.

In the past, the expectation of passing along knowledge and leaving a legacy was a good fit with the values of long-tenured employees who spent their careers with the same company. But in the modern workplace, where four generations work side by side, knowledge is not always well-filtered throughout an organization.

“As the Baby Boom generation of corporate leaders and experts approaches retirement, businesses in the U.S., Canada, and many European nations face the loss of experience and knowledge on an unprecedented scale,” says Diane Piktialis, Mature Workforce Program Leader at The Conference Board. “Younger workers can’t be counted on to fill the void, as they lack the experience that builds deep expertise. They also tend to change jobs frequently, taking their technological savvy and any knowledge they’ve gained with them.”

Knowledge does not exist in a vacuum, so it is important to first identify and evaluate what kind of knowledge company executives are interested in capturing and sustaining.

Because so much knowledge transfer is cross-generational, from long-tenured to newer employees, an understanding of different learning styles based on generation facilitates the process. Understanding generational learning preferences and adapting how knowledge is conveyed can make the difference between merely harvesting knowledge and actually using it.

Adaptations should be made when the knowledge is specific to the organization and is mission critical, and when the less knowledgeable employee has specific generational learning preferences. For example, employees entering the workforce may prefer getting Instant Messages (IM) in real time rather than setting a schedule to meet. Gen Y employees may set up blogs to capture knowledge. Firms considering or using knowledge transfer processes should assess their readiness for Instant Messaging, blogs, wikis, RSS feeds, podcasts, and virtual reality.

There are many knowledge transfer methods available, including training seminars, formal education, interviews, mentoring, apprenticeships, instant messaging, job transfer, simulations and games, peer assists, communities of practice, storytelling, wikis, blogs, white papers, and conferences.

Revised from:

American Management Association. (2017). Effective knowledge transfer can help transform your bottom line. Retrieved from http://www.amanet.org/training/articles/Effective-Knowledge-Transfer-Can-Help-Transform-Your-Bottom-Line.aspx.

Assignment Overview

Steve Trautman is one of America’s leading knowledge experts. View the following four videos to understand the depth of the knowledge-transfer process and follow Mr. Trautman’s widely used knowledge transfer solution.

Pay close attention to the process. Developing your own Knowledge Silo Matrix and discussing what you found will be the basis of your Case 1 assignment.

Trautman, S. (2012, November 30). Introduction to the Steve Trautman Co. 3 step knowledge transfer process

. Retrieved from https://www.youtube.com/watch?v=1xj1iVhu308

Trautman, S. (2013, January 22). 5 questions that drive knowledge transfer

. Retrieved from https://www.youtube.com/watch?feature=player_detailpage&v=IvB_cOo14y8

Trautman, S. (2012, December 19). The Steve Trautman Co. 3-step knowledge transfer solution with knowledge silo matrix demo

. Retrieved from https://www.youtube.com/watch?feature=player_detailpage&v=knN-ZzVAmMY

And finally, pulling it all together:

Trautman, S. (2012, December 18). How it works: The Steve Trautman Co. 3 step knowledge transfer solution

. Retrieved from https://www.youtube.com/watch?feature=player_detailpage&v=tWyMU90x6o4

Case Assignment

For this Case Assignment you will be completing and analyzing a matrix following the Knowledge Silo Matrix instructions in the third video above. (The team you choose could be a current or past work group, a group of committee members, a group of family members, members of a rock band, or any group where you know the expertise needed and the skill levels of the employees/members.)

You may (a) complete the matrix by hand, (b) use the Knowledge Silo Matrix Word form, or (c) download the Excel form from stevetrautman.com. Remember these key points:

The Knowledge Silo Matrix (KSM) is a high-level tool of knowledge silos. Think bigger picture. For example, if you were filling out a KSM for building a house, some example silos would be Plumbing, Electrical, Flooring, Insulation, etc. Not “Weld a pipe” or “Test for adequate water pressure.” The blog article, Tip for Better, Faster Knowledge Transfer—It’s Not What People KNOW, It’s What They Know How to DO, provided by The Steve Trautman Co., addresses the important distinction between Knowing vs. Doing. This will help you create a more actionable KSM.

Once you have your matrix completed, then respond to the following questions using the section headings in your paper that are marked in bold below. Utilize at least two sources of outside information from other authors; be sure to cite them and provide a reference list at the end.

Introduction—This section is often written after you have completed the rest of your paper.

Work Team Overview—Provide an overview of the work team you have assessed in the Knowledge Silo Matrix. Who are they, how long have they been in the group, and what are their jobs?

Skill Level in Silo—Discuss each group member’s job in terms of his/her silo status—discussing why you have evaluated them as purple, green, yellow, or white.

Matrix Analysis—Analyze what the matrix tells you.

Look at each silo and analyze what you see and what needs to be done to minimize the knowledge risk.

Look at the colors assigned to each employee (horizontal colors). What should be done next to minimize the risk related to each employee as well as to enhance the performance of the work team? Be sure to discuss the training needed (or not) for each member and what the format of the training should be given what you learn from the matrix.

Application of the Matrix–Discuss what you have learned from this exercise and the strengths of the Knowledge Silo Matrix approach and the challenges you see managers could face in an organization using the Matrix.

Conclusion

Submit BOTH your Knowledge Silo Matrix and your discussion covering the points above by the module due date.

ASSIGNMENT 2 HRM522 Employment and Labor Relations

Module 1 – SLP

Influences on Employee Relations

In the SLP project for this course you are asked to place yourself in the role of others. You might play the role of an employee, HR Manager, or another stakeholder in a private-sector organization. By the end of the course, you will have a better understanding of different HRM employee/union/employer relations responsibilities in the private-sector and how to maximize your department’s contributions to the organization.

Your assignment:

Look over the following list from the Overview page:

As you recall we began the course by considering many different internal and external factors that might impact relationships at work. For example:

Employer Rights                          Company Policy & Work Rules

Management Actions                   Wage and Salary Plans

Employee Privacy                        Employee Benefits

Supervisory Actions                     Work Design

Economic Conditions                   Available Information

Work Assignments                       Technology

Employee/Co-worker Actions       Performance Management

Labor Unions                                Company Practices

Laws & Regulations                     HRM Procedures

Write a magazine article draft (of at least 750 words) in which you select one internal or external factor from above and analyze how it can positively or negatively impact work relationships. (Look at HR Magazine in the library to see what a short magazine article might look like.) Be sure to include employer examples (stating employers by name). Also provide specific examples (for example, if you discuss “work assignments,” provide actual examples of work assignments on the job and how they could impact relationships with others).

Include 2 additional library sources (or more) to help strengthen your submission.

Upload your paper by the module due date.

ASSIGNMENT 3 Module 1 – Case

Influences on Employee Relations

Assignment Overview

Signature Assignment: Information Literacy, Emphasized Level

View the following video on information literacy:

(Eastern Gateway CCTS, 2015).

As mentioned previously, there are many influences on employee relations in organizations. One of the most relevant today is the amount of information that is available.

There are numerous sources of information available to us as students, employees, labor union representatives, HRM professionals, and business managers. Before we use information that we have found, however, it is important that we evaluate its authority and appropriateness.

Case Assignment

In this assignment you will be evaluating sources and developing an Annotated Bibliography of your findings.

Review the following articles related to information literacy and others you have found and make a comprehensive list of important factors needed to evaluate sources. (You will need to include this list as an Appendix in your Annotated Bibliography.)

University of California Berkeley. Critical evaluation of resources. Retrieved from http://www.lib.berkeley.edu/instruct/guides/evaluation.html

Cornell University. How to critically analyze information sources. Retrieved from http://olinuris.library.cornell.edu/ref/research/skill26.htm

Cornell University. Distinguishing scholarly journals from other periodicals. Retrieved from http://olinuris.library.cornell.edu/ref/research/skill20.html

Cornell University. Evaluating web sites: Criteria and tools. Retrieved from http://olinuris.library.cornell.edu/ref/research/webeval.html

Find three valid sources related to workplace relations from the Trident Online Library and one valid source from the web/internet. Use sources that are outside of module readings that you have not utilized previously in other MSHRM courses. They should be sources “brand new” to you.

List the source citations in APA format under the heading Annotated Bibliography.

Under each source citation, in paragraph form:

Briefly discuss what the source covers and its importance to the topic of workplace relations.

and

Analyze specifically how the factors listed in your Appendix apply to the source (i.e., carefully critique the source using those factors).

Submit your assignment by the module due date.

Information Literacy

As you may recall, the first signature assignment addressing information literacy at the “introduced” level was located in the ETH501 Business Ethics, Case 1 Assignment.

Then, in MGT516 Legal Implications in HRM, information literacy was assessed at the “reinforced” level in Case 1.

Now, in this HRM522 Case 1 assignment, your information literacy skills will be further developed reaching the “emphasized” level.

These three assignments build upon each other and aim to offer you the opportunity to enhance and practice your information literacy skills at the graduate level.

The grading rubric for this HRM522 assignment has been developed to measure student success in meeting the HRM522 Case 1 expectations related to information literacy.

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How does the author describe organizational behavior?

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Q Academy of Management Review 2018, Vol. 43, No. 4, 541–545. https://doi.org/10.5465/amr.2018.0233

EDITORS’ COMMENTS: IS ORGANIZATIONAL BEHAVIOR OVERTHEORIZED?

but it falls short on the characteristic of accuracy (i.e., by relying on assumptions about rationality that have long been disproven). The field of OB, in contrast, can seem disorganized because it pri- oritizes theory about human nature that is both general and accurate, but it does so at the cost of simplicity (i.e., based on the recognition that greater accuracy in such theorizing entails a deeper understanding of what makes us tick).

We can furthermore observe how the trade-offs one might make with regard to the characteristics of simplicity and accuracy in our theorizing can reflect underlying views about what is important. For example, if one is interested in economies, industries, or organizations, then it is easy to justify giving them more attention at the expense of understanding people more accurately (for a critique of this perspective, see Felin, Foss, & Ployhart, 2015). Yet how would those interested in understanding how organizations can leverage their strategic capabilities respond if we were to treat these strategic differences with the same levels of simplicity as they might apply to people (e.g., based on the presumption that organizations cannot change; Hannan & Freeman, 1977)? We anticipate that they would view this as an oversimplification.

OB scholars tend to believe that an accurate understanding of people is vitally important for explaining myriad phenomena that can be criti- cal for organizations. Hence, we emphasize the need to consider the complexities underlying human nature that shape how people navigate the world more thoroughly, even at the expense of simplicity, if we are ever to truly understand the nature of organizations, industries, and econo- mies that people inevitably shape. This orienta- tion is also reflected by scholars interested in the microfoundations of business strategy who seek to identify the lower-level origins of firm perfor- mance and competitive advantage. From this perspective we contend that calls for the OB lit- erature to develop a central unifying theory to guide our account of human nature largely miss the point of what the field seeks to do.

Yet such criticisms do not miss the point en- tirely. Although focused theoretical accounts of

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One of the most common criticisms we have encountered regarding the domain of organi- zational behavior (OB) is that our field lacks a central unifying theory from which it can build. Critics argue that OB scholarship too often amounts to a disorganized hodgepodge of find- ings and that this potential disarray makes it difficult for the literature to advance. Their view is that rather than presenting a cohesive framework that can orient and guide OB research as a field, we instead have created a litany of constructs, models, and theories that remain disconnected from one another. Moreover, ongoing efforts in this domain seem to exacerbate this issue by proposing additional constructs, models, and theoretical perspectives that purport to differ so markedly from past work they should be consid- ered on their own terms. Such tendencies, in turn, often prompt criticisms that these constructs, models, and theories are too narrow (and, thus, fail to capture anything meaningful); that the field spends too much time proposing new theories relative to empirically testing the theories we al- ready have; and that these problems ultimately impede the extent to which our research can in- form practice.

ANALYZING THE CRITIQUE

We believe these concerns are both right and wrong. With respect to why such concerns may be wrong, we would first note that it is much easier to offer a central unifying theory when one is willing to gloss over reality. This can be understood by considering the “impostulate of theoretical sim- plicity,” formulated by Thorngate (1976) and elaborated by Weick (1979), which contends that it is impossible for a theory of social behavior to be simultaneously general, simple, and accurate. Weick (1979) conveyed this point by spacing these three characteristics equally around the face of a clock (see Figure 1) to underscore how any ex- planation that satisfies two of these characteris- tics is ultimately least able to satisfy the third. For example, one might consider theory in economics unified because it is grounded on assumptions about human nature that are general and simple,

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FIGURE 1 Trade-offs Inherent in Theory

empirical findings and theoretical claims that are posited over time are ultimately consolidated into a broader and more cohesive theoretical argument (e.g., Keltner, Gruenfeld, & Anderson, 2003; Nemeth, 1986; Trope & Liberman, 2010).

We can likewise identify many areas in OB that are ripe for this kind of theoretical consolidation. For example, one of the major topics in our field concerns the role of power in organizations. Yet a major gulf has emerged between management scholars who study power from a psychological perspective and those who study it from a socio- logical perspective. Thus, to the extent that the insights from a psychological perspective (pri- marily focused on individual cognitions and be- havior; e.g., Keltner et al., 2003) can differ from insights from a sociological perspective (focused on the implications of relational dependence; e.g., Kim, Pinkley, & Fragale, 2005), theoretical efforts to compare, contrast, and ultimately re- solve discrepancies between these views seem warranted.

There are also cases in which lines of research that purport to examine different topics—and thus largely ignore one another—ultimately inform similar phenomena and, hence, could benefit from some form of integration. A salient example of this situation can be found by comparing the conclusions from the large body of literature on task and relational conflict with the literature on employee voice. Specifically, the conflict litera- ture focusing on the implications of task and re- lationship conflict concludes that both types of conflict are detrimental to collective performance and should therefore be avoided. However, the literature on employee voice, which has been defined as “the discretionary provision of in- formation intended to improve organizational functioning to someone inside an organization with the perceived authority to act, even though such information may challenge and upset the status quo of the organization and its power holders” (Detert & Burris, 2007: 869), focuses on how such voice can be beneficial and suggests that it be promoted. Yet if employee voice does risk challenging and upsetting the status quo, it also seems likely to foster the kinds of conflict that have been found in the conflict literature to be detrimental. This kind of discrepancy regarding the potential benefits and costs of employee voice has been largely overlooked, in large part be- cause of the lack of theoretical dialogue between the conflict literature and voice literature, and it

General

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1 10 2

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new phenomena that provide deep insights into what makes them novel and important are cer- tainly still valuable in OB, the field seems under- represented by efforts to integrate these theories into a cohesive whole. Far too often, scholars in our field seem preoccupied with making a case for why a phenomenon is completely different, and thereby in need of entirely new theory, rather than focusing on how the phenomenon might be in- tegrated with prior concepts, insights, theories, and applications. Thus, opportunities to identify commonalities, complementarities, and dispar- ities across theories in OB, management, and the social sciences are often neglected. And this lack of theoretical integration can result not only in an unnecessary bloat of theoretical arguments relative to the substantive insights they actually provide but also in greater difficulty identifying critical outcomes, as well as theories and frame- works that might most directly contribute to our understanding of those outcomes.

OPPORTUNITIES TO ADVANCE THE FIELD

We believe there are opportunities to address these concerns. A general theme in science is that research-based knowledge grows until it reaches a level of great complexity at which point the po- larity shifts when a more cohesive, simpler ex- planation is provided that encompasses these fragmented findings and theories. From this per- spective it is possible that the current state of “overtheorization” in OB is simply a necessary step on the way to an eventual theoretical con- solidation. Indeed, we can see this ebb and flow occur in many areas of psychology, where myriad

2018 Editors’ Comments 543

illustrates the kind of opportunities that exist to make substantive theoretical contributions through more integrative efforts.

Moreover, some topics in the OB literature re- main surprisingly devoid of integrative theory, particularly in relation to the number of empirical papers and theoretical claims that have been published. A case in point can be found in the burgeoning literature on behavioral ethics, in which scholars have sought to move beyond classic philosophical views about how people should behave (e.g., Bentham, 1781; Kant, 1785) to investigate how people actually make ethical judgments. This shift is based on the recognition that people do not make ethical decisions ratio- nally based on abstract philosophical principles, and it has led to a range of notable findings. However, the specific theoretical perspectives underlying such findings are often quite different, with one set focusing on people’s efforts to ratio- nalize their intuitive gut reactions (Haidt, 2001), another set focusing on ethical appraisals (not of the act but) of what that act tells us about the ac- tor’s moral character (e.g., Uhlmann, Pizarro, & Diermeier, 2015), a third set focusing on ethical evaluations across multiple rather than single acts (Monin & Miller, 2001), and myriad other studies highlighting how ethical judgments can arise from factors ranging from moral disengage- ment (Bandura, 1990) to self-serving appraisals (Mazar, Amir, & Ariely, 2008) to lack of awareness (Bazerman & Tenbrunsel, 2011). Needless to say, readers of this literature would certainly benefit from more integrative theories that can help them make sense of these disparate ideas, consolidate these notions in a more cohesive whole, and thereby establish a broader and more robust foundation for subsequent empirical research.

A FEW RECOMMENDATIONS

Of course, addressing this call for more co- hesive theoretical explanations is not a simple task. It is easy to get overwhelmed by the litany of theoretical arguments that can pervade a given scholarly domain and by the task of reconciling their myriad idiosyncrasies. However, it is also the case that a handful of relatively straightfor- ward steps can be taken to facilitate this goal.

One step that we believe will help foster greater theoretical consolidation is for the field to heighten its focus on outcomes that clearly matter. This recommendation arises from the

observation that many theory paper submissions we have encountered at AMR seem driven by the effort to fill “gaps” in the literature. Such attempts can represent tempting opportunities to lay un- rivaled claim to a new line of inquiry and avoid the challenges of navigating more crowded scholarly discourse about phenomena that have received more scholarly attention. Yet the mere presence of a gap does not mean that filling it is necessarily important. Indeed, gaps sometimes exist precisely because there is little to be gained from filling them. Moreover, the fact that a phe- nomenon has received ample attention may ac- tually increase rather than decrease the need for integrative theory (as the aforementioned exam- ples we have offered can illustrate). Thus, we en- courage theorists to start from the premise that not all outcomes are equally important, and, like others before us (Lewin, 1951; Van de Ven & Johnson, 2006), we urge theory development with a view to confronting problems that matter. By doing so we hope scholars in the field will shift more of their attention toward addressing sub- stantive questions and anomalies that persist in reality, particularly when prior theoretical ac- counts of such issues remain fragmented and in- consistent, rather than simply adding to the field’s already substantial list of purportedly “new” con- structs, additive models, and lines of inquiry.

Next, upon selecting this topic, we encourage theorists to take a broader view by exploring how a wide range of theoretical explanations might help inform it, even if those theories come from different bodies of literature (for a discussion of this process, see McDaniel & Gibson, 2012). By doing so scholars may discover that some of these theories only differ in appearance because they were developed within different contexts. And, through this recognition, scholars may ultimately consolidate these different theories into a more cohesive account of the phenomenon under in- vestigation. Alternatively, in cases where an evaluation of these theories reveals that they meaningfully differ and even provide the basis for contradictory predictions, such occasions provide natural opportunities for substantive theoretical resolution. Whether that is accomplished by making the case that one theory is simply more valid than the other, by identifying key modera- tors that can affect when each of these theoretical explanations is more likely to hold, or by ad- dressing their differences through some other means, such efforts can ultimately help reduce

544 Academy of Management Review October

the range of seemingly disparate theoretical ex- planations by addressing why such theoretical accounts might differ.

Finally, in the course of developing theory, we underscore the importance of doing so with an appropriate level of granularity—one that will best illuminate its intended contributions. Spe- cifically, we recommend avoiding elaborate con- structions (especially in a paper’s introduction) that involve an array of choppy references to theories that are cobbled together primarily for the sake of demonstrating one’s knowledge of the field, rather than because those theories sub- stantively inform the phenomenon under inves- tigation. If such theoretical arguments do not substantively inform the intended contribution of the paper, attempts to discuss them should be limited to explaining why they are inadequate or beyond one’s own theory’s scope so they are less likely to distract from the paper’s contributions.

Likewise, we note that not all elaborations of a model are equally likely to make that model more insightful. Greater elaboration can, in some cases, certainly make a substantive difference, such as by explaining theoretical inconsistencies or contradictions. However, there are also cases where such elaborations (e.g., those motivated by efforts to add finer-grained detail for the sake of thoroughness) may do relatively little to increase insight into causal relationships that manage- ment scholars and practitioners may care about, and this may even hinder their ability to see the bigger picture or derive possible applications. Thus, the challenge is to develop theory with an appropriate degree of parsimony, in a manner that emphasizes the most important elements of the intended contribution without getting lost in unnecessary digression and detail. We believe this will allow better consideration of how theo- retical arguments may be integrated into a more coherent account of the phenomenon under investigation.

In conclusion, our claim that OB is overtheor- ized should not be taken as an endorsement of efforts to force-fit a single theory to explain a phenomenon, especially when that theory does not adequately account for the phenomenon’s complexity or when it stifles the development of other theoretical advances that can provide fur- ther insight. Instead, our intent is to highlight the need to consolidate the abundant and ever- growing range of theories in our field into broader and more coherent accounts of the important

phenomena we wish to explain. Such efforts not only will help OB scholars take better stock of where they stand with regard to their knowledge of a given phenomenon but also will help guide their subsequent theoretical and empirical in- vestigations of the topic. In contrast, neglecting this kind of theoretical integration poses the risk of increasingly overwhelming these areas of in- quiry with an ever-growing theoretical disarray that will deter scholars in our field from engag- ing with that literature. Thus, we raise this call for action to address these concerns in the hope that these kinds of efforts will ultimately help our field to better flourish.

REFERENCES

Bandura, A. 1990. Selective activation and disengagement of moral control. Journal of Social Issues, 46: 27–46.

Bazerman, M. H., & Tenbrunsel, A. E. 2011. Blind spots. Prince- ton, NJ: Princeton University Press.

Bentham, J. 1781. The principles of morals and legislation. Buffalo, NY: Prometheus Books.

Detert, J. R., & Burris, E. R. 2007. Leadership behavior and employee voice: Is the door really open? Academy of Management Journal, 50: 869–884.

Felin, T., Foss, N. J., & Ployhart, R. E. 2015. The micro- foundations movement in strategy and organization the- ory. Academy of Management Annals, 9: 575–632.

Haidt, J. 2001. The emotional dog and its rational tail: A social intuitionist approach to moral judgment. Psychological Review, 108: 814–834.

Hannan, M. T., & Freeman, J. 1977. The population ecology of organizations. American Journal of Sociology, 82: 929–964.

Kant, I. 1785. Grounding for the metaphysics of morals. (Translated by J. W. Ellington.) Indianapolis, IN: Hackett.

Keltner, D., Gruenfeld, D. H., & Anderson, C. 2003. Power, ap- proach, and inhibition. Psychological Review, 110: 265– 284.

Kim, P. H., Pinkley, R. L., & Fragale, A. R. 2005. Power dynamics in negotiation. Academy of Management Review, 30: 799–822.

Lewin, K. 1951. Field theory in social sciences. New York: Harper & Row.

Mazar, N., Amir, O., & Ariely, D. 2008. The dishonesty of honest people: A theory of self-concept maintenance. Journal of Marketing Research, 45: 633–644.

McDaniel, D., & Gibson, C. B. 2012. Emergent ideas in emerging markets: The process of discovery in organi- zational research. In C. L. Wang, D. J. Ketchen, Jr., & D. D. Bergh (Eds.), West meets East: Building theoretical bridges, vol. 8: 39–59. Bingley, UK: Emerald Press.

Monin, B., & Miller, D. T. 2001. Moral credentials and the ex- pression of prejudice. Journal of Personality and Social Psychology, 81: 33–43.

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Nemeth, C. J. 1986. Differential contributions of majority and minority influence. Psychological Review, 93: 23–32.

Thorngate, W. 1976. “In general” vs. “it depends”: Some com- ments of the Gergen-Schlenker debate. Personality and Social Psychology Bulletin, 2: 404–410.

Trope, Y., & Liberman, N. 2010. Construal-level theory of psy- chological distance. Psychological Review, 117: 440–463.

Uhlmann, E. L., Pizarro, D. A., & Diermeier, D. 2015. A person- centered approach to moral judgment. Perspectives on Psychological Science, 10: 72–81.

Van de Ven, A. H., & Johnson, P. E. 2006. Knowledge for theory and practice. Academy of Management Review, 31: 802– 821.

Weick, K. E. 1979. The social psychology of organizing (2nd ed.). New York: McGraw Hill.

Peter H. Kim Robert E. Ployhart Cristina B. Gibson Associate Editors

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