Professional Documents
Culture Documents
Course Description
Studies the role that leadership plays in organizational success, with a focus on the importance
of emotional intelligence in inspiring and motivating others. Explores the neuroscience research
on the role of emotions in leadership behavior. Examines different organizational structures and
frameworks with a focus on how leadership adapts to be successful in different organizations.
There will be a significant focus on individual leadership where students will identify their own
leadership aspirations, behaviors and styles.
Teaching Methods
This course will be taught in a “learner centered” approach (Socratic Method). Students will be
expected to participate in dialogues and to offer ideas without fear of being “right or wrong”. The
goal of this approach is to allow students to learn from each other as well as from the instructor
and the texts. Students must be present in threads for this approach to work. If you are absent,
you are not only infringing on your education but also on the education of your classmates by
not providing your perspective to the other students. The role of the instructor is to guide the
thinking of the students as a facilitator of learning. The process of learning takes place in the
mind of each student and it will be the goal of the instructor to provoke that learning using
appropriate questioning techniques. Do not be afraid to be wrong! Speak/write and express your
thoughts but be open to incorporating the thoughts of others. Also, be open to the consideration
of ideas that challenge your own. Only then will your learning exceed that which is possible by
other means. Expressing an incomplete, naïve, or misinformed opinion in class has no penalty
in this grading system. However, failure to apply the concepts of the material covered in the
course will result in incomplete assignments.
Course Objectives
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At the end of this course, students will be expected to:
• Develop an individualized leadership development plan for themselves with timelines and
measurable outcomes
• Identify a clear set of leadership aspirations for themselves and gather feedback (during
the class) about how his/her leadership is being perceived by others
• Build a business case for the importance of emotional intelligence within leadership,
including how this impacts overall organizational success
• Compare and contrast how perceptual framing impacts the ways that organizations are
viewed by analyzing an organization from two different perceptual frames
PREREQUISITES:
None
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Course Text and Readings
Leadership- Theory, Application and Skill Development by Robert N. Lussier, PhD., and
Christopher F. Achua D.B.A. (South-Western Centage Learning, 4th Edition, 2010)
Peter G. Northouse, Introduction to Leadership Concepts and Practice (Sage Publications Inc.,
2009)
Link for case studies to purchase at Harvard Business Review – (5 cases to purchase at $3.90
each) http://cb.hbsp.harvard.edu/cb/access/6018249
Contact Information
We will be using Arcadia e-mail and Blackboard. Make certain your account is active
and accessible. Check it routinely for announcements, course information, etc.
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About your professor:
Steven Seay, Ph.D., a product of Silicon Valley, California and an MIT-trained strategist, is the
Managing Partner for Crimson Eagle LLC, an Executive and Management consultancy based in
Minneapolis, Arcadia. Steven’s client list includes such notables as Kellogg’s, Harley-Davidson,
Chicago Public Schools and the U.S. Postal Service.
Dr. Seay has advised multinational clients on such issues as organizational strategy, human
performance dynamics, Mergers & Acquisition infrastructure and implementation as well as
organization effectiveness. His recent work has been twofold: ‘Effective Change Management
Strategies’ and ‘Back to the basics in Customer Satisfaction’.
Dr. Seay is a frequent speaker, author and business/management lecturer at many institutions to
include Auburn University, Nova Southeastern University, the University of Arcadia’s Carlson School
of Management, Troy State University and Southwestern College, as well as a visiting professor for
Oxford University. Dr. Seay has developed and delivered over 50 workshops to include Strategic
Planning, Effective Communication, Managing Change, Consulting Skills and Customer Service.
Steven has served in executive roles with other notable companies such as Jostens, Best Buy,
Oracle and Aramco Oil. Steven holds a B.S. degree in Organizational Psychology, an MBA in
Strategy and a Ph.D. in Management and Organization Psychology. Dr. Seay also serves as an
Advisory Board member for the Twin City Company--Pinnacle Services, Inc., a board member for the
Arcadia Mental Health Association, and a former board member of the Twin Cities Human Resource
Association (TCHRA).
Prior to business, Steven traveled the world training, practicing and competing in Mixed Martial Arts,
specifically Kempo Karate, Brazilian Jiujutsu, Aiki-Jiujutsu, and Krav Maga, and competed in Asian
and Far Eastern games and cage fighting in Thailand, Vietnam, Korea, Cambodia, Japan (PRIDE)
and Morocco, all of which served to bring Mixed Martial Arts to America as seen in UFC fighting.
Steven’s MMA record from 1986 – 1991 was 24-3-0. Steven is teaching his two daughters,
Savannah (16) and Tess (6), self-defense techniques as well as striking and grappling techniques.
Steven submits frequently to these two talented ladies
You may reach Dr. Seay using the contact information below.
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Course Schedule
2 a. Respond to both threads per the posting criteria For how to complete a case study,
Week of b. Read Chps 3-4 (Lussier) please read the sections in the
May 8 c. Read Chps 3-4 (Northouse) syllabus
d. Case – The CEO Can’t Afford To Panic
e. Complete Observational Exercises 3.2 and 4.2
f. Complete Reflection and Action Worksheet 3.3 and
4.3
3 a. Respond to both threads per the posting criteria
Week of b. Read Chps 5-6 (Lussier)
May 15 c. Read Chps 5-6 (Northouse)
d. Complete Observational Exercises 5.2 and 6.2
e. Complete Reflection and Action Worksheet 5.3 and
6.3
4 a. Respond to both threads per the posting criteria
Week of b. Read Chps 7-8 (Lussier)
May 22 c. Read Chps 7-8 (Northouse)
d. Case – The Home Depot
e. Complete Observational Exercises 7.2 and 8.2
f. Complete Reflection and Action Worksheet 7.3 and
8.3
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5 a. Respond to both threads per the posting criteria
Week of b. Read Chps 9-10 (Lussier)
May 29 c. Read Chps 9-10 (Northouse)
d. Complete Observational Exercises 9.2 and 10.2
e. Complete Reflection and Action Worksheet 9.3
and 10.3
Competency Assessment
You will have several opportunities to demonstrate your competence in this course. The
following describes the assignments required for completion of the course.
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Grading Summary
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Observational From Northouse Text Weeks 10
Exercises 2,3,4,5,6 (50 pts. each)
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Attendance & Participation
Active participation in this on-line course is welcomed, encouraged and expected. There will be
a variety of weekly assignments including readings and exercises as well as discussion board
questions that students will respond to and discuss.
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Grading Information
Organization: all required elements of the assignment completed; use of headings and sub-
headings to distinguish each element
Content: complete, good faith effort to meet the requirement of the assignment element; use of
specific examples; demonstrate critical thinking, e.g. analysis and conclusions.
Summary: This is a very good paper/project. The writer shows a very good ability to apply
course concepts to the topic. The paper’s purpose is clear and is supported with an accurate
amount of data and specific example to make the paper convincing. The paper is well
organized, clearly written, and properly cited. The writer has used credible sources from outside
of the class textbook for illustrative purposes. The paper includes minimal errors in grammar or
mechanics. The reader can follow the paper easily and understand how the writer reached the
conclusions she/he reached.
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C+ to C-; Satisfactory 70-79% of total points (77-79 = C+) (73-76 = C) (70-72 = C-)
A paper that has the required information but contains quite a few errors in appearance,
organization, grammar, punctuation, and/or spelling that require substantial revision.
Or
A good ("B") paper that is missing two or more elements of the assignment.
Summary: This is a satisfactory paper/project. The writer shows a sufficient ability to apply
course concepts to the topic. The paper’s purpose is clear and displays evidence and data to
support points. The paper is clearly organized and written clearly. Proper citation is used. The
writer has used questionable sources or none at all from outside of the class textbook for
illustrative purposes. The paper includes some mechanical and grammatical errors. The reader
is able to grasp the main points of the paper but is not particularly motivated by the writer’s
arguments or points.
Summary: This paper/project fails to meet the basic writing requirements discussed above.
The writer does not meet the minimum requirements for the assignment.
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Class Policies
Late Assignments:
My expectation is that each assignment will be completed by the due date. Assignments
(excluding threaded discussions) will be accepted up to 3 days late. Each day late will
result in a 10% penalty. After 3 days no assignment will be accepted.
Student Handbook: Please refer to your student handbook for all university regulations.
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Also unacceptable is behavior that is flagrantly disruptive to the effective conduct of the
program; behavior that is clearly unprofessional, unethical, or that reflects adversely on
the Arcadia University program or the professional community; or behavior that violates
the general understanding of proper conduct for students.
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Appendix A
*Case Study Method. Some of the thinking and writing you will be asked to do in this course is
centered on actual or imaginary cases. Case studies challenge you to apply theories to explain
events, and at the same time test the effectiveness of the theories. In this course, which is a
training ground for the study of human resources, you will be given a good deal of guidance, so
that eventually the discussion of a case will become second nature to you. For the most part, a
case has the following features:
Note that there are no "wrong" or "right" answers in a case study, only reasonable or
unreasonable ones. Note also that in every case study you are being asked to imagine yourself
as an actor on the organizational stage, not just an observer. Ultimately, learning that does not
result in action is wasted. The whole point of learning about organizational behavior is to change
the way you function in an organization so that your organizational life becomes more
meaningful, more purposeful, and more effective in reaching your personal and organizational
goals
The amount you learn from a case depends on how carefully you read it and how well you
analyze it. Read each case thoroughly and come to class ready to contribute to discussions, just
as though you were preparing for a (worthwhile) meeting at work. Don’t be passive; don’t expect
somebody else in the class to do the analysis or come up with that great solution to the firm’s
problems. Some cases will come with a set of study questions to help you focus your
preparation effort. Please read these carefully before reading a case. These will not always
cover every issue, but they will give you a good basis for discussion.
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Consider this quote by O'Reilly and Pfeffer (2000) who make this observation about how most
effective executive education occurs:
"…Not through lectures by professors or other experts but through engaged discussion of
examples, typically in the form of a CASE, in which the interactions among the participants
generates a variety of possibilities and perspectives. It is through the individual's engagement in
this discussion that he or she is able to really gain useful insights that are relevant to his or her
unique circumstances. Said differently, simply listening to an expert describes what you should
do or how you should manage is unlikely to provide much of last benefit. Mark Twain, a great
social scientist, observed that a man who chooses to carry a cat home by the tail learns at least
ten times as much as someone who only watches" (p. ix.).1
1
O'Reilly III, C. A. , & J. Pfeffer (2000). Hidden Value: How Great Companies Achieve Extraordinary
Results with Ordinary People. Harvard Business School Press.
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Guidelines for Analyzing Cases (Dr. Seay’s version)
In preparing to discuss a case, you should succinctly present your analysis and clearly
emphasize and defend what you think are the major issues, their underlying causes, and
appropriate responses.
Feel free to use the following section headings to structure your written document. This format is
not mandatory. In most cases, I have seen approximately four or five numbered items under
each heading (except for the “Problem” statement, which will usually consist of two to three
primary problems.)
1. Issues and Assumptions: Identify one or more key issues in the situation described in the
case and/or your underlying assumptions. Every situation has a number of issues and your
task in this section is to identify the major issues that you will focus your analysis on PLUS
any assumptions you feel it is important to highlight.
2. Analysis: What are the causes/factors producing the situation described in the case? Also,
are its likely effects a major problem, or so minor that they should be ignored? You will
probably need to devote most of your efforts to this section, as this is the most difficult part
of the assignment for most students because it involves theorizing about why things have
happened, rather than just describing what did occur. Although difficult, this is essential
because if you can figure out WHY the situation arose, then you can begin to pinpoint what
aspects of the situation are going to be responsive to management action. (This may be why
Kurt Lewin said, “There is nothing so practical as a good theory.”)
3. Problem: In complex situations there are far more problems that we can attend to. While
this section will be brief (a sentence or two), it is where you cull the key problem that you
think lies at the heart of the case from the various issues that you identified in the first
section as potential problems. (Note: Your analysis in section two should make quite clear
why you selected the problem you have chosen to focus on).
4. Management Action: What course of action would you adopt if you were involved in this
situation? How would you implement your suggested actions? In this section it is essential
for you to be concrete (e.g., if you think that employees should cooperate more, rather than
saying “they should cooperate more”, tell me what should be done specifically to get them to
cooperate. Further, every idea has its good and bad points—be sure to include a statement
for each of your recommended actions about the potential for your recommendation to be
ineffective or effective or to backfire.
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Common Problems with Case Analysis’—and Corrective Rules of Thumb
There are four general heuristics that are important to keep in mind in analyzing a case and
writing up your analysis.
First, do not simply recount facts from the case. What I want to see is what you think are the
underlying causes and solutions that are not explicit in the case, that you have derived from the
readings, in-class discussions, or your own experience and applied to the case—an exception is
when you want to use a brief example to support one of your recommendations.
The second heuristic is to make sure that the various sections of your document are clearly
linked. This means that if you raise an issue in the first section, be sure you analyze its causes
and effects in the second section and provide suggested actions in the last section. Although
there are various ways to handle this concern, the easiest way to do this is to explicitly structure
(and label) each distinct point you are trying to make in your write-up so that item #1 in section
one corresponds to item #1 in the analysis section, and so on.
Third, you may not necessarily work on preparing the document in the order the sections will
finally appear. Sometimes you will know what corrective actions are required and need to
backtrack to figure out what underlying causes those actions must be responding to. Other
times it will be clear to you what theory discussed in your reading is relevant to the case, but
you will need to go back and figure out how to link that theory to other aspects of the case.
Finally, think of each case analysis as a report you are giving to your boss at work rather than
as a class exercise. You need to persuade me (as your boss) that I should allocate resources
(e.g., time/attention, personnel, money) and perhaps risk my own (or the organization’s)
reputation by following your advice.
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Additional Evaluation Criteria for Research Documents and Case Studies
When I read your paper, I will be evaluating it based on how well it meets the following criteria:
1. Have you demonstrated that you understand and can apply ideas from the course
readings and class discussions?
2. Did you identify other critical factors from your readings and class discussions and
address them in your paper? (Did you go beyond the minimum requirements for the
paper?)
3. Are your Management recommendations clearly expressed and logically consistent with
Management principles and practices?
4. Is your paper professional in appearance and consistent with good business writing
practices? Is it comprehensive, complete, clear, coherent and concise? Does it have a
cover page with the pertinent information on it?
5. Is your writing free from mechanical errors? Correct spelling, complete sentences,
grammatically correct, etc.
1. What are the General and Specific Issues associated with the topic?
2. What are the Pro and Con of the positions presented?
3. What are your recommendations? What other options did you rule out and why?
4. What are the Implications of your Recommendations (i.e. financial, social, consumer,
employer, providers, etc.)?
5. How do you know what you know?
6. What’s your Evidence?
7. How and where does what you’ve learned fit in?
8. Could things have been otherwise? Who Cares? What Difference does it make?
9. What don’t we know about the topic or situation that has yet to be answered by others or us?
Grading of the paper/project will be done by the Professor Seay according to these specific
standards.
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Appendix B
Students sometimes inquire about why I give essay exams. My response is that the real
world is essay tests. I have never had a boss, coworker or subordinate ask me a multiple
choice or true – false question in the workplace. Have you?
(P. S. Experiments have shown that students study more efficiently for essay exams than for
objective tests.)
I have gathered the following tips from a number of sources. I hope they help you study more
effectively and also reduce your anxiety while taking an essay exam.
1. Read the instructions carefully before starting and review them at least once during the test.
2. Read all the test questions carefully before starting to write. Key nouns identify the
focus/topic and verbs (define, describe, compare and contrast) will tell you how to approach
the topic.
3. Ask for clarification if you do not understand a question.
4. Divide the time available and watch the clock so you can answer all questions. Allot more
time for the more difficult questions. Save some time for the end of the period to review
what you have written and make any necessary modifications.
5. Write answers on only one side of the paper. This allows you to use the reverse side for
making an outline or other notes before you compose your response.
6. Start by writing a thesis statement that expresses your main point or conclusion. Support
your point or conclusion with specific examples and relevant evidence.
7. Reread your exam before you turn it in.
8. If you run out of time, quickly jot down your main points and examples and note “I ran out of
time”.
Yes, your grade is affected by the quality of your writing Poor handwriting, grammar,
punctuation, spelling etc. are always a distraction and any instructors’ judgment is negative
influenced when it is a struggle to decipher your writing. I always allow sufficient time for taking
the test so that you think about and take care with your writing. Remember, all work is to be
typed with the exception of the three exams.
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Appendix C
Reminder
Most importantly, talk to me if you need help. A colleague of mine says it best: “ If you are
in trouble, let me know. If you don’t talk to me, I won’t know you want help. If you ask for help
after your ship has settled on the bottom, it’s too late.”
Student Effort Research has shown that learning takes place in direct relationship to student
effort and involvement. In other words, the more you put into the course, the more you will get
out course. What does this mean? Guidelines from the University of Arcadia’s accrediting
organization call for 3-4 hours of outside study and prep time for every hour spent in class. So,
for 3 1/2hours of class time per week, you should plan on spending 10-12 hours of outside time
per week. While the outside time will certainly vary from week to week, depending upon
assignments and other commitments, consider this course a significant commitment toward
your own learning as a student!
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Appendix D
POSITIVE FEATURES:
• clearly state the objectives of the paper and explain how the paper is
organized
"In this paper, the history of hackers will be examined, along with the
advent of the new generation of hackers, their goals, how these goals are
achieved, and how the new computer underground compares to original
hackers. The new generation of hackers has different characteristics from
the original hackers, yet the justifications for their actions have remained
the same." [Kroen]
When you are thinking about what paper topic you might want to
write about, it might be useful to consider how your paper might be
developed. For example, you could choose to write a historical
explanation of how the Internet developed, or of how changes in
computing practices have occurred in industry. Another possibility
would be to develop your paper in terms of cause (or multiple
causes) and effect (or multiple effects). A specific example of this
might examine the effects of software piracy. Yet another
possibility would be examining a number of issues or
considerations that are important to a topic. In this case, you
should be careful to include all of the important issues or
considerations. For example, if a company is considering the
possibility of telecommuting, what considerations will affect their
decision-making?
• identify a problem that you want to solve (or begin trying to think about
how to solve) in your paper
"Just who benefits most from telecommuting and at what costs are the
main focus of this paper." [Murphy]
For example: "The changes occurring in the last five years have made it
particularly important to address this problem now. In the last five years,
the following changes have occurred...[list of changes]. As a result of
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these changes, new problems have developed. Rather than allowing the
current situation to continue, we need to address these issues."
For example: If you're writing about gender issues, you need to include
some information about current businesses practices for each of the
sexes.
• take a position and offer a clear rationale for why that position is a
reasonable one
"In many cases, the hacking was done in response to a problem that the
underground saw with the way of a company handled business. Though
this may seem like they were taking matters into their own hands, it was
their way of communicating with large companies. The average, modern
day hacker, though different from the rest of society, does not try to
internationally harm anyone." [Kroen]
Don't simply state your position. Instead you will also need to explain why
your position is better than all of the other possible positions.
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Some examples of "key words" to help the reader see organization
are: compared, contrasted, [a number of] issues, analyzed,
causes, effects.) The final sentence should provide a conclusion
based on the specific examples presented in the paragraph. (Note
that a good example of this is presented below in the section
entitled "include clear examples."
Key words will vary for different paper topics, but one example might be
something as simple as "employees." If "employees" is a key word, then
you probably will not want to use "employees," "technical consultants,"
and "workers" to refer to the same group of people. This changing of key
words is likely to confuse your reader--so be consistent with the terms you
use.
• use appropriate transitions to help the reader see the major point (as well
as to identify which points are major and which points are less important)
"And for most people, there is an inherent fear of change, and hurdles to
leap over in learning new ways of doing things. In the local government
agencies, this is especially the case. People are entrenched in the
bureaucratic mindset, and they 'seek to maintain the status quo by fulfilling
their explicit mandates as narrowly and expeditiously as possible, rather
than seeking more effective ways to serve policy makers and the public.'
(3) People also have a fear that the new technologies will replace their
jobs, and are less willing to cooperate with the changes. However, in
many occasions, the new technologies call for a slight change in skills
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instead of actual job loss. And finally, along with the fear of being replaced
is the fear of punishment brought about as result of new systems exposing
inaccuracies within the present system." [Kim]
• draw conclusions based on the ideas presented in the paper (and present
those conclusions regularly--so that it's clear at the end of each section, and
perhaps at the end of each paragraph, what the main conclusion is)
Most writers who err in including details will include too few. It's also
possible, however, to include too many details. A good general rule of
thumb is to include one or two examples to support every major point
you're trying to make. Even if it's a minor point, you'll probably still want to
include one example, although your example may be shorter or less
developed in this case.
• chunk information in a way so that the reader can easily see the main point
• return to the main point, having supported that main point in a number of
ways
For example: "Although this is an important issue, of central concern is ... "
• include research
• include definitions (new terms, unusual terms, terms you are using in a
particular way)
"The term hacker was first used in the 1960's to describe a group of
students at the Massachusetts Institute of Technology who explored the
many possibilities of a certain computer system at the school. They meant
no harm, rather they were students who went out of the way to pursue
knowledge." [Kroen]
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"The most commonly used part of the Internet is the World Wide Web
(WWW, or the Web). The Web is a collection of pages and sites,
containing text, graphics, and sometimes music or small movie clips, that
was originally intended for the conveyance of information. It is now also
used as a forum for people to find out about each other, and as a sort of
world wide shopping mall." [Stringer]
• include clear transitions from one section of the paper to the next
For example: "Now that the problem has been fully developed, we next
need to begin thinking about some of the constraints on its solution." [Note
that this links a section that states the problem with one that identifies
some constraints on the problem.]
NEGATIVE FEATURES:
For example, you might claim that employers have only two major
concerns, when in fact many employers might see that there are far more
concerns, depending on the exact circumstances.
• begin with a general statement of the main issue, but never get around to
explaining what the problem is that the writer is trying to address
By explaining what problem you are trying to address, you help focus the
reader's attention.
Remind the reader of points you've made earlier. You can even do this by
stating, "As described earlier, there are several problems with this view of
the Web as a marketplace."
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in the context of another book. When you use a quote, you need to
provide the context for helping the reader see how the quote fits in with
your other ideas.
• rely heavily on one or two research articles (or books), rather than on a
range of diverse opinions
Don't rely too heavily on books or articles that support your opinion--try to
find a range of books or articles that represent the full complement of
ideas that knowledgeable people in the field might have about the topic.
• provide a lot of detail for concepts or ideas that you don't intend to explain
in the paper
You'll probably learn lots of interesting and unusual facts as you're writing
your paper--but don't include them unless they are directly relevant to the
paper you want to write about. Good writers often end up "throwing out" a
lot of good material, because they focus on organization and making a
single strong point (one that is clearly supported).
"All in all practices and technology give rise to and support beliefs and
norms through exposure and education"
If you think it's a good idea, you should develop it earlier in the paper.
Don't introduce new topics (especially ones that could be developed) in
the conclusion.
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• overuse qualifications
You may believe something to be true, so you may want to write: "I believe
that..." In general, however, "I believe..." statements are not appropriate.
These statements require that the reader have complete faith in you as an
expert in the field (which may not be true even if you are an expert in the
field) and that the reader be willing to trust his or her personal relationship
with you. Also, it’s generally assumed by the reader that anything you say
in the paper will be your idea--so it's redundant to say "I believe."
• over generalize
"It goes without saying..." [Note that if it goes without saying then you
probably shouldn't be saying it at all. If it doesn't go without saying, and
you need to include this information, then state the idea as clearly as
possible.]
[Note that here it is unclear what the "inappropriate material" might be.]
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• do not clarify what the assumptions are
"In fact, it is likely that if such a system were to be used the persons
creating the offending web pages would just edit certain keywords so as to
pass the electronic inspection. Either way, the Internet would be dumbed-
down to a level which is acceptable to small children. Information would be
restricted, the 'Net would be restricted, the 'Net would be strangled, and
the freedom of speech rights of adults would be compromised." [edit for
emphasis] [Woyicki]
"With luck, and some degree of effort, the problems of the Web will be
overcome, and the World Wide Web will prosper in years to come."
[Stringer]
Note that this does not explain: Why is luck necessary? What degree of
effort? It's unclear how serious or simple these problems are in the writer's
mind.
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Appendix E
As far as the class goes, this IS NOT an easy, do-nothing and receive an A class! I
hold you to the highest academic and professional standards as I am sure you hold
yourself. If you want an easy class to fill up time, this is not the one. Please come
prepared to work hard and get out of this class more than you have any other. I want to
help you learn and succeed, whether in the field of management or any other field.
The following are items of interest you should pay close attention to:
1. Just because we do not cover it in class does not mean it will be left of an
exam. You are responsible for everything in the text, notes, PPT slides,
videos, etc. I will try to help you narrow your study and preparation down,
however, you are still responsible.
2. I do not care if another professor is easy and you feel I am too difficult. My job
is to go above and beyond to prepare you for your career. I will do anything
possible to help you. Even if it means challenging you with more difficulty. My
goals is your success. Nothing less!
3. Not everyone will receive an A. Not everyone is an A student. What you think
you deserve and what you earn might be two different things. Be honest with
yourself and me. I will be honest with you.
4. I teach using the Socratic methodology. Meaning, I ask a lot of questions and
expect you to research appropriately. Then, we reconvene to discuss at
length issues and assumptions we can learn from.
5. If you do not understand something, contact me anytime. Please do not wait
until the last minute to ask me about every assignment. It will not work. I care
about your performance and want you to do well. Help me help you.
6. Please read the syllabus at least 3 times to become familiar with it. It is very
detailed and will be your guide through this course.
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7. Things you want from Dr. Seay and you will DEFINITELY receive:
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