MAN 4673-U01 – TRADE POLICY AND BUSINESS
BREXIT CASE ANALYSIS GUIDELINES and QUESTIONS
INSTRUCTIONS:
1. In August 2016, Brian Wheeler and Alex Hunt of the BBC News published an article entitled “Brexit: All you need to know about the UK leaving the EU.” The article is available at:
http://www.bbc.com/news/uk-politics-32810887
2. After you have read the article, answer the following two questions:
a. Provide a brief summary of main points of the article. (Approximately 150 words.)
b. Identify and discuss two advantages and two disadvantages of the Brexit. How do the advantages and disadvantages you have identified relate to what you have learned in “Refresher Notes #3”? Be sure to include specific terms and concepts from Refresher Notes #3 in your answer. (Approximately 350 words.)
3. Submission Instructions:
a. Answer the case in a Word doc. The paper must be turned in as a Word doc attachment in the Brexit Case Analysis Dropbox link in Blackboard.
b. Answer all questions using complete sentences. Points will be deducted for using a bulleted/numbered list format. NO BULLETS!!!
c. Please number the question you are answering. Include your name, Panther ID, and the case title on the title page of your paper.
d. The paper should be approximately 500 words (total) excluding the title page and questions.
Effective Leadership
Paper on Effective Leadership second task
Application of an effective leader task 2
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
A. Consider a scenario from your past experience as a follower and do the following: (new employee in a financial company)
1. Evaluate the effectiveness of the leader within your example using either expectancy or equity theory.
a. Describe one example of how the leader might have improved upon their own performance.
2. Describe how three motivational techniques (e.g., recognition, praise, goal setting, encouraging creativity, innovation) were used by the leader and how the techniques affected followers.
a. Recommend an additional feedback, coaching, or executive coaching technique that could have been used by the leader to improve performance.
3. Describe how power and influence were used to accomplish organizational goals.
a. Describe how the power and influence techniques were either appropriate or inappropriate.
b. Recommend an additional power or influence technique the leader could have used to improve leader performance and the performance of one other person.
B. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.
C. Demonstrate professional communication in the content and presentation of your submission.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
A. Consider a scenario from your past experience as a follower and do the following: (new employee in a financial company)
1. Evaluate the effectiveness of the leader within your example using either expectancy or equity theory.
a. Describe one example of how the leader might have improved upon their own performance.
2. Describe how three motivational techniques (e.g., recognition, praise, goal setting, encouraging creativity, innovation) were used by the leader and how the techniques affected followers.
a. Recommend an additional feedback, coaching, or executive coaching technique that could have been used by the leader to improve performance.
3. Describe how power and influence were used to accomplish organizational goals.
a. Describe how the power and influence techniques were either appropriate or inappropriate.
b. Recommend an additional power or influence technique the leader could have used to improve leader performance and the performance of one other person.
B. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.
C. Demonstrate professional communication in the content and presentation of your submission.
Taking Charge of the Unit
Taking Charge of the Unit
When Halstead became commander of the 63d Ordnance Company in August 1986, she became responsible for 250 Soldiers—a small number by today’s standards, and by the standards of her own more recent commands—but at the time the largest company in the battalion.
Halstead decided to meet with every member of the Company, from enlisted corps to warrant officers (subject-matter experts with at least 10 years’ experience) to commissioned and non- commissioned officers. She wanted to learn their perspective–what they did and didn’t like about the unit, what was working and what was not–and also to create a culture of open communication where her Soldiers and staff knew they would be heard.
Within 30 days of taking command, Halstead had met with every member of the unit. These meetings enabled her to perform an in-depth assessment of the Company’s strengths and weaknesses, and helped her to align and deploy staff more effectively within the unit. The information she collected also helped her design better systems for tracking and follow-up of problems in the unit. Halstead immediately established a command philosophy for the entire unit based on a priorities list established by her boss and mentor Colonel Irby (See Exhibit 5).
Halstead also instituted daily after-action reviews (AARs) to increase engagement, accountability, and communication:
I started conducting daily after-action reviews; we called them AARs. I would meet in my office at the end of the day with the leadership, and I would keep this to a short time, because it was after-hours, so it would be 30 minutes. And everybody in the room had to give me something that went right that day, something that went wrong that day, and something they learned that day. As the Company improved, I moved the AAR meetings to once a week. A great outcome of the AARs was that as we started to communicate, which is a huge part of leadership, we redeveloped as a team.
To curb Soldier burnout from long hours at the ammunitions center, Halstead implemented rotating shifts. She also introduced innovative punishment for disciplinary matters in a Company that had been known for inconsistent and often disproportionate punishment. When two underage Soldiers were caught drinking and sneaking their girlfriends into the barracks for instance, Halstead sentenced both to spend a weekend living and working at a shelter for homeless men, many with substance-abuse problems:
I brought these two kids in and I said, “Here’s what we’re going to do. Next four-day weekend, and that’s coming up, you two are going down to Tacoma, to the shelter. And you’re going to give up your four-day weekend—and the worst thing you can take from Soldiers is their time–and for the four days that you’re down there under supervision and working with homeless and alcoholic men, you’re going to see the effects of alcohol. And then you’re going to write a 500-word essay, and present it to the Company, on what you learned (See Exhibit 6 for excerpts from each Soldier’s essay). Now, one kid totally turned around. The other kid didn’t, and that’s pretty typical; he got into more trouble. He had to fall farther before figured life out. But for me, part of leading is being innovative.
By opening up lines of communication in the Company, and responding swiftly, decisively, and consistently to disciplinary problems, Halstead began to turn around the Company. Within six months she had rooted out the drug problems; morale became noticeably higher and productivity and performance effectiveness increased.
For the exclusive use of J. Zhou, 2018.
This document is authorized for use only by Jing Zhou in Leadership-1-1 taught by Chenwei Li, San Francisco State University from January 2018 to July 2018.
411-050 Rebecca S. Halstead: Steadfast Leadership
8
Halstead led the Company until March 1988. It was very important to her to hand over a well- functioning unit to its new commander:
It’s a huge responsibility, and you want to do everything you can to set the next person up for success and to set the new team up for success. I have another saying, which is: define your success by how you make other people successful. In that first 90 days, if something negative happens because we ill-prepared them, then we ought to be ashamed of ourselves. We should not be just going for the finish line—hand it over, we’re out of there. We should be extending that finish line.
Leadership Style: It’s Personal
In the ensuing 15 years, from 1988 through 2004, Halstead rose rapidly though the ranks and also earned two master’s degrees along the way. Between early 1989 and mid-1991 Halstead served as an assignment officer at the Ordnance Branch, U.S. Total Army Personnel Command, in Alexandria, Virginia. Halstead was responsible for assigning all of the ordnance lieutenants in the Army. Brigadier General Kurt Stein, who was then a captain and Halstead’s deskmate said:
Becky is very positive. That is probably her number-one strength. She has a positive, caring style. She cares about people a lot. She’s approachable, personable, as well as tactically and technically proficient. She’s just well-rounded. She’s the kind of person that you just want to be around. And she’s the kind of person that finds goodness in everyone. She is the kind of leader that makes you feel good about who you are and what you bring to the table. She’s a team player, and takes care of her people very well.
Stein and Halstead have remained close ever since, which he describes as decidedly untypical in the Army:
Once you’re out of an assignment, not many commanders stay in contact with you, personally, professionally, sending you a Christmas note or whatever it might be. And the fact that many people from all over keep up with her is telling. I’ve been in the Army for 34 years, and there are only a handful of officers that I worked for that I have stayed in contact with in a personal and caring way. And she’s involved. I surely wouldn’t go out of my way to stay in touch with most, because they didn’t touch me in a special way. Becky has touched her subordinates, and stays in touch with her subordinates in a special way that she has.
In October 1992 Halstead was promoted to the rank of major and received the promotion one year early relative to her year group of 1981 (which is based on her graduation date from West Point) and the promotions timeline followed by the Army.6 The following June she earned her first master’s degree, in Advanced Military Studies (Visionary Leadership), from the Army Command and General Staff College. In August of 1996 she was promoted to lieutenant colonel and also received this promotion one year early. In February 1997 Halstead assumed command of the 325th Forward Support Battalion, 25th Infantry Division, in Hawaii, under Division Commander General Tom Hill. She was the only female commander in the division. Said General Hill:
6 This is referred to as a “below the zone” promotion. According to Army Regulation 600-8-29, Officer Promotions, “Officers selected for promotion from below the promotion zone will be promoted following all officers on their promotion list who were selected from the promotion zone and above the zone but before all officers on the subsequent promotion list.” The vast majority (approximately 90%) of promotions occur “in the zone” with only roughly 10% being awarded “below the zone.” For a more detailed discussion of the Army’s promotions process please see armypubs.army.mil/epubs/pdf/R600_8_29.pdf.
For the exclusive use of J. Zhou, 2018.
This document is authorized for use only by Jing Zhou in Leadership-1-1 taught by Chenwei Li, San Francisco State University from January 2018 to July 2018.
8
Halstead led the Company until March 1988. It was very important to her to hand over a well- functioning unit to its new commander:
It’s a huge responsibility, and you want to do everything you can to set the next person up for success and to set the new team up for success. I have another saying, which is: define your success by how you make other people successful. In that first 90 days, if something negative happens because we ill-prepared them, then we ought to be ashamed of ourselves. We should not be just going for the finish line—hand it over, we’re out of there. We should be extending that finish line.
Leadership Style: It’s Personal
In the ensuing 15 years, from 1988 through 2004, Halstead rose rapidly though the ranks and also earned two master’s degrees along the way. Between early 1989 and mid-1991 Halstead served as an assignment officer at the Ordnance Branch, U.S. Total Army Personnel Command, in Alexandria, Virginia. Halstead was responsible for assigning all of the ordnance lieutenants in the Army. Brigadier General Kurt Stein, who was then a captain and Halstead’s deskmate said:
Becky is very positive. That is probably her number-one strength. She has a positive, caring style. She cares about people a lot. She’s approachable, personable, as well as tactically and technically proficient. She’s just well-rounded. She’s the kind of person that you just want to be around. And she’s the kind of person that finds goodness in everyone. She is the kind of leader that makes you feel good about who you are and what you bring to the table. She’s a team player, and takes care of her people very well.
Stein and Halstead have remained close ever since, which he describes as decidedly untypical in the Army:
Once you’re out of an assignment, not many commanders stay in contact with you, personally, professionally, sending you a Christmas note or whatever it might be. And the fact that many people from all over keep up with her is telling. I’ve been in the Army for 34 years, and there are only a handful of officers that I worked for that I have stayed in contact with in a personal and caring way. And she’s involved. I surely wouldn’t go out of my way to stay in touch with most, because they didn’t touch me in a special way. Becky has touched her subordinates, and stays in touch with her subordinates in a special way that she has.
In October 1992 Halstead was promoted to the rank of major and received the promotion one year early relative to her year group of 1981 (which is based on her graduation date from West Point) and the promotions timeline followed by the Army.6 The following June she earned her first master’s degree, in Advanced Military Studies (Visionary Leadership), from the Army Command and General Staff College. In August of 1996 she was promoted to lieutenant colonel and also received this promotion one year early. In February 1997 Halstead assumed command of the 325th Forward Support Battalion, 25th Infantry Division, in Hawaii, under Division Commander General Tom Hill. She was the only female commander in the division. Said General Hill:
6 This is referred to as a “below the zone” promotion. According to Army Regulation 600-8-29, Officer Promotions, “Officers selected for promotion from below the promotion zone will be promoted following all officers on their promotion list who were selected from the promotion zone and above the zone but before all officers on the subsequent promotion list.” The vast majority (approximately 90%) of promotions occur “in the zone” with only roughly 10% being awarded “below the zone.” For a more detailed discussion of the Army’s promotions process please see armypubs.army.mil/epubs/pdf/R600_8_29.pdf.
For the exclusive use of J. Zhou, 2018.
This document is authorized for use only by Jing Zhou in Leadership-1-1 taught by Chenwei Li, San Francisco State University from January 2018 to July 2018.
Rebecca S. Halstead: Steadfast Leadership 411-050
9
She was the best battalion commander in the division—not the best support battalion commander, not the best logistics battalion commander, the best battalion commander, period. I consider her the best battalion commander I ever had. She generated excellence in everything around her, because she is excellent in everything she does. And she does it in a very quiet, unassuming way. For example, when she led her support battalion for the brigade combat team at the Joint Readiness Training Center for two weeks of exercises—which is, by the way, without question one of the hardest exercises in the Army, as close to war as you can get without shooting real bullets—and at eight o’clock on the first morning, the guy in charge called everyone and told them to go by and look at Halstead’s operation, because in the first three hours she had set the standard by which they would grade all other battalions that came from then on. Her operation was impeccable. It was incredible.
Lieutenant Colonel Kirk Whitson, who served under Halstead in Hawaii explained the contribution of Halstead’s notebooks to her organizational and leadership skills. Early in their relationship, when he was a new commander serving under her in the 325th Forward Support Battalion, Halstead taught him a valuable lesson:
She had been the battalion commander for just a couple of months, and in that time she had given me a lot of directives and a lot of tasks to complete. She also had directed me to make sure to write things down, keep a record of everything. But I really hadn’t seen the point in making the extra effort.
I was in her office one day, and she asked, “Have you completed this? I wanted you to do this, and I don’t think it’s been done.” I said, “Ma’am, I don’t know what you’re talking about. I don’t remember you ever telling me this.” And then she wheeled around in her chair and pulled out this large stack of green steno notebooks. She counted down the stack and pulled one book out; she started flipping through the pages, found the entry she was looking for, and showed it to me. It said where we were, the date and time, and that she had told me to do it. I looked at her, and said, “Yes ma’am. I have not done that, but I will!” And from that point forward, I understood why she told me to write things down. As a young company commander, boom, I got it. I understood that the details are important, especially in the Army in our line of work [logistics]. And I also understood from that point on: when she told me something, she meant it.
After completing her command of the 325th Forward Support Battalion, Halstead earned a second master’s degree in National Resource Strategy (Advanced Manufacturing) from the Industrial College of the Armed Forces in June 2000. During the 10-month program, she became friends with a classmate, Janet Felts, who was then the Business Manger at the Navy Public Works Center in Hawaii and later served as a senior executive on Secretary of Defense Donald Rumsfeld’s staff working on civilian leadership development. Said Felts:
Becky is a very caring leader who has always put her Soldiers first, not only their well- being but that of their families as well, because she realizes that she will get the best effort from her Soldiers by making sure that their concerns about their families are taken care of. In her 30- some-odd years with the Army, Becky has come in contact with and influenced a lot of people. And it is very difficult to stay in touch with those people, but she makes the extra effort. It may just be a flash e-mail: “Hey, how you doing? I was thinking about you.” Or it could be something that she has found out about family members or issues that the individual is dealing with. Becky’s a very genuine person. If she’s talking to you, that focus, it is all on you and what’s going on with you. Her ability to be focused on even the smallest detail while having so many different things going on always especially impressed me.
For the exclusive use of J. Zhou, 2018.
This document is authorized for use only by Jing Zhou in Leadership-1-1 taught by Chenwei Li, San Francisco State University from January 2018 to July 2018.
9
She was the best battalion commander in the division—not the best support battalion commander, not the best logistics battalion commander, the best battalion commander, period. I consider her the best battalion commander I ever had. She generated excellence in everything around her, because she is excellent in everything she does. And she does it in a very quiet, unassuming way. For example, when she led her support battalion for the brigade combat team at the Joint Readiness Training Center for two weeks of exercises—which is, by the way, without question one of the hardest exercises in the Army, as close to war as you can get without shooting real bullets—and at eight o’clock on the first morning, the guy in charge called everyone and told them to go by and look at Halstead’s operation, because in the first three hours she had set the standard by which they would grade all other battalions that came from then on. Her operation was impeccable. It was incredible.
Lieutenant Colonel Kirk Whitson, who served under Halstead in Hawaii explained the contribution of Halstead’s notebooks to her organizational and leadership skills. Early in their relationship, when he was a new commander serving under her in the 325th Forward Support Battalion, Halstead taught him a valuable lesson:
She had been the battalion commander for just a couple of months, and in that time she had given me a lot of directives and a lot of tasks to complete. She also had directed me to make sure to write things down, keep a record of everything. But I really hadn’t seen the point in making the extra effort.
I was in her office one day, and she asked, “Have you completed this? I wanted you to do this, and I don’t think it’s been done.” I said, “Ma’am, I don’t know what you’re talking about. I don’t remember you ever telling me this.” And then she wheeled around in her chair and pulled out this large stack of green steno notebooks. She counted down the stack and pulled one book out; she started flipping through the pages, found the entry she was looking for, and showed it to me. It said where we were, the date and time, and that she had told me to do it. I looked at her, and said, “Yes ma’am. I have not done that, but I will!” And from that point forward, I understood why she told me to write things down. As a young company commander, boom, I got it. I understood that the details are important, especially in the Army in our line of work [logistics]. And I also understood from that point on: when she told me something, she meant it.
After completing her command of the 325th Forward Support Battalion, Halstead earned a second master’s degree in National Resource Strategy (Advanced Manufacturing) from the Industrial College of the Armed Forces in June 2000. During the 10-month program, she became friends with a classmate, Janet Felts, who was then the Business Manger at the Navy Public Works Center in Hawaii and later served as a senior executive on Secretary of Defense Donald Rumsfeld’s staff working on civilian leadership development. Said Felts:
Becky is a very caring leader who has always put her Soldiers first, not only their well- being but that of their families as well, because she realizes that she will get the best effort from her Soldiers by making sure that their concerns about their families are taken care of. In her 30- some-odd years with the Army, Becky has come in contact with and influenced a lot of people. And it is very difficult to stay in touch with those people, but she makes the extra effort. It may just be a flash e-mail: “Hey, how you doing? I was thinking about you.” Or it could be something that she has found out about family members or issues that the individual is dealing with. Becky’s a very genuine person. If she’s talking to you, that focus, it is all on you and what’s going on with you. Her ability to be focused on even the smallest detail while having so many different things going on always especially impressed me.
For the exclusive use of J. Zhou, 2018.
This document is authorized for use only by Jing Zhou in Leadership-1-1 taught by Chenwei Li, San Francisco State University from January 2018 to July 2018.
411-050 Rebecca S. Halstead: Steadfast Leadership
10
In June 2000 Halstead was promoted to colonel. This promotion came two years “below the zone” and marked Halstead’s third promotion in less than 8 years. Commenting on her quick rise through the ranks, Halstead said:
Consistency in my performance and consistently high ratings in my annual reviews were a big part of this, of course. But I was also very fortunate to have had some wonderful bosses and they were what right looked like. And I also knew what right did not look like–and the ability to discern between the two served me well.
Also in June 2000, Halstead became commander of the Division Support Command, 10th Mountain Division, a command that included duty as part of a combined task force in Operation Enduring Freedom in Afghanistan.7 Major Martine Kidd, who served as a company commander under Halstead during this period, recalled:
It was Christmastime and she wrote a note, a handwritten note, and gave little mints to every Soldier in the Brigade. That was over 2,000 people. There was a production line, her driver and her secretary, and a couple of other staff officers would join us as they could. And we were stuffing these envelopes with all of her handwritten notes and these mints for every Soldier, individually. I thought: my gosh, here she was the brigade commander. She had so much responsibility. But that was really emblematic of the way she led. It was very personal. She truly cared about every person in her charge.
Lieutenant Colonel Kirk Whitson observed:
The unique thing about General Halstead, is that she has stayed in touch with me, guided me professionally and personally. She came to see me before I deployed, would come have dinner with my family instead of going to see the general for dinner. She would bring stuff for my kids, knew my kids’ names from Day One, knew everything about me. This lady is amazing, and she has this vast network of folks like that. And she truly—this is not some front or something—she truly cares.
Also, when she was my battalion commander in the 25th Infantry Division, when it came time for her annual officer evaluation, the commanding general of the division, General Tom Hill, rated her number-one out of all the commanders in that division as a logistician. She was against all these infantrymen; General Hill was an infantryman. I’ve never heard of anything even remotely close to that.
In 2002 General Tom Hill, who had become commander of the U.S. Southern Command since Halstead had served under him as a battalion commander in Hawaii, selected her as his executive officer. The two remain in contact, and Hill has continued to follow and support Halstead’s career:
People will walk up to me and say that they have served with General Halstead. And they say—and this is almost verbatim—every one of them, “I just love General Halstead.” I’ve never heard that said of any other officer I’ve ever met: “I like,” “I admire,” but not “I love.” And that’s what she is as a leader. It’s incredible. And humility is a good word. Everybody else gets the credit. And that renders her great support.
7 In early 2002 during her command of the 10th Mountain Division, her boss, three-star General Franklin Hagenbeck, asked Halstead to serve as the Senior Logistician in a Combined Task Force of subject matter experts from all branches of the U.S. Armed Forces to plan the upcoming mission in Afghanistan. Halstead spent 30 days in Afghanistan contributing her expertise while simultaneously maintaining command of the Division Support Command, which was based in Fort Drum, NY.
10
In June 2000 Halstead was promoted to colonel. This promotion came two years “below the zone” and marked Halstead’s third promotion in less than 8 years. Commenting on her quick rise through the ranks, Halstead said:
Consistency in my performance and consistently high ratings in my annual reviews were a big part of this, of course. But I was also very fortunate to have had some wonderful bosses and they were what right looked like. And I also knew what right did not look like–and the ability to discern between the two served me well.
Also in June 2000, Halstead became commander of the Division Support Command, 10th Mountain Division, a command that included duty as part of a combined task force in Operation Enduring Freedom in Afghanistan.7 Major Martine Kidd, who served as a company commander under Halstead during this period, recalled:
It was Christmastime and she wrote a note, a handwritten note, and gave little mints to every Soldier in the Brigade. That was over 2,000 people. There was a production line, her driver and her secretary, and a couple of other staff officers would join us as they could. And we were stuffing these envelopes with all of her handwritten notes and these mints for every Soldier, individually. I thought: my gosh, here she was the brigade commander. She had so much responsibility. But that was really emblematic of the way she led. It was very personal. She truly cared about every person in her charge.
Lieutenant Colonel Kirk Whitson observed:
The unique thing about General Halstead, is that she has stayed in touch with me, guided me professionally and personally. She came to see me before I deployed, would come have dinner with my family instead of going to see the general for dinner. She would bring stuff for my kids, knew my kids’ names from Day One, knew everything about me. This lady is amazing, and she has this vast network of folks like that. And she truly—this is not some front or something—she truly cares.
Also, when she was my battalion commander in the 25th Infantry Division, when it came time for her annual officer evaluation, the commanding general of the division, General Tom Hill, rated her number-one out of all the commanders in that division as a logistician. She was against all these infantrymen; General Hill was an infantryman. I’ve never heard of anything even remotely close to that.
In 2002 General Tom Hill, who had become commander of the U.S. Southern Command since Halstead had served under him as a battalion commander in Hawaii, selected her as his executive officer. The two remain in contact, and Hill has continued to follow and support Halstead’s career:
People will walk up to me and say that they have served with General Halstead. And they say—and this is almost verbatim—every one of them, “I just love General Halstead.” I’ve never heard that said of any other officer I’ve ever met: “I like,” “I admire,” but not “I love.” And that’s what she is as a leader. It’s incredible. And humility is a good word. Everybody else gets the credit. And that renders her great support.
7 In early 2002 during her command of the 10th Mountain Division, her boss, three-star General Franklin Hagenbeck, asked Halstead to serve as the Senior Logistician in a Combined Task Force of subject matter experts from all branches of the U.S. Armed Forces to plan the upcoming mission in Afghanistan. Halstead spent 30 days in Afghanistan contributing her expertise while simultaneously maintaining command of the Division Support Command, which was based in Fort Drum, NY.
Conflict Management Styles: Accommodating Avoiding , Collaborating, Compromising , Competing small-group theory, organizational theories, and/or leadership theories
M6 DISCUSSION
INSTRUCTIONS CHOOSE ANY THREE CONFLICT
Assignment 1: Research Questions
Thus far in the course, you have learned about different types of conflict, resolution strategies and models, team conflicts, team building and trust, and the importance of effective leadership in managing conflict and teams.
On the basis of your organizational leadership experience and the information accumulated in this course:
1. Identify three possible dissertation research topics related to the subject of this course. (Conflict Management Styles: Accommodating
Avoiding , Collaborating, Compromising , Competing small-group theory, organizational theories, and/or leadership theories.)
2. Discuss some of the problems or opportunities that each of these three studies would address.
Offer specific suggestions for research and support these suggestions with a rationale, research sources, and/or example from your experience in teams or groups.
Submission Details:
By the due date assigned, post your responses to this Discussion Area.
Through the end of the module, respond to at least two of your classmates’ posts. While responding, comment on current practice and future plans or additional strategies addressed by them in their submissions related to small-group theory, organizational theories, and/or leadership theories.
Assignment 1: Research Questions
Thus far in the course, you have learned about different types of conflict, resolution strategies and models, team conflicts, team building and trust, and the importance of effective leadership in managing conflict and teams.
On the basis of your organizational leadership experience and the information accumulated in this course:
1. Identify three possible dissertation research topics related to the subject of this course. (Conflict Management Styles: Accommodating
Avoiding , Collaborating, Compromising , Competing small-group theory, organizational theories, and/or leadership theories.)
2. Discuss some of the problems or opportunities that each of these three studies would address.
Offer specific suggestions for research and support these suggestions with a rationale, research sources, and/or example from your experience in teams or groups.
Submission Details:
By the due date assigned, post your responses to this Discussion Area.
Through the end of the module, respond to at least two of your classmates’ posts. While responding, comment on current practice and future plans or additional strategies addressed by them in their submissions related to small-group theory, organizational theories, and/or leadership theories.
Steadfast Leadership
Rebecca S. Halstead: Steadfast Leadership 411-050
3
become. They had all invested in me, and this was a very, very powerful motivator that kept me going.
Chicken Heart?
“West Point was hard, physically, emotionally and academically,” Halstead recalled. “We were constantly being tested to see if we had what it takes.” During her second summer there, Halstead and her classmates were sent for RECONDO (RECONnaissance and CommanDO) training. One goal of the training was to learn to survive in an unfamiliar and possibly hostile environment. The training took place at Camp Buckner, an isolated camp on the outskirts of the Academy. Cadets were assigned to squads and told to line up single-file. Special Forces leaders distributed a few scant supplies and provisions that each squad would have to live on for several days. One item was a live chicken.
I was the only female cadet in my squad and the last one in line. One of the Special Forces leaders stood at the front of the line holding the live chicken by its neck. The cadet that was handed the chicken was responsible for killing, cleaning and cooking it. The Special Forces leader feigned handing it off to a few of the cadets who were before me in line, but waited until I reached the front of the line and then thrust the live bird into my face. There is no doubt in my mind that I was singled out in this case because I was a woman. Our squad was a team and judged as such. I could read the concerned looks on my squad mates’ faces as they worried that I may not have what it takes to kill, skin and cook the bird. What they didn’t know was growing up in the country I was exposed to this and wasn’t scared at all.
As our squad sat around the fire eating the chicken, the Special Forces leader came over to the site. He grabbed our garbage bag and pulled out the chicken’s heart and liver that I had discarded while cleaning the bird. He marched over to me and, holding out the heart in one palm and the liver in the other, barked at me, “These are edible. You do not throw out anything that your squad can eat! Do you understand? You have a choice: to eat one now. And, oh, by the way, you can eat these raw.” I knew I had to eat one. Otherwise another member of the squad would be singled out, and I would lose any possible chance to earn their trust and respect and would fatally fracture the team. I made a quick assessment and decided I could probably swallow the heart whole, but not the liver. So I took the heart from his outstretched palm, put it in my mouth and swallowed hard. I went way up with my male peers after this.
Halstead and her classmates were promoted to the rank of second lieutenant upon graduation from West Point in 1981.
You’re Ruining It Because You’re Single
Halstead married shortly after graduating from West Point, but the marriage was short-lived, and she has to date not remarried.
I’ve actually had women say to me, “You’re ruining it out here because you’re single. You’ve had, like, this rocket success in the Army, and you just can’t do that if you’re married.” So it appears that you can only do that if you’re single? And I’d think: you’re absolutely crazy! It’s difficult either way. It’s very difficult being single, because you have to do it all yourself: there is nobody paying the bills and mowing the lawn and getting the groceries. Now, being single has its advantages, in that at eight o’clock at night if I’m in my office, I’m not trying to explain to my husband or my kids why I’m going to be late tonight.
For the exclusive use of J. Zhou, 2018.
This document is authorized for use only by Jing Zhou in Leadership-1-1 taught by Chenwei Li, San Francisco State University from January 2018 to July 2018.
3
become. They had all invested in me, and this was a very, very powerful motivator that kept me going.
Chicken Heart?
“West Point was hard, physically, emotionally and academically,” Halstead recalled. “We were constantly being tested to see if we had what it takes.” During her second summer there, Halstead and her classmates were sent for RECONDO (RECONnaissance and CommanDO) training. One goal of the training was to learn to survive in an unfamiliar and possibly hostile environment. The training took place at Camp Buckner, an isolated camp on the outskirts of the Academy. Cadets were assigned to squads and told to line up single-file. Special Forces leaders distributed a few scant supplies and provisions that each squad would have to live on for several days. One item was a live chicken.
I was the only female cadet in my squad and the last one in line. One of the Special Forces leaders stood at the front of the line holding the live chicken by its neck. The cadet that was handed the chicken was responsible for killing, cleaning and cooking it. The Special Forces leader feigned handing it off to a few of the cadets who were before me in line, but waited until I reached the front of the line and then thrust the live bird into my face. There is no doubt in my mind that I was singled out in this case because I was a woman. Our squad was a team and judged as such. I could read the concerned looks on my squad mates’ faces as they worried that I may not have what it takes to kill, skin and cook the bird. What they didn’t know was growing up in the country I was exposed to this and wasn’t scared at all.
As our squad sat around the fire eating the chicken, the Special Forces leader came over to the site. He grabbed our garbage bag and pulled out the chicken’s heart and liver that I had discarded while cleaning the bird. He marched over to me and, holding out the heart in one palm and the liver in the other, barked at me, “These are edible. You do not throw out anything that your squad can eat! Do you understand? You have a choice: to eat one now. And, oh, by the way, you can eat these raw.” I knew I had to eat one. Otherwise another member of the squad would be singled out, and I would lose any possible chance to earn their trust and respect and would fatally fracture the team. I made a quick assessment and decided I could probably swallow the heart whole, but not the liver. So I took the heart from his outstretched palm, put it in my mouth and swallowed hard. I went way up with my male peers after this.
Halstead and her classmates were promoted to the rank of second lieutenant upon graduation from West Point in 1981.
You’re Ruining It Because You’re Single
Halstead married shortly after graduating from West Point, but the marriage was short-lived, and she has to date not remarried.
I’ve actually had women say to me, “You’re ruining it out here because you’re single. You’ve had, like, this rocket success in the Army, and you just can’t do that if you’re married.” So it appears that you can only do that if you’re single? And I’d think: you’re absolutely crazy! It’s difficult either way. It’s very difficult being single, because you have to do it all yourself: there is nobody paying the bills and mowing the lawn and getting the groceries. Now, being single has its advantages, in that at eight o’clock at night if I’m in my office, I’m not trying to explain to my husband or my kids why I’m going to be late tonight.
For the exclusive use of J. Zhou, 2018.
This document is authorized for use only by Jing Zhou in Leadership-1-1 taught by Chenwei Li, San Francisco State University from January 2018 to July 2018.
411-050 Rebecca S. Halstead: Steadfast Leadership
4
So I kind of think the answer is they’re both really tough, and we shouldn’t judge one way or the other. Instead I think we ought to recognize that if you have someone who’s working for you that’s single, there are probably a set of challenges they have because of it. At least that’s the way I did. I’m single, so I would be very emphatic with people that were married: “Look, do you see my light on in my office at 10 o’clock at night? That doesn’t mean that I expect you to still be there. But I do expect you to still do your job.” So if you’re married, that may mean then you come at 4:30 in order to get your job done because your spouse won’t care if you’re here at 4:30 in the morning. But she probably does care if you’re there at 7:30 at night for dinner and to help put the kids to bed and stay with them.
I think there ought to be more respect with the fact that both have challenges in order to make the work/life balance be successful. Neither one is a cakewalk. In both cases, to be successful, you’re sacrificing something personally.
As a commander, Halstead has always taken into account the individual personal life choices of her Soldiers.2 According to Lieutenant Colonel Kirk Whitson, who served as a company commander under Halstead in 1997:
She was able to go deeper than just the Soldier; she also went down to the family, and really got to know the Soldiers’ families, where the kids went to school, what grade they were in, what colleges they went to. She took stock in getting to know her Soldiers, and that really was something that I took in. And it inspired me to try to do the same.
Right Arm Night
Shortly after being promoted to captain in December 1984, Halstead completed a four-month advanced course for ordnance officers at the U.S. Army Ordnance Missile and Munitions Center and School at Redstone Arsenal, Alabama, in May 1985 (See Exhibit 2 for Halstead’s military biography). Ordnance officers are responsible for ensuring that weapons systems, vehicles, and equipment are ready and in superb working order at all times. Ordnance officers also manage the development, testing, fielding, handling, storage, and disposal of munitions.
Halstead chose to serve in Ordnance from the then 13 branches of the Army (there are now 17)3 and chose to serve her entire career in the Army in Ordnance. Said Halstead:
I chose to serve in Ordnance for several reasons. One, I loved math and science. As a kid, I loved to spend time with my Dad, who was an engineer, while he worked with numbers. Also because Ordnance is generally the largest or second largest branch of the Army and integral to all other branches–Ordnance plays a strategic role helping all other branches to accomplish their missions–I thought it would provide a great diversity of opportunity. In Ordnance you are always helping others to achieve their goals and are part of the bigger accomplishment, the greater good, and I thought this would be both personally and professionally rewarding.
Two months later, Halstead was given her first command position, as commander of the Headquarters and Headquarters Company, 80th Ordnance Battalion,4 at Fort Lewis, Washington.
2 The Army has moved away from the use of troops and now prefers to use Soldiers (with a capital ‘S”) when referring to the men and women who serve in its ranks.
3 Visit http://www.us-army-info.com/pages/branches.html if you would like to see a complete listing of the current branches.
For the exclusive use of J. Zhou, 2018.
This document is authorized for use only by Jing Zhou in Leadership-1-1 taught by Chenwei Li, San Francisco State University from January 2018 to July 2018.
4
So I kind of think the answer is they’re both really tough, and we shouldn’t judge one way or the other. Instead I think we ought to recognize that if you have someone who’s working for you that’s single, there are probably a set of challenges they have because of it. At least that’s the way I did. I’m single, so I would be very emphatic with people that were married: “Look, do you see my light on in my office at 10 o’clock at night? That doesn’t mean that I expect you to still be there. But I do expect you to still do your job.” So if you’re married, that may mean then you come at 4:30 in order to get your job done because your spouse won’t care if you’re here at 4:30 in the morning. But she probably does care if you’re there at 7:30 at night for dinner and to help put the kids to bed and stay with them.
I think there ought to be more respect with the fact that both have challenges in order to make the work/life balance be successful. Neither one is a cakewalk. In both cases, to be successful, you’re sacrificing something personally.
As a commander, Halstead has always taken into account the individual personal life choices of her Soldiers.2 According to Lieutenant Colonel Kirk Whitson, who served as a company commander under Halstead in 1997:
She was able to go deeper than just the Soldier; she also went down to the family, and really got to know the Soldiers’ families, where the kids went to school, what grade they were in, what colleges they went to. She took stock in getting to know her Soldiers, and that really was something that I took in. And it inspired me to try to do the same.
Right Arm Night
Shortly after being promoted to captain in December 1984, Halstead completed a four-month advanced course for ordnance officers at the U.S. Army Ordnance Missile and Munitions Center and School at Redstone Arsenal, Alabama, in May 1985 (See Exhibit 2 for Halstead’s military biography). Ordnance officers are responsible for ensuring that weapons systems, vehicles, and equipment are ready and in superb working order at all times. Ordnance officers also manage the development, testing, fielding, handling, storage, and disposal of munitions.
Halstead chose to serve in Ordnance from the then 13 branches of the Army (there are now 17)3 and chose to serve her entire career in the Army in Ordnance. Said Halstead:
I chose to serve in Ordnance for several reasons. One, I loved math and science. As a kid, I loved to spend time with my Dad, who was an engineer, while he worked with numbers. Also because Ordnance is generally the largest or second largest branch of the Army and integral to all other branches–Ordnance plays a strategic role helping all other branches to accomplish their missions–I thought it would provide a great diversity of opportunity. In Ordnance you are always helping others to achieve their goals and are part of the bigger accomplishment, the greater good, and I thought this would be both personally and professionally rewarding.
Two months later, Halstead was given her first command position, as commander of the Headquarters and Headquarters Company, 80th Ordnance Battalion,4 at Fort Lewis, Washington.
2 The Army has moved away from the use of troops and now prefers to use Soldiers (with a capital ‘S”) when referring to the men and women who serve in its ranks.
3 Visit http://www.us-army-info.com/pages/branches.html if you would like to see a complete listing of the current branches.
For the exclusive use of J. Zhou, 2018.
This document is authorized for use only by Jing Zhou in Leadership-1-1 taught by Chenwei Li, San Francisco State University from January 2018 to July 2018.
Rebecca S. Halstead: Steadfast Leadership 411-050
5
At Fort Lewis Halstead was introduced to Right Arm Night, a longstanding military tradition intended to build camaraderie and cohesiveness. Officers invite their non-commissioned officers—the “right-arm men” or, occasionally, women—who help them perform their day-to-day duties. In 1985 women were still relative newcomers to the Officer’s Club and such rituals. Halstead recollected evenings spent at the Fort Lewis Officer’s Club with the five other company commanders in her battalion, two of whom were also women:
There was a lot of drinking and entertainment, usually in the form of female dancers. I had no desire to go to the Club and drink beer with a bunch of men and watch women half-dressed dance. But how else did you fit in? And we were expected to attend by our battalion commander; we were absolutely expected to go. And it was very, very uncomfortable; it was very lonely. How would all of the men have felt if we went to a club with male dancers? My fellow female officers and I would sit with our backs to the stage so as not to face the dancers. I was present, but not participating. And inevitably, somebody always drank too much and caused an incident. There would be a fight, or someone would get a driving-under-the- influence citation on his way home. And I remember thinking: there are much better ways to create camaraderie.
Halstead commented at the time in one of her notebooks: “What I am not going to be/do when I grow up and educate others about different points of view!” (See Exhibit 3 for an illustration of how Halstead uses notebooks as an organizing-and-documentation tool.)
Recently, she reflected further: “Our culture is still so very stereotypical that it’s going to take a long time to change. And I think the way we have to change it is to be courageous enough—without starting with our defenses, or whining or complaining—to say, ‘Let me present this to you this way.’” She shared an example:
As a colonel more than 10 years after my first Right Arm Night, I was at a meeting with 100 or so other commanders and we were waiting for a general. Besides myself, there was only one other woman in the room, but I was the only female commander. There was a major standing at the door, and his job was to announce the general. So we’re all in the room talking, carrying on, and all of a sudden the major said, “Gentlemen, stand by.” The general came in and we all stood at attention. I was pretty obvious in the room because I was in the front row, and I was just so irritated that this major didn’t even see me–because he said “gentlemen,” right? I am not a gentleman. But what I had to do was rationalize with myself: OK, don’t be mad. This is just a bad habit; it wasn’t like he saw me and was trying to be disrespectful. But part of me wanted to remain standing when he said, “Gentlemen, take your seats,” because I’m not a gentleman. But then everybody would have looked at me and asked “Why are you standing?”
So part of me wanted to be really in their face about it. But I realized that if I did that, I was just going to be the one with the problem, not them. So I sat down and thought about it and afterwards I went over to the major and said, “Could I talk to you for a second? Do you remember what you said when the general was coming? What you said was, ‘Gentlemen, stand by. Gentlemen, take your seats.’” He said, “Yeah?” and was still pretty clueless. I said, “I would like to present something to you. Let’s put me at the door as the major in your place,
4 A company consists of three to five platoons, a total of 62–190 Soldiers, commanded by a captain. A battalion consists of four to six companies, or 300–1,000 Soldiers, normally commanded by a lieutenant colonel; a battalion is capable of independent operations of limited duration and scope. A brigade consists of two to five combat battalions, or 3,000–5,000 Soldiers, normally commanded by a colonel; brigades undertake independent or semi-independent operations. A division consists of three brigade-size components, or 10,000–15,000 Soldiers, normally commanded by a major general (2 stars); a division performs major tactical operations.
For the exclusive use of J. Zhou, 2018.
This document is authorized for use only by Jing Zhou in Leadership-1-1 taught by Chenwei Li, San Francisco State University from January 2018 to July 2018.
5
At Fort Lewis Halstead was introduced to Right Arm Night, a longstanding military tradition intended to build camaraderie and cohesiveness. Officers invite their non-commissioned officers—the “right-arm men” or, occasionally, women—who help them perform their day-to-day duties. In 1985 women were still relative newcomers to the Officer’s Club and such rituals. Halstead recollected evenings spent at the Fort Lewis Officer’s Club with the five other company commanders in her battalion, two of whom were also women:
There was a lot of drinking and entertainment, usually in the form of female dancers. I had no desire to go to the Club and drink beer with a bunch of men and watch women half-dressed dance. But how else did you fit in? And we were expected to attend by our battalion commander; we were absolutely expected to go. And it was very, very uncomfortable; it was very lonely. How would all of the men have felt if we went to a club with male dancers? My fellow female officers and I would sit with our backs to the stage so as not to face the dancers. I was present, but not participating. And inevitably, somebody always drank too much and caused an incident. There would be a fight, or someone would get a driving-under-the- influence citation on his way home. And I remember thinking: there are much better ways to create camaraderie.
Halstead commented at the time in one of her notebooks: “What I am not going to be/do when I grow up and educate others about different points of view!” (See Exhibit 3 for an illustration of how Halstead uses notebooks as an organizing-and-documentation tool.)
Recently, she reflected further: “Our culture is still so very stereotypical that it’s going to take a long time to change. And I think the way we have to change it is to be courageous enough—without starting with our defenses, or whining or complaining—to say, ‘Let me present this to you this way.’” She shared an example:
As a colonel more than 10 years after my first Right Arm Night, I was at a meeting with 100 or so other commanders and we were waiting for a general. Besides myself, there was only one other woman in the room, but I was the only female commander. There was a major standing at the door, and his job was to announce the general. So we’re all in the room talking, carrying on, and all of a sudden the major said, “Gentlemen, stand by.” The general came in and we all stood at attention. I was pretty obvious in the room because I was in the front row, and I was just so irritated that this major didn’t even see me–because he said “gentlemen,” right? I am not a gentleman. But what I had to do was rationalize with myself: OK, don’t be mad. This is just a bad habit; it wasn’t like he saw me and was trying to be disrespectful. But part of me wanted to remain standing when he said, “Gentlemen, take your seats,” because I’m not a gentleman. But then everybody would have looked at me and asked “Why are you standing?”
So part of me wanted to be really in their face about it. But I realized that if I did that, I was just going to be the one with the problem, not them. So I sat down and thought about it and afterwards I went over to the major and said, “Could I talk to you for a second? Do you remember what you said when the general was coming? What you said was, ‘Gentlemen, stand by. Gentlemen, take your seats.’” He said, “Yeah?” and was still pretty clueless. I said, “I would like to present something to you. Let’s put me at the door as the major in your place,
4 A company consists of three to five platoons, a total of 62–190 Soldiers, commanded by a captain. A battalion consists of four to six companies, or 300–1,000 Soldiers, normally commanded by a lieutenant colonel; a battalion is capable of independent operations of limited duration and scope. A brigade consists of two to five combat battalions, or 3,000–5,000 Soldiers, normally commanded by a colonel; brigades undertake independent or semi-independent operations. A division consists of three brigade-size components, or 10,000–15,000 Soldiers, normally commanded by a major general (2 stars); a division performs major tactical operations.
For the exclusive use of J. Zhou, 2018.
This document is authorized for use only by Jing Zhou in Leadership-1-1 taught by Chenwei Li, San Francisco State University from January 2018 to July 2018.
411-050 Rebecca S. Halstead: Steadfast Leadership
6
and you be in my place in the front, and I yell, ‘Ladies, stand by!’” And he looked at me really funny and said, “Oh, ma’am, I’m so sorry. I should have said . . . .” I said, “Yes, you should have.” But I said to him, “Let’s take it a step further here. If I had said, ‘Ladies, stand by,’ you can be sure that 50 of those men would have jumped all over me, like, ‘What is your problem?’” They would have been offended and it would have been my problem, not theirs.
So either way it’s always going to be my problem as a female. But what we need to do is, just one person at a time, we’ve got to change this culture. I didn’t yell. I tried to give an analogy of what it felt like. So a big part of this culture change is to figure out new ways to present the problem, and a solution, so that you don’t automatically put a defensive wall between people. We have to be all about building bridges and not walls.
The 63d Ordnance Company
Early in 1986 Halstead learned that the command position for the 63d Ordnance Company in her battalion was becoming available. This was a tactical5 mission, an intense ammunitions command, and she wanted it. It was also known throughout the battalion that the 63d Ordnance Company was riddled with challenges: low morale, as well as discipline and drug problems. Halstead asked her boss, Colonel Dewitt “T” Irby, for the position. It was a tough command; he tried to talk her out of it. She insisted that she was ready for the command and could turn things around. Throughout her career, Halstead has sought tough assignments:
I think I was seeking the turnaround units, because I’ve always had this mentality that every day my goal is to make a difference in someone else’s life. Typically what I have found is that people who are messing up, whether it’s doing drugs or poor performance, they don’t necessarily wake up in the morning deciding to be the worst person they can be. It’s just that their life isn’t quite right. So if any influence I can have on them helps make them a better person, helps make the team a better team, helps make the organization more effective, then in my mind that’s tremendous. And it’s a tremendous personal reward too. And whether I get promoted for it or not, I really don’t care. It’s just that I like that feeling of putting my head on the pillow at night being able to think: today I at least made a difference in one other person’s life. And if you can do that, then you end up making a bigger difference for the team too.
Colonel Irby agreed to think about it. Then Halstead had to take a brief medical leave for surgery. Worried that her leave could derail her already slim chances, Halstead called Irby to say, “Don’t count me out.” He agreed to wait and see how her recovery progressed before making a decision. When Halstead had recovered enough to begin exercising, she chose the field in front of Irby’s house for her workouts. One day she spotted someone sitting in the bleachers watching her run. It was Irby.
Not only did he give her the command; this incident also marked the beginning of a lifelong leader-mentor-friend relationship—part of what Halstead calls a “Leadership Triad” (See Exhibit 4). It was Irby who promoted Halstead to major, colonel and general and a friendship developed over the years that remains strong to this day.
5 The Army distinguishes between strategic, operational and tactical levels of engagement. According to the United States Army Field manual FM 100-5 (1993) the tactical level focuses “on the ordered arrangement and maneuver of combat elements in relation to one another and to the enemy to achieve combat objectives directed by the operational commander. Tactics is the art and science of employing available means to win battles and engagements. Tactics is battlefield problem-solving—usually rapid and dynamic in nature.
For the exclusive use of J. Zhou, 2018.
This document is authorized for use only by Jing Zhou in Leadership-1-1 taught by Chenwei Li, San Francisco State University from January 2018 to July 2018.
6
and you be in my place in the front, and I yell, ‘Ladies, stand by!’” And he looked at me really funny and said, “Oh, ma’am, I’m so sorry. I should have said . . . .” I said, “Yes, you should have.” But I said to him, “Let’s take it a step further here. If I had said, ‘Ladies, stand by,’ you can be sure that 50 of those men would have jumped all over me, like, ‘What is your problem?’” They would have been offended and it would have been my problem, not theirs.
So either way it’s always going to be my problem as a female. But what we need to do is, just one person at a time, we’ve got to change this culture. I didn’t yell. I tried to give an analogy of what it felt like. So a big part of this culture change is to figure out new ways to present the problem, and a solution, so that you don’t automatically put a defensive wall between people. We have to be all about building bridges and not walls.
The 63d Ordnance Company
Early in 1986 Halstead learned that the command position for the 63d Ordnance Company in her battalion was becoming available. This was a tactical5 mission, an intense ammunitions command, and she wanted it. It was also known throughout the battalion that the 63d Ordnance Company was riddled with challenges: low morale, as well as discipline and drug problems. Halstead asked her boss, Colonel Dewitt “T” Irby, for the position. It was a tough command; he tried to talk her out of it. She insisted that she was ready for the command and could turn things around. Throughout her career, Halstead has sought tough assignments:
I think I was seeking the turnaround units, because I’ve always had this mentality that every day my goal is to make a difference in someone else’s life. Typically what I have found is that people who are messing up, whether it’s doing drugs or poor performance, they don’t necessarily wake up in the morning deciding to be the worst person they can be. It’s just that their life isn’t quite right. So if any influence I can have on them helps make them a better person, helps make the team a better team, helps make the organization more effective, then in my mind that’s tremendous. And it’s a tremendous personal reward too. And whether I get promoted for it or not, I really don’t care. It’s just that I like that feeling of putting my head on the pillow at night being able to think: today I at least made a difference in one other person’s life. And if you can do that, then you end up making a bigger difference for the team too.
Colonel Irby agreed to think about it. Then Halstead had to take a brief medical leave for surgery. Worried that her leave could derail her already slim chances, Halstead called Irby to say, “Don’t count me out.” He agreed to wait and see how her recovery progressed before making a decision. When Halstead had recovered enough to begin exercising, she chose the field in front of Irby’s house for her workouts. One day she spotted someone sitting in the bleachers watching her run. It was Irby.
Not only did he give her the command; this incident also marked the beginning of a lifelong leader-mentor-friend relationship—part of what Halstead calls a “Leadership Triad” (See Exhibit 4). It was Irby who promoted Halstead to major, colonel and general and a friendship developed over the years that remains strong to this day.
5 The Army distinguishes between strategic, operational and tactical levels of engagement. According to the United States Army Field manual FM 100-5 (1993) the tactical level focuses “on the ordered arrangement and maneuver of combat elements in relation to one another and to the enemy to achieve combat objectives directed by the operational commander. Tactics is the art and science of employing available means to win battles and engagements. Tactics is battlefield problem-solving—usually rapid and dynamic in nature.
For the exclusive use of J. Zhou, 2018.
This document is authorized for use only by Jing Zhou in Leadership-1-1 taught by Chenwei Li, San Francisco State University from January 2018 to July 2018.
What is one (1) of the three (3) most significant environmental shift or patterns in the macro environment over the last three years and what data supports that this pattern represents a significant environmental shift?
MACRO AND INDUSTRY ANALYSIS PAPER MANAGEMENT 5355 SPRING 2018
Assignment:
You have been hired by the Board of Directors of a firm in the U.S. Upscale Casual Restaurant Industry to provide macro-environmental and industry analyses. The time frame is February 2018. Your assignment has two parts:
1) What is one (1) of the three (3) most significant environmental shift or patterns in the macro environment over the last three years and what data supports that this pattern represents a significant environmental shift?
- Please properly cite data sources and use only reliable data sources.
- Please present the data that represents the shift, data for another time frame or geographic region to provide context for the data presented, and use compound average growth rates for all data cited.
- Please cite only data from the past three to five years (2013-2016 if you use three years and 2011-2016 if you use five years).
- Please do not speculate or add interpretation of what the data may mean beyond the data presented.
2) Which one (1) of the forces in Porter’s Five Forces Model is most critical to understanding competition within the U.S. Upscale Restaurant Industry and what data supports this force represents a critical element in competition with the industry?
- Please properly cite data sources and use only reliable data sources.
- Please present the industry data that represents the level of power of this force, please present data for at least three elements of each force, and use compound average growth rates for all multiple-year data cited. The firms in the industry are: BLMN, CAKE, DRI, EAT, and TXRH.
- Please use data only from the industry firms’ 10-K documents, unless you focus on substitutes. Use data from the substitute industry firms’ 10-Ks and the industry firms’ 10-Ks if you focus on substitutes.
- Please do not speculate or add interpretation of what the data may mean beyond the data presented within the context of Porter’s Five Forces Model.
The complete paper addressing both questions should be no longer than three (3) pages. No cover page is needed and do put your name on the top of each page. All work is to be done on an individual basis and all work is to be typewritten in 12 point type, double-spaced, and with margins of 1” on all sides.
Notes:
| 1. | Wikipedia or Investopedia are NEVER acceptable sources for graduate-level research because they are not sufficiently reliable or trustworthy. | |
| 2. | Citation is required for all sources. The format should be (author, year). The author of a 10-K is the company that issued it and the year is the year the 10-K was published/released. The publication/release year MAY not be the same as the year the 10-K covers. For example, a 10-K for a firm with a fiscal year-end of December 31, 2017 will not publish/release its 10-K until 2018. | |
| 3. | Writing well is a critical part of this course. Please be sure the answers are well-written in an active voice, please follow the recommendations in Dr. Bubba’s Writing Guide, and please ensure words are correctly spelled and used. |
|
| 4. | Clarity and brevity are keys and excessive length is usually a sign of insufficient understanding of the topic. More than three (3) total pages suggests a lack of understanding of the topic or of the questions. | |
| 5. | ||
| 6. | All work is to be done on an individual basis and all work is to be typewritten in 12 point type, double-spaced, and with margins of 1” on all sides. |
Rubrics:
A successful assignment will address all of the following issues.
Macro:
- Is the significant environmental shift or pattern clearly identified?
- Is the data and context data clearly presented and appropriate?
- Are the data and context data presented for the past three to five years accurate and in compound average growth rate (CAGR) format?
- Are citations present, accurate and formatted correctly?
- Is the data presented well-written with brevity, clarity, and proper spelling and grammar and in the correct format?
Industry:
- Is one of the five forces clearly selected and the level of power clearly specified?
- Are at least three (3) data points for the force selected presented?
- Are the evaluations of each of the three data presented clearly and correctly?
- Are citations present, accurate and formatted correctly?
- Is the data presented well-written with brevity, clarity, and proper spelling and grammar and in the correct format?
The U.S. Military Academy at West Point
summary for the article
_______ Professo discussi Copyrig write Ha photoco
B O R I S
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Re for tak to Las she w (West
Ha observ proce unit. A anyth misgi her de she sp Army comm
Reb
Re Ithaca Richa system Halste Exhib count role m
_______________
or Boris Groysberg ion. Cases are not in
ght © 2011 Presiden arvard Business Sc
opied, or otherwise
G R O Y S B E R G
R A H B E L L
becca S
have two rules i
have never met
etired Brigadi keoff. It had b s Vegas to add
was headed to t Point), to ad
alstead pulled vations. This
edure Halstea After speakin
hing not wor ving: had it b eployment to poken in pub y history, Hal mand in Iraq.
ecca S. Ha
ebecca (Becky a with 1000 i ard Halstead’ ms for IBM an ead was very
bit 1). In high try teams. Ha model and m
_______________
g and Research A ntended to serve as
nt and Fellows of H chool Publishing, Bo
reproduced, poste
S. Halst
in life. Rule 1:
a soul, not one
ier General R been a whirlw dress a group
o New York, ddress a group
d one of her s longstandin d had introdu
ng to an audi rk? What did been a mistak Iraq in comm
blic about the stead had bee
alstead
y) S. Halstead inhabitants an ’s four child nd BJ Halstea
y close to her h school she alstead had th entor. So mu
_______________
Associate Deborah s endorsements, so
Harvard College. T oston, MA 02163, o
ed, or transmitted, w
tead: St
Don’t quit. Ru
e person, who h
Rebecca (Becky wind few day p of over 300 o to her alma m p of incoming
ever-present ng personal uced early in ience, she alw d I learn? A ke to reveal w
mand of 20,00 incident: afte
en told by he
d was born in nd no traffic
dren. Richard ad was a den r grandparent
was a star o he same coac
uch so, in fact
________________
Bell prepared this ources of primary d
To order copies or or go to www.hbsp without the permis
teadfas
ule 2: Refer bac — Br
has ever said o
y) S. Halstead ys. She had fl on leadership mater, the Un g cadets.
notebooks fr ritual resem her Army ca
ways asked he As she review what happen 00 military an er an impecca
er boss that he
1959 in Wills lights. Halst
d Halstead w ntal hygienist. ts as well. On on the varsity ch for basketb t, that Halstea
_______________
s case. HBS cases data, or illustrations
request permission p.harvard.edu/edu ssion of Harvard Bu
st Lead
ck to Rule 1. igadier Gener
ne derogatory
d settled into lown from he p developmen nited States M
rom her briefc mbled an AA areer to help t erself three q wed her rem
ned in German nd 5,000 civilia able career, a e had no conf
seyville, New tead was the was an electr The Halstead
ne pair of gra y softball, vo ball and softb ad wanted to
_______________
are developed so s of effective or inef
n to reproduce mat cators. This publica usiness School.
ership
ral Rebecca H
word about Be — General T
o her seat as t er home near nt at a medica
Military Acad
case to record AR (After-Ac turn around a questions: Wh marks, Halste ny in 2005, si an personnel? and one of the fidence in her
w York, a rura third of BJ (
rical enginee ds were a clo
andparents liv olleyball, bask ball who she o become a te
9-41 F E B R U A R Y
________________
lely as the basis f ffective manageme
terials, call 1-800-5 ation may not be d
Halstead, USA
ecky Halstead. Tom Hill, USA
the plane prep Washington,
al conference. emy at West
d her post-ad ction Review a problem-pla hat went well ead had only ix months pr ? Never befor e fastest asce r ability to lea
al community (Betty Jeanne er who deve ose-knit famil ved next doo ketball, and looked up to
eacher and at
1-050 Y 9 , 2 0 1 1
______
for class ent.
45-7685, igitized,
A, Ret.
A, Ret.
pared D.C., . Now Point
ddress ws), a agued l? Did y one rior to re had nts in
ad the
y near e) and loped y and
or (see cross- o as a thletic
For the exclusive use of J. Zhou, 2018.
This document is authorized for use only by Jing Zhou in Leadership-1-1 taught by Chenwei Li, San Francisco State University from January 2018 to July 2018.
B O R I S
D E B O R
Reb
I h
I h
Re for tak to Las she w (West
Ha observ proce unit. A anyth misgi her de she sp Army comm
Reb
Re Ithaca Richa system Halste Exhib count role m
_______________
or Boris Groysberg ion. Cases are not in
ght © 2011 Presiden arvard Business Sc
opied, or otherwise
G R O Y S B E R G
R A H B E L L
becca S
have two rules i
have never met
etired Brigadi keoff. It had b s Vegas to add
was headed to t Point), to ad
alstead pulled vations. This
edure Halstea After speakin
hing not wor ving: had it b eployment to poken in pub y history, Hal mand in Iraq.
ecca S. Ha
ebecca (Becky a with 1000 i ard Halstead’ ms for IBM an ead was very
bit 1). In high try teams. Ha model and m
_______________
g and Research A ntended to serve as
nt and Fellows of H chool Publishing, Bo
reproduced, poste
S. Halst
in life. Rule 1:
a soul, not one
ier General R been a whirlw dress a group
o New York, ddress a group
d one of her s longstandin d had introdu
ng to an audi rk? What did been a mistak Iraq in comm
blic about the stead had bee
alstead
y) S. Halstead inhabitants an ’s four child nd BJ Halstea
y close to her h school she alstead had th entor. So mu
_______________
Associate Deborah s endorsements, so
Harvard College. T oston, MA 02163, o
ed, or transmitted, w
tead: St
Don’t quit. Ru
e person, who h
Rebecca (Becky wind few day p of over 300 o to her alma m p of incoming
ever-present ng personal uced early in ience, she alw d I learn? A ke to reveal w
mand of 20,00 incident: afte
en told by he
d was born in nd no traffic
dren. Richard ad was a den r grandparent
was a star o he same coac
uch so, in fact
________________
Bell prepared this ources of primary d
To order copies or or go to www.hbsp without the permis
teadfas
ule 2: Refer bac — Br
has ever said o
y) S. Halstead ys. She had fl on leadership mater, the Un g cadets.
notebooks fr ritual resem her Army ca
ways asked he As she review what happen 00 military an er an impecca
er boss that he
1959 in Wills lights. Halst
d Halstead w ntal hygienist. ts as well. On on the varsity ch for basketb t, that Halstea
_______________
s case. HBS cases data, or illustrations
request permission p.harvard.edu/edu ssion of Harvard Bu
st Lead
ck to Rule 1. igadier Gener
ne derogatory
d settled into lown from he p developmen nited States M
rom her briefc mbled an AA areer to help t erself three q wed her rem
ned in German nd 5,000 civilia able career, a e had no conf
seyville, New tead was the was an electr The Halstead
ne pair of gra y softball, vo ball and softb ad wanted to
_______________
are developed so s of effective or inef
n to reproduce mat cators. This publica usiness School.
ership
ral Rebecca H
word about Be — General T
o her seat as t er home near nt at a medica
Military Acad
case to record AR (After-Ac turn around a questions: Wh marks, Halste ny in 2005, si an personnel? and one of the fidence in her
w York, a rura third of BJ (
rical enginee ds were a clo
andparents liv olleyball, bask ball who she o become a te
9-41 F E B R U A R Y
________________
lely as the basis f ffective manageme
terials, call 1-800-5 ation may not be d
Halstead, USA
ecky Halstead. Tom Hill, USA
the plane prep Washington,
al conference. emy at West
d her post-ad ction Review a problem-pla hat went well ead had only ix months pr ? Never befor e fastest asce r ability to lea
al community (Betty Jeanne er who deve ose-knit famil ved next doo ketball, and looked up to
eacher and at
1-050 Y 9 , 2 0 1 1
______
for class ent.
45-7685, igitized,
A, Ret.
A, Ret.
pared D.C., . Now Point
ddress ws), a agued l? Did y one rior to re had nts in
ad the
y near e) and loped y and
or (see cross- o as a thletic
For the exclusive use of J. Zhou, 2018.
This document is authorized for use only by Jing Zhou in Leadership-1-1 taught by Chenwei Li, San Francisco State University from January 2018 to July 2018.
411-050 Rebecca S. Halstead: Steadfast Leadership
2
coach and planned to attend Ithaca College after her high school graduation in 1977. Halstead reflected:
Sports were my thing, especially in high school. In fact, the first time I ever felt like I was a leader—and I won’t say a very successful one, but a leader—was in high school playing sports and running for class office. Especially playing sports, because our coach was killed during my junior year and we really needed to bring the team together because it was such a great loss. It was hard for me personally, very hard. But I felt I owed it to the team to keep things going, too. So I think I experienced what it means to be a leader at a fairly young age, in high school.
Halstead had never considered a career in the military until her mother read about West Point in the local newspaper. It was 1976 and West Point had just begun accepting women. That year, President Gerald Ford had signed into law legislation mandating the admittance of women to the U.S. service academies. BJ Halstead encouraged her daughter to apply. Halstead recalled her mother’s reaction to the newspaper article and its discussion of what West Point was looking for in female cadets “This sounds just like you, Becky, very well-rounded.”
The application process to West Point was an arduous one. In addition to having to meet high expectations for scholastic achievement and demonstrated leadership ability, there were strict medical requirements and a fitness test. Furthermore, a congressional nomination was required: every candidate to West Point must be nominated by his or her congressional representative or one of her U.S. senators, or by the vice president of the United States. Obtaining a nomination was challenging and highly competitive: each member of Congress has only five cadetships at the Military Academy and can nominate up to 10 candidates for each vacancy.1 Willseyville lent its full weight to Halstead’s candidacy. Her teachers, coaches and church and youth-group leaders supported her and many provided the letters of recommendation that helped her obtain the congressional nomination necessary to her candidacy.
The U.S. Military Academy at West Point
Halstead was one of 104 women and 1361 men admitted to the Academy’s second co-educational class. Four years later she would be one of the 63 women and 961 men to graduate. Halstead’s parents accompanied her to campus. The evening before her first day, Halstead shared a room with three of her new classmates. Halstead recalled that evening:
I shared a room with three other women: one who wanted to be an astronaut, one aspired to be a politician and the third spent the entire evening talking about wanting to party all the time. I remember thinking to myself: what am I doing here? I have nothing in common with these girls! The next morning, feeling scared to death and very anxious, I went to my parents and said, “Take me home.” But my mom said, “Becky, let’s go for a drive.” And while we were in the car, she encouraged me to not quit before I started and to give it at least a year.
Halstead’s parents had always encouraged her not to quit, to give everything she took on a fair try. And so she heeded her mother’s advice. She also felt a strong sense of patriotism, fostered by her maternal grandfather, Raymond E. Stevens (who every day raised and lowered the U.S. flag at his home) and gratitude to those who had believed in and supported her:
My parents had instilled a strong ethic in me to not quit in life, and I did not want to be a quitter. Nor did I want to let down everyone who had supported me—my family and hometown. All of these people had helped to raise and develop me into the young adult I had
1 United States Military Academy: West Point Admissions http://admissions.usma.edu/prospectus/step_02b.cfm.
For the exclusive use of J. Zhou, 2018.
This document is authorized for use only by Jing Zhou in Leadership-1-1 taught by Chenwei Li, San Francisco State University from January 2018 to July 2018.
2
coach and planned to attend Ithaca College after her high school graduation in 1977. Halstead reflected:
Sports were my thing, especially in high school. In fact, the first time I ever felt like I was a leader—and I won’t say a very successful one, but a leader—was in high school playing sports and running for class office. Especially playing sports, because our coach was killed during my junior year and we really needed to bring the team together because it was such a great loss. It was hard for me personally, very hard. But I felt I owed it to the team to keep things going, too. So I think I experienced what it means to be a leader at a fairly young age, in high school.
Halstead had never considered a career in the military until her mother read about West Point in the local newspaper. It was 1976 and West Point had just begun accepting women. That year, President Gerald Ford had signed into law legislation mandating the admittance of women to the U.S. service academies. BJ Halstead encouraged her daughter to apply. Halstead recalled her mother’s reaction to the newspaper article and its discussion of what West Point was looking for in female cadets “This sounds just like you, Becky, very well-rounded.”
The application process to West Point was an arduous one. In addition to having to meet high expectations for scholastic achievement and demonstrated leadership ability, there were strict medical requirements and a fitness test. Furthermore, a congressional nomination was required: every candidate to West Point must be nominated by his or her congressional representative or one of her U.S. senators, or by the vice president of the United States. Obtaining a nomination was challenging and highly competitive: each member of Congress has only five cadetships at the Military Academy and can nominate up to 10 candidates for each vacancy.1 Willseyville lent its full weight to Halstead’s candidacy. Her teachers, coaches and church and youth-group leaders supported her and many provided the letters of recommendation that helped her obtain the congressional nomination necessary to her candidacy.
The U.S. Military Academy at West Point
Halstead was one of 104 women and 1361 men admitted to the Academy’s second co-educational class. Four years later she would be one of the 63 women and 961 men to graduate. Halstead’s parents accompanied her to campus. The evening before her first day, Halstead shared a room with three of her new classmates. Halstead recalled that evening:
I shared a room with three other women: one who wanted to be an astronaut, one aspired to be a politician and the third spent the entire evening talking about wanting to party all the time. I remember thinking to myself: what am I doing here? I have nothing in common with these girls! The next morning, feeling scared to death and very anxious, I went to my parents and said, “Take me home.” But my mom said, “Becky, let’s go for a drive.” And while we were in the car, she encouraged me to not quit before I started and to give it at least a year.
Halstead’s parents had always encouraged her not to quit, to give everything she took on a fair try. And so she heeded her mother’s advice. She also felt a strong sense of patriotism, fostered by her maternal grandfather, Raymond E. Stevens (who every day raised and lowered the U.S. flag at his home) and gratitude to those who had believed in and supported her:
My parents had instilled a strong ethic in me to not quit in life, and I did not want to be a quitter. Nor did I want to let down everyone who had supported me—my family and hometown. All of these people had helped to raise and develop me into the young adult I had
1 United States Military Academy: West Point Admissions http://admissions.usma.edu/prospectus/step_02b.cfm.
For the exclusive use of J. Zhou, 2018.
This document is authorized for use only by Jing Zhou in Leadership-1-1 taught by Chenwei Li, San Francisco State University from January 2018 to July 2018.
Conditional and Passive Language
W5D For HelpClick only
Conditional and Passive Language
Conditionals and Other Evasives
Common conditionals are
Conditionals and Other Evasives
Common conditionals are
| · Would · Should · Could |
· “Can be” · “Might be” · “May be” |
Imagine you’re a highly paid professional analyst. The client wants, and has paid well for, your assertive professional recommendation. Using conditional language in such a setting is frequently viewed as evasive. Passive voice and anthropomorphizing are two related culprits. “I believe”, while not technically a conditional, is another non-assertive phrase I often see.
Now, it’s a natural human tendency to try to shirk blame for a wrong answer. But, the “wrongest” answer you can give is no answer. And, evading the question is just that – no answer at all.
I think you’ve all seen me marking the conditionals in your essays by now. So, I wanted to post this more formal explanation of it. I argue that these essays will be better with absolutely no conditionals in them at all. So, you’re safest to just eliminate them.
Here are some sample translations to preferable language:
| Conditionals/Non-Assertive They should… The subject company might… They could… I believe that… A solution might be to… Passive Voice/Evasive It has been shown that… It has been said that… Anthropomorphisms This analysis shows that… The literature review suggests… |
Say it this way instead They will… I recommend that the subject company…. I recommend the subject company develop the capability to… I forecast/predict that… As a solution, I recommend that…. Say it this way instead I have shown that… Managers in this industry were documented saying…(citation) Say it this way instead This analyst predicts that… Based on a thorough review of the relevant literature, I recommend… |
eBay’s Outsourcing Strategy
Write a 500-word (minimum) APA 12pt, double spaced. Use only credible references – grading is very hard on credible sources. That backs paper points and statements. He also referenced this blog for APA headings etc. http://blog.apastyle.org/apastyle/2011/04/how-to-use-five-levels-of-heading-in-an-apa-style-paper.html
Read Case 3-1: eBay’s Outsourcing Strategy (located in your textbook)-see attachment
Prepare a submission that reflects the following questions:
1.When companies like Dell are reducing outsourcing in some areas, should eBay be considering expanding outsourcing?
2.What are the limits to outsourcing Trust and Safety?
3.What are the advantages/disadvantages of the BOT strategy and how does it stack up against the other two options Dalton outlines in her Excel spreadsheet? What are opportunism, capability, and flexibility implications of the strategy?
4.What will eBay’s senior management do with Kathy Dalton’s new three-tiered outsourcing strategy?
RESEARCH PAPER ASSIGNMENT POST GLOBAL ART HISTORIES
VAH 48301
Spring 2018
Professor Philipp
RESEARCH PAPER ASSIGNMENT
POST GLOBAL ART HISTORIES
DUE: THURSDAY, APRIL 19 (online & hard copy, 8 typed, double-spaced pages of text)
Choose the work of a particular artist active between 1960 and the present and write a critical essay on a few selections (3-4 works) of his or her work. (Alternately, you may choose two artists and compare and
contrast 6 works.) Your research and your paper topic will examine the artist’s contributions to or participation within a particular style or a movement in art history.
.
- The course syllabus includes some general requirements for the paper. You would want to consult Barnet’s A Short Guide to Writing About Art (pay particular attention to grammar and punctuation guidelines) available in Roesch. Format your paper using APA, MLA or CMS (Chicago Manual of Style). You will also receive guides for researching and for writing an art history paper; these must be consulted and used.
All papers will include a Works Consulted (Bibliography) page and cite sources (including page numbers) within the paper. This will be a formal paper that includes a bibliography and illustrations on pages separate from the 8 pages of text.
- All papers must include illustrations (appended after 8 pages of text & labeled), especially where detailed analysis and important comparisons/contrasts of artworks are presented. Refer to the images as Fig. 1, Fig. 2, etc. (in parentheses) within the body of your text. Images should be sufficiently large (at least a quarter of a page in size) and clear to be useful to the reader.
- Be sure to see me, if you have any questions or problems relating to research, approach to the discussion, or writing.
- IMPORTANT DUE DATES:
Preliminary Topic/bibliography: IN CLASS, TUESDAY, FEBRUARY 13 (include 10 references from scholarly sources with at least 2 print, Wikipedia, Artsy, etc. are not a scholarly source – 10 references required for final paper bibliography)
Ideas Summary: IN CLASS, TUESDAY, MARCH 2O- 3 page typed summary (do not exceed this limit) of important ideas and connections relating to your selected artists/exhibition based on your research to date. Begin with a general statement about what you hope the paper will show (i.e., a thesis statement). It is understood that this may be modified as the paper nears completion.
Formulating a topic involves not merely choosing content, but developing point of view.
- Focus on the images. Devote at least 70% of your paper to discussing the photographs and their meaning. The paper will provide in depth analysis about 1, 2 or 3 works of art by the artist you have selected. You will provide detailed visual analysis, you will discuss the style, the subject matter, and interpretations of the art. Your thesis will argue something about the main characteristics of the art and how those main characteristics relate to important historical themes illustrated in primary and secondary sources; will contextualize the material; and will connect diverse artistic and social history to knowledge of political, social and cultural conditions.
Remember, you will describe the art thoroughly – how it was made, the materials, the subject matter and content, the interpretation. Use your visual analysis skills:
Critical visual analysis skills: Describe the formal elements of visual design (line, color, light, composition, form); use the formal elements as tools to describe the visual field under study. Articulate comparisons of the art with previous art. Debate the means through which stylistic treatment coheres with subject matter. Analyze the emotional and intellectual responses from the work of art. Synthesize historical information that will contribute to understanding the social context for the art work. Question previous historical narratives and the interests that drive them. Organize a thesis – an argument – about the work of art; and write a visual analysis of the art.
- Contextualize the images. Situate your topic in a historical or biographical context, or
in a theoretical framework.
- Thesis format. State a thesis in your introduction and pull your discussion together in a conclusion.
- Sources: Make certain there are enough resources (10 references required) available on your topic before you commit to it (2-4 book sources on the artist and/or the art movement are required). Strive to find primary sources, including original prints, correspondence, writing from the period. Use only scholarly website sources (Wikipedia is NOT a scholarly website source as the information might be inaccurate – anyone can edit and add undocumented information to a Wikipedia site). Use the library databases to find peer reviewed, scholarly journal articles.
- Include images as specified in this handout.
Do not hesitate to consult with me at any point while researching, organizing or writing your paper. You may
submit a draft of your paper to me prior to the final deadline for my comments or suggestions.