Tag: Human Resource Management

[Solved] module 3 reaction

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– ## Mod3ReactionPaper.docx – ## Sample2_ReactionPaperSAMPOOLE.pdf **## Mod3ReactionPaper.docx** Mod 3 Reaction Paper (covering LinkedIn articles and other materials) · **Due** Friday by 11:59pm · **Submitting** a file upload **SUMMARY OF INSTRUCTIONS:** **This Reaction Paper (2 pages TOTAL) requir…

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Assignment Prompt & Instructions

– ## Mod3ReactionPaper.docx

– ## Sample2_ReactionPaperSAMPOOLE.pdf

**## Mod3ReactionPaper.docx**

Mod 3 Reaction Paper (covering LinkedIn articles and other materials)

·
**Due** Friday by 11:59pm

·
**Submitting** a file upload

**SUMMARY OF INSTRUCTIONS:**
**This Reaction Paper (2 pages TOTAL) requires reading four brief LINKEDIN articles by S. McHale, summarizing them (in the first 1.5 pages) in outline/bullet-point form, and then WATCHING the SCHEIN video and READING the MORGAN CHAPTER (all of which are included on our "Mod 3 Learning Materials page). Finally, in the final half-page of your reaction paper, compare two "views of culture" as per the detailed instructions below.**

**Here is** [**a SAMPLE (by your classmate SAM POOLE) to give you a clearer idea of expectations.**](https://asu.instructure.com/courses/225986/files/111239470?wrap=1)

**FULL INSTRUCTIONS:**

1.
**Read Morgan, chapter 5 (using the Brytewave menu link).** [**https://www.youtube.com/watch?v=wd1bsxWeM6Q**](https://www.youtube.com/watch?v=wd1bsxWeM6Q)

2.
**View** [Edgar Schein & organizational culture Links to an external site.](https://www.youtube.com/watch?v=wd1bsxWeM6Q)![A black and grey play button Description automatically generated](https://www.sweetstudy.com/questions/module-3-reaction)

3.
**Read the following four brief case studies by Siobhan McHale:**

·
[The BIG reason why 70% of change efforts failLinks to an external site.](https://www.linkedin.com/pulse/big-reason-why-70-change-efforts-fail-siobhan-mchale/) (10/15/18).
[https://www.linkedin.com/pulse/big-reason-why-70-change-efforts-fail-siobhan-mchale/](https://www.linkedin.com/pulse/big-reason-why-70-change-efforts-fail-siobhan-mchale/)

·
[Does fear drive performanceLinks to an external site.](https://www.linkedin.com/pulse/can-fear-create-high-performance-culture-siobhan-mchale/)? (11/27/18)
[https://www.linkedin.com/pulse/can-fear-create-high-performance-culture-siobhan-mchale/](https://www.linkedin.com/pulse/can-fear-create-high-performance-culture-siobhan-mchale/)

·
[The fall of Enron: A values brochure won't fix the cultureLinks to an external site.](https://www.linkedin.com/pulse/values-brochure-wont-fix-culture-siobhan-mchale/) (09/11/18)
[https://www.linkedin.com/pulse/values-brochure-wont-fix-culture-siobhan-mchale/](https://www.linkedin.com/pulse/values-brochure-wont-fix-culture-siobhan-mchale/)

·
[What you've been told about culture is wrongLinks to an external site.](https://www.linkedin.com/pulse/what-youve-been-told-culture-wrong-siobhan-mchale/) (part 1, 06/18/18)
[https://www.linkedin.com/pulse/what-youve-been-told-culture-wrong-siobhan-mchale/](https://www.linkedin.com/pulse/what-youve-been-told-culture-wrong-siobhan-mchale/)

**2. Write up an outline of** **1.5 pages: Although you are being asked to write up a brief OUTLINE (or bullet point format) — and NOT an essay — please be sure to use and define terms from the readings, and cite appropriately, to demonstrate your mastery of the learning materials:**

· Summarize the key ideas of McHale's view of culture (e.g., emergent patterns of relating).

**Final half-page:**

·
**In a brief three-paragraph "reaction," compare and contrast TWO of the THREE viewpoints (McHale, Schein, & Morgan's).**

· Summarize EITHER Schein's view of culture OR Morgan's view of culture.

· (You have already summarized McHale's view of culture, in the "outline" portion of your reaction paper).

·
**As you write about TWO of the THREE views of culture, consider:**

· What do they have in common?

· How are they different?

· Which one do you feel is most effective as a management approach? (And why?

## image1.png

**## Sample2_ReactionPaperSAMPOOLE.pdf**

PROF’S NEW EXAMPLE OF A REACTION PAPER, Summer 2025
\*\* Note: ALL the details here are MADE UP and/or filled with Latin “Ipsum…” nonsense words.**

Module 2 Reaction Paper: Chapter 4 of Sam Poole’s WAKE UP, F$$L: Stop Sleepwalking!

Chapter Intro
● We lead organizations lorem ipsum dolor sit amet, consectetur adipiscing elit.
n Pellentesque luctus, felis quis sagittis accumsan, lorem enim vestibulum lorem, in ultricies

odio vel pellentesque facilisis.
n Vestibulum ante ipsum primis in faucibus orci luctus et ultrices posuere cubilia curae

neque dictum purus scelerisque efficitur sed vel nunc.
“Aenean id fringilla lectus. Duis iaculis tortor sit amet purus vehicula, at ullamcorper velit
venenatis. Morbi eget massa eget diam lacinia dignissim quis nec tortor. Duis ut vehicula nibh,
sit amet egestas diam.” (Poole 2025, page 107).

n Nunc porttitor elementum nisi, sit amet euismod ligula.
n Sed vel urna quis arcu molestie tristique. Pellentesque at suscipit elit, ac fringilla lectus.

Donec in viverra nisl. Duis eget sem id erat laoreet accumsan et in justo.
o Sed dignissim volutpat sapien. Example: Humor and art can be IRREVERENT.
o Eget fermentum. Example: “Instead of saying I F-D UP MY LIFE, or I WAS SO STUPID,

you need to tell yourself I HAVE LEARNED A LOT SINCE THEN.” (Poole 2025, page 109).

The First Case Study
o Sed sed commodo risus, eu pellentesque nunc. Cras imperdiet finibus varius.
o Aenean id fringilla lectus. Duis iaculis tortor sit amet purus vehicula, at ullamcorper velit

venenatis. Morbi eget massa eget diam
o Lacinia dignissim quis nec tortor. Duis ut vehicula nibh, sit amet egestas diam. Nunc

lobortis posuere gravida. Proin ipseum.

n Pellentesque aenean id fringilla lectus. Duis iaculis tortor sit amet purus vehicula, at
ullamcorper velit venenatis. Morbi eget massa eget diam

n Lacinia primis in faucibus orci luctus et ultrices posuere cubilia curae neque dictum purus
scelerisque efficitur sed vel nunc. dignissim quis nec tortor. Duis ut vehicula nibh, sit amet
egestas diam. Nunc lobortis posuere gravida. Proin ipseum.

n luctus, felis quis sagittis accumsan, lorem enim vestibulum lorem, in ultricies
o odio vel pellentesque facilisis.
o Vestibulum ante ipsum (REMINDS ME of bullies in 7th grade! Punched them.)

Great Leaders are DEVELOPED not simply BORN

o While it’s okay – and AWESOME — if you were “BORN THIS WAY, baby!”
o When it comes to LEADERS we all start learning early, though some learn and practice

leadership earlier and more adeptly (yet even THEY are not “BORN LEADERS”)
n Experience lacinia dignissim quis nec tortor. Duis ut vehicula nibh, sit amet egestas diam.

Nunc lobortis posuere gravida. Proin ipseum.
n Pellentesque aenean id fringilla lectus. Duis iaculis tortor sit amet purus
n Vehicula, at ullamcorper velit venenatis. Morbi eget massa eget diam
n Lacinia primis in faucibus orci luctus et ultrices posuere cubilia curae neque dictum purus

scelerisque efficitur sed vel nunc.
o dignissim quis nec tortor.
o Duis ut vehicula nibh, sit amet egestas diam. Nunc lobortis posuere gravida.

n Et luctus, felis quis sagittis accumsan, lorem enim vestibulum lorem, in ultricies
n While being stabbed he exclaimed “ET TU, BRUTE!” Et odio vel pellentesque facilisis.
n Vestibulum ante ipsum

Of Rascals and Rabble-Rousers

n Duis ut vehicula nibh, sit amet egestas diam. Nunc lobortis posuere gravida. Proin ipseum.
n Pellentesque aenean id fringilla lectus. Duis iaculis tortor sit amet purus

o Example: Vehicula, at ullamcorper velit venenatis. Morbi eget massa eget
diam. Lacinia orci luctus et ultrices posuere cubilia curae neque dictum.

n purus scelerisque efficitur sed vel nunc.
o dignissim quis nec tortor.
o Duis ut vehicula nibh, sit amet egestas diam. Nunc lobortis posuere gravida.
o Proin ipseum.

n Successful leaders Duis ut vehicula nibh, sit amet egestas diam. Nunc lobortis posuere
gravida. Proin ipseum.

n Pellentesque aenean id fringilla lectus. Duis iaculis tortor sit amet purus
n Vehicula, at ullamcorper velit venenatis. Morbi eget massa eget diam
n Lacinia primis in faucibus orci luctus et ultrices posuere cubilia curae neque dictum purus

scelerisque efficitur sed vel nunc.

How Mermaids Can Riot and “Dispatch” the Unwary Seaman
Vehicula, at ullamcorper velit venenatis. Morbi eget massa eget diam
n Lacinia primis in faucibus orci luctus et ultrices posuere cubilia curae

How Is a Professor Never Late, but Arrives PRECISELY when they need to arrive?
● The neque dictum purus scelerisque efficitur sed vel nunc dignissim quis nec tortor et tutor.

“Radicals must vel fermentum enim. Vivamus quis velit a velit volutpat volutpat. Morbi mollis a
est nec molestie. Nunc in facilisis nibh. Duis eleifend purus et molestie egestas. Duis ac nibh sed
purus sodales dapibus.” (Poole 2025, page 98).

My Reaction / Reflections
At first ante ipsum prima fascia. Morbi eget massa eget diam. Lacinia primis in faucibus orci
luctus et ultrices posuere cubilia. Much like Bugs Bunny “took a wrong turn at Albuquerque” we
find ourselves thinking we are “all right” until we are quite wrong, though it may give us a
chance to become friends with the Tasmanian Devil.
Then vestibulum ante ipsum prima fascia. Morbi eget massa eget diam. Lacinia primis in
faucibus orci luctus et ultrices posuere cubilia curae neque dictum purus scelerisque efficitur
sed vel — et tu Brute. When I volunteer et pellente sque iaculis tortor sit amet purus vehicula, at
ullamcorper velit venenatis. Morbi eget massa eget diam. Lacinia primis in faucibus orci luctus
et ultrices posuere cubilia curae neque dictum purus scelerisque efficitur sed vel nunc tortor.
Duis ut — just like my mother used to say when confronting racists.
When I helped organize and lead aenean id fringilla lectus. Duis iaculis tortor sit amet purus
vehicula, at ullamcorper velit venenatis. Luctus, felis quis sagittis accumsan, lorem enim
vestibulum lorem, in ultricies eget massa eget diam lacinia dignissim quis nec tortor. Duis ut
lobortis posuere gravida. Proin ipseum accumsan, dignissim quis nec tortor. Duis ut vehicula
nibh, sit amet egestas diam. Nunc lobortis posuere gravida. Proin ipseum. This gives us some
powerful practical examples AND inspiration, making me appreciate this course all the more.

**## Sample2_ReactionPaperSAMPOOLE.pdf**

PROF’S NEW EXAMPLE OF A REACTION PAPER, Summer 2025
\*\* Note: ALL the details here are MADE UP and/or filled with Latin “Ipsum…” nonsense words.**

Module 2 Reaction Paper: Chapter 4 of Sam Poole’s WAKE UP, F$$L: Stop Sleepwalking!

Chapter Intro
● We lead organizations lorem ipsum dolor sit amet, consectetur adipiscing elit.
n Pellentesque luctus, felis quis sagittis accumsan, lorem enim vestibulum lorem, in ultricies

odio vel pellentesque facilisis.
n Vestibulum ante ipsum primis in faucibus orci luctus et ultrices posuere cubilia curae

neque dictum purus scelerisque efficitur sed vel nunc.
“Aenean id fringilla lectus. Duis iaculis tortor sit amet purus vehicula, at ullamcorper velit
venenatis. Morbi eget massa eget diam lacinia dignissim quis nec tortor. Duis ut vehicula nibh,
sit amet egestas diam.” (Poole 2025, page 107).

n Nunc porttitor elementum nisi, sit amet euismod ligula.
n Sed vel urna quis arcu molestie tristique. Pellentesque at suscipit elit, ac fringilla lectus.

Donec in viverra nisl. Duis eget sem id erat laoreet accumsan et in justo.
o Sed dignissim volutpat sapien. Example: Humor and art can be IRREVERENT.
o Eget fermentum. Example: “Instead of saying I F-D UP MY LIFE, or I WAS SO STUPID,

you need to tell yourself I HAVE LEARNED A LOT SINCE THEN.” (Poole 2025, page 109).

The First Case Study
o Sed sed commodo risus, eu pellentesque nunc. Cras imperdiet finibus varius.
o Aenean id fringilla lectus. Duis iaculis tortor sit amet purus vehicula, at ullamcorper velit

venenatis. Morbi eget massa eget diam
o Lacinia dignissim quis nec tortor. Duis ut vehicula nibh, sit amet egestas diam. Nunc

lobortis posuere gravida. Proin ipseum.

n Pellentesque aenean id fringilla lectus. Duis iaculis tortor sit amet purus vehicula, at
ullamcorper velit venenatis. Morbi eget massa eget diam

n Lacinia primis in faucibus orci luctus et ultrices posuere cubilia curae neque dictum purus
scelerisque efficitur sed vel nunc. dignissim quis nec tortor. Duis ut vehicula nibh, sit amet
egestas diam. Nunc lobortis posuere gravida. Proin ipseum.

n luctus, felis quis sagittis accumsan, lorem enim vestibulum lorem, in ultricies
o odio vel pellentesque facilisis.
o Vestibulum ante ipsum (REMINDS ME of bullies in 7th grade! Punched them.)

Great Leaders are DEVELOPED not simply BORN

o While it’s okay – and AWESOME — if you were “BORN THIS WAY, baby!”
o When it comes to LEADERS we all start learning early, though some learn and practice

leadership earlier and more adeptly (yet even THEY are not “BORN LEADERS”)
n Experience lacinia dignissim quis nec tortor. Duis ut vehicula nibh, sit amet egestas diam.

Nunc lobortis posuere gravida. Proin ipseum.
n Pellentesque aenean id fringilla lectus. Duis iaculis tortor sit amet purus
n Vehicula, at ullamcorper velit venenatis. Morbi eget massa eget diam
n Lacinia primis in faucibus orci luctus et ultrices posuere cubilia curae neque dictum purus

scelerisque efficitur sed vel nunc.
o dignissim quis nec tortor.
o Duis ut vehicula nibh, sit amet egestas diam. Nunc lobortis posuere gravida.

n Et luctus, felis quis sagittis accumsan, lorem enim vestibulum lorem, in ultricies
n While being stabbed he exclaimed “ET TU, BRUTE!” Et odio vel pellentesque facilisis.
n Vestibulum ante ipsum

Of Rascals and Rabble-Rousers

n Duis ut vehicula nibh, sit amet egestas diam. Nunc lobortis posuere gravida. Proin ipseum.
n Pellentesque aenean id fringilla lectus. Duis iaculis tortor sit amet purus

o Example: Vehicula, at ullamcorper velit venenatis. Morbi eget massa eget
diam. Lacinia orci luctus et ultrices posuere cubilia curae neque dictum.

n purus scelerisque efficitur sed vel nunc.
o dignissim quis nec tortor.
o Duis ut vehicula nibh, sit amet egestas diam. Nunc lobortis posuere gravida.
o Proin ipseum.

n Successful leaders Duis ut vehicula nibh, sit amet egestas diam. Nunc lobortis posuere
gravida. Proin ipseum.

n Pellentesque aenean id fringilla lectus. Duis iaculis tortor sit amet purus
n Vehicula, at ullamcorper velit venenatis. Morbi eget massa eget diam
n Lacinia primis in faucibus orci luctus et ultrices posuere cubilia curae neque dictum purus

scelerisque efficitur sed vel nunc.

How Mermaids Can Riot and “Dispatch” the Unwary Seaman
Vehicula, at ullamcorper velit venenatis. Morbi eget massa eget diam
n Lacinia primis in faucibus orci luctus et ultrices posuere cubilia curae

How Is a Professor Never Late, but Arrives PRECISELY when they need to arrive?
● The neque dictum purus scelerisque efficitur sed vel nunc dignissim quis nec tortor et tutor.

“Radicals must vel fermentum enim. Vivamus quis velit a velit volutpat volutpat. Morbi mollis a
est nec molestie. Nunc in facilisis nibh. Duis eleifend purus et molestie egestas. Duis ac nibh sed
purus sodales dapibus.” (Poole 2025, page 98).

My Reaction / Reflections
At first ante ipsum prima fascia. Morbi eget massa eget diam. Lacinia primis in faucibus orci
luctus et ultrices posuere cubilia. Much like Bugs Bunny “took a wrong turn at Albuquerque” we
find ourselves thinking we are “all right” until we are quite wrong, though it may give us a
chance to become friends with the Tasmanian Devil.
Then vestibulum ante ipsum prima fascia. Morbi eget massa eget diam. Lacinia primis in
faucibus orci luctus et ultrices posuere cubilia curae neque dictum purus scelerisque efficitur
sed vel — et tu Brute. When I volunteer et pellente sque iaculis tortor sit amet purus vehicula, at
ullamcorper velit venenatis. Morbi eget massa eget diam. Lacinia primis in faucibus orci luctus
et ultrices posuere cubilia curae neque dictum purus scelerisque efficitur sed vel nunc tortor.
Duis ut — just like my mother used to say when confronting racists.
When I helped organize and lead aenean id fringilla lectus. Duis iaculis tortor sit amet purus
vehicula, at ullamcorper velit venenatis. Luctus, felis quis sagittis accumsan, lorem enim
vestibulum lorem, in ultricies eget massa eget diam lacinia dignissim quis nec tortor. Duis ut
lobortis posuere gravida. Proin ipseum accumsan, dignissim quis nec tortor. Duis ut vehicula
nibh, sit amet egestas diam. Nunc lobortis posuere gravida. Proin ipseum. This gives us some
powerful practical examples AND inspiration, making me appreciate this course all the more.

**## Mod3ReactionPaper.docx**

Mod 3 Reaction Paper (covering LinkedIn articles and other materials)

·
**Due** Friday by 11:59pm

·
**Submitting** a file upload

**SUMMARY OF INSTRUCTIONS:**
**This Reaction Paper (2 pages TOTAL) requires reading four brief LINKEDIN articles by S. McHale, summarizing them (in the first 1.5 pages) in outline/bullet-point form, and then WATCHING the SCHEIN video and READING the MORGAN CHAPTER (all of which are included on our "Mod 3 Learning Materials page). Finally, in the final half-page of your reaction paper, compare two "views of culture" as per the detailed instructions below.**

**Here is** [**a SAMPLE (by your classmate SAM POOLE) to give you a clearer idea of expectations.**](https://asu.instructure.com/courses/225986/files/111239470?wrap=1)

**FULL INSTRUCTIONS:**

1.
**Read Morgan, chapter 5 (using the Brytewave menu link).** [**https://www.youtube.com/watch?v=wd1bsxWeM6Q**](https://www.youtube.com/watch?v=wd1bsxWeM6Q)

2.
**View** [Edgar Schein & organizational culture Links to an external site.](https://www.youtube.com/watch?v=wd1bsxWeM6Q)![A black and grey play button Description automatically generated](https://www.sweetstudy.com/questions/module-3-reaction)

3.
**Read the following four brief case studies by Siobhan McHale:**

·
[The BIG reason why 70% of change efforts failLinks to an external site.](https://www.linkedin.com/pulse/big-reason-why-70-change-efforts-fail-siobhan-mchale/) (10/15/18).
[https://www.linkedin.com/pulse/big-reason-why-70-change-efforts-fail-siobhan-mchale/](https://www.linkedin.com/pulse/big-reason-why-70-change-efforts-fail-siobhan-mchale/)

·
[Does fear drive performanceLinks to an external site.](https://www.linkedin.com/pulse/can-fear-create-high-performance-culture-siobhan-mchale/)? (11/27/18)
[https://www.linkedin.com/pulse/can-fear-create-high-performance-culture-siobhan-mchale/](https://www.linkedin.com/pulse/can-fear-create-high-performance-culture-siobhan-mchale/)

·
[The fall of Enron: A values brochure won't fix the cultureLinks to an external site.](https://www.linkedin.com/pulse/values-brochure-wont-fix-culture-siobhan-mchale/) (09/11/18)
[https://www.linkedin.com/pulse/values-brochure-wont-fix-culture-siobhan-mchale/](https://www.linkedin.com/pulse/values-brochure-wont-fix-culture-siobhan-mchale/)

·
[What you've been told about culture is wrongLinks to an external site.](https://www.linkedin.com/pulse/what-youve-been-told-culture-wrong-siobhan-mchale/) (part 1, 06/18/18)
[https://www.linkedin.com/pulse/what-youve-been-told-culture-wrong-siobhan-mchale/](https://www.linkedin.com/pulse/what-youve-been-told-culture-wrong-siobhan-mchale/)

**2. Write up an outline of** **1.5 pages: Although you are being asked to write up a brief OUTLINE (or bullet point format) — and NOT an essay — please be sure to use and define terms from the readings, and cite appropriately, to demonstrate your mastery of the learning materials:**

· Summarize the key ideas of McHale's view of culture (e.g., emergent patterns of relating).

**Final half-page:**

·
**In a brief three-paragraph "reaction," compare and contrast TWO of the THREE viewpoints (McHale, Schein, & Morgan's).**

· Summarize EITHER Schein's view of culture OR Morgan's view of culture.

· (You have already summarized McHale's view of culture, in the "outline" portion of your reaction paper).

·
**As you write about TWO of the THREE views of culture, consider:**

· What do they have in common?

· How are they different?

· Which one do you feel is most effective as a management approach? (And why?

## image1.png

**## Sample2_ReactionPaperSAMPOOLE.pdf**

PROF’S NEW EXAMPLE OF A REACTION PAPER, Summer 2025
\*\* Note: ALL the details here are MADE UP and/or filled with Latin “Ipsum…” nonsense words.**

Module 2 Reaction Paper: Chapter 4 of Sam Poole’s WAKE UP, F$$L: Stop Sleepwalking!

Chapter Intro
● We lead organizations lorem ipsum dolor sit amet, consectetur adipiscing elit.
n Pellentesque luctus, felis quis sagittis accumsan, lorem enim vestibulum lorem, in ultricies

odio vel pellentesque facilisis.
n Vestibulum ante ipsum primis in faucibus orci luctus et ultrices posuere cubilia curae

neque dictum purus scelerisque efficitur sed vel nunc.
“Aenean id fringilla lectus. Duis iaculis tortor sit amet purus vehicula, at ullamcorper velit
venenatis. Morbi eget massa eget diam lacinia dignissim quis nec tortor. Duis ut vehicula nibh,
sit amet egestas diam.” (Poole 2025, page 107).

n Nunc porttitor elementum nisi, sit amet euismod ligula.
n Sed vel urna quis arcu molestie tristique. Pellentesque at suscipit elit, ac fringilla lectus.

Donec in viverra nisl. Duis eget sem id erat laoreet accumsan et in justo.
o Sed dignissim volutpat sapien. Example: Humor and art can be IRREVERENT.
o Eget fermentum. Example: “Instead of saying I F-D UP MY LIFE, or I WAS SO STUPID,

you need to tell yourself I HAVE LEARNED A LOT SINCE THEN.” (Poole 2025, page 109).

The First Case Study
o Sed sed commodo risus, eu pellentesque nunc. Cras imperdiet finibus varius.
o Aenean id fringilla lectus. Duis iaculis tortor sit amet purus vehicula, at ullamcorper velit

venenatis. Morbi eget massa eget diam
o Lacinia dignissim quis nec tortor. Duis ut vehicula nibh, sit amet egestas diam. Nunc

lobortis posuere gravida. Proin ipseum.

n Pellentesque aenean id fringilla lectus. Duis iaculis tortor sit amet purus vehicula, at
ullamcorper velit venenatis. Morbi eget massa eget diam

n Lacinia primis in faucibus orci luctus et ultrices posuere cubilia curae neque dictum purus
scelerisque efficitur sed vel nunc. dignissim quis nec tortor. Duis ut vehicula nibh, sit amet
egestas diam. Nunc lobortis posuere gravida. Proin ipseum.

n luctus, felis quis sagittis accumsan, lorem enim vestibulum lorem, in ultricies
o odio vel pellentesque facilisis.
o Vestibulum ante ipsum (REMINDS ME of bullies in 7th grade! Punched them.)

Great Leaders are DEVELOPED not simply BORN

o While it’s okay – and AWESOME — if you were “BORN THIS WAY, baby!”
o When it comes to LEADERS we all start learning early, though some learn and practice

leadership earlier and more adeptly (yet even THEY are not “BORN LEADERS”)
n Experience lacinia dignissim quis nec tortor. Duis ut vehicula nibh, sit amet egestas diam.

Nunc lobortis posuere gravida. Proin ipseum.
n Pellentesque aenean id fringilla lectus. Duis iaculis tortor sit amet purus
n Vehicula, at ullamcorper velit venenatis. Morbi eget massa eget diam
n Lacinia primis in faucibus orci luctus et ultrices posuere cubilia curae neque dictum purus

scelerisque efficitur sed vel nunc.
o dignissim quis nec tortor.
o Duis ut vehicula nibh, sit amet egestas diam. Nunc lobortis posuere gravida.

n Et luctus, felis quis sagittis accumsan, lorem enim vestibulum lorem, in ultricies
n While being stabbed he exclaimed “ET TU, BRUTE!” Et odio vel pellentesque facilisis.
n Vestibulum ante ipsum

Of Rascals and Rabble-Rousers

n Duis ut vehicula nibh, sit amet egestas diam. Nunc lobortis posuere gravida. Proin ipseum.
n Pellentesque aenean id fringilla lectus. Duis iaculis tortor sit amet purus

o Example: Vehicula, at ullamcorper velit venenatis. Morbi eget massa eget
diam. Lacinia orci luctus et ultrices posuere cubilia curae neque dictum.

n purus scelerisque efficitur sed vel nunc.
o dignissim quis nec tortor.
o Duis ut vehicula nibh, sit amet egestas diam. Nunc lobortis posuere gravida.
o Proin ipseum.

n Successful leaders Duis ut vehicula nibh, sit amet egestas diam. Nunc lobortis posuere
gravida. Proin ipseum.

n Pellentesque aenean id fringilla lectus. Duis iaculis tortor sit amet purus
n Vehicula, at ullamcorper velit venenatis. Morbi eget massa eget diam
n Lacinia primis in faucibus orci luctus et ultrices posuere cubilia curae neque dictum purus

scelerisque efficitur sed vel nunc.

How Mermaids Can Riot and “Dispatch” the Unwary Seaman
Vehicula, at ullamcorper velit venenatis. Morbi eget massa eget diam
n Lacinia primis in faucibus orci luctus et ultrices posuere cubilia curae

How Is a Professor Never Late, but Arrives PRECISELY when they need to arrive?
● The neque dictum purus scelerisque efficitur sed vel nunc dignissim quis nec tortor et tutor.

“Radicals must vel fermentum enim. Vivamus quis velit a velit volutpat volutpat. Morbi mollis a
est nec molestie. Nunc in facilisis nibh. Duis eleifend purus et molestie egestas. Duis ac nibh sed
purus sodales dapibus.” (Poole 2025, page 98).

My Reaction / Reflections
At first ante ipsum prima fascia. Morbi eget massa eget diam. Lacinia primis in faucibus orci
luctus et ultrices posuere cubilia. Much like Bugs Bunny “took a wrong turn at Albuquerque” we
find ourselves thinking we are “all right” until we are quite wrong, though it may give us a
chance to become friends with the Tasmanian Devil.
Then vestibulum ante ipsum prima fascia. Morbi eget massa eget diam. Lacinia primis in
faucibus orci luctus et ultrices posuere cubilia curae neque dictum purus scelerisque efficitur
sed vel — et tu Brute. When I volunteer et pellente sque iaculis tortor sit amet purus vehicula, at
ullamcorper velit venenatis. Morbi eget massa eget diam. Lacinia primis in faucibus orci luctus
et ultrices posuere cubilia curae neque dictum purus scelerisque efficitur sed vel nunc tortor.
Duis ut — just like my mother used to say when confronting racists.
When I helped organize and lead aenean id fringilla lectus. Duis iaculis tortor sit amet purus
vehicula, at ullamcorper velit venenatis. Luctus, felis quis sagittis accumsan, lorem enim
vestibulum lorem, in ultricies eget massa eget diam lacinia dignissim quis nec tortor. Duis ut
lobortis posuere gravida. Proin ipseum accumsan, dignissim quis nec tortor. Duis ut vehicula
nibh, sit amet egestas diam. Nunc lobortis posuere gravida. Proin ipseum. This gives us some
powerful practical examples AND inspiration, making me appreciate this course all the more.

**## Mod3ReactionPaper.docx**

Mod 3 Reaction Paper (covering LinkedIn articles and other materials)

·
**Due** Friday by 11:59pm

·
**Submitting** a file upload

**SUMMARY OF INSTRUCTIONS:**
**This Reaction Paper (2 pages TOTAL) requires reading four brief LINKEDIN articles by S. McHale, summarizing them (in the first 1.5 pages) in outline/bullet-point form, and then WATCHING the SCHEIN video and READING the MORGAN CHAPTER (all of which are included on our "Mod 3 Learning Materials page). Finally, in the final half-page of your reaction paper, compare two "views of culture" as per the detailed instructions below.**

**Here is** [**a SAMPLE (by your classmate SAM POOLE) to give you a clearer idea of expectations.**](https://asu.instructure.com/courses/225986/files/111239470?wrap=1)

**FULL INSTRUCTIONS:**

1.
**Read Morgan, chapter 5 (using the Brytewave menu link).** [**https://www.youtube.com/watch?v=wd1bsxWeM6Q**](https://www.youtube.com/watch?v=wd1bsxWeM6Q)

2.
**View** [Edgar Schein & organizational culture Links to an external site.](https://www.youtube.com/watch?v=wd1bsxWeM6Q)![A black and grey play button Description automatically generated](https://www.sweetstudy.com/questions/module-3-reaction)

3.
**Read the following four brief case studies by Siobhan McHale:**

·
[The BIG reason why 70% of change efforts failLinks to an external site.](https://www.linkedin.com/pulse/big-reason-why-70-change-efforts-fail-siobhan-mchale/) (10/15/18).
[https://www.linkedin.com/pulse/big-reason-why-70-change-efforts-fail-siobhan-mchale/](https://www.linkedin.com/pulse/big-reason-why-70-change-efforts-fail-siobhan-mchale/)

·
[Does fear drive performanceLinks to an external site.](https://www.linkedin.com/pulse/can-fear-create-high-performance-culture-siobhan-mchale/)? (11/27/18)
[https://www.linkedin.com/pulse/can-fear-create-high-performance-culture-siobhan-mchale/](https://www.linkedin.com/pulse/can-fear-create-high-performance-culture-siobhan-mchale/)

·
[The fall of Enron: A values brochure won't fix the cultureLinks to an external site.](https://www.linkedin.com/pulse/values-brochure-wont-fix-culture-siobhan-mchale/) (09/11/18)
[https://www.linkedin.com/pulse/values-brochure-wont-fix-culture-siobhan-mchale/](https://www.linkedin.com/pulse/values-brochure-wont-fix-culture-siobhan-mchale/)

·
[What you've been told about culture is wrongLinks to an external site.](https://www.linkedin.com/pulse/what-youve-been-told-culture-wrong-siobhan-mchale/) (part 1, 06/18/18)
[https://www.linkedin.com/pulse/what-youve-been-told-culture-wrong-siobhan-mchale/](https://www.linkedin.com/pulse/what-youve-been-told-culture-wrong-siobhan-mchale/)

**2. Write up an outline of** **1.5 pages: Although you are being asked to write up a brief OUTLINE (or bullet point format) — and NOT an essay — please be sure to use and define terms from the readings, and cite appropriately, to demonstrate your mastery of the learning materials:**

· Summarize the key ideas of McHale's view of culture (e.g., emergent patterns of relating).

**Final half-page:**

·
**In a brief three-paragraph "reaction," compare and contrast TWO of the THREE viewpoints (McHale, Schein, & Morgan's).**

· Summarize EITHER Schein's view of culture OR Morgan's view of culture.

· (You have already summarized McHale's view of culture, in the "outline" portion of your reaction paper).

·
**As you write about TWO of the THREE views of culture, consider:**

· What do they have in common?

· How are they different?

· Which one do you feel is most effective as a management approach? (And why?

## image1.png

**## Sample2_ReactionPaperSAMPOOLE.pdf**

PROF’S NEW EXAMPLE OF A REACTION PAPER, Summer 2025
\*\* Note: ALL the details here are MADE UP and/or filled with Latin “Ipsum…” nonsense words.**

Module 2 Reaction Paper: Chapter 4 of Sam Poole’s WAKE UP, F$$L: Stop Sleepwalking!

Chapter Intro
● We lead organizations lorem ipsum dolor sit amet, consectetur adipiscing elit.
n Pellentesque luctus, felis quis sagittis accumsan, lorem enim vestibulum lorem, in ultricies

odio vel pellentesque facilisis.
n Vestibulum ante ipsum primis in faucibus orci luctus et ultrices posuere cubilia curae

neque dictum purus scelerisque efficitur sed vel nunc.
“Aenean id fringilla lectus. Duis iaculis tortor sit amet purus vehicula, at ullamcorper velit
venenatis. Morbi eget massa eget diam lacinia dignissim quis nec tortor. Duis ut vehicula nibh,
sit amet egestas diam.” (Poole 2025, page 107).

n Nunc porttitor elementum nisi, sit amet euismod ligula.
n Sed vel urna quis arcu molestie tristique. Pellentesque at suscipit elit, ac fringilla lectus.

Donec in viverra nisl. Duis eget sem id erat laoreet accumsan et in justo.
o Sed dignissim volutpat sapien. Example: Humor and art can be IRREVERENT.
o Eget fermentum. Example: “Instead of saying I F-D UP MY LIFE, or I WAS SO STUPID,

you need to tell yourself I HAVE LEARNED A LOT SINCE THEN.” (Poole 2025, page 109).

The First Case Study
o Sed sed commodo risus, eu pellentesque nunc. Cras imperdiet finibus varius.
o Aenean id fringilla lectus. Duis iaculis tortor sit amet purus vehicula, at ullamcorper velit

venenatis. Morbi eget massa eget diam
o Lacinia dignissim quis nec tortor. Duis ut vehicula nibh, sit amet egestas diam. Nunc

lobortis posuere gravida. Proin ipseum.

n Pellentesque aenean id fringilla lectus. Duis iaculis tortor sit amet purus vehicula, at
ullamcorper velit venenatis. Morbi eget massa eget diam

n Lacinia primis in faucibus orci luctus et ultrices posuere cubilia curae neque dictum purus
scelerisque efficitur sed vel nunc. dignissim quis nec tortor. Duis ut vehicula nibh, sit amet
egestas diam. Nunc lobortis posuere gravida. Proin ipseum.

n luctus, felis quis sagittis accumsan, lorem enim vestibulum lorem, in ultricies
o odio vel pellentesque facilisis.
o Vestibulum ante ipsum (REMINDS ME of bullies in 7th grade! Punched them.)

Great Leaders are DEVELOPED not simply BORN

o While it’s okay – and AWESOME — if you were “BORN THIS WAY, baby!”
o When it comes to LEADERS we all start learning early, though some learn and practice

leadership earlier and more adeptly (yet even THEY are not “BORN LEADERS”)
n Experience lacinia dignissim quis nec tortor. Duis ut vehicula nibh, sit amet egestas diam.

Nunc lobortis posuere gravida. Proin ipseum.
n Pellentesque aenean id fringilla lectus. Duis iaculis tortor sit amet purus
n Vehicula, at ullamcorper velit venenatis. Morbi eget massa eget diam
n Lacinia primis in faucibus orci luctus et ultrices posuere cubilia curae neque dictum purus

scelerisque efficitur sed vel nunc.
o dignissim quis nec tortor.
o Duis ut vehicula nibh, sit amet egestas diam. Nunc lobortis posuere gravida.

n Et luctus, felis quis sagittis accumsan, lorem enim vestibulum lorem, in ultricies
n While being stabbed he exclaimed “ET TU, BRUTE!” Et odio vel pellentesque facilisis.
n Vestibulum ante ipsum

Of Rascals and Rabble-Rousers

n Duis ut vehicula nibh, sit amet egestas diam. Nunc lobortis posuere gravida. Proin ipseum.
n Pellentesque aenean id fringilla lectus. Duis iaculis tortor sit amet purus

o Example: Vehicula, at ullamcorper velit venenatis. Morbi eget massa eget
diam. Lacinia orci luctus et ultrices posuere cubilia curae neque dictum.

n purus scelerisque efficitur sed vel nunc.
o dignissim quis nec tortor.
o Duis ut vehicula nibh, sit amet egestas diam. Nunc lobortis posuere gravida.
o Proin ipseum.

n Successful leaders Duis ut vehicula nibh, sit amet egestas diam. Nunc lobortis posuere
gravida. Proin ipseum.

n Pellentesque aenean id fringilla lectus. Duis iaculis tortor sit amet purus
n Vehicula, at ullamcorper velit venenatis. Morbi eget massa eget diam
n Lacinia primis in faucibus orci luctus et ultrices posuere cubilia curae neque dictum purus

scelerisque efficitur sed vel nunc.

How Mermaids Can Riot and “Dispatch” the Unwary Seaman
Vehicula, at ullamcorper velit venenatis. Morbi eget massa eget diam
n Lacinia primis in faucibus orci luctus et ultrices posuere cubilia curae

How Is a Professor Never Late, but Arrives PRECISELY when they need to arrive?
● The neque dictum purus scelerisque efficitur sed vel nunc dignissim quis nec tortor et tutor.

“Radicals must vel fermentum enim. Vivamus quis velit a velit volutpat volutpat. Morbi mollis a
est nec molestie. Nunc in facilisis nibh. Duis eleifend purus et molestie egestas. Duis ac nibh sed
purus sodales dapibus.” (Poole 2025, page 98).

My Reaction / Reflections
At first ante ipsum prima fascia. Morbi eget massa eget diam. Lacinia primis in faucibus orci
luctus et ultrices posuere cubilia. Much like Bugs Bunny “took a wrong turn at Albuquerque” we
find ourselves thinking we are “all right” until we are quite wrong, though it may give us a
chance to become friends with the Tasmanian Devil.
Then vestibulum ante ipsum prima fascia. Morbi eget massa eget diam. Lacinia primis in
faucibus orci luctus et ultrices posuere cubilia curae neque dictum purus scelerisque efficitur
sed vel — et tu Brute. When I volunteer et pellente sque iaculis tortor sit amet purus vehicula, at
ullamcorper velit venenatis. Morbi eget massa eget diam. Lacinia primis in faucibus orci luctus
et ultrices posuere cubilia curae neque dictum purus scelerisque efficitur sed vel nunc tortor.
Duis ut — just like my mother used to say when confronting racists.
When I helped organize and lead aenean id fringilla lectus. Duis iaculis tortor sit amet purus
vehicula, at ullamcorper velit venenatis. Luctus, felis quis sagittis accumsan, lorem enim
vestibulum lorem, in ultricies eget massa eget diam lacinia dignissim quis nec tortor. Duis ut
lobortis posuere gravida. Proin ipseum accumsan, dignissim quis nec tortor. Duis ut vehicula
nibh, sit amet egestas diam. Nunc lobortis posuere gravida. Proin ipseum. This gives us some
powerful practical examples AND inspiration, making me appreciate this course all the more.

– 1
– 2

November 5, 2026
[Solved] CJ 202

✓ Verified Academic Solution Available

Executive Solution Overview

– ## TheRoleofForensicEvidence.docx **## TheRoleofForensicEvidence.docx** This assignment consists of 2 parts, failure to one of two will result in an F. **Part A** **The Role of Forensic Evidence: 202** Evaluate the reliability and impact of forensic evidence in criminal investigations and trials, …

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Immediate access to the full model answer, formatted citations, and rubric breakdown.

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Assignment Prompt & Instructions

– ## TheRoleofForensicEvidence.docx

**## TheRoleofForensicEvidence.docx**

This assignment consists of 2 parts, failure to one of two will result in an F.

**Part A**

**The Role of Forensic Evidence: 202**

Evaluate the reliability and impact of forensic evidence in criminal investigations and trials, considering issues such as the potential for error and the influence of technology. ie… polygraph tests, crime scene reconstruction. 400 words

**Part B**

**How would you use the below to shape the defense's burden of persuasion to impact the outcome of the trial?**

**Cassie Ventura's testimony:**

Ventura has testified about alleged physical abuse, including black eyes, bruising, and a permanent scar from a gashed eyebrow. She also described being held against her will in a hotel after an alleged beating,
[NPR reportsLinks to an external site.](https://www.npr.org/2025/05/13/nx-s1-5396851/diddy-trial-cassie-sean-combs).

·
**"Freak Offs":**

Ventura has described the use of drugs and lubricants during "freak offs," and defense counsel have questioned whether Ventura was under the influence when these events occurred.

·
**Alleged violence:**

Ventura has described numerous instances of Combs hitting, kicking, and dragging her, including a 2016 incident captured on security footage, according to CNN.

·
**Coercion:**

Prosecutors have presented evidence of Combs' alleged coercive behavior, including keeping Ventura in a hotel against her will and monitoring her with employees.

·
**Defense questioning:**

Defense counsel have questioned Ventura's credibility, her motives, and whether she was under the influence during the alleged events.

400 words

**## TheRoleofForensicEvidence.docx**

This assignment consists of 2 parts, failure to one of two will result in an F.

**Part A**

**The Role of Forensic Evidence: 202**

Evaluate the reliability and impact of forensic evidence in criminal investigations and trials, considering issues such as the potential for error and the influence of technology. ie… polygraph tests, crime scene reconstruction. 400 words

**Part B**

**How would you use the below to shape the defense's burden of persuasion to impact the outcome of the trial?**

**Cassie Ventura's testimony:**

Ventura has testified about alleged physical abuse, including black eyes, bruising, and a permanent scar from a gashed eyebrow. She also described being held against her will in a hotel after an alleged beating,
[NPR reportsLinks to an external site.](https://www.npr.org/2025/05/13/nx-s1-5396851/diddy-trial-cassie-sean-combs).

·
**"Freak Offs":**

Ventura has described the use of drugs and lubricants during "freak offs," and defense counsel have questioned whether Ventura was under the influence when these events occurred.

·
**Alleged violence:**

Ventura has described numerous instances of Combs hitting, kicking, and dragging her, including a 2016 incident captured on security footage, according to CNN.

·
**Coercion:**

Prosecutors have presented evidence of Combs' alleged coercive behavior, including keeping Ventura in a hotel against her will and monitoring her with employees.

·
**Defense questioning:**

Defense counsel have questioned Ventura's credibility, her motives, and whether she was under the influence during the alleged events.

400 words

November 5, 2026
[Solved] module 2 reaction

✓ Verified Academic Solution Available

Executive Solution Overview

– ## mod2reactionpaper.docx – ## OGL550_Module_2.pdf – ## Module2learningmaterials.docx – ## Sample2_ReactionPaperSAMPOOLE.pdf – Arnold_et_al-2017-CompleteSetSystemsThinkingSkills.pdf – Shared-value-Harvard-business-review.pdf – Building_a_Learning_Organization_Garvin1993.pdf – ResearchMeth…

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$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

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Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

– ## mod2reactionpaper.docx

– ## OGL550_Module_2.pdf

– ## Module2learningmaterials.docx

– ## Sample2_ReactionPaperSAMPOOLE.pdf

– Arnold_et_al-2017-CompleteSetSystemsThinkingSkills.pdf
– Shared-value-Harvard-business-review.pdf
– Building_a_Learning_Organization_Garvin1993.pdf
– ResearchMethodsOrganizationalLearning.pdf
– Weaver2019_UsingSystemsThinkingtoErase_Red_Lines_inBuffalo_Part_2_AC.pdf

**## mod2reactionpaper.docx**

**Read all the required articles on the Learning Materials page, then** [CHOOSE ONE OF THE REQUIRED ARTICLES from that page](https://asu.instructure.com/courses/225986/pages/module-2-learning-materials) for this assignment. Write up a total of TWO PAGES (no more), single-spaced, in the form of a synopsis and "reaction" to the readings — i.e., dedicate ONLY TWO PAGES of write-up to covering one of the readings.

DETAILS: THE FIRST PART OF THE PAPER: The first 1.5 pages must be a BRIEF synopsis of the article (NB: You can focus on select parts, because you CANNOT possibly cover everything) also including
**two salient, short quotes** from the reading. Bullet points and/or very brief paragraphs are recommended for most of each page; use single-spacing.

THEN: In the LAST HALF-PAGE write two to three paragraphs (in your own words) where you delve a bit deeper, reacting to some of the major issues of the reading: For instance, you might choose to connect one or two specific ideas to examples from your own life, or you might ask probing questions and try to consider different points of view (in addition to those raised in the text).

Finally, submit your work here in either MS Word format or PDF.

ADVICE: The main struggle in this assignment might be WHAT TO LEAVE OUT (but don't fret or develop too much anxiety about that; there is no "one way" to do these brief reaction papers; I want to see YOU ENGAGING with and REACTING TO the readings, and then expressing some important ideas to help you remember and explain ideas to others, in the future.)

**## OGL550_Module_2.pdf**

OGL 550

Organizations as
Brains
Morgan Ch. 4

Organizations as Brains

Is it possible to design “learning organizations” that have the capacity to be
flexile, resilient, and inventive as the functioning of the brain?

Is it possible to distribute capacities for intelligence and control throughout an
enterprise so that the system as a whole can self-organize and evolve along with
emerging challenges?

Copyright © 2020 Arizona Board of Regents.

Organizations as Brains

• Information processing brains

• Complex learning systems

• Holographic systems combining centralized and decentralized
characteristics

Copyright © 2020 Arizona Board of Regents.

Organizations as Information Processing Brains
• Organizations are information systems

• “the decision-making approach” – Herbert Simon and colleagues

• Electronic brain

Copyright © 2020 Arizona Board of Regents.

Creating Learning Organizations

v How can one design complex systems that are capable of learning in a brain-
like ways?

v Cybernetics
v Systems must have the capacity to sense , monitor, and scan significant aspects of their environment
v They must be able to relate this information to the operating norms that guide system behavior
v The must be able to detect significant deviations from these norms
v They must be able to initiate corrective action when discrepancies are detected

v Single loop learning
v Double loop learning

Copyright © 2020 Arizona Board of Regents.

Guidelines for Learning Organizations

• Scan and anticipate change in the wider environment to detect
significant variations.

• Develop an ability to question, challenge, and change operating norms
and assumptions.

• Allow an appropriate strategic direction and pattern of organization to
emerge.

Copyright © 2020 Arizona Board of Regents.

Organizations as Holographic Brains
• The metaphor of a hologram allow us to think of systems where qualities

of the whole are enfolded in all parts so that the system has an ability to
self-organize and regenerate itself on a continuous basis.
• Build the whole into all the parts
• The importance of redundancy
• Requisite variety
• Minimum specs
• Learning to learn

Copyright © 2020 Arizona Board of Regents.

Summary

“Leadership needs to be diffused rather than centralized; even though goals,
objectives, and targets may be helpful managerial tools, they must be used in a way
that avoids the pathologies of single-loop learning; goal seeking must be
accompanied by an awareness of the limits needed to avoid noxious outcomes;
and hierarchy, design, and strategic development must be approached and
understood as self-organizing, emergent phenomena” (p. 113)

Copyright © 2020 Arizona Board of Regents.

**## Module2learningmaterials.docx**

**Module 2: Learning Materials**

Required Videos and Readings ( I attached the resources below in separate files if you are unable to open them here).

**Please read the following:**

1.
**(CHAPTER 4 OF OUR BOOK):**
**Morgan, G. (2006).** Learning and Self-Organization: Organizations as Brains. (chapter 4, pp. 71-114).

2.
**Garvin, D. (1993).** Building a Learning Organization. Harvard Business Review.
[Building_a_Learning_Organization_Garvin1993.pdf](https://asu.instructure.com/courses/225986/files/109998114/download?wrap=1)

3.
**Basten & Haamann (2018).** [Organizational Learning methods](https://asu.instructure.com/courses/225986/files/109998176/download?wrap=1)

. Sage Open. Please skim first half of article, then pay close attention to "Results" section which discusses the various methods organizations can use to develop a learning organization.

4.
**Arnold & Wade (2017).** [A complete set of systems thinking skills Paper presented at the 27th annual INCOSE International Symposium, Adelaide, Australia, July 15-20.](https://asu.instructure.com/courses/225986/files/109998009?wrap=1)

5.
**Weaver, R. (2019 Oct.).** [Erasing red lines: Part 2–systems thinking for social and community change. \
_Buffalo, NY: Cornell University Buffalo Co-Lab._](https://asu.instructure.com/courses/225986/files/109998116?wrap=1)

Lecture

Hey folks! Check out another lecture by Dr. Mertz! (I recommend maybe ramping it up to 1.25 or 1.5 speed at times, according to your preference.)

[https://www.youtube.com/watch?v=BatkSenrN0k](https://www.youtube.com/watch?v=BatkSenrN0k)

[https://www.youtube.com/watch?v=MQMRMAmT2gg](https://www.youtube.com/watch?v=MQMRMAmT2gg)

Supplemental Readings

1.
**Porter & Kramer (2011).** [Creating shared value](https://asu.instructure.com/courses/225986/files/109998117/download?wrap=1)

. Harvard Business Review. Discusses value creation as an emergent property that arises through co-creation between a firm and its stakeholders.

2.
**Nyame-Asiamah & Patel (2009).** [Research methods and methodologies for studying organisational learning](https://asu.instructure.com/courses/225986/files/109998137/download?wrap=1)

. European and Mediterranean Conference on Information Systems 2009 Proceedings.

3.
**Thompson, C.J.C. (2003).** [The unintended consequences of "having an impact".Links to an external site.](https://thesystemsthinker.com/wp-content/uploads/pdfs/140401pk.pdf) The Systems Thinker, 14(4), 2-6. Discusses importance of language in framing problems, with an interesting chart of mechanistic vs. organic characterizations.
[pdf version](https://asu.instructure.com/courses/225986/files/109998085?wrap=1)

Examples of Self-Organization in Practice

· Agile/SCRUM
[https://www.visual-paradigm.com/scrum/what-is-self-organizing-team-in-scrum/Links to an external site.](https://www.visual-paradigm.com/scrum/what-is-self-organizing-team-in-scrum/)

· Self-Managing teams at Morning Star
[https://corporate-rebels.com/morning-star/](https://corporate-rebels.com/morning-star/)

**## Sample2_ReactionPaperSAMPOOLE.pdf**

PROF’S NEW EXAMPLE OF A REACTION PAPER, Summer 2025
\*\* Note: ALL the details here are MADE UP and/or filled with Latin “Ipsum…” nonsense words.**

Module 2 Reaction Paper: Chapter 4 of Sam Poole’s WAKE UP, F$$L: Stop Sleepwalking!

Chapter Intro
● We lead organizations lorem ipsum dolor sit amet, consectetur adipiscing elit.
n Pellentesque luctus, felis quis sagittis accumsan, lorem enim vestibulum lorem, in ultricies

odio vel pellentesque facilisis.
n Vestibulum ante ipsum primis in faucibus orci luctus et ultrices posuere cubilia curae

neque dictum purus scelerisque efficitur sed vel nunc.
“Aenean id fringilla lectus. Duis iaculis tortor sit amet purus vehicula, at ullamcorper velit
venenatis. Morbi eget massa eget diam lacinia dignissim quis nec tortor. Duis ut vehicula nibh,
sit amet egestas diam.” (Poole 2025, page 107).

n Nunc porttitor elementum nisi, sit amet euismod ligula.
n Sed vel urna quis arcu molestie tristique. Pellentesque at suscipit elit, ac fringilla lectus.

Donec in viverra nisl. Duis eget sem id erat laoreet accumsan et in justo.
o Sed dignissim volutpat sapien. Example: Humor and art can be IRREVERENT.
o Eget fermentum. Example: “Instead of saying I F-D UP MY LIFE, or I WAS SO STUPID,

you need to tell yourself I HAVE LEARNED A LOT SINCE THEN.” (Poole 2025, page 109).

The First Case Study
o Sed sed commodo risus, eu pellentesque nunc. Cras imperdiet finibus varius.
o Aenean id fringilla lectus. Duis iaculis tortor sit amet purus vehicula, at ullamcorper velit

venenatis. Morbi eget massa eget diam
o Lacinia dignissim quis nec tortor. Duis ut vehicula nibh, sit amet egestas diam. Nunc

lobortis posuere gravida. Proin ipseum.

n Pellentesque aenean id fringilla lectus. Duis iaculis tortor sit amet purus vehicula, at
ullamcorper velit venenatis. Morbi eget massa eget diam

n Lacinia primis in faucibus orci luctus et ultrices posuere cubilia curae neque dictum purus
scelerisque efficitur sed vel nunc. dignissim quis nec tortor. Duis ut vehicula nibh, sit amet
egestas diam. Nunc lobortis posuere gravida. Proin ipseum.

n luctus, felis quis sagittis accumsan, lorem enim vestibulum lorem, in ultricies
o odio vel pellentesque facilisis.
o Vestibulum ante ipsum (REMINDS ME of bullies in 7th grade! Punched them.)

Great Leaders are DEVELOPED not simply BORN

o While it’s okay – and AWESOME — if you were “BORN THIS WAY, baby!”
o When it comes to LEADERS we all start learning early, though some learn and practice

leadership earlier and more adeptly (yet even THEY are not “BORN LEADERS”)
n Experience lacinia dignissim quis nec tortor. Duis ut vehicula nibh, sit amet egestas diam.

Nunc lobortis posuere gravida. Proin ipseum.
n Pellentesque aenean id fringilla lectus. Duis iaculis tortor sit amet purus
n Vehicula, at ullamcorper velit venenatis. Morbi eget massa eget diam
n Lacinia primis in faucibus orci luctus et ultrices posuere cubilia curae neque dictum purus

scelerisque efficitur sed vel nunc.
o dignissim quis nec tortor.
o Duis ut vehicula nibh, sit amet egestas diam. Nunc lobortis posuere gravida.

n Et luctus, felis quis sagittis accumsan, lorem enim vestibulum lorem, in ultricies
n While being stabbed he exclaimed “ET TU, BRUTE!” Et odio vel pellentesque facilisis.
n Vestibulum ante ipsum

Of Rascals and Rabble-Rousers

n Duis ut vehicula nibh, sit amet egestas diam. Nunc lobortis posuere gravida. Proin ipseum.
n Pellentesque aenean id fringilla lectus. Duis iaculis tortor sit amet purus

o Example: Vehicula, at ullamcorper velit venenatis. Morbi eget massa eget
diam. Lacinia orci luctus et ultrices posuere cubilia curae neque dictum.

n purus scelerisque efficitur sed vel nunc.
o dignissim quis nec tortor.
o Duis ut vehicula nibh, sit amet egestas diam. Nunc lobortis posuere gravida.
o Proin ipseum.

n Successful leaders Duis ut vehicula nibh, sit amet egestas diam. Nunc lobortis posuere
gravida. Proin ipseum.

n Pellentesque aenean id fringilla lectus. Duis iaculis tortor sit amet purus
n Vehicula, at ullamcorper velit venenatis. Morbi eget massa eget diam
n Lacinia primis in faucibus orci luctus et ultrices posuere cubilia curae neque dictum purus

scelerisque efficitur sed vel nunc.

How Mermaids Can Riot and “Dispatch” the Unwary Seaman
Vehicula, at ullamcorper velit venenatis. Morbi eget massa eget diam
n Lacinia primis in faucibus orci luctus et ultrices posuere cubilia curae

How Is a Professor Never Late, but Arrives PRECISELY when they need to arrive?
● The neque dictum purus scelerisque efficitur sed vel nunc dignissim quis nec tortor et tutor.

“Radicals must vel fermentum enim. Vivamus quis velit a velit volutpat volutpat. Morbi mollis a
est nec molestie. Nunc in facilisis nibh. Duis eleifend purus et molestie egestas. Duis ac nibh sed
purus sodales dapibus.” (Poole 2025, page 98).

My Reaction / Reflections
At first ante ipsum prima fascia. Morbi eget massa eget diam. Lacinia primis in faucibus orci
luctus et ultrices posuere cubilia. Much like Bugs Bunny “took a wrong turn at Albuquerque” we
find ourselves thinking we are “all right” until we are quite wrong, though it may give us a
chance to become friends with the Tasmanian Devil.
Then vestibulum ante ipsum prima fascia. Morbi eget massa eget diam. Lacinia primis in
faucibus orci luctus et ultrices posuere cubilia curae neque dictum purus scelerisque efficitur
sed vel — et tu Brute. When I volunteer et pellente sque iaculis tortor sit amet purus vehicula, at
ullamcorper velit venenatis. Morbi eget massa eget diam. Lacinia primis in faucibus orci luctus
et ultrices posuere cubilia curae neque dictum purus scelerisque efficitur sed vel nunc tortor.
Duis ut — just like my mother used to say when confronting racists.
When I helped organize and lead aenean id fringilla lectus. Duis iaculis tortor sit amet purus
vehicula, at ullamcorper velit venenatis. Luctus, felis quis sagittis accumsan, lorem enim
vestibulum lorem, in ultricies eget massa eget diam lacinia dignissim quis nec tortor. Duis ut
lobortis posuere gravida. Proin ipseum accumsan, dignissim quis nec tortor. Duis ut vehicula
nibh, sit amet egestas diam. Nunc lobortis posuere gravida. Proin ipseum. This gives us some
powerful practical examples AND inspiration, making me appreciate this course all the more.

**Arnold_et_al-2017-CompleteSetSystemsThinkingSkills.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/arnold-et-al-2017-completesetsystemsthinkingskills-pdf-10350069)

**Shared-value-Harvard-business-review.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/shared-value-harvard-business-review-pdf)

**Building_a_Learning_Organization_Garvin1993.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/building-a-learning-organization-garvin1993-pdf-10350071)

**ResearchMethodsOrganizationalLearning.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/researchmethodsorganizationallearning-pdf-10350059)

**Weaver2019_UsingSystemsThinkingtoErase_Red_Lines_inBuffalo_Part_2_AC.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/weaver2019-usingsystemsthinkingtoerase-red-lines-inbuffalo-part-2-ac-pdf-10350067)

**Weaver2019_UsingSystemsThinkingtoErase_Red_Lines_inBuffalo_Part_2_AC.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/weaver2019-usingsystemsthinkingtoerase-red-lines-inbuffalo-part-2-ac-pdf-10350067)

**## mod2reactionpaper.docx**

**Read all the required articles on the Learning Materials page, then** [CHOOSE ONE OF THE REQUIRED ARTICLES from that page](https://asu.instructure.com/courses/225986/pages/module-2-learning-materials) for this assignment. Write up a total of TWO PAGES (no more), single-spaced, in the form of a synopsis and "reaction" to the readings — i.e., dedicate ONLY TWO PAGES of write-up to covering one of the readings.

DETAILS: THE FIRST PART OF THE PAPER: The first 1.5 pages must be a BRIEF synopsis of the article (NB: You can focus on select parts, because you CANNOT possibly cover everything) also including
**two salient, short quotes** from the reading. Bullet points and/or very brief paragraphs are recommended for most of each page; use single-spacing.

THEN: In the LAST HALF-PAGE write two to three paragraphs (in your own words) where you delve a bit deeper, reacting to some of the major issues of the reading: For instance, you might choose to connect one or two specific ideas to examples from your own life, or you might ask probing questions and try to consider different points of view (in addition to those raised in the text).

Finally, submit your work here in either MS Word format or PDF.

ADVICE: The main struggle in this assignment might be WHAT TO LEAVE OUT (but don't fret or develop too much anxiety about that; there is no "one way" to do these brief reaction papers; I want to see YOU ENGAGING with and REACTING TO the readings, and then expressing some important ideas to help you remember and explain ideas to others, in the future.)

**## OGL550_Module_2.pdf**

OGL 550

Organizations as
Brains
Morgan Ch. 4

Organizations as Brains

Is it possible to design “learning organizations” that have the capacity to be
flexile, resilient, and inventive as the functioning of the brain?

Is it possible to distribute capacities for intelligence and control throughout an
enterprise so that the system as a whole can self-organize and evolve along with
emerging challenges?

Copyright © 2020 Arizona Board of Regents.

Organizations as Brains

• Information processing brains

• Complex learning systems

• Holographic systems combining centralized and decentralized
characteristics

Copyright © 2020 Arizona Board of Regents.

Organizations as Information Processing Brains
• Organizations are information systems

• “the decision-making approach” – Herbert Simon and colleagues

• Electronic brain

Copyright © 2020 Arizona Board of Regents.

Creating Learning Organizations

v How can one design complex systems that are capable of learning in a brain-
like ways?

v Cybernetics
v Systems must have the capacity to sense , monitor, and scan significant aspects of their environment
v They must be able to relate this information to the operating norms that guide system behavior
v The must be able to detect significant deviations from these norms
v They must be able to initiate corrective action when discrepancies are detected

v Single loop learning
v Double loop learning

Copyright © 2020 Arizona Board of Regents.

Guidelines for Learning Organizations

• Scan and anticipate change in the wider environment to detect
significant variations.

• Develop an ability to question, challenge, and change operating norms
and assumptions.

• Allow an appropriate strategic direction and pattern of organization to
emerge.

Copyright © 2020 Arizona Board of Regents.

Organizations as Holographic Brains
• The metaphor of a hologram allow us to think of systems where qualities

of the whole are enfolded in all parts so that the system has an ability to
self-organize and regenerate itself on a continuous basis.
• Build the whole into all the parts
• The importance of redundancy
• Requisite variety
• Minimum specs
• Learning to learn

Copyright © 2020 Arizona Board of Regents.

Summary

“Leadership needs to be diffused rather than centralized; even though goals,
objectives, and targets may be helpful managerial tools, they must be used in a way
that avoids the pathologies of single-loop learning; goal seeking must be
accompanied by an awareness of the limits needed to avoid noxious outcomes;
and hierarchy, design, and strategic development must be approached and
understood as self-organizing, emergent phenomena” (p. 113)

Copyright © 2020 Arizona Board of Regents.

**## Module2learningmaterials.docx**

**Module 2: Learning Materials**

Required Videos and Readings ( I attached the resources below in separate files if you are unable to open them here).

**Please read the following:**

1.
**(CHAPTER 4 OF OUR BOOK):**
**Morgan, G. (2006).** Learning and Self-Organization: Organizations as Brains. (chapter 4, pp. 71-114).

2.
**Garvin, D. (1993).** Building a Learning Organization. Harvard Business Review.
[Building_a_Learning_Organization_Garvin1993.pdf](https://asu.instructure.com/courses/225986/files/109998114/download?wrap=1)

3.
**Basten & Haamann (2018).** [Organizational Learning methods](https://asu.instructure.com/courses/225986/files/109998176/download?wrap=1)

. Sage Open. Please skim first half of article, then pay close attention to "Results" section which discusses the various methods organizations can use to develop a learning organization.

4.
**Arnold & Wade (2017).** [A complete set of systems thinking skills Paper presented at the 27th annual INCOSE International Symposium, Adelaide, Australia, July 15-20.](https://asu.instructure.com/courses/225986/files/109998009?wrap=1)

5.
**Weaver, R. (2019 Oct.).** [Erasing red lines: Part 2–systems thinking for social and community change. \
_Buffalo, NY: Cornell University Buffalo Co-Lab._](https://asu.instructure.com/courses/225986/files/109998116?wrap=1)

Lecture

Hey folks! Check out another lecture by Dr. Mertz! (I recommend maybe ramping it up to 1.25 or 1.5 speed at times, according to your preference.)

[https://www.youtube.com/watch?v=BatkSenrN0k](https://www.youtube.com/watch?v=BatkSenrN0k)

[https://www.youtube.com/watch?v=MQMRMAmT2gg](https://www.youtube.com/watch?v=MQMRMAmT2gg)

Supplemental Readings

1.
**Porter & Kramer (2011).** [Creating shared value](https://asu.instructure.com/courses/225986/files/109998117/download?wrap=1)

. Harvard Business Review. Discusses value creation as an emergent property that arises through co-creation between a firm and its stakeholders.

2.
**Nyame-Asiamah & Patel (2009).** [Research methods and methodologies for studying organisational learning](https://asu.instructure.com/courses/225986/files/109998137/download?wrap=1)

. European and Mediterranean Conference on Information Systems 2009 Proceedings.

3.
**Thompson, C.J.C. (2003).** [The unintended consequences of "having an impact".Links to an external site.](https://thesystemsthinker.com/wp-content/uploads/pdfs/140401pk.pdf) The Systems Thinker, 14(4), 2-6. Discusses importance of language in framing problems, with an interesting chart of mechanistic vs. organic characterizations.
[pdf version](https://asu.instructure.com/courses/225986/files/109998085?wrap=1)

Examples of Self-Organization in Practice

· Agile/SCRUM
[https://www.visual-paradigm.com/scrum/what-is-self-organizing-team-in-scrum/Links to an external site.](https://www.visual-paradigm.com/scrum/what-is-self-organizing-team-in-scrum/)

· Self-Managing teams at Morning Star
[https://corporate-rebels.com/morning-star/](https://corporate-rebels.com/morning-star/)

**## Sample2_ReactionPaperSAMPOOLE.pdf**

PROF’S NEW EXAMPLE OF A REACTION PAPER, Summer 2025
\*\* Note: ALL the details here are MADE UP and/or filled with Latin “Ipsum…” nonsense words.**

Module 2 Reaction Paper: Chapter 4 of Sam Poole’s WAKE UP, F$$L: Stop Sleepwalking!

Chapter Intro
● We lead organizations lorem ipsum dolor sit amet, consectetur adipiscing elit.
n Pellentesque luctus, felis quis sagittis accumsan, lorem enim vestibulum lorem, in ultricies

odio vel pellentesque facilisis.
n Vestibulum ante ipsum primis in faucibus orci luctus et ultrices posuere cubilia curae

neque dictum purus scelerisque efficitur sed vel nunc.
“Aenean id fringilla lectus. Duis iaculis tortor sit amet purus vehicula, at ullamcorper velit
venenatis. Morbi eget massa eget diam lacinia dignissim quis nec tortor. Duis ut vehicula nibh,
sit amet egestas diam.” (Poole 2025, page 107).

n Nunc porttitor elementum nisi, sit amet euismod ligula.
n Sed vel urna quis arcu molestie tristique. Pellentesque at suscipit elit, ac fringilla lectus.

Donec in viverra nisl. Duis eget sem id erat laoreet accumsan et in justo.
o Sed dignissim volutpat sapien. Example: Humor and art can be IRREVERENT.
o Eget fermentum. Example: “Instead of saying I F-D UP MY LIFE, or I WAS SO STUPID,

you need to tell yourself I HAVE LEARNED A LOT SINCE THEN.” (Poole 2025, page 109).

The First Case Study
o Sed sed commodo risus, eu pellentesque nunc. Cras imperdiet finibus varius.
o Aenean id fringilla lectus. Duis iaculis tortor sit amet purus vehicula, at ullamcorper velit

venenatis. Morbi eget massa eget diam
o Lacinia dignissim quis nec tortor. Duis ut vehicula nibh, sit amet egestas diam. Nunc

lobortis posuere gravida. Proin ipseum.

n Pellentesque aenean id fringilla lectus. Duis iaculis tortor sit amet purus vehicula, at
ullamcorper velit venenatis. Morbi eget massa eget diam

n Lacinia primis in faucibus orci luctus et ultrices posuere cubilia curae neque dictum purus
scelerisque efficitur sed vel nunc. dignissim quis nec tortor. Duis ut vehicula nibh, sit amet
egestas diam. Nunc lobortis posuere gravida. Proin ipseum.

n luctus, felis quis sagittis accumsan, lorem enim vestibulum lorem, in ultricies
o odio vel pellentesque facilisis.
o Vestibulum ante ipsum (REMINDS ME of bullies in 7th grade! Punched them.)

Great Leaders are DEVELOPED not simply BORN

o While it’s okay – and AWESOME — if you were “BORN THIS WAY, baby!”
o When it comes to LEADERS we all start learning early, though some learn and practice

leadership earlier and more adeptly (yet even THEY are not “BORN LEADERS”)
n Experience lacinia dignissim quis nec tortor. Duis ut vehicula nibh, sit amet egestas diam.

Nunc lobortis posuere gravida. Proin ipseum.
n Pellentesque aenean id fringilla lectus. Duis iaculis tortor sit amet purus
n Vehicula, at ullamcorper velit venenatis. Morbi eget massa eget diam
n Lacinia primis in faucibus orci luctus et ultrices posuere cubilia curae neque dictum purus

scelerisque efficitur sed vel nunc.
o dignissim quis nec tortor.
o Duis ut vehicula nibh, sit amet egestas diam. Nunc lobortis posuere gravida.

n Et luctus, felis quis sagittis accumsan, lorem enim vestibulum lorem, in ultricies
n While being stabbed he exclaimed “ET TU, BRUTE!” Et odio vel pellentesque facilisis.
n Vestibulum ante ipsum

Of Rascals and Rabble-Rousers

n Duis ut vehicula nibh, sit amet egestas diam. Nunc lobortis posuere gravida. Proin ipseum.
n Pellentesque aenean id fringilla lectus. Duis iaculis tortor sit amet purus

o Example: Vehicula, at ullamcorper velit venenatis. Morbi eget massa eget
diam. Lacinia orci luctus et ultrices posuere cubilia curae neque dictum.

n purus scelerisque efficitur sed vel nunc.
o dignissim quis nec tortor.
o Duis ut vehicula nibh, sit amet egestas diam. Nunc lobortis posuere gravida.
o Proin ipseum.

n Successful leaders Duis ut vehicula nibh, sit amet egestas diam. Nunc lobortis posuere
gravida. Proin ipseum.

n Pellentesque aenean id fringilla lectus. Duis iaculis tortor sit amet purus
n Vehicula, at ullamcorper velit venenatis. Morbi eget massa eget diam
n Lacinia primis in faucibus orci luctus et ultrices posuere cubilia curae neque dictum purus

scelerisque efficitur sed vel nunc.

How Mermaids Can Riot and “Dispatch” the Unwary Seaman
Vehicula, at ullamcorper velit venenatis. Morbi eget massa eget diam
n Lacinia primis in faucibus orci luctus et ultrices posuere cubilia curae

How Is a Professor Never Late, but Arrives PRECISELY when they need to arrive?
● The neque dictum purus scelerisque efficitur sed vel nunc dignissim quis nec tortor et tutor.

“Radicals must vel fermentum enim. Vivamus quis velit a velit volutpat volutpat. Morbi mollis a
est nec molestie. Nunc in facilisis nibh. Duis eleifend purus et molestie egestas. Duis ac nibh sed
purus sodales dapibus.” (Poole 2025, page 98).

My Reaction / Reflections
At first ante ipsum prima fascia. Morbi eget massa eget diam. Lacinia primis in faucibus orci
luctus et ultrices posuere cubilia. Much like Bugs Bunny “took a wrong turn at Albuquerque” we
find ourselves thinking we are “all right” until we are quite wrong, though it may give us a
chance to become friends with the Tasmanian Devil.
Then vestibulum ante ipsum prima fascia. Morbi eget massa eget diam. Lacinia primis in
faucibus orci luctus et ultrices posuere cubilia curae neque dictum purus scelerisque efficitur
sed vel — et tu Brute. When I volunteer et pellente sque iaculis tortor sit amet purus vehicula, at
ullamcorper velit venenatis. Morbi eget massa eget diam. Lacinia primis in faucibus orci luctus
et ultrices posuere cubilia curae neque dictum purus scelerisque efficitur sed vel nunc tortor.
Duis ut — just like my mother used to say when confronting racists.
When I helped organize and lead aenean id fringilla lectus. Duis iaculis tortor sit amet purus
vehicula, at ullamcorper velit venenatis. Luctus, felis quis sagittis accumsan, lorem enim
vestibulum lorem, in ultricies eget massa eget diam lacinia dignissim quis nec tortor. Duis ut
lobortis posuere gravida. Proin ipseum accumsan, dignissim quis nec tortor. Duis ut vehicula
nibh, sit amet egestas diam. Nunc lobortis posuere gravida. Proin ipseum. This gives us some
powerful practical examples AND inspiration, making me appreciate this course all the more.

**Arnold_et_al-2017-CompleteSetSystemsThinkingSkills.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/arnold-et-al-2017-completesetsystemsthinkingskills-pdf-10350069)

**Shared-value-Harvard-business-review.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/shared-value-harvard-business-review-pdf)

**Building_a_Learning_Organization_Garvin1993.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/building-a-learning-organization-garvin1993-pdf-10350071)

**ResearchMethodsOrganizationalLearning.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/researchmethodsorganizationallearning-pdf-10350059)

**Weaver2019_UsingSystemsThinkingtoErase_Red_Lines_inBuffalo_Part_2_AC.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/weaver2019-usingsystemsthinkingtoerase-red-lines-inbuffalo-part-2-ac-pdf-10350067)

**## mod2reactionpaper.docx**

**Read all the required articles on the Learning Materials page, then** [CHOOSE ONE OF THE REQUIRED ARTICLES from that page](https://asu.instructure.com/courses/225986/pages/module-2-learning-materials) for this assignment. Write up a total of TWO PAGES (no more), single-spaced, in the form of a synopsis and "reaction" to the readings — i.e., dedicate ONLY TWO PAGES of write-up to covering one of the readings.

DETAILS: THE FIRST PART OF THE PAPER: The first 1.5 pages must be a BRIEF synopsis of the article (NB: You can focus on select parts, because you CANNOT possibly cover everything) also including
**two salient, short quotes** from the reading. Bullet points and/or very brief paragraphs are recommended for most of each page; use single-spacing.

THEN: In the LAST HALF-PAGE write two to three paragraphs (in your own words) where you delve a bit deeper, reacting to some of the major issues of the reading: For instance, you might choose to connect one or two specific ideas to examples from your own life, or you might ask probing questions and try to consider different points of view (in addition to those raised in the text).

Finally, submit your work here in either MS Word format or PDF.

ADVICE: The main struggle in this assignment might be WHAT TO LEAVE OUT (but don't fret or develop too much anxiety about that; there is no "one way" to do these brief reaction papers; I want to see YOU ENGAGING with and REACTING TO the readings, and then expressing some important ideas to help you remember and explain ideas to others, in the future.)

**## OGL550_Module_2.pdf**

OGL 550

Organizations as
Brains
Morgan Ch. 4

Organizations as Brains

Is it possible to design “learning organizations” that have the capacity to be
flexile, resilient, and inventive as the functioning of the brain?

Is it possible to distribute capacities for intelligence and control throughout an
enterprise so that the system as a whole can self-organize and evolve along with
emerging challenges?

Copyright © 2020 Arizona Board of Regents.

Organizations as Brains

• Information processing brains

• Complex learning systems

• Holographic systems combining centralized and decentralized
characteristics

Copyright © 2020 Arizona Board of Regents.

Organizations as Information Processing Brains
• Organizations are information systems

• “the decision-making approach” – Herbert Simon and colleagues

• Electronic brain

Copyright © 2020 Arizona Board of Regents.

Creating Learning Organizations

v How can one design complex systems that are capable of learning in a brain-
like ways?

v Cybernetics
v Systems must have the capacity to sense , monitor, and scan significant aspects of their environment
v They must be able to relate this information to the operating norms that guide system behavior
v The must be able to detect significant deviations from these norms
v They must be able to initiate corrective action when discrepancies are detected

v Single loop learning
v Double loop learning

Copyright © 2020 Arizona Board of Regents.

Guidelines for Learning Organizations

• Scan and anticipate change in the wider environment to detect
significant variations.

• Develop an ability to question, challenge, and change operating norms
and assumptions.

• Allow an appropriate strategic direction and pattern of organization to
emerge.

Copyright © 2020 Arizona Board of Regents.

Organizations as Holographic Brains
• The metaphor of a hologram allow us to think of systems where qualities

of the whole are enfolded in all parts so that the system has an ability to
self-organize and regenerate itself on a continuous basis.
• Build the whole into all the parts
• The importance of redundancy
• Requisite variety
• Minimum specs
• Learning to learn

Copyright © 2020 Arizona Board of Regents.

Summary

“Leadership needs to be diffused rather than centralized; even though goals,
objectives, and targets may be helpful managerial tools, they must be used in a way
that avoids the pathologies of single-loop learning; goal seeking must be
accompanied by an awareness of the limits needed to avoid noxious outcomes;
and hierarchy, design, and strategic development must be approached and
understood as self-organizing, emergent phenomena” (p. 113)

Copyright © 2020 Arizona Board of Regents.

**## Module2learningmaterials.docx**

**Module 2: Learning Materials**

Required Videos and Readings ( I attached the resources below in separate files if you are unable to open them here).

**Please read the following:**

1.
**(CHAPTER 4 OF OUR BOOK):**
**Morgan, G. (2006).** Learning and Self-Organization: Organizations as Brains. (chapter 4, pp. 71-114).

2.
**Garvin, D. (1993).** Building a Learning Organization. Harvard Business Review.
[Building_a_Learning_Organization_Garvin1993.pdf](https://asu.instructure.com/courses/225986/files/109998114/download?wrap=1)

3.
**Basten & Haamann (2018).** [Organizational Learning methods](https://asu.instructure.com/courses/225986/files/109998176/download?wrap=1)

. Sage Open. Please skim first half of article, then pay close attention to "Results" section which discusses the various methods organizations can use to develop a learning organization.

4.
**Arnold & Wade (2017).** [A complete set of systems thinking skills Paper presented at the 27th annual INCOSE International Symposium, Adelaide, Australia, July 15-20.](https://asu.instructure.com/courses/225986/files/109998009?wrap=1)

5.
**Weaver, R. (2019 Oct.).** [Erasing red lines: Part 2–systems thinking for social and community change. \
_Buffalo, NY: Cornell University Buffalo Co-Lab._](https://asu.instructure.com/courses/225986/files/109998116?wrap=1)

Lecture

Hey folks! Check out another lecture by Dr. Mertz! (I recommend maybe ramping it up to 1.25 or 1.5 speed at times, according to your preference.)

[https://www.youtube.com/watch?v=BatkSenrN0k](https://www.youtube.com/watch?v=BatkSenrN0k)

[https://www.youtube.com/watch?v=MQMRMAmT2gg](https://www.youtube.com/watch?v=MQMRMAmT2gg)

Supplemental Readings

1.
**Porter & Kramer (2011).** [Creating shared value](https://asu.instructure.com/courses/225986/files/109998117/download?wrap=1)

. Harvard Business Review. Discusses value creation as an emergent property that arises through co-creation between a firm and its stakeholders.

2.
**Nyame-Asiamah & Patel (2009).** [Research methods and methodologies for studying organisational learning](https://asu.instructure.com/courses/225986/files/109998137/download?wrap=1)

. European and Mediterranean Conference on Information Systems 2009 Proceedings.

3.
**Thompson, C.J.C. (2003).** [The unintended consequences of "having an impact".Links to an external site.](https://thesystemsthinker.com/wp-content/uploads/pdfs/140401pk.pdf) The Systems Thinker, 14(4), 2-6. Discusses importance of language in framing problems, with an interesting chart of mechanistic vs. organic characterizations.
[pdf version](https://asu.instructure.com/courses/225986/files/109998085?wrap=1)

Examples of Self-Organization in Practice

· Agile/SCRUM
[https://www.visual-paradigm.com/scrum/what-is-self-organizing-team-in-scrum/Links to an external site.](https://www.visual-paradigm.com/scrum/what-is-self-organizing-team-in-scrum/)

· Self-Managing teams at Morning Star
[https://corporate-rebels.com/morning-star/](https://corporate-rebels.com/morning-star/)

**## Sample2_ReactionPaperSAMPOOLE.pdf**

PROF’S NEW EXAMPLE OF A REACTION PAPER, Summer 2025
\*\* Note: ALL the details here are MADE UP and/or filled with Latin “Ipsum…” nonsense words.**

Module 2 Reaction Paper: Chapter 4 of Sam Poole’s WAKE UP, F$$L: Stop Sleepwalking!

Chapter Intro
● We lead organizations lorem ipsum dolor sit amet, consectetur adipiscing elit.
n Pellentesque luctus, felis quis sagittis accumsan, lorem enim vestibulum lorem, in ultricies

odio vel pellentesque facilisis.
n Vestibulum ante ipsum primis in faucibus orci luctus et ultrices posuere cubilia curae

neque dictum purus scelerisque efficitur sed vel nunc.
“Aenean id fringilla lectus. Duis iaculis tortor sit amet purus vehicula, at ullamcorper velit
venenatis. Morbi eget massa eget diam lacinia dignissim quis nec tortor. Duis ut vehicula nibh,
sit amet egestas diam.” (Poole 2025, page 107).

n Nunc porttitor elementum nisi, sit amet euismod ligula.
n Sed vel urna quis arcu molestie tristique. Pellentesque at suscipit elit, ac fringilla lectus.

Donec in viverra nisl. Duis eget sem id erat laoreet accumsan et in justo.
o Sed dignissim volutpat sapien. Example: Humor and art can be IRREVERENT.
o Eget fermentum. Example: “Instead of saying I F-D UP MY LIFE, or I WAS SO STUPID,

you need to tell yourself I HAVE LEARNED A LOT SINCE THEN.” (Poole 2025, page 109).

The First Case Study
o Sed sed commodo risus, eu pellentesque nunc. Cras imperdiet finibus varius.
o Aenean id fringilla lectus. Duis iaculis tortor sit amet purus vehicula, at ullamcorper velit

venenatis. Morbi eget massa eget diam
o Lacinia dignissim quis nec tortor. Duis ut vehicula nibh, sit amet egestas diam. Nunc

lobortis posuere gravida. Proin ipseum.

n Pellentesque aenean id fringilla lectus. Duis iaculis tortor sit amet purus vehicula, at
ullamcorper velit venenatis. Morbi eget massa eget diam

n Lacinia primis in faucibus orci luctus et ultrices posuere cubilia curae neque dictum purus
scelerisque efficitur sed vel nunc. dignissim quis nec tortor. Duis ut vehicula nibh, sit amet
egestas diam. Nunc lobortis posuere gravida. Proin ipseum.

n luctus, felis quis sagittis accumsan, lorem enim vestibulum lorem, in ultricies
o odio vel pellentesque facilisis.
o Vestibulum ante ipsum (REMINDS ME of bullies in 7th grade! Punched them.)

Great Leaders are DEVELOPED not simply BORN

o While it’s okay – and AWESOME — if you were “BORN THIS WAY, baby!”
o When it comes to LEADERS we all start learning early, though some learn and practice

leadership earlier and more adeptly (yet even THEY are not “BORN LEADERS”)
n Experience lacinia dignissim quis nec tortor. Duis ut vehicula nibh, sit amet egestas diam.

Nunc lobortis posuere gravida. Proin ipseum.
n Pellentesque aenean id fringilla lectus. Duis iaculis tortor sit amet purus
n Vehicula, at ullamcorper velit venenatis. Morbi eget massa eget diam
n Lacinia primis in faucibus orci luctus et ultrices posuere cubilia curae neque dictum purus

scelerisque efficitur sed vel nunc.
o dignissim quis nec tortor.
o Duis ut vehicula nibh, sit amet egestas diam. Nunc lobortis posuere gravida.

n Et luctus, felis quis sagittis accumsan, lorem enim vestibulum lorem, in ultricies
n While being stabbed he exclaimed “ET TU, BRUTE!” Et odio vel pellentesque facilisis.
n Vestibulum ante ipsum

Of Rascals and Rabble-Rousers

n Duis ut vehicula nibh, sit amet egestas diam. Nunc lobortis posuere gravida. Proin ipseum.
n Pellentesque aenean id fringilla lectus. Duis iaculis tortor sit amet purus

o Example: Vehicula, at ullamcorper velit venenatis. Morbi eget massa eget
diam. Lacinia orci luctus et ultrices posuere cubilia curae neque dictum.

n purus scelerisque efficitur sed vel nunc.
o dignissim quis nec tortor.
o Duis ut vehicula nibh, sit amet egestas diam. Nunc lobortis posuere gravida.
o Proin ipseum.

n Successful leaders Duis ut vehicula nibh, sit amet egestas diam. Nunc lobortis posuere
gravida. Proin ipseum.

n Pellentesque aenean id fringilla lectus. Duis iaculis tortor sit amet purus
n Vehicula, at ullamcorper velit venenatis. Morbi eget massa eget diam
n Lacinia primis in faucibus orci luctus et ultrices posuere cubilia curae neque dictum purus

scelerisque efficitur sed vel nunc.

How Mermaids Can Riot and “Dispatch” the Unwary Seaman
Vehicula, at ullamcorper velit venenatis. Morbi eget massa eget diam
n Lacinia primis in faucibus orci luctus et ultrices posuere cubilia curae

How Is a Professor Never Late, but Arrives PRECISELY when they need to arrive?
● The neque dictum purus scelerisque efficitur sed vel nunc dignissim quis nec tortor et tutor.

“Radicals must vel fermentum enim. Vivamus quis velit a velit volutpat volutpat. Morbi mollis a
est nec molestie. Nunc in facilisis nibh. Duis eleifend purus et molestie egestas. Duis ac nibh sed
purus sodales dapibus.” (Poole 2025, page 98).

My Reaction / Reflections
At first ante ipsum prima fascia. Morbi eget massa eget diam. Lacinia primis in faucibus orci
luctus et ultrices posuere cubilia. Much like Bugs Bunny “took a wrong turn at Albuquerque” we
find ourselves thinking we are “all right” until we are quite wrong, though it may give us a
chance to become friends with the Tasmanian Devil.
Then vestibulum ante ipsum prima fascia. Morbi eget massa eget diam. Lacinia primis in
faucibus orci luctus et ultrices posuere cubilia curae neque dictum purus scelerisque efficitur
sed vel — et tu Brute. When I volunteer et pellente sque iaculis tortor sit amet purus vehicula, at
ullamcorper velit venenatis. Morbi eget massa eget diam. Lacinia primis in faucibus orci luctus
et ultrices posuere cubilia curae neque dictum purus scelerisque efficitur sed vel nunc tortor.
Duis ut — just like my mother used to say when confronting racists.
When I helped organize and lead aenean id fringilla lectus. Duis iaculis tortor sit amet purus
vehicula, at ullamcorper velit venenatis. Luctus, felis quis sagittis accumsan, lorem enim
vestibulum lorem, in ultricies eget massa eget diam lacinia dignissim quis nec tortor. Duis ut
lobortis posuere gravida. Proin ipseum accumsan, dignissim quis nec tortor. Duis ut vehicula
nibh, sit amet egestas diam. Nunc lobortis posuere gravida. Proin ipseum. This gives us some
powerful practical examples AND inspiration, making me appreciate this course all the more.

**Arnold_et_al-2017-CompleteSetSystemsThinkingSkills.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/arnold-et-al-2017-completesetsystemsthinkingskills-pdf-10350069)

**Shared-value-Harvard-business-review.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/shared-value-harvard-business-review-pdf)

**Building_a_Learning_Organization_Garvin1993.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/building-a-learning-organization-garvin1993-pdf-10350071)

**ResearchMethodsOrganizationalLearning.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/researchmethodsorganizationallearning-pdf-10350059)

**Weaver2019_UsingSystemsThinkingtoErase_Red_Lines_inBuffalo_Part_2_AC.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/weaver2019-usingsystemsthinkingtoerase-red-lines-inbuffalo-part-2-ac-pdf-10350067)

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November 5, 2026
[Solved] Discussion 4 MR

✓ Verified Academic Solution Available

Executive Solution Overview

– ## Discussion4.docx **## Discussion4.docx** Discussion 4 **First Post—Module 4** Read the following three articles: [Are Incentives a Good Employee Motivator?](https://www.forbes.com/sites/forbescoachescouncil/2019/02/01/are-incentives-a-good-employee-motivator-15-coaching-experts-weigh-in/) (2019…

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Assignment Prompt & Instructions

– ## Discussion4.docx

**## Discussion4.docx**

Discussion 4

**First Post—Module 4**

Read the following three articles:

[Are Incentives a Good Employee Motivator?](https://www.forbes.com/sites/forbescoachescouncil/2019/02/01/are-incentives-a-good-employee-motivator-15-coaching-experts-weigh-in/) (2019).
_Forbes._ Retrieved from https://www.forbes.com/sites/forbescoachescouncil/2019/02/01/are-incentives-a-good-employee-motivator-15-coaching-experts-weigh-in/#68d32ec46dcf

Corporate Finance Institute. (n.d.).
[What is the Fraud Triangle?](https://corporatefinanceinstitute.com/resources/knowledge/accounting/fraud-triangle/) Retrieved from https://corporatefinanceinstitute.com/resources/knowledge/accounting/fraud-triangle/

Tarallo, M. (2018). Paved with good intentions: How employee incentives can go awry.
_HRNews._ Available from ProQuest in the Trident Online Library.

"Every incentive to perform is an incentive to cheat. You can't have one without the other."
—Mark Hodak, as quoted in Tarallo (2018).

· What are some challenges of offering incentives to increase employee, group, or organizational performance?

· What are your recommendations to organizations on how to avoid employee incentives plans from going awry?

**## Discussion4.docx**

Discussion 4

**First Post—Module 4**

Read the following three articles:

[Are Incentives a Good Employee Motivator?](https://www.forbes.com/sites/forbescoachescouncil/2019/02/01/are-incentives-a-good-employee-motivator-15-coaching-experts-weigh-in/) (2019).
_Forbes._ Retrieved from https://www.forbes.com/sites/forbescoachescouncil/2019/02/01/are-incentives-a-good-employee-motivator-15-coaching-experts-weigh-in/#68d32ec46dcf

Corporate Finance Institute. (n.d.).
[What is the Fraud Triangle?](https://corporatefinanceinstitute.com/resources/knowledge/accounting/fraud-triangle/) Retrieved from https://corporatefinanceinstitute.com/resources/knowledge/accounting/fraud-triangle/

Tarallo, M. (2018). Paved with good intentions: How employee incentives can go awry.
_HRNews._ Available from ProQuest in the Trident Online Library.

"Every incentive to perform is an incentive to cheat. You can't have one without the other."
—Mark Hodak, as quoted in Tarallo (2018).

· What are some challenges of offering incentives to increase employee, group, or organizational performance?

· What are your recommendations to organizations on how to avoid employee incentives plans from going awry?

November 5, 2026
[Solved] ECOS Mapping

✓ Verified Academic Solution Available

Executive Solution Overview

**ECOS Profile:** **Name:** DeMario Stackhouse **Title:** Executive Director/Administrator **Healthcare Setting:** Skilled Nursing Facility (SNF) **Organization’s Name:** Beyond Blessed Skilled Nursing Home **Location:** Bowie, Maryland (Suburban – Population ~25,000) **Primary Project –** Business …

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**ECOS Profile:**
**Name:** DeMario Stackhouse
**Title:** Executive Director/Administrator
**Healthcare Setting:** Skilled Nursing Facility (SNF)
**Organization’s Name:** Beyond Blessed Skilled Nursing Home
**Location:** Bowie, Maryland (Suburban – Population ~25,000)
**Primary Project –** Business Investment Project (BIP): Integrated Behavioral Health
**BIP Sub-Industry & Specifications:** Digital Health Solutions Building Block 1: Department Operations
**Project Artifact 2. Eco-Map Brief. Overview**: You will conduct an analysis of your healthcare ecosystem design, applying your personalized healthcare scenario to the key ecosystem entities that will be presented on your ecosystem map. Eco-Map Design represents the selected ecosystem entities’ relationships and connections. Your analysis will be provided in a briefing format using a Word document adhering to the directions provided below by the ECOS Health System Executive Team.
– **Create a brief** using a **Word** document to analyze your healthcare ecosystem design and key entities for your ecosystem map.
– **Address each topic** for **Briefing Points 1, 2, 3, and 4**.
– **Length**: Minimum **two** (2) **pages** (excluding title page and reference page).
– **Formatting**: APA 7th Edition Style for title page, reference page, references, and citations.
– **References**: Minimum **three** (3) **credible** and/or **scholarly sources** from the last five year, unless seminal works.
– **Validate** the details of your analysis **with evidence** (in-text citations), supporting the information presented.
– **Care Population Definition** **for Briefing Point 1:** The care population refers to the group or community of individuals who receive care, including patients, residents, clients, or any other relevant term used in your personalized healthcare scenario.
**Briefing Point 1. Ecosystem Entities:** Construct the ecosystem relationship framework by identifying the key ecosystem entities that you will present on your map, focusing on the interconnections of each one.
– **Topic 1a. Your Ecosystem Profile – Personalized Healthcare Scenario:**
– Provide an overview of your ecosystem profile, including your selected healthcare title, primary healthcare setting, primary project (BIP/BIP Sub-Industry), and updated healthcare setting's goal and value proposition statement.
– **Topic 1b. External Three (3) Healthcare Entities and One (1) External Business Partner:**
– Determine **three** (3) **external healthcare entities** relevant to your personalized healthcare scenario. **Analyze each entity** by providing a **concise description** and **explain their significance** in terms of your ecosystem design.
– Assess potential business relationships within your local healthcare setting. **Select one** (1) **external business partner** relevant to your personalized healthcare scenario. **Analyze the business partner** by providing a **concise description** and **explain their significance** in terms of your ecosystem design.
**Briefing Point 2: Your Ecosystem Profile – Care Population:** Assemble the persona of one (1) care population that is served by your primary healthcare setting, your primary project, and is relevant to the external entities within this analysis.
– **Topic 2a. Population Characteristics: Four (4) Demographic and Two (2) Psychographic**
– Demographic characteristics can include but are not limited to the average age, gender, ethnicity, education, income, employment, living status, marital status, and/or family structures.
– Psychographic characteristics can include but are not limited to lifestyles, interests, beliefs, values, habits, and/or activities.
– **Topic 2b. Health Status: Two (2) Health Status Variables**
– Health status variables can include but are not limited to diseases, chronic health conditions, disabilities, mental health issues, and/or overall physical health concerns of this care population.
– **Topic 2c. Minimum Two (2) Healthcare Needs and their Significance**.
– Explain **two (2) healthcare needs and/or services and their significance** to this care population that is relevant to the ecosystem entities presented in this analysis.
**Briefing Point 3: Essential Services to Care Population**: This part of the analysis should present **one (1) essential service** of **each ecosystem entity for the selected care population**, the **significance** of the **service**, and **types of interactions** when providing these services to the care populations.
– **Topic 3a. Personalized Healthcare Scenario Essential Services to Care Population**
– **Your Healthcare Setting**: Assess 1 (one) essential service, service significance, and ecosystem entity interactions for service delivery to the care population.
– **Your Primary Project** (BIP/BIP-Sub-Industry): Assess 1 (one) essential service, service significance, and ecosystem entity interactions for service delivery to the care population.
– **Topic 3b. Select of the External Three (3) Healthcare Entities and One (1) External Business Partner:**
– **External Healthcare Entity:** Assess 1 (one) essential service, service significance, and ecosystem entity interactions for service delivery to the care population **.**
– **External Business Partner:** Assess 1 (one) essential service, service significance, and ecosystem entity interactions for service delivery to the care population.
**Briefing Point 4: Impact on the Care Population**: **Select one** **(1)** **factors** below and **explain its potential impact** on the **care population** in terms of **your personalized healthcare scenario and selected ecosystem entities:**
– **Factor 1: Quality of Care Delivery and Ecosystem Care Collaboration:**
– **Formulate a strategy for ecosystem care collaboration** between **your primary healthcare scenario**, **ecosystem entities**, and **selected care population**.
– Include **two** (2) **regulatory quality of care measures**, their **definitions**, the **importance** of each, and a **specific example of the strategy**.
– **Factor 2: Social Determinants of Health (SDoH) and Ecosystem Outcomes:**
– **Formulate a strategy for ecosystem care collaboration** between **your primary healthcare scenario**, **ecosystem entities**, and **selected care population**.
– Include **two** (2) **specific approaches** for **supporting** the **SDoH Objectives: Healthcare Access and Quality**, their **descriptions**, **how the approaches** can be **conducted between entities**, and a **specific example of the strategy**.
**Project Artifact Deliverable 2**. **Eco-Map Design Directions**
– **Create an illustrative representatio** **n of the e** **cosystem relationships and connections, applying your analysis from the Eco-Map Brief**. (Healthcare Ecosystem Mapping)
– **Adhere to Map Requirements****1, 2, and 3** listed below.
– Choose a **simple design** that allows for clear identification of each map requirement.
– **Submit** your **map** as a **PDF** with the three project deliverables for the healthcare ecosystem mapping bundle.
– Use a **free software too** **l.** Any software you must be able to convert the map to a PDF.
– Your professor cannot assist students with any software tool issues, learning how to use any software tools, or support with any troubleshooting issues.
– Students will need to know how to use the software tool they selected or be able to independently learn how to use the selected tool on their own.
– **Essential Learning Tool** (Downloads as a PDF): [**Ecosystem Mapping Resource**](https://learn.umgc.edu/content/enforced/1291424-027837-01-2255-GO1-9040/Resources%20for%20Ecosystem%20Mapping.pdf)
**Map Requirement 1. Ecosystem Entities – Present the Ecosystem Entities from your Eco-Map Brief:**
– **Your Personalized Healthcare Scenario**:
– Your Primary Healthcare Setting
– Your Primary Project (BIP/BIP Sub-Industry)
– **External Healthcare Providers and Healthcare Organizations**:
– Minimum of **three** (3) **external healthcare providers and/or healthcare organizations**
– **External Business Partner:**
– Minimum **one** (1) **external business partner**
**Map Requirement 2.** **Map Markers Requirements**:
**2.** **Map Markers** **:** Use map markers to identify the organizations, the connections between the different healthcare providers, healthcare services, and external business partner, and to show any potential relationships to one another. Map markers can include but are not limited to shapes, colors, lines, errors, images, letters, and/or similar visualizations to identify, define, and describe the information presented.
– **The following map markers must be included**:
– **2a.** **Shapes**: Use shapes to **identify all organizations** by **by name, type, and/or description** on the map
– **2b****. Lines and/or Arrows**: Include lines or arrows to illustrate the **linkages, connections, and/or relationships** to the organizations and any other images presented on the map.
– **2c.** **Colors**: Apply **colors or a color-coding to the shapes, lines, arrows**, and/or **details presented** on the map.
– **2d.** **Optional Map Markers**: You may elect to use additional map markers on your map. Examples of other map markers can include icons, symbols, patterns, sizing, numerical codes, alphanumeric codes, bubbles, and/or similar visuals.
**Map Requirement 3**. **Legend Criteria Requirements** **:**
**3.** **Legend Criteria**: A map legend must be included that adheres to the Legend Criteria provided below.
– **Legend Criteria A.** **Shape Explanations**. Shapes can serve several purposes and convey important information. **Each shape must** be **explained**. Each organizational **shapemust**clearly **identify each organization with text** that provides the **name**, **type**, and/or **description**.
– **Legend Criteria B.** **Color Explanations** **.** Colors can serve multiple purposes in an ecosystem mapping project. **Each color**, or **color-coding system**, **must** be **explained**. Use colors purposefully and consistently throughout the ecosystem mapping project to ensure clarity and readability.
– **Legend Criteria C.** **Lines and/or Arrows Explanations**. The lines and/or arrows on the map should represent the **relationships** to **one another**.**Each type** of **line and/or arrow**must be **explained**. Using different types of lines and/or arrows could represent some type of meaning various types relationships, interactions, or other influencing factors.
– **Legend Criteria D.** **Additional Markers** (if applicable): If you elected to include **additional map markers, be sure to explain those markings** in the legend.

November 5, 2026
[Solved] Human Resource

✓ Verified Academic Solution Available

Executive Solution Overview

I need your help – ## In2017.docx – ## JWI556Week2LectureNotes.pdf – ShawnLeadingChangeWeek2Response.jpeg – JeffreyLeadingChangeWeek2Response.jpeg – Week2DiscussionLeadingChange.jpeg – JWI_556_ChangeInitiativesinHR_1196.pdf **## In2017.docx** In 2017, I was offered a job to be the staffing coordi…

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I need your help

– ## In2017.docx

– ## JWI556Week2LectureNotes.pdf

– ShawnLeadingChangeWeek2Response.jpeg
– JeffreyLeadingChangeWeek2Response.jpeg
– Week2DiscussionLeadingChange.jpeg
– JWI_556_ChangeInitiativesinHR_1196.pdf

**## In2017.docx**

In 2017, I was offered a job to be the staffing coordinator at a previous job in a nursing facility. I declined the job three times, because not only was I afraid of rejection, but I also did not think I was a people person. My Director of Nursing came to me and said, “Kim, you can do it, I will help you”. The fourth time I was asked, I said OK I will accept the job. To make a long story short, I took that job and embraced it, the job came with long hours and dediction, because we just did not have the staff to provide care for the residents. During my seven years of being the staffing coordinator, I learned that I actually was a people person, I learned how to keep my staff files confidential and I also build a relationship with every staff member there. I was promoted to payroll coordinator and within a month of me being the payroll coordinator, I was promoted to intern director of human resources. I enjoyed human resources so much that I decided to go back to school and earn my degree.

**## JWI556Week2LectureNotes.pdf**

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 556 (1196) Page 1 of 8

JWI 556
Leading Change by Putting People First

Week Two Lecture Notes

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 556 (1196) Page 2 of 8

FIRST, CHANGE YOURSELF

What It Means

Changing oneself first is not about making any particular change before you ask others to join
you in a larger change process. It’s more about understanding the forces that influence all of us
when it comes to change – those that hold us back and those that propel us forward. While you
must not assume the way you react to change will be the same as others, understanding the
patterns, trends, and tendencies that influence all of us will make you a better change leader.

Why It Matters

• The forces that support or impede the success of change initiatives are largely human
forces. The more insight you have into these psychological factors, the more you can
direct your efforts in the right way, and avoid the mistake of thinking you are just
changing “the system” and not also changing people.

• The more insight you have into your own change style tendencies, the better you will be
able to coach and support others going through change.

• It will help you better identify how to lead positive change in HR departments and keep
people first when leading all change initiatives.

“I increasingly see gutsy HR men and women helping provide the leadership
needed to change the systems to fit a new vision.”

John Kotter

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 556 (1196) Page 3 of 8

PSYCHOLOGICAL FACTORS THAT IMPEDE CHANGE

We continue this week with the themes that were introduced in Week 1. Along with our exploration of the
challenge of change and Kotter’s approach to leading it, we are introduced to psychological factors that
influence our willingness and ability to change. We continue our ‘look in the mirror’ to gain insight into our
own tendencies toward change and why we feel the way we do.

To restate the central premise of our course, change is a human undertaking. Yes, we talk about
changing systems and processes and products. But the real barriers in driving change aren’t typically
forces of economics, nature, or technology – it’s the people. If you look back at what you read about
Kotter’s model last week, you will see that the eight steps are all about the human forces that drive or
impede change.

We’ve noted already that resistance to change is expected. It disrupts the norm and brings fear of the
unknown. Plus, it’s just plain hard. However, there’s more to it than that. In their article, “The Real Reason
People Won’t Change” (2001), Robert Kegan and Lisa Lahey explain that resistance to change is a lot
more complex.

“Resistance to change does not reflect opposition, nor is it merely a result of inertia.
Instead, even as they hold a sincere commitment to change, many people are unwittingly
applying productive energy toward a hidden competing commitment. The resulting
dynamic equilibrium stalls the effort in what looks like resistance but is in fact a kind of
personal immunity to change.

When you, as a manager, uncover an employee’s competing commitment, behavior that
has seemed irrational and ineffective suddenly becomes stunningly sensible and
masterful – but unfortunately, on behalf of a goal that conflicts with what you and even
the employee are trying to achieve.”

Kegan & Lahey, 2001

Understanding this tension not only sheds additional critical light on what it means to lead change by
putting people first. It also focuses the responsibility of the team leader on how to support others who
want to make the change, but are held prisoner by powerful forces they may not fully understand.

“As a manager, you must guide people through this exercise with understanding and
sensitivity…in a sense, managers are psychologists. After all, helping people overcome
their limitations to become more successful at work is at the very heart of effective
management.”

Kegan & Lahey, 2001

Kegan and Lahey introduce a three-step model that managers can use to help uncover and address
these barriers to change. While we won’t go over the details of this process in these lecture notes, we will
take a glance at the general structure and key questions.

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 556 (1196) Page 4 of 8

1. Managers guide employees through a set of questions designed to uncover competing
commitments

1) What would you like to see changed at work, so that you could be more effective, or so
that work would be more satisfying?

2) What commitment does your complaint imply?
3) What are you doing, or not doing, that is keeping your commitment from being more fully

realized?
4) If you imagine doing the opposite of the undermining behavior, do you detect in yourself

any discomfort, worry, or vague fear?
5) By engaging in this undermining behavior, what worrisome outcome are you committed

to preventing?

2. Employees examine these commitments to determine the underlying assumptions
1) Notice and record current behavior
2) Look for contrary evidence
3) Explore the history
4) Test the assumptions
5) Evaluate the results

3. Employees can then start the process of changing their behavior

The questions and process Kegan & Lahey present provide important guidance to bear in mind if we are
to lead change by putting people first. They provide critical insights into the psychology of change that
must be addressed if we strive to be holistic in our approach to change. Further, these tools are not just
valuable in leading your team through change, but in gaining a deeper understanding of your own
tendencies – something which is the focus of our first assignment in the course.

As Kegan & Lahey remind us,

“As you go through this process with your employees, remember that managers are
every bit as susceptible to change immunity as employees are, and your competing
commitments and big assumptions can have a significant impact on the people around
you…It’s not about identifying unproductive behavior and systematically making plans to
correct it, as if treating symptoms would cure a disease. It’s not about coaxing or cajoling
or even giving poor performance reviews. It’s about understanding the complexities of
people’s behavior, guiding them through a productive process to bring their competing
commitments to the surface, and helping them cope with the inner conflict that is
preventing them from achieving their goals.”

Kegan & Lahey, 2001

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 556 (1196) Page 5 of 8

YOUR OWN PERSONAL CHANGE STYLE TENDENCIES

How do you react when you are asked to change?

Okay, that’s probably not a fair question. Or more accurately, not a very well-defined question. The
reason, of course, is that we don’t have just one standard set of reactions that apply equally to all different
sorts of changes. And if you don’t react the same way to all types of change initiatives, you can’t expect
that others will be any different in how they react.

We may want to tell ourselves a little white lie that it’s always somebody else who resists change – it’s
never us. But the evidence just doesn’t support that. Jack observes,

“Everyone in business claims they like change; to say otherwise…would be career suicide. In fact,
it’s quite common to see someone describe himself as a ‘change agent’ right on his résumé.

That’s ridiculous.

By my estimate, real change agents comprise less than 10 percent of all businesspeople. These
are the true believers who champion change, know how to make it happen, and love every
second of the process.”

Winning, p. 139

To support our pursuit of developing a better understanding of change, we will leverage the Change Style
Indicator ®. This self-assessment tool will help you uncover your own tendencies toward change. This
knowledge can be used to help you leverage the forces that propel you forward. It can also help you gain
insights into how your attitudes toward change may be similar to, and different from, those of other
members of your team.

If you’re going to build a strong team that can drive meaningful change in HR, you have to honestly
assess the way your team members feel about change. Only with the right people, and the right support,
can you make it happen. As Jack says,

“To make change happen, companies must actively hire and promote only true believers
and get-on-with-its. But with everyone claiming to like change, how can you tell who is for
real?

Luckily, change agents usually make themselves known. They’re typically brash, high-
energy, and more than a little bit paranoid about the future. Very often, they invent
change initiatives on their own or ask to lead them. Invariably, they are curious and
forward-looking. They ask a lot of questions that start with the phrase ‘Why don’t we…?’

These people have courage – a certain fearlessness about the unknown. Something in
them makes it OK to operate without a safety net. If they fail, they know they can pick
themselves up, dust themselves off, and move on. They’re thick-skinned about risk,
which allows them to make bold decisions without a lot of data.”

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 556 (1196) Page 6 of 8

Winning, p. 139

Following on Jack’s guidance, you are encouraged to review the article from Week 1 by Aiken and Keller
published in the McKinsey Quarterly (2003). It presents some great ideas that will help you keep people
first as you implement change.

While their overall approach supports Kotter and acknowledges the success of his model, it does not
present a step-by-step process. Rather, it looks at change as a four-part framework: (A) Compelling
Story, (B) Role Modeling, (C) Reinforcing Mechanisms, and (D) Capability Building.

The main focus of the article is the differences which we all naturally have when it comes to what
motivates us and how we receive change messages. This guidance adds support to Kotter’s model and
helps ensure that our adherence to his model does not shortchange the complexities of human
interactions. It reminds us that lots of different types of people are going to be impacted by the changes
we lead, and the better we understand their differences, the more effective we are as leaders.

Again, while we won’t present the details here, we will recap the main points in Aiken and Keller’s
approach:

A. Creating a Compelling Story
• What motivates you doesn’t motivate most of your employees
• You’re better off letting them write their own story
• It takes a story with both positives and negatives to create real energy

B. Role Modeling

• Leaders mistakenly believe that they already “are the change”
• “Influence leaders” aren’t panaceas for making change happen

C. Reinforcing Mechanisms

• Money is the most expensive way to motivate people
• The process and outcome have got to be fair

D. Capability Building

• Employees are what they think, feel, and believe in
• Good intentions aren’t enough

Aiken & Keller, 2003

As you reflect on your own change style tendencies, and how they will impact the way you lead others
through change initiatives, consider Patty McCord’s guidance:

“[B]uild the ideal team by starting with the vision down the road. Identify the problem you
want to solve, the time frame in which you want to solve it, the kinds of people who will be
successful at that, and what they need to know how to do, then ask yourself, What do we
need to do to be ready and able, and whom do we need to bring in?”

Powerful, p. 78

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 556 (1196) Page 7 of 8

A CHANGE PLAN FOR HR AND FOR YOUR CAREER

“Imagine your life as two superhighways. One courses with the stuff you’re very good at,
the other with the stuff you really love to do. Now, imagine those superhighways

intersecting. Right there – at the overlap of your capabilities and your happiness – lies the
site where ideally you should build your career.”

The Real-Life MBA, p. 180

This guidance comes from Jack and Suzy on finding your Area of Destiny (AOD). If you can identify it,
AND if you can put in place the changes needed to get there, you will have found your calling and be on
your way to career bliss.

You have been encouraged throughout your MBA program, and especially in your HR concentration
courses, to develop the skills you need to deliver in your current role. You have also been encouraged to
ask questions about what more you can do personally, and what you can do to transform HR into a key
strategic driver of your organization’s success.

You’ve been introduced to tons of great ideas in JWI 521: Recruit, Develop, Assess, Reward, Retain and
JWI 522: Strategic Partnering with the C-Suite. Hopefully, these have inspired you and gotten the creative
juices flowing. We have provided a refresher on some of these ideas in the “Change Initiatives in HR
Leadership and Talent Development” document in your course readings this week. It presents key
themes from authors you have encountered before, including Ram Charan, Bill Conaty, Patty McCord,
Laszlo Bock, and, of course, Jack. It will be a required component in your group project, so make sure
you spend some time with it. Go back and re-read key parts of the source texts from which the quotations
were taken.

If you’re feeling inspired to do more, but feeling stuck where you are, then it’s time for a change. As we
draw this week’s lecture notes to a close, you are encouraged to review Jack and Suzy’s action steps for
getting unstuck for inspiration.

1. Overdeliver
2. Volunteer for Hard Duty
3. Acquire Followers the Hard Way
4. Make Sure You’re Tech-Current
5. Get Real About Mentors
6. Love Everyone

The Real-Life MBA, pp. 201-212

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 556 (1196) Page 8 of 8

GETTING THE MOST OUT OF THIS WEEK’S CLASS

As you read the materials and participate in class activities, stay focused on the key learning outcomes
for the week:

• Examine the psychological factors that impede change

Don’t allow the tools you are exploring to be merely academic exercises that are
interesting, but have no application in the real word. Use what you are learning to build a
deeper understanding of others and how they may be influenced by psychological factors
that work against change. Leverage the models to become a better coach for your team at
work. When you are working with a team member who is struggling to make a needed
change, help them uncover competing commitments and hidden assumptions that may be
impeding change. If, at first, you feel uncomfortable doing this in the workplace, try out the
process with a trusted friend or a family member.

• Identify and evaluate your own personal change style tendencies

Take the results you get from the Change Style Indicator ® and review them against real
changes that you have actively pursued in your life. Which ones were successful and which were
not? Share your assessment results with a trusted friend or colleague for validation. Are there
any patterns they see that you may have missed? If you know people who have been able to
overcome resistance to make important changes, what common change style tendencies do you
see in them? If you can’t identify these from observation, see if they are open to talking about the
change and how they managed it.

• Develop a change plan for HR and for your career

Commit the time and energy needed to develop a vision for where you want to be in your career
in the next one to three years. What is your Area of Destiny – that intersection where what you
are really good at and what you love doing come together? If you are feeling stuck, understand
that we all run into roadblocks in our professional lives that we struggle to get past. What are the
change tools you can leverage to move ahead and work through the competing forces that hold
you back?

How well does your Area of Destiny align with your vision for leading change in HR? Write down
what the role of an HR professional should be in your organization. What will it take to get it
there? If you could get your HR team to function in a way that fulfills your vision, how would that
help you realize your Area of Destiny?

**ShawnLeadingChangeWeek2Response.jpeg**

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**JeffreyLeadingChangeWeek2Response.jpeg**

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**Week2DiscussionLeadingChange.jpeg**

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**JWI_556_ChangeInitiativesinHR_1196.pdf**

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**JWI_556_ChangeInitiativesinHR_1196.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/jwi-556-changeinitiativesinhr-1196-pdf)

**## In2017.docx**

In 2017, I was offered a job to be the staffing coordinator at a previous job in a nursing facility. I declined the job three times, because not only was I afraid of rejection, but I also did not think I was a people person. My Director of Nursing came to me and said, “Kim, you can do it, I will help you”. The fourth time I was asked, I said OK I will accept the job. To make a long story short, I took that job and embraced it, the job came with long hours and dediction, because we just did not have the staff to provide care for the residents. During my seven years of being the staffing coordinator, I learned that I actually was a people person, I learned how to keep my staff files confidential and I also build a relationship with every staff member there. I was promoted to payroll coordinator and within a month of me being the payroll coordinator, I was promoted to intern director of human resources. I enjoyed human resources so much that I decided to go back to school and earn my degree.

**## JWI556Week2LectureNotes.pdf**

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 556 (1196) Page 1 of 8

JWI 556
Leading Change by Putting People First

Week Two Lecture Notes

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 556 (1196) Page 2 of 8

FIRST, CHANGE YOURSELF

What It Means

Changing oneself first is not about making any particular change before you ask others to join
you in a larger change process. It’s more about understanding the forces that influence all of us
when it comes to change – those that hold us back and those that propel us forward. While you
must not assume the way you react to change will be the same as others, understanding the
patterns, trends, and tendencies that influence all of us will make you a better change leader.

Why It Matters

• The forces that support or impede the success of change initiatives are largely human
forces. The more insight you have into these psychological factors, the more you can
direct your efforts in the right way, and avoid the mistake of thinking you are just
changing “the system” and not also changing people.

• The more insight you have into your own change style tendencies, the better you will be
able to coach and support others going through change.

• It will help you better identify how to lead positive change in HR departments and keep
people first when leading all change initiatives.

“I increasingly see gutsy HR men and women helping provide the leadership
needed to change the systems to fit a new vision.”

John Kotter

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 556 (1196) Page 3 of 8

PSYCHOLOGICAL FACTORS THAT IMPEDE CHANGE

We continue this week with the themes that were introduced in Week 1. Along with our exploration of the
challenge of change and Kotter’s approach to leading it, we are introduced to psychological factors that
influence our willingness and ability to change. We continue our ‘look in the mirror’ to gain insight into our
own tendencies toward change and why we feel the way we do.

To restate the central premise of our course, change is a human undertaking. Yes, we talk about
changing systems and processes and products. But the real barriers in driving change aren’t typically
forces of economics, nature, or technology – it’s the people. If you look back at what you read about
Kotter’s model last week, you will see that the eight steps are all about the human forces that drive or
impede change.

We’ve noted already that resistance to change is expected. It disrupts the norm and brings fear of the
unknown. Plus, it’s just plain hard. However, there’s more to it than that. In their article, “The Real Reason
People Won’t Change” (2001), Robert Kegan and Lisa Lahey explain that resistance to change is a lot
more complex.

“Resistance to change does not reflect opposition, nor is it merely a result of inertia.
Instead, even as they hold a sincere commitment to change, many people are unwittingly
applying productive energy toward a hidden competing commitment. The resulting
dynamic equilibrium stalls the effort in what looks like resistance but is in fact a kind of
personal immunity to change.

When you, as a manager, uncover an employee’s competing commitment, behavior that
has seemed irrational and ineffective suddenly becomes stunningly sensible and
masterful – but unfortunately, on behalf of a goal that conflicts with what you and even
the employee are trying to achieve.”

Kegan & Lahey, 2001

Understanding this tension not only sheds additional critical light on what it means to lead change by
putting people first. It also focuses the responsibility of the team leader on how to support others who
want to make the change, but are held prisoner by powerful forces they may not fully understand.

“As a manager, you must guide people through this exercise with understanding and
sensitivity…in a sense, managers are psychologists. After all, helping people overcome
their limitations to become more successful at work is at the very heart of effective
management.”

Kegan & Lahey, 2001

Kegan and Lahey introduce a three-step model that managers can use to help uncover and address
these barriers to change. While we won’t go over the details of this process in these lecture notes, we will
take a glance at the general structure and key questions.

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 556 (1196) Page 4 of 8

1. Managers guide employees through a set of questions designed to uncover competing
commitments

1) What would you like to see changed at work, so that you could be more effective, or so
that work would be more satisfying?

2) What commitment does your complaint imply?
3) What are you doing, or not doing, that is keeping your commitment from being more fully

realized?
4) If you imagine doing the opposite of the undermining behavior, do you detect in yourself

any discomfort, worry, or vague fear?
5) By engaging in this undermining behavior, what worrisome outcome are you committed

to preventing?

2. Employees examine these commitments to determine the underlying assumptions
1) Notice and record current behavior
2) Look for contrary evidence
3) Explore the history
4) Test the assumptions
5) Evaluate the results

3. Employees can then start the process of changing their behavior

The questions and process Kegan & Lahey present provide important guidance to bear in mind if we are
to lead change by putting people first. They provide critical insights into the psychology of change that
must be addressed if we strive to be holistic in our approach to change. Further, these tools are not just
valuable in leading your team through change, but in gaining a deeper understanding of your own
tendencies – something which is the focus of our first assignment in the course.

As Kegan & Lahey remind us,

“As you go through this process with your employees, remember that managers are
every bit as susceptible to change immunity as employees are, and your competing
commitments and big assumptions can have a significant impact on the people around
you…It’s not about identifying unproductive behavior and systematically making plans to
correct it, as if treating symptoms would cure a disease. It’s not about coaxing or cajoling
or even giving poor performance reviews. It’s about understanding the complexities of
people’s behavior, guiding them through a productive process to bring their competing
commitments to the surface, and helping them cope with the inner conflict that is
preventing them from achieving their goals.”

Kegan & Lahey, 2001

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 556 (1196) Page 5 of 8

YOUR OWN PERSONAL CHANGE STYLE TENDENCIES

How do you react when you are asked to change?

Okay, that’s probably not a fair question. Or more accurately, not a very well-defined question. The
reason, of course, is that we don’t have just one standard set of reactions that apply equally to all different
sorts of changes. And if you don’t react the same way to all types of change initiatives, you can’t expect
that others will be any different in how they react.

We may want to tell ourselves a little white lie that it’s always somebody else who resists change – it’s
never us. But the evidence just doesn’t support that. Jack observes,

“Everyone in business claims they like change; to say otherwise…would be career suicide. In fact,
it’s quite common to see someone describe himself as a ‘change agent’ right on his résumé.

That’s ridiculous.

By my estimate, real change agents comprise less than 10 percent of all businesspeople. These
are the true believers who champion change, know how to make it happen, and love every
second of the process.”

Winning, p. 139

To support our pursuit of developing a better understanding of change, we will leverage the Change Style
Indicator ®. This self-assessment tool will help you uncover your own tendencies toward change. This
knowledge can be used to help you leverage the forces that propel you forward. It can also help you gain
insights into how your attitudes toward change may be similar to, and different from, those of other
members of your team.

If you’re going to build a strong team that can drive meaningful change in HR, you have to honestly
assess the way your team members feel about change. Only with the right people, and the right support,
can you make it happen. As Jack says,

“To make change happen, companies must actively hire and promote only true believers
and get-on-with-its. But with everyone claiming to like change, how can you tell who is for
real?

Luckily, change agents usually make themselves known. They’re typically brash, high-
energy, and more than a little bit paranoid about the future. Very often, they invent
change initiatives on their own or ask to lead them. Invariably, they are curious and
forward-looking. They ask a lot of questions that start with the phrase ‘Why don’t we…?’

These people have courage – a certain fearlessness about the unknown. Something in
them makes it OK to operate without a safety net. If they fail, they know they can pick
themselves up, dust themselves off, and move on. They’re thick-skinned about risk,
which allows them to make bold decisions without a lot of data.”

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 556 (1196) Page 6 of 8

Winning, p. 139

Following on Jack’s guidance, you are encouraged to review the article from Week 1 by Aiken and Keller
published in the McKinsey Quarterly (2003). It presents some great ideas that will help you keep people
first as you implement change.

While their overall approach supports Kotter and acknowledges the success of his model, it does not
present a step-by-step process. Rather, it looks at change as a four-part framework: (A) Compelling
Story, (B) Role Modeling, (C) Reinforcing Mechanisms, and (D) Capability Building.

The main focus of the article is the differences which we all naturally have when it comes to what
motivates us and how we receive change messages. This guidance adds support to Kotter’s model and
helps ensure that our adherence to his model does not shortchange the complexities of human
interactions. It reminds us that lots of different types of people are going to be impacted by the changes
we lead, and the better we understand their differences, the more effective we are as leaders.

Again, while we won’t present the details here, we will recap the main points in Aiken and Keller’s
approach:

A. Creating a Compelling Story
• What motivates you doesn’t motivate most of your employees
• You’re better off letting them write their own story
• It takes a story with both positives and negatives to create real energy

B. Role Modeling

• Leaders mistakenly believe that they already “are the change”
• “Influence leaders” aren’t panaceas for making change happen

C. Reinforcing Mechanisms

• Money is the most expensive way to motivate people
• The process and outcome have got to be fair

D. Capability Building

• Employees are what they think, feel, and believe in
• Good intentions aren’t enough

Aiken & Keller, 2003

As you reflect on your own change style tendencies, and how they will impact the way you lead others
through change initiatives, consider Patty McCord’s guidance:

“[B]uild the ideal team by starting with the vision down the road. Identify the problem you
want to solve, the time frame in which you want to solve it, the kinds of people who will be
successful at that, and what they need to know how to do, then ask yourself, What do we
need to do to be ready and able, and whom do we need to bring in?”

Powerful, p. 78

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 556 (1196) Page 7 of 8

A CHANGE PLAN FOR HR AND FOR YOUR CAREER

“Imagine your life as two superhighways. One courses with the stuff you’re very good at,
the other with the stuff you really love to do. Now, imagine those superhighways

intersecting. Right there – at the overlap of your capabilities and your happiness – lies the
site where ideally you should build your career.”

The Real-Life MBA, p. 180

This guidance comes from Jack and Suzy on finding your Area of Destiny (AOD). If you can identify it,
AND if you can put in place the changes needed to get there, you will have found your calling and be on
your way to career bliss.

You have been encouraged throughout your MBA program, and especially in your HR concentration
courses, to develop the skills you need to deliver in your current role. You have also been encouraged to
ask questions about what more you can do personally, and what you can do to transform HR into a key
strategic driver of your organization’s success.

You’ve been introduced to tons of great ideas in JWI 521: Recruit, Develop, Assess, Reward, Retain and
JWI 522: Strategic Partnering with the C-Suite. Hopefully, these have inspired you and gotten the creative
juices flowing. We have provided a refresher on some of these ideas in the “Change Initiatives in HR
Leadership and Talent Development” document in your course readings this week. It presents key
themes from authors you have encountered before, including Ram Charan, Bill Conaty, Patty McCord,
Laszlo Bock, and, of course, Jack. It will be a required component in your group project, so make sure
you spend some time with it. Go back and re-read key parts of the source texts from which the quotations
were taken.

If you’re feeling inspired to do more, but feeling stuck where you are, then it’s time for a change. As we
draw this week’s lecture notes to a close, you are encouraged to review Jack and Suzy’s action steps for
getting unstuck for inspiration.

1. Overdeliver
2. Volunteer for Hard Duty
3. Acquire Followers the Hard Way
4. Make Sure You’re Tech-Current
5. Get Real About Mentors
6. Love Everyone

The Real-Life MBA, pp. 201-212

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 556 (1196) Page 8 of 8

GETTING THE MOST OUT OF THIS WEEK’S CLASS

As you read the materials and participate in class activities, stay focused on the key learning outcomes
for the week:

• Examine the psychological factors that impede change

Don’t allow the tools you are exploring to be merely academic exercises that are
interesting, but have no application in the real word. Use what you are learning to build a
deeper understanding of others and how they may be influenced by psychological factors
that work against change. Leverage the models to become a better coach for your team at
work. When you are working with a team member who is struggling to make a needed
change, help them uncover competing commitments and hidden assumptions that may be
impeding change. If, at first, you feel uncomfortable doing this in the workplace, try out the
process with a trusted friend or a family member.

• Identify and evaluate your own personal change style tendencies

Take the results you get from the Change Style Indicator ® and review them against real
changes that you have actively pursued in your life. Which ones were successful and which were
not? Share your assessment results with a trusted friend or colleague for validation. Are there
any patterns they see that you may have missed? If you know people who have been able to
overcome resistance to make important changes, what common change style tendencies do you
see in them? If you can’t identify these from observation, see if they are open to talking about the
change and how they managed it.

• Develop a change plan for HR and for your career

Commit the time and energy needed to develop a vision for where you want to be in your career
in the next one to three years. What is your Area of Destiny – that intersection where what you
are really good at and what you love doing come together? If you are feeling stuck, understand
that we all run into roadblocks in our professional lives that we struggle to get past. What are the
change tools you can leverage to move ahead and work through the competing forces that hold
you back?

How well does your Area of Destiny align with your vision for leading change in HR? Write down
what the role of an HR professional should be in your organization. What will it take to get it
there? If you could get your HR team to function in a way that fulfills your vision, how would that
help you realize your Area of Destiny?

**ShawnLeadingChangeWeek2Response.jpeg**

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**JeffreyLeadingChangeWeek2Response.jpeg**

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**Week2DiscussionLeadingChange.jpeg**

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**JWI_556_ChangeInitiativesinHR_1196.pdf**

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**## In2017.docx**

In 2017, I was offered a job to be the staffing coordinator at a previous job in a nursing facility. I declined the job three times, because not only was I afraid of rejection, but I also did not think I was a people person. My Director of Nursing came to me and said, “Kim, you can do it, I will help you”. The fourth time I was asked, I said OK I will accept the job. To make a long story short, I took that job and embraced it, the job came with long hours and dediction, because we just did not have the staff to provide care for the residents. During my seven years of being the staffing coordinator, I learned that I actually was a people person, I learned how to keep my staff files confidential and I also build a relationship with every staff member there. I was promoted to payroll coordinator and within a month of me being the payroll coordinator, I was promoted to intern director of human resources. I enjoyed human resources so much that I decided to go back to school and earn my degree.

**## JWI556Week2LectureNotes.pdf**

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be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 556 (1196) Page 1 of 8

JWI 556
Leading Change by Putting People First

Week Two Lecture Notes

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 556 (1196) Page 2 of 8

FIRST, CHANGE YOURSELF

What It Means

Changing oneself first is not about making any particular change before you ask others to join
you in a larger change process. It’s more about understanding the forces that influence all of us
when it comes to change – those that hold us back and those that propel us forward. While you
must not assume the way you react to change will be the same as others, understanding the
patterns, trends, and tendencies that influence all of us will make you a better change leader.

Why It Matters

• The forces that support or impede the success of change initiatives are largely human
forces. The more insight you have into these psychological factors, the more you can
direct your efforts in the right way, and avoid the mistake of thinking you are just
changing “the system” and not also changing people.

• The more insight you have into your own change style tendencies, the better you will be
able to coach and support others going through change.

• It will help you better identify how to lead positive change in HR departments and keep
people first when leading all change initiatives.

“I increasingly see gutsy HR men and women helping provide the leadership
needed to change the systems to fit a new vision.”

John Kotter

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JWI 556 (1196) Page 3 of 8

PSYCHOLOGICAL FACTORS THAT IMPEDE CHANGE

We continue this week with the themes that were introduced in Week 1. Along with our exploration of the
challenge of change and Kotter’s approach to leading it, we are introduced to psychological factors that
influence our willingness and ability to change. We continue our ‘look in the mirror’ to gain insight into our
own tendencies toward change and why we feel the way we do.

To restate the central premise of our course, change is a human undertaking. Yes, we talk about
changing systems and processes and products. But the real barriers in driving change aren’t typically
forces of economics, nature, or technology – it’s the people. If you look back at what you read about
Kotter’s model last week, you will see that the eight steps are all about the human forces that drive or
impede change.

We’ve noted already that resistance to change is expected. It disrupts the norm and brings fear of the
unknown. Plus, it’s just plain hard. However, there’s more to it than that. In their article, “The Real Reason
People Won’t Change” (2001), Robert Kegan and Lisa Lahey explain that resistance to change is a lot
more complex.

“Resistance to change does not reflect opposition, nor is it merely a result of inertia.
Instead, even as they hold a sincere commitment to change, many people are unwittingly
applying productive energy toward a hidden competing commitment. The resulting
dynamic equilibrium stalls the effort in what looks like resistance but is in fact a kind of
personal immunity to change.

When you, as a manager, uncover an employee’s competing commitment, behavior that
has seemed irrational and ineffective suddenly becomes stunningly sensible and
masterful – but unfortunately, on behalf of a goal that conflicts with what you and even
the employee are trying to achieve.”

Kegan & Lahey, 2001

Understanding this tension not only sheds additional critical light on what it means to lead change by
putting people first. It also focuses the responsibility of the team leader on how to support others who
want to make the change, but are held prisoner by powerful forces they may not fully understand.

“As a manager, you must guide people through this exercise with understanding and
sensitivity…in a sense, managers are psychologists. After all, helping people overcome
their limitations to become more successful at work is at the very heart of effective
management.”

Kegan & Lahey, 2001

Kegan and Lahey introduce a three-step model that managers can use to help uncover and address
these barriers to change. While we won’t go over the details of this process in these lecture notes, we will
take a glance at the general structure and key questions.

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be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 556 (1196) Page 4 of 8

1. Managers guide employees through a set of questions designed to uncover competing
commitments

1) What would you like to see changed at work, so that you could be more effective, or so
that work would be more satisfying?

2) What commitment does your complaint imply?
3) What are you doing, or not doing, that is keeping your commitment from being more fully

realized?
4) If you imagine doing the opposite of the undermining behavior, do you detect in yourself

any discomfort, worry, or vague fear?
5) By engaging in this undermining behavior, what worrisome outcome are you committed

to preventing?

2. Employees examine these commitments to determine the underlying assumptions
1) Notice and record current behavior
2) Look for contrary evidence
3) Explore the history
4) Test the assumptions
5) Evaluate the results

3. Employees can then start the process of changing their behavior

The questions and process Kegan & Lahey present provide important guidance to bear in mind if we are
to lead change by putting people first. They provide critical insights into the psychology of change that
must be addressed if we strive to be holistic in our approach to change. Further, these tools are not just
valuable in leading your team through change, but in gaining a deeper understanding of your own
tendencies – something which is the focus of our first assignment in the course.

As Kegan & Lahey remind us,

“As you go through this process with your employees, remember that managers are
every bit as susceptible to change immunity as employees are, and your competing
commitments and big assumptions can have a significant impact on the people around
you…It’s not about identifying unproductive behavior and systematically making plans to
correct it, as if treating symptoms would cure a disease. It’s not about coaxing or cajoling
or even giving poor performance reviews. It’s about understanding the complexities of
people’s behavior, guiding them through a productive process to bring their competing
commitments to the surface, and helping them cope with the inner conflict that is
preventing them from achieving their goals.”

Kegan & Lahey, 2001

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 556 (1196) Page 5 of 8

YOUR OWN PERSONAL CHANGE STYLE TENDENCIES

How do you react when you are asked to change?

Okay, that’s probably not a fair question. Or more accurately, not a very well-defined question. The
reason, of course, is that we don’t have just one standard set of reactions that apply equally to all different
sorts of changes. And if you don’t react the same way to all types of change initiatives, you can’t expect
that others will be any different in how they react.

We may want to tell ourselves a little white lie that it’s always somebody else who resists change – it’s
never us. But the evidence just doesn’t support that. Jack observes,

“Everyone in business claims they like change; to say otherwise…would be career suicide. In fact,
it’s quite common to see someone describe himself as a ‘change agent’ right on his résumé.

That’s ridiculous.

By my estimate, real change agents comprise less than 10 percent of all businesspeople. These
are the true believers who champion change, know how to make it happen, and love every
second of the process.”

Winning, p. 139

To support our pursuit of developing a better understanding of change, we will leverage the Change Style
Indicator ®. This self-assessment tool will help you uncover your own tendencies toward change. This
knowledge can be used to help you leverage the forces that propel you forward. It can also help you gain
insights into how your attitudes toward change may be similar to, and different from, those of other
members of your team.

If you’re going to build a strong team that can drive meaningful change in HR, you have to honestly
assess the way your team members feel about change. Only with the right people, and the right support,
can you make it happen. As Jack says,

“To make change happen, companies must actively hire and promote only true believers
and get-on-with-its. But with everyone claiming to like change, how can you tell who is for
real?

Luckily, change agents usually make themselves known. They’re typically brash, high-
energy, and more than a little bit paranoid about the future. Very often, they invent
change initiatives on their own or ask to lead them. Invariably, they are curious and
forward-looking. They ask a lot of questions that start with the phrase ‘Why don’t we…?’

These people have courage – a certain fearlessness about the unknown. Something in
them makes it OK to operate without a safety net. If they fail, they know they can pick
themselves up, dust themselves off, and move on. They’re thick-skinned about risk,
which allows them to make bold decisions without a lot of data.”

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 556 (1196) Page 6 of 8

Winning, p. 139

Following on Jack’s guidance, you are encouraged to review the article from Week 1 by Aiken and Keller
published in the McKinsey Quarterly (2003). It presents some great ideas that will help you keep people
first as you implement change.

While their overall approach supports Kotter and acknowledges the success of his model, it does not
present a step-by-step process. Rather, it looks at change as a four-part framework: (A) Compelling
Story, (B) Role Modeling, (C) Reinforcing Mechanisms, and (D) Capability Building.

The main focus of the article is the differences which we all naturally have when it comes to what
motivates us and how we receive change messages. This guidance adds support to Kotter’s model and
helps ensure that our adherence to his model does not shortchange the complexities of human
interactions. It reminds us that lots of different types of people are going to be impacted by the changes
we lead, and the better we understand their differences, the more effective we are as leaders.

Again, while we won’t present the details here, we will recap the main points in Aiken and Keller’s
approach:

A. Creating a Compelling Story
• What motivates you doesn’t motivate most of your employees
• You’re better off letting them write their own story
• It takes a story with both positives and negatives to create real energy

B. Role Modeling

• Leaders mistakenly believe that they already “are the change”
• “Influence leaders” aren’t panaceas for making change happen

C. Reinforcing Mechanisms

• Money is the most expensive way to motivate people
• The process and outcome have got to be fair

D. Capability Building

• Employees are what they think, feel, and believe in
• Good intentions aren’t enough

Aiken & Keller, 2003

As you reflect on your own change style tendencies, and how they will impact the way you lead others
through change initiatives, consider Patty McCord’s guidance:

“[B]uild the ideal team by starting with the vision down the road. Identify the problem you
want to solve, the time frame in which you want to solve it, the kinds of people who will be
successful at that, and what they need to know how to do, then ask yourself, What do we
need to do to be ready and able, and whom do we need to bring in?”

Powerful, p. 78

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 556 (1196) Page 7 of 8

A CHANGE PLAN FOR HR AND FOR YOUR CAREER

“Imagine your life as two superhighways. One courses with the stuff you’re very good at,
the other with the stuff you really love to do. Now, imagine those superhighways

intersecting. Right there – at the overlap of your capabilities and your happiness – lies the
site where ideally you should build your career.”

The Real-Life MBA, p. 180

This guidance comes from Jack and Suzy on finding your Area of Destiny (AOD). If you can identify it,
AND if you can put in place the changes needed to get there, you will have found your calling and be on
your way to career bliss.

You have been encouraged throughout your MBA program, and especially in your HR concentration
courses, to develop the skills you need to deliver in your current role. You have also been encouraged to
ask questions about what more you can do personally, and what you can do to transform HR into a key
strategic driver of your organization’s success.

You’ve been introduced to tons of great ideas in JWI 521: Recruit, Develop, Assess, Reward, Retain and
JWI 522: Strategic Partnering with the C-Suite. Hopefully, these have inspired you and gotten the creative
juices flowing. We have provided a refresher on some of these ideas in the “Change Initiatives in HR
Leadership and Talent Development” document in your course readings this week. It presents key
themes from authors you have encountered before, including Ram Charan, Bill Conaty, Patty McCord,
Laszlo Bock, and, of course, Jack. It will be a required component in your group project, so make sure
you spend some time with it. Go back and re-read key parts of the source texts from which the quotations
were taken.

If you’re feeling inspired to do more, but feeling stuck where you are, then it’s time for a change. As we
draw this week’s lecture notes to a close, you are encouraged to review Jack and Suzy’s action steps for
getting unstuck for inspiration.

1. Overdeliver
2. Volunteer for Hard Duty
3. Acquire Followers the Hard Way
4. Make Sure You’re Tech-Current
5. Get Real About Mentors
6. Love Everyone

The Real-Life MBA, pp. 201-212

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 556 (1196) Page 8 of 8

GETTING THE MOST OUT OF THIS WEEK’S CLASS

As you read the materials and participate in class activities, stay focused on the key learning outcomes
for the week:

• Examine the psychological factors that impede change

Don’t allow the tools you are exploring to be merely academic exercises that are
interesting, but have no application in the real word. Use what you are learning to build a
deeper understanding of others and how they may be influenced by psychological factors
that work against change. Leverage the models to become a better coach for your team at
work. When you are working with a team member who is struggling to make a needed
change, help them uncover competing commitments and hidden assumptions that may be
impeding change. If, at first, you feel uncomfortable doing this in the workplace, try out the
process with a trusted friend or a family member.

• Identify and evaluate your own personal change style tendencies

Take the results you get from the Change Style Indicator ® and review them against real
changes that you have actively pursued in your life. Which ones were successful and which were
not? Share your assessment results with a trusted friend or colleague for validation. Are there
any patterns they see that you may have missed? If you know people who have been able to
overcome resistance to make important changes, what common change style tendencies do you
see in them? If you can’t identify these from observation, see if they are open to talking about the
change and how they managed it.

• Develop a change plan for HR and for your career

Commit the time and energy needed to develop a vision for where you want to be in your career
in the next one to three years. What is your Area of Destiny – that intersection where what you
are really good at and what you love doing come together? If you are feeling stuck, understand
that we all run into roadblocks in our professional lives that we struggle to get past. What are the
change tools you can leverage to move ahead and work through the competing forces that hold
you back?

How well does your Area of Destiny align with your vision for leading change in HR? Write down
what the role of an HR professional should be in your organization. What will it take to get it
there? If you could get your HR team to function in a way that fulfills your vision, how would that
help you realize your Area of Destiny?

**ShawnLeadingChangeWeek2Response.jpeg**

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**JeffreyLeadingChangeWeek2Response.jpeg**

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**Week2DiscussionLeadingChange.jpeg**

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**JWI_556_ChangeInitiativesinHR_1196.pdf**

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– 1
– 2
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– 4
– 5
– 6

November 5, 2026
[Solved] Management Theory

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November 5, 2026
[Solved] respond to discussion 3MR

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– ## Respondtodiscussion3.docx **## Respondtodiscussion3.docx** Respond to discussion As we see from the video, HMP Finance recommends employers to have generous paid-time-off policies. · If you were in charge of a business, what paid-time-off benefits would you implement to help retain and attract …

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– ## Respondtodiscussion3.docx

**## Respondtodiscussion3.docx**

Respond to discussion

As we see from the video, HMP Finance recommends employers to have generous paid-time-off policies.

· If you were in charge of a business, what paid-time-off benefits would you implement to help retain and attract great employees? Why?

· What would be the strengths and drawbacks of offering the paid-time-off benefits that you recommend?

Katrice

If I were in charge of a business, I would implement a flexible and generous paid-time-off (PTO) policy that includes unlimited vacation days, mandatory minimum time off, paid sick leave, and paid parental leave. Specifically, I would offer a minimum of 15 paid vacation days, 10 paid sick days, and 12 weeks of paid parental leave. I would also encourage employees to use their time off to prevent burnout by requiring at least one full week of vacation annually. The primary reason for these benefits is that generous PTO policies are proven to improve employee satisfaction, reduce turnover, and increase productivity. According to Harvard Business Review, employees who take vacations regularly perform better, have higher job satisfaction, and are less likely to leave the organization (Fritz et al., 2013). Also, offering flexible PTO shows that the company values work-life balance, which is a major factor for Millennials and Gen Z workers (Gallup, 2022).

Strengths of such a policy include better employee engagement, attraction of top talent, stronger mental health outcomes, and reduced absenteeism. It can also foster a culture of trust and autonomy, encouraging employees to manage their time responsibly. Drawbacks may include challenges in ensuring consistent coverage during absences, potential for abuse of unlimited PTO policies, and the financial cost of extended leaves like parental or sick time. However, these can be mitigated with clear guidelines, strong leadership, and performance-based accountability measures. Generally speaking, investing in comprehensive PTO policies can create a loyal, motivated workforce and give a company a competitive edge in talent retention.

Patrice

Based on personal experience, I would offer generous vacation time based on tenure to allow employees to recharge. Paid sick leave to recover from illness. Employees a certain number of paid days for personal matters.

The strengths are that employee satisfaction and retention rates are maintained. Recruitment costs may decrease because constantly recruiting is not necessary. It will foster a positive work environment.

The drawback of PTO is that employees may take all of their PTO/sick leave and come to work sick, exposing other employees. Labor costs can increase if employees are using more PTO than normal. Scheduling can become a problem, which may lead to shortages. Administrative costs may increase to implement and manage PTO.

**## Respondtodiscussion3.docx**

Respond to discussion

As we see from the video, HMP Finance recommends employers to have generous paid-time-off policies.

· If you were in charge of a business, what paid-time-off benefits would you implement to help retain and attract great employees? Why?

· What would be the strengths and drawbacks of offering the paid-time-off benefits that you recommend?

Katrice

If I were in charge of a business, I would implement a flexible and generous paid-time-off (PTO) policy that includes unlimited vacation days, mandatory minimum time off, paid sick leave, and paid parental leave. Specifically, I would offer a minimum of 15 paid vacation days, 10 paid sick days, and 12 weeks of paid parental leave. I would also encourage employees to use their time off to prevent burnout by requiring at least one full week of vacation annually. The primary reason for these benefits is that generous PTO policies are proven to improve employee satisfaction, reduce turnover, and increase productivity. According to Harvard Business Review, employees who take vacations regularly perform better, have higher job satisfaction, and are less likely to leave the organization (Fritz et al., 2013). Also, offering flexible PTO shows that the company values work-life balance, which is a major factor for Millennials and Gen Z workers (Gallup, 2022).

Strengths of such a policy include better employee engagement, attraction of top talent, stronger mental health outcomes, and reduced absenteeism. It can also foster a culture of trust and autonomy, encouraging employees to manage their time responsibly. Drawbacks may include challenges in ensuring consistent coverage during absences, potential for abuse of unlimited PTO policies, and the financial cost of extended leaves like parental or sick time. However, these can be mitigated with clear guidelines, strong leadership, and performance-based accountability measures. Generally speaking, investing in comprehensive PTO policies can create a loyal, motivated workforce and give a company a competitive edge in talent retention.

Patrice

Based on personal experience, I would offer generous vacation time based on tenure to allow employees to recharge. Paid sick leave to recover from illness. Employees a certain number of paid days for personal matters.

The strengths are that employee satisfaction and retention rates are maintained. Recruitment costs may decrease because constantly recruiting is not necessary. It will foster a positive work environment.

The drawback of PTO is that employees may take all of their PTO/sick leave and come to work sick, exposing other employees. Labor costs can increase if employees are using more PTO than normal. Scheduling can become a problem, which may lead to shortages. Administrative costs may increase to implement and manage PTO.

November 5, 2026
[Solved] 6D LEPHR

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HR's role is to monitor and modify corporate culture. What are two effective ways HR can do this? Explain why you believe these particular methods are effective. Use your own research and experience to formulate your response. Submission, APA 3 paragraphs

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HR's role is to monitor and modify corporate culture. What are two effective ways HR can do this?
Explain why you believe these particular methods are effective. Use your own research and experience to formulate your response.
Submission, APA 3 paragraphs

November 5, 2026
[Solved] Activity 2 ogl 550

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– ## chapter4activityogl550.docx – ## ReactionPaper_SampleLoremIpsus.pdf – chap4brains.docx **## chapter4activityogl550.docx** **You will need to read the following chapter (via the "BryteWave Course Materials" link in the left-hand menu) to complete this assignment:** · **CHAPTER 4 of Morgan, G. (…

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– ## chapter4activityogl550.docx

– ## ReactionPaper_SampleLoremIpsus.pdf

– chap4brains.docx

**## chapter4activityogl550.docx**

**You will need to read the following chapter (via the "BryteWave Course Materials" link in the left-hand menu) to complete this assignment:**

·
**CHAPTER 4 of Morgan, G. (2006).** Learning and Self-Organization: Organizations as Brains. (Chapter 4, pp. 71-114).

**INSTRUCTIONS IN BRIEF:** While reading CHAPTER 4 write up a total of TWO PAGES (no more), single-spaced, in the form of a synopsis and "reaction" to the chapter — i.e., dedicate ONLY TWO PAGES of write-up to cover the chapter.

Here is
[a SAMPLE to give you a clearer idea of expectations](https://asu.instructure.com/courses/225986/files/109998189?wrap=1)

.

**DETAILS**: THE FIRST PART OF THE PAPER: The first 1.5 pages must be a BRIEF synopsis of the chapter (choosing only select parts — because you CANNOT possibly cover everything in only one page)
**along with two salient, short quotes from the chapter**. Bullet points and/or very brief paragraphs are recommended for most of each page; use single-spacing. I do NOT need nor want a traditional "essay" here; something that looks more like an outline or a carefully considered list is fine (but with those two quotes inserted into the page as well).

THEN: In the LAST HALF-PAGE write one to three paragraphs (in your own words) where you delve a bit deeper, reacting to some of the major issues of each reading: For instance, you might choose to connect one or two specific ideas to examples from your own life, or you might ask probing questions and try to consider different points of view (in addition to those raised in the text).

Finally, submit your work here in either MS Word format or PDF.

ADVICE: The main struggle in this assignment might be WHAT TO LEAVE OUT (but don't fret or develop too much anxiety about that; there is no "one way" to do these brief reaction papers; I truly just want to see YOU ENGAGING with and REACTING TO the readings, and then expressing some important ideas to help you remember and explain ideas to others, in the future.)

**## ReactionPaper_SampleLoremIpsus.pdf**

SAMPLE ASSIGNMENT: OGL 550 Reaction Paper Name: ____________

***(PROF’s NOTE: “LOREM IPSUM” fake text is used below as filler.—SD)***

Chapter 4 in Morgan, G. 2006. Learning and Self-Organization, pp. 71-114.
Key Concepts / Synopsis (75 percent of the space in this two-page assignment)

Images of the Brain

○ Metaphors re. the brain have included ipsum dolor sit amet. Aut ullam similique
○ Debate about the brain’s doloribus quia est laborum consequuntur est ratione
○ The brain ducimus. Ut sint placeat ut maxime quia non sequi eius.
○ The right hemisphere loreum ipsum dolor sit amet. Aut ullam similique
○ The left side lorum ipsum dolor sit amet. Aut ullam similique doloribus quia est
laborum consequuntur est ratione ducimus. Ut sint placeat ut maxime quia non

QUOTE: “Et lorum ipsum dolor sit amet. Aut ullam similique doloribus quia est
laborum consequuntur est ratione ducimus. Ut sint placeat ut maxime quia non
sequi eius” (Morgan 2006, p. 95). In other words, we need to link our brains and be
open to criticism (if constructive) in order to achieve true greatness.

Information Processing

○ Organizations Et lorum ipsum dolor sit amet. Aut ullam similique doloribus
○ Herbert Simon and James March quia est laborum consequuntur est ratione

ducimus. Ut sint placeat ut maxime quia non sequi eius.
○ “Bounded Lorum” quia est laborum consequuntur est ratione ducimus. Ut sint
○ est ratione ducimus. Ut sint placeat ut maxime quia non sequi eius (pg. 79).

Rational est ratione ducimus. Ut sint placeat ut maxime quia non sequi eius.

QUOTE: “The cry of ‘Et tu Brute!’ est ratione ducimus. Ut sint placeat ut

maxime quia non sequi eius est ratione ducimus. Ut sint placeat ut maxime quia
non sequi eius est ratione ducimus. Ut sint placeat ut maxime quia non sequi
eius” (Morgan 2006, p. 101).

○ Information processing est ratione ducimus. Ut sint placeat ut maxime quia

Fostering and growing via Learning Organizations

○ Norbert Wiener Ut sint placeat ut maxime quia non sequi eius (pg. 81).
○ Cybernetics Ut sint placeat ut maxime quia non sequi eius
○ Cybernetics leads to Ut sint placeat ut maxime quia non sequi eius

Systems help monitor placeat ut maxime quia non sequi eius Ut sint placeat ut
maxime quia non placeat ut maxime quia non sequi eius Ut sint placeat ut maxime
quia non

• Ut sint ut maxime quia non sequi eius

• Ut placeat ut maxime quia non sequi eius Ut sint placeat ut maxime quia non

• Ut placeat ut maxime quia non sequi eius Ut sint placeat ut maxime quia non

OGL 550 Reaction Paper (page 2)

■ Start some actions to sint placeat ut maxime quia non sequi eius

• Placeat ut maxime quia non sequi eius Ut sint placeat ut maxime quia non

• Ut placeat ut maxime quia non sequi eius Ut sint placeat ut maxime quia non

• Ut sint ut maxime quia non sequi eius

Change and begin to ut sint placeat ut maxime quia non sequi eius

• Ut sint placeat ut maxime quia non sequi eius Ut sint placeat ut maxime quia non

• Ut sint placeat ut maxime quia non sequi eius Ut sint placeat ut maxime quia non

• Ut sint placeat ut maxime quia non sequi eius

○ Double-loop learning Ut sint placeat ut maxime quia non sequi eius

○ Single-loop learning Ut sint placeat ut maxime quia non sequi eius

● Holographic Brains

• Ut sint placeat ut maxime quia non sequi eius

• Ut sint placeat ut maxime quia non sequi eius Ut sint placeat ut maxime quia non

• Ut sint placeat ut maxime quia non sequi eius Ut sint placeat ut maxime quia non

• Ut sint placeat ut maxime quia non sequi eius

“Reflection Section” (25 percent of the space):
This chapter reminded me of the failures (and subsequent successes) of one of my
professional teams two years ago, when lorum ipsum dolor sit amet. Aut ullam
similique doloribus quia est laborum consequuntur est ratione ducimus. Ut sint placeat
ut maxime quia non sequi eius. Ipsus lorum ipsum dolor sit amet. Aut ullam similique
doloribus quia est laborum consequuntur est ratione ducimus. Ut sint placeat ut
maxime quia non sequi eius. Et lorum ipsum dolor sit amet.

Aut ullam similique doloribus quia est laborum consequuntur est ratione ducimus. Ut
sint placeat ut maxime quia non sequi eius. Ipsus lorum ipsum dolor sit amet. Aut ullam
similique doloribus quia est laborum consequuntur est ratione ducimus. Ut sint placeat
ut maxime quia non sequi eius.

Et lorum ipsum dolor sit amet. Aut ullam similique doloribus quia est laborum
consequuntur est ratione ducimus. Ut sint placeat ut maxime quia non sequi eius.
Ipsus lorum ipsum dolor sit amet. Aut ullam similique doloribus quia est laborum
consequuntur est ratione ducimus. Ut sint placeat ut maxime quia non sequi eius.
Ipsus lorum ipsum dolor sit amet. Aut ullam similique doloribus quia est laborum
consequuntur est ratione ducimus. Ut sint placeat ut maxime quia non sequi eius.
Ipsus lorum ipsum dolor sit amet. Aut ullam similique doloribus quia est laborum
consequuntur est ratione ducimus. Ut sint placeat ut maxime quia non sequi eius.

**chap4brains.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chap4brains-docx)

**chap4brains.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chap4brains-docx)

**## chapter4activityogl550.docx**

**You will need to read the following chapter (via the "BryteWave Course Materials" link in the left-hand menu) to complete this assignment:**

·
**CHAPTER 4 of Morgan, G. (2006).** Learning and Self-Organization: Organizations as Brains. (Chapter 4, pp. 71-114).

**INSTRUCTIONS IN BRIEF:** While reading CHAPTER 4 write up a total of TWO PAGES (no more), single-spaced, in the form of a synopsis and "reaction" to the chapter — i.e., dedicate ONLY TWO PAGES of write-up to cover the chapter.

Here is
[a SAMPLE to give you a clearer idea of expectations](https://asu.instructure.com/courses/225986/files/109998189?wrap=1)

.

**DETAILS**: THE FIRST PART OF THE PAPER: The first 1.5 pages must be a BRIEF synopsis of the chapter (choosing only select parts — because you CANNOT possibly cover everything in only one page)
**along with two salient, short quotes from the chapter**. Bullet points and/or very brief paragraphs are recommended for most of each page; use single-spacing. I do NOT need nor want a traditional "essay" here; something that looks more like an outline or a carefully considered list is fine (but with those two quotes inserted into the page as well).

THEN: In the LAST HALF-PAGE write one to three paragraphs (in your own words) where you delve a bit deeper, reacting to some of the major issues of each reading: For instance, you might choose to connect one or two specific ideas to examples from your own life, or you might ask probing questions and try to consider different points of view (in addition to those raised in the text).

Finally, submit your work here in either MS Word format or PDF.

ADVICE: The main struggle in this assignment might be WHAT TO LEAVE OUT (but don't fret or develop too much anxiety about that; there is no "one way" to do these brief reaction papers; I truly just want to see YOU ENGAGING with and REACTING TO the readings, and then expressing some important ideas to help you remember and explain ideas to others, in the future.)

**## ReactionPaper_SampleLoremIpsus.pdf**

SAMPLE ASSIGNMENT: OGL 550 Reaction Paper Name: ____________

***(PROF’s NOTE: “LOREM IPSUM” fake text is used below as filler.—SD)***

Chapter 4 in Morgan, G. 2006. Learning and Self-Organization, pp. 71-114.
Key Concepts / Synopsis (75 percent of the space in this two-page assignment)

Images of the Brain

○ Metaphors re. the brain have included ipsum dolor sit amet. Aut ullam similique
○ Debate about the brain’s doloribus quia est laborum consequuntur est ratione
○ The brain ducimus. Ut sint placeat ut maxime quia non sequi eius.
○ The right hemisphere loreum ipsum dolor sit amet. Aut ullam similique
○ The left side lorum ipsum dolor sit amet. Aut ullam similique doloribus quia est
laborum consequuntur est ratione ducimus. Ut sint placeat ut maxime quia non

QUOTE: “Et lorum ipsum dolor sit amet. Aut ullam similique doloribus quia est
laborum consequuntur est ratione ducimus. Ut sint placeat ut maxime quia non
sequi eius” (Morgan 2006, p. 95). In other words, we need to link our brains and be
open to criticism (if constructive) in order to achieve true greatness.

Information Processing

○ Organizations Et lorum ipsum dolor sit amet. Aut ullam similique doloribus
○ Herbert Simon and James March quia est laborum consequuntur est ratione

ducimus. Ut sint placeat ut maxime quia non sequi eius.
○ “Bounded Lorum” quia est laborum consequuntur est ratione ducimus. Ut sint
○ est ratione ducimus. Ut sint placeat ut maxime quia non sequi eius (pg. 79).

Rational est ratione ducimus. Ut sint placeat ut maxime quia non sequi eius.

QUOTE: “The cry of ‘Et tu Brute!’ est ratione ducimus. Ut sint placeat ut

maxime quia non sequi eius est ratione ducimus. Ut sint placeat ut maxime quia
non sequi eius est ratione ducimus. Ut sint placeat ut maxime quia non sequi
eius” (Morgan 2006, p. 101).

○ Information processing est ratione ducimus. Ut sint placeat ut maxime quia

Fostering and growing via Learning Organizations

○ Norbert Wiener Ut sint placeat ut maxime quia non sequi eius (pg. 81).
○ Cybernetics Ut sint placeat ut maxime quia non sequi eius
○ Cybernetics leads to Ut sint placeat ut maxime quia non sequi eius

Systems help monitor placeat ut maxime quia non sequi eius Ut sint placeat ut
maxime quia non placeat ut maxime quia non sequi eius Ut sint placeat ut maxime
quia non

• Ut sint ut maxime quia non sequi eius

• Ut placeat ut maxime quia non sequi eius Ut sint placeat ut maxime quia non

• Ut placeat ut maxime quia non sequi eius Ut sint placeat ut maxime quia non

OGL 550 Reaction Paper (page 2)

■ Start some actions to sint placeat ut maxime quia non sequi eius

• Placeat ut maxime quia non sequi eius Ut sint placeat ut maxime quia non

• Ut placeat ut maxime quia non sequi eius Ut sint placeat ut maxime quia non

• Ut sint ut maxime quia non sequi eius

Change and begin to ut sint placeat ut maxime quia non sequi eius

• Ut sint placeat ut maxime quia non sequi eius Ut sint placeat ut maxime quia non

• Ut sint placeat ut maxime quia non sequi eius Ut sint placeat ut maxime quia non

• Ut sint placeat ut maxime quia non sequi eius

○ Double-loop learning Ut sint placeat ut maxime quia non sequi eius

○ Single-loop learning Ut sint placeat ut maxime quia non sequi eius

● Holographic Brains

• Ut sint placeat ut maxime quia non sequi eius

• Ut sint placeat ut maxime quia non sequi eius Ut sint placeat ut maxime quia non

• Ut sint placeat ut maxime quia non sequi eius Ut sint placeat ut maxime quia non

• Ut sint placeat ut maxime quia non sequi eius

“Reflection Section” (25 percent of the space):
This chapter reminded me of the failures (and subsequent successes) of one of my
professional teams two years ago, when lorum ipsum dolor sit amet. Aut ullam
similique doloribus quia est laborum consequuntur est ratione ducimus. Ut sint placeat
ut maxime quia non sequi eius. Ipsus lorum ipsum dolor sit amet. Aut ullam similique
doloribus quia est laborum consequuntur est ratione ducimus. Ut sint placeat ut
maxime quia non sequi eius. Et lorum ipsum dolor sit amet.

Aut ullam similique doloribus quia est laborum consequuntur est ratione ducimus. Ut
sint placeat ut maxime quia non sequi eius. Ipsus lorum ipsum dolor sit amet. Aut ullam
similique doloribus quia est laborum consequuntur est ratione ducimus. Ut sint placeat
ut maxime quia non sequi eius.

Et lorum ipsum dolor sit amet. Aut ullam similique doloribus quia est laborum
consequuntur est ratione ducimus. Ut sint placeat ut maxime quia non sequi eius.
Ipsus lorum ipsum dolor sit amet. Aut ullam similique doloribus quia est laborum
consequuntur est ratione ducimus. Ut sint placeat ut maxime quia non sequi eius.
Ipsus lorum ipsum dolor sit amet. Aut ullam similique doloribus quia est laborum
consequuntur est ratione ducimus. Ut sint placeat ut maxime quia non sequi eius.
Ipsus lorum ipsum dolor sit amet. Aut ullam similique doloribus quia est laborum
consequuntur est ratione ducimus. Ut sint placeat ut maxime quia non sequi eius.

**chap4brains.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chap4brains-docx)

**## chapter4activityogl550.docx**

**You will need to read the following chapter (via the "BryteWave Course Materials" link in the left-hand menu) to complete this assignment:**

·
**CHAPTER 4 of Morgan, G. (2006).** Learning and Self-Organization: Organizations as Brains. (Chapter 4, pp. 71-114).

**INSTRUCTIONS IN BRIEF:** While reading CHAPTER 4 write up a total of TWO PAGES (no more), single-spaced, in the form of a synopsis and "reaction" to the chapter — i.e., dedicate ONLY TWO PAGES of write-up to cover the chapter.

Here is
[a SAMPLE to give you a clearer idea of expectations](https://asu.instructure.com/courses/225986/files/109998189?wrap=1)

.

**DETAILS**: THE FIRST PART OF THE PAPER: The first 1.5 pages must be a BRIEF synopsis of the chapter (choosing only select parts — because you CANNOT possibly cover everything in only one page)
**along with two salient, short quotes from the chapter**. Bullet points and/or very brief paragraphs are recommended for most of each page; use single-spacing. I do NOT need nor want a traditional "essay" here; something that looks more like an outline or a carefully considered list is fine (but with those two quotes inserted into the page as well).

THEN: In the LAST HALF-PAGE write one to three paragraphs (in your own words) where you delve a bit deeper, reacting to some of the major issues of each reading: For instance, you might choose to connect one or two specific ideas to examples from your own life, or you might ask probing questions and try to consider different points of view (in addition to those raised in the text).

Finally, submit your work here in either MS Word format or PDF.

ADVICE: The main struggle in this assignment might be WHAT TO LEAVE OUT (but don't fret or develop too much anxiety about that; there is no "one way" to do these brief reaction papers; I truly just want to see YOU ENGAGING with and REACTING TO the readings, and then expressing some important ideas to help you remember and explain ideas to others, in the future.)

**## ReactionPaper_SampleLoremIpsus.pdf**

SAMPLE ASSIGNMENT: OGL 550 Reaction Paper Name: ____________

***(PROF’s NOTE: “LOREM IPSUM” fake text is used below as filler.—SD)***

Chapter 4 in Morgan, G. 2006. Learning and Self-Organization, pp. 71-114.
Key Concepts / Synopsis (75 percent of the space in this two-page assignment)

Images of the Brain

○ Metaphors re. the brain have included ipsum dolor sit amet. Aut ullam similique
○ Debate about the brain’s doloribus quia est laborum consequuntur est ratione
○ The brain ducimus. Ut sint placeat ut maxime quia non sequi eius.
○ The right hemisphere loreum ipsum dolor sit amet. Aut ullam similique
○ The left side lorum ipsum dolor sit amet. Aut ullam similique doloribus quia est
laborum consequuntur est ratione ducimus. Ut sint placeat ut maxime quia non

QUOTE: “Et lorum ipsum dolor sit amet. Aut ullam similique doloribus quia est
laborum consequuntur est ratione ducimus. Ut sint placeat ut maxime quia non
sequi eius” (Morgan 2006, p. 95). In other words, we need to link our brains and be
open to criticism (if constructive) in order to achieve true greatness.

Information Processing

○ Organizations Et lorum ipsum dolor sit amet. Aut ullam similique doloribus
○ Herbert Simon and James March quia est laborum consequuntur est ratione

ducimus. Ut sint placeat ut maxime quia non sequi eius.
○ “Bounded Lorum” quia est laborum consequuntur est ratione ducimus. Ut sint
○ est ratione ducimus. Ut sint placeat ut maxime quia non sequi eius (pg. 79).

Rational est ratione ducimus. Ut sint placeat ut maxime quia non sequi eius.

QUOTE: “The cry of ‘Et tu Brute!’ est ratione ducimus. Ut sint placeat ut

maxime quia non sequi eius est ratione ducimus. Ut sint placeat ut maxime quia
non sequi eius est ratione ducimus. Ut sint placeat ut maxime quia non sequi
eius” (Morgan 2006, p. 101).

○ Information processing est ratione ducimus. Ut sint placeat ut maxime quia

Fostering and growing via Learning Organizations

○ Norbert Wiener Ut sint placeat ut maxime quia non sequi eius (pg. 81).
○ Cybernetics Ut sint placeat ut maxime quia non sequi eius
○ Cybernetics leads to Ut sint placeat ut maxime quia non sequi eius

Systems help monitor placeat ut maxime quia non sequi eius Ut sint placeat ut
maxime quia non placeat ut maxime quia non sequi eius Ut sint placeat ut maxime
quia non

• Ut sint ut maxime quia non sequi eius

• Ut placeat ut maxime quia non sequi eius Ut sint placeat ut maxime quia non

• Ut placeat ut maxime quia non sequi eius Ut sint placeat ut maxime quia non

OGL 550 Reaction Paper (page 2)

■ Start some actions to sint placeat ut maxime quia non sequi eius

• Placeat ut maxime quia non sequi eius Ut sint placeat ut maxime quia non

• Ut placeat ut maxime quia non sequi eius Ut sint placeat ut maxime quia non

• Ut sint ut maxime quia non sequi eius

Change and begin to ut sint placeat ut maxime quia non sequi eius

• Ut sint placeat ut maxime quia non sequi eius Ut sint placeat ut maxime quia non

• Ut sint placeat ut maxime quia non sequi eius Ut sint placeat ut maxime quia non

• Ut sint placeat ut maxime quia non sequi eius

○ Double-loop learning Ut sint placeat ut maxime quia non sequi eius

○ Single-loop learning Ut sint placeat ut maxime quia non sequi eius

● Holographic Brains

• Ut sint placeat ut maxime quia non sequi eius

• Ut sint placeat ut maxime quia non sequi eius Ut sint placeat ut maxime quia non

• Ut sint placeat ut maxime quia non sequi eius Ut sint placeat ut maxime quia non

• Ut sint placeat ut maxime quia non sequi eius

“Reflection Section” (25 percent of the space):
This chapter reminded me of the failures (and subsequent successes) of one of my
professional teams two years ago, when lorum ipsum dolor sit amet. Aut ullam
similique doloribus quia est laborum consequuntur est ratione ducimus. Ut sint placeat
ut maxime quia non sequi eius. Ipsus lorum ipsum dolor sit amet. Aut ullam similique
doloribus quia est laborum consequuntur est ratione ducimus. Ut sint placeat ut
maxime quia non sequi eius. Et lorum ipsum dolor sit amet.

Aut ullam similique doloribus quia est laborum consequuntur est ratione ducimus. Ut
sint placeat ut maxime quia non sequi eius. Ipsus lorum ipsum dolor sit amet. Aut ullam
similique doloribus quia est laborum consequuntur est ratione ducimus. Ut sint placeat
ut maxime quia non sequi eius.

Et lorum ipsum dolor sit amet. Aut ullam similique doloribus quia est laborum
consequuntur est ratione ducimus. Ut sint placeat ut maxime quia non sequi eius.
Ipsus lorum ipsum dolor sit amet. Aut ullam similique doloribus quia est laborum
consequuntur est ratione ducimus. Ut sint placeat ut maxime quia non sequi eius.
Ipsus lorum ipsum dolor sit amet. Aut ullam similique doloribus quia est laborum
consequuntur est ratione ducimus. Ut sint placeat ut maxime quia non sequi eius.
Ipsus lorum ipsum dolor sit amet. Aut ullam similique doloribus quia est laborum
consequuntur est ratione ducimus. Ut sint placeat ut maxime quia non sequi eius.

**chap4brains.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chap4brains-docx)

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