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Case Study

Performance Readiness® can be quickly diagnosed by combining the indicators of ability and willingness into a single “performance

readiness level.” You must first decide if the individual is able (presently performing) or unable (presently not performing) to perform a

specific task or activity. From there, you must determine if the individual is willing or unwilling to perform the specific task or

activity, and if s/he is confident or insecure regarding task/activity performance. After you have assessed these areas, you are ready to

diagnose performance readiness. After determining readiness level, you are able to ascertain what leadership style to utilize.

Apply your knowledge of the Situational Leadership Model to the answer the following questions about employees and supervisor at Listo

Systems:

Part 1: The New Security System – Buying In

Three of Cami Machado’s team members are discussing the implementation of a new “black box” security system.

The first team member, Stefan, has just begun to get comfortable with the “old” system and is bewildered at the prospect of having to

start all over again. He mentions to the others that he is thinking about applying for a transfer to the customer service department where

all he will have to do is talk with customers on the phone.

The second team member, Angie, was describing how Listo Systems has lost a key client due to a hacking incident. Although she does not

know how to fix the problem, she knows the benefits of fixing it. The black box technology is foreign to Angie, but she says she is a

quick learner. She is eager to do “whatever is necessary to keep our customers happy and me employed.”

The third team member, Erika, a recent hire from a large software company, has extensive experience with “black box” technology and

security systems. She tells the others, “Once we get this system in place you’ll wonder how we got away with the old, antiquated

equipment. We’re going to be able to do business with a whole new segment of the market now.”

What is Stefan’s Performance Readiness® level for working with the black box technology (R1, R2, R3, or R4)?Why?

What is Angie’s Performance Readiness® level for working with the black box technology (R1, R2, R3, or R4)?Why?

What is Erika’s Performance Readiness® level for working with the black box technology (R1, R2, R3, or R4)?Why?

Part 2:Lashonda McCoy, Office Manager,Listo Systems

For six years, Lashonda McCoy has been an office manager with Listo Systems, and has experienced the ups and downs of the growing company.

A longtime valued employee of Listo Systems, Lashonda has been assigned the task of running the new customer satisfaction survey program

by the incoming management team.

Although she doesn’t completely understand the new program, Lashonda is excited about the way it has been structured by management, and

believes that it will improve relations with their customers. She doesn’t yet know how all the parts of the program will fit together, but

feels confident about her ability to succeed with new challenges.

What is Lashonda’s Performance Readiness® for running the new customer service survey (R1, R2, R3, or R4)? Explain.

What leadership style should be used to match Lashonda’s Performance Readiness® level (S1, S2, S3, or S4)?

What would this leadership style look like?

Part3: Cami Machado – Data Security System Conversion

After months of careful planning, training, upgrading, and installation of the “black boxes,” Cami and her team are ready to switch over

to the new data security system. Cami had taken the system through all the recommended tests plus a few creative ones that she developed.

The “black boxes” performed perfectly. A former CIA computer specialist hired to randomly test the system declared that it was flawless.

Still, despite the manufacturer’s assurance that the changeover was a routine and simple process, Cami had insisted that they leave the

old system in place “just in case” (In the days before the changeover she grew anxious and was sleeping only a few hours a night.).

Minutes before the big switch, she confides to her boss that she has never felt so nervous in her life.

What is Cami’s Performance Readiness® for the task of switching from the old security system to the new black box technology (R1, R2, R3,

or R4)?

What leadership style should be used to match Cami’s Performance Readiness® (S1, S2, S3, or S4)?

What would this leadership style look like?

Part 4:Kelly Fontane, Administrative Supervisor,
Listo Systems

Kelly Fontane has worked with Listo Systems for many years. Her procedure for training new office staff begins with having them answer the

telephone and file. When she feels that they are ready, she teaches them to encode checks and deposit forms with the magnetic numbering

required for computer processing. One of her employees, Julene Garfield, is ready to make the transition from telephones and filing to

encoding.

Kelly began by telling Julene that she was very pleased with her work to date, and that she would like her to try something new. After

explaining the transition of responsibilities, Kelly checked for understanding and buy-in. Julene was pleased and just a little excited

about the new job responsibility. Kelly then sat down with Julene at a station and showed her how to encode with the help of a job aid.

Julene was not one to underestimate the complexity of the task and expressed concern about her slow progress. Julene was concerned with

committing errors, as she had not performed this task previously. Kelly reassured Julene, telling her that a more experienced worker would

be assigned to answer questions and that she would also be available as needed. Julene was happy with this solution.

What is Julene’s Performance Readiness® level for the task of encoding (R1, R2, R3, or R4)?

Which leadership style was Kelly using (S1, S2, S3, or S4)?

Why might Kelly have been using this particular leadership style?

Part 5: Raul Martinez, Graphic Design Supervisor,
Listo Systems

Raul Martinez, a graphic design supervisor for Listo Systems, is considering some new methods for increasing productivity among his staff.

Productivity is already high, but he thinks it can be even higher. His group has been making suggestions about some areas in which they

would like to see improvement, but they are apprehensive about making changes. In the past, the group has shown flexibility in its

operation. Raul decides to approach the new methods by participating with the group in developing the changes, but allowing the members to

organize the change.

What is the group’s performance readiness level for the task of production in the graphic design department (R1, R2, R3, or R4)?

What leadership style would best match the group’s performance readiness level (S1, S2, S3, or S4)?

What leadership style is Raul using (S1, S2, S3, or S4)?

What are indicators that Raul is using the appropriate role?

What are potential hindering roles that Raul could be using if there is a performance readiness/style mismatch?

Part 6: Michelle Hoffman, Director of Market Research,
Listo Systems

With very little direction or involvement from her, Michelle Hoffman’s market research group has been performing well. Interpersonal

relations are good among the group. Michelle feels that although the group is performing well with minimal direction, their performance

could be even better. Michelle calls a meeting to explain her step-by-step plan for improving the group’s performance and to get the

group’s reaction to the plan. During the meeting, she asks if the group needs any clarification.

What is the group’s Performance Readiness® level for the task of doing market research (R1, R2, R3, or R4)?

What leadership style would best match the group’s Performance Readiness® level (S1, S2, S3, or S4)?

What leadership style is Michelle using (S1, S2, S3, or S4)?

Part 7: Yuki Tanaka, Sales Supervisor, Listo Systems

Yuki Tanaka supervises a unit of sales representatives at Listo Systems. Recently, there have been problems. Customers have complained

that her sales reps are not completing invoice orders quickly enough. Other daily tasks have also been neglected and performance numbers

have shown a steep decline.

Yuki called the sales representatives into a meeting and listed the problems that were occurring. After limited discussion, she reminded

them that their unresponsiveness and omissions could result in major financial hardships for the company through a loss of sales and

customers. She reviewed the schedule for daily tasks and invoice procedures. She added that she would be monitoring the invoices and daily

tasks and would follow-up on any complaints from customers in the next week by meeting with the sales representative responsible for that

invoice.

What are some of Yuki ’s actions that indicate task behavior?

Is Yuki ’s level of task behavior high or low?

Which of Yuki ’s actions indicated relationship behavior?

Is Yuki ’s level of relationship behavior high or low?

Which leadership style was Yuki using (S1, S2, S3, or S4)?

Did Yuki ’s leadership style match what was needed in the situation? Why or wh

Presentation Summary

Fiona Green. 2005. From clitoridectomies to ‘designer vaginas’: The medical construction of heteronormative female bodies and sexuality through

female genital cutting. Sexualities, Evolution and Gender, 7(2): 153–187.

1. Objectives
2. What is female genital cutting (FGC)?
• Female genital cutting is also known as female genital mutilation (FGM) as it often used in international meetings and documentation

purposes. The author uses FGC in order to avoid “the sound of disgust” (p. 154).
• When addressing the practice and issue of female genital cutting (FGC), most people think of the brutal and harmful practices of

clitoridectomy and infibulation that take place in African countries, in specific areas of the Middle East and Asia (p. 153-154).
• The term female genital mutilation (FGM) carries ‘moral outrage’ with ‘‘the implicit assumption that parents and relatives deliberately

intend to harm children’’ (p. 154).
• The purpose behind FGC is to enhance the ‘‘beauty or cleanliness of women’’ or making “conception and child-bearing easier” (p, 156).
3. Green criticizes FGC based on medical and health reasons
• Often health and hygiene are not considered, which leads to fatal moments (p. 155). Many women suffer from poor conditions during the

procedure, which lead to:
– Severe pain, bleeding and infections
– Painful sexual intercourse
– Long-term implications for future fertility
– Complications and safety issues during childbirth
– Death
• Example: Sudanese women who survived FGC experience lack of confidence, depressed self-image, and worthlessness. It also led to

emotional trauma resulting from memoirs of painful experiences being severe. Women who had FGC experience constant nightmares, anxiety,

depression and stress. FGC not only cause physical pain, but also mental. (p. 156).

4. Green criticizes FGC based on socio-cultural reasons
• In some cultures, FGC marks their entrance to adulthood as well as the development of a complete woman. She would become a fully

functioning member in society (p. 156).
• In other cases it is about socio-cultural and religious beliefs. If some women decide to avoid FGC then they will never be able to get

married, live full female lives and have an economic security. Therefore, for the proper marriage, the woman has to undergo FGC for the honor of

her family and cultural beliefs
• Gender hierarchy. Some women do not have a choice. Women have to undergo FGC because of power relations. Men tend to play a dominant

role and thus, women are pressured to fit in the society.
• If they do not undergo the procedure, women are considered to be unfaithful and unclean wives so there are low chances that a woman will

get married.

5. Victorian era (1839–1901)
• A ‘‘clitoridectomy craze’’ developed in Victorian England because of a number of social and political circumstances, including the rise

of the middle-class, changing social attitudes towards women, and transformations within the medical and healing professions. Middle-class

women, in particular, were viewed as ‘‘delicate, sensitive, frail and emotional creatures’’ who could be easily destroyed (p. 160).
• Then, the subject of masturbation became a general concern. It was considered one of the primary ‘‘social evils’’. Therefore, many

advocates fought against widespread of sexual immorality, doctors started to proscribed clitoridectomies so women do not masturbate becuase

otherwise, it was considered to be unfeminine behaviour and slipping into insanity (p. 161).
• The practice of clitoridectomy to control these ‘‘female afflictions’’ and a host of other ‘‘diseases’’ continued to a lesser extent (p.

163).
• The practice of FGC has been used to contain and control the sexual behaviour and bodies of girls and women.
6. Intersex children (1950–present)
• The most common intersex surgeries offered to children were used to make virilized girls with congenital adrenal hyperplasia (CAH) so

they can appear less like boys by amputating the clitoris and enlarging the vaginal opening (p. 164).
• Hormonal treatment and surgery were used to alter children’s genitalia when it was determined that a girl’s clitoris looked too much

like a penis.
• Usually girls undergo the surgery, but less commonly, are boys who are changed into girls [because their penises are deemed too small]—

in an attempt to give them what doctors believe will be a better life’ so they can look normal and feel comfortable (p. 165).
• Two-sex-gender system is about deciding what gender newborn is going to have. All bodies must be recognized either to be a male or

female. It is about ideological commitments and “genital surgery is, therefore, fundamental to ensuring ‘intersexed children perceive themselves

as seamless, singularly sexed and gendered persons’” (p. 166).
• The majority of the surgical procedures are not performed for life saving or for functional reasons, but for aesthetic affect so girls

look like girls (p. 166).
7. Designer vaginas (1985–present)
• Elective plastic surgery to remodel their labia and vaginas to a standard of feminine “perfection” (p. 170).
• Procedures used to tighten the vaginal muscles and support tissues after giving birth.
• “As millions of women inject Botox, reshape noses, augment breasts, lift buttocks and suck away unwanted fat, a growing number are now

exploring a new frontier, genital plastic surgery” (p. 171).
• Many undergo the surgery or laser treatment for “a tight vagina might help you keep your man from running after younger women’’
• Body embarrassments. Over time women started to make their own decisions and if they do not like something about their bodies they can

undergo a surgery. If women think that their vagina is too big or too wide they can change it.
• However, there are situations with a negative outcome. Genital cutting is dangerous and genital cosmetic surgery is not an exception.

This leads to negative physical complications such as: painful intercourse, loss of sensitivity, scarring and excessive bleeding. Ironically,

healthy women risk their good physical health and satisfactory sexual functioning when they elect to have cosmetic genital surgery to change the

appearance of their genitalia or the size of their vaginas (p. 175).
8. Issues with FGC
• The World Health Organization (WHO) and United Nations International Children’s Emergency Fund (UNICEF) explains that FGC is a serious

public health problem which endangers the life and health of women and children, which still exists (p. 156).
• *‘‘no one has ever found or cited a single case to support the long-term physical and psychological success of this surgery’’ (p. 170) –

this is about intersex children and their surgeries
• Even some adults who have received ‘‘successful treatments’’ claim ‘‘a loss of their quality of life’’ and a ‘‘loss of self ’’ because

of the ‘‘loss of sexual sensation they have experienced before

9. Question
• What are the strategies to end FGC?
– Health education is another strategy that proves useful in eradicating the practice of FGC
– Community supported
• Should international organizations help to end FGC even though it is happening due to cultural or religious reasons?
• What strategies can be taken in order to end FGC?
• Should we intervene or try to stop practices that we see as immoral?
• Are the problems associated with FGC “cultural”?
• Should there be a universal law to protect women from FGC or would it be complicated due to cultural differences?
• What do you think about Green’s statement “[a woman] has the correct genitalia only when her body passes visual inspection by a person

in authority” ?

Describe the design factors that affect training efficacy (i.e., “transfer of training”). Can you think of examples of these factors of training efficacy in your own work or academic life?

Grading Rubric for MGMT 3013Short Paper2- Diversity
Length and Format – Paper must be:
• Between 250-350 words (works cited should be a separate page)
• Double-spaced
• 12-point Times New Roman font
• 1-inch margins
• Name located in the header
• Proper in-paper citations and works cited
Length and Format
(4 points) Description
4 points Paper meets all length and formatting requirements
2 points Paper deviates from one (1) of the length and formatting requirements
0points Paper deviates from more than one (1) of the length and formatting requirements

Quality
(8 points) Description
8 points The paper contains few or no grammatical or spelling errors (1-2)
4 points The paper contains several grammatical or spelling errors (3-5)
0 points Paper contains more than five (5) grammatical or spelling errors

Connection
(8 points) Description
8points The paper covers all required aspects in adequate detail with examples.
4 points The paper covers most of the aspects but fails to adequately give examples.
0 points Very weak coverage of the needed aspects with few examples
Connection–
You should discuss (at least) the following aspects of the company’s activity according to several (at least 3) sources.
• What is the company’s background in regards to diversity?
o Have they been in the news in a good/bad way in regards to diversity?
• How do they compare to their industry?
o Rankings? Background to support this?
• What programs does the company have in place to embrace diversity, if any?

Prepare a PowerPoint for a topic be confirmed by the tutor during the workshop period. You
must make your topic relevant to TESOL in particular. You can identify a personal topic of
interest, to be confirmed by the tutor, or choose from the following topics:

1 ‘Standard English’
2 The advantages and disadvantages of the use of L1 in L2 classrooms.
3 Icebreakers and/or fillers in the classroom
4 Using Drama in the classroom
5 Music and language learning
6 Language Immersion Programs
7 Teaching Reading to complete beginners
8 Using dictionaries in the classroom
9 Motivating adolescent learners
10 The roles of a teacher
11 Using Video as a teaching aid
12 Social media and mobile phones in the classroom
13 Problem behaviour in the classroom
14 Writing at University Level for speakers of all backgrounds
15 Teaching Business English
16 The problems of someone you know in learning English as a second language.
17 Learner difficulties with spelling in English
18 Learning outside the classroom
19 Politeness in English
20 Language, Gender and Sexism
21 Using word games in the classroom
22 Teaching Writing to complete beginners
23 Teaching mixed ability classes
24 Adapting CLT to local contexts
25 Using newspapers in the classroom
26 Task-based Language Teaching
27 Using Readers in the classroom
28 Grouping in the language classroom
29 Using interactive whiteboards in the classroom
30 Teaching younger children
31 Preparing classes for external examinations
32 Teaching one-to-one
33 The ‘Flipped Classroom’
34 Computer-assisted language learning (CALL)

Assignment guidelines
Prepare these PowerPoints professionally to be suitable for a university audience. You will
not be required to make the verbal presentations, but please prepare the materials with a
possible presentation time, allowing for brief discussion, of 20 minutes length as a guiding
aim. You should aim to produce PowerPoints which summarise verbally and visually the main
points you want to make. Please note that while PowerPoints are usually meant to
accompany verbal presentations, they should also be able to stand alone. The electronic
reader should be able to understand all of the explicit general points you make and to
perceive much of what is implicit. If you have important information you have no space for on
the slides, use the notes pages

Your PowerPoint should:
• be structured in a logical manner
• include an initial outline of the main sections of your presentation
• include an interactive element in the form of questions, prompts or short activities
• include a range of references from a minimum of 7 sources, including books and
recent journal articles
• include in-text citations and a reference list as per APA 6th guidelines
• use language appropriate for an academic setting
• not contain more than one or two short cited quotes from the sources
• not put more emphasis into the graphics and visuals than into the written content as
this can distract from your message.

2. Materials Development

Design, plan and prepare in detail two content-based unit lessons for a group of students
in a specific setting of your choice. The unit lessons should run consecutively; the second
should flow logically from the first and there should be some thread that links the two
together. The aim of the whole content-based unit plan is to develop your students’
awareness, skills and learning strategies for integrating the four skills and to foster their
content knowledge. Your unit lessons should also be designed based on the “Into, Through,
and Beyond” framework (Brinton, Goodwin, & Ranks, 1994). That is, your students will be
able to get “into” the content, “through” it with your guidance, and “beyond” it by producing
more extensive output. Present the plans as per the guidelines below.

The detailed content-based unit plan should be comprised of:

1. Key unit planning components:

• a title page that states the unit topic
• a table of contents that lays out each headed section
• a scope and sequence chart that identifies connections between your planned
lessons, and provides an overview of the key components of each lesson
• a detailed rationale (see #2 below for further information)
• a student profile including the content area, grade level/age group, proficiency level,
duration of each lesson, student L1 background
• each lesson plan that consists of
o a lesson topic
o lesson objectives for content, language, skills
o progression of activities (the anticipated timing for each stage and the
anticipated interaction patterns)
o resources/materials (e.g., visuals, texts, worksheets, etc; see #3)

2. The rationale should specify why you have set particular aims in light of the specific needs
of the particular class, how the four skills will be integrated and content knowledge supported
through language and visual aids, anticipated problems and strategies, lesson materials,
activities and evaluations. Also provide relevant literature and a reference list following APA
6th guidelines.

3. All the lesson materials have to be submitted along with your unit plan. These can be
created by you or adapted from existing materials.

How does the foreign policy change based on how the different political actors ( Congress, the President , the Bureaucracy) participate in

the policy making process ? Also, write about, What are the benefits and costs associated with that? Give a specific example

 

write about an event that impacted your life including the conflict and resolution of your narrative.
Using the first person point of view, develop the story line.
In effective narratives, there is a five point development:

1) Exposition / Prologue -This provides background and sets the stage for your narrative.
2) Rising Action -This develops the conflict of the narrative.
3) Climax or Turning Point-This is the highest point of intensity in your narrative.
4) Falling Action-This recounts events that happen after the climax of your narrative.
5. Resolution -This is different than a conclusion since it conveys how the conflict of the narrative was resolved. For the development of this paper,

utilize the five points of narrative writing.

In addition to the five point development of your narrative, utilize key literary elements for communicating your narrative such as plot, setting,

theme, and dynamic characterization (for definitions of these terms, click “help files” on the upper right of this module page).
The challenging element of writing a narrative is how to convey in a clear manner the main character’s actions without merely listing a sequencing of

facts. The character’s actions should speak and show the underlying feelings and emotions of the situation.

 

Write an annotated bibliography using the topic you have been exploring in this class. You can use the citations and annotations you did for the previous assignments.

Follow the suggestions on how to write an annotation at The OWL at Purdue. Make sure each of your annotation includes a summary, an assessment and a reflection.

You should have a total of 6 sources with annotations, including 2 books, 2 periodical articles, and 2 websites. The bibliography will be an integrated list of all the sources (not a list sorted in the different categories). Your bibliography should be sorted in alphabetical order, by the author’s last name.

Formatting:
•Put your name and your Libr101 section # at the top of each page.
•Type your topic at the top of the first page.
•Set the margins of your document to 1 inch on all sides.
•Double-space your bibliography.
•Indent the second line (and all subsequent lines) of your citations.
•Underneath each citation, indent the entire annotation for the source.
•In general, the overall document will be about 4-7 pages.

Submitting your work:
•Please save your work in Word, as .doc or .rtf (Rich Text Format), or pdf. I cannot convert .wps or .odt files.
•Save your file in the following format: Bibliography_LastName, FirstName [for example: Bibliography_Chuah, Sally would be the name of my file].
•Upload the completed document from your word processing program into this assignment.

Grading Rubric:

6 properly formatted citations = 30 points

6 summaries as defined by OWL = 30 points

6 assessments as defined by OWL = 30 points

6 reflections as defined by OWL = 30 points

Document Formatting = 10 points

Proper grammar, punctuation and spelling = 10 points

Total = 140 points

Respond to the following:
• How might the Administrative Controls section of technical specifications govern the routine operation of a nuclear plant?
• How does the Administrative Controls section of technical specifications govern safety of the staff at a nuclear plant?

The U.S. Supreme Court has granted lower courts the power to hear cases. This power is known as jurisdiction. You remain an investigator for the U.S. Attorney’s Office, and you have a suspect that is in the neighboring state. The U.S. Attorney wants to arrest this person but believes in training his investigators, so he has asked you to research the topic of jurisdiction. Then, he wants you to write a paper of 1–2 pages that covers the following:

Define the terms subject matter jurisdiction and personal jurisdiction. (20%)
What are the requirements of personal jurisdiction in a federal court? (20%)
Explain the 3 different types of personal jurisdiction, which you have learned from your reading, research, and lectures. The three types of personal jurisdiction are personam jurisdiction, in rem jurisdiction, and quasi in rem jurisdiction. Provide examples for each. (30%)
The 2 types of cases that federal courts may hear are criminal cases and civil cases. Explain each type, and give an example or examples. (25%)
Provide APA citations and references. (5%)
Please submit your assignment.