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Discussion Board Thread

Re:  Managerial Skills

Definition:

            Managerial skills are “what individuals need to learn to become more effective managers”

 

Tonidandel, S., Braddy, P. W., & Fleenor, J. W. (2012). Relative importance of managerial skills

            for predicting effectiveness. Journal of Managerial Psychology, 27(6), 636-655. doi:http//

            dx.doi.org/10.1108/02683941211252464

 

 

Summary:

            All three authors are from North Carolina; Scott Tonidandel from the Department of Psychology at Davidson College, and both Phillip W. Braddy and John W. Fleenor are from the Center for Creative Leadership. In their article, “Relative importance of managerial skills for predicting effectiveness”, the authors examine four managerial skills that contribute to this effectiveness. A study that involved 733 managers were rated in their use of the four skill dimensions – namely, technical skills, administrative skills, human skills, and citizenship behavior. Of the skills that were rated, administrative skills was the most important followed by human skills that was rated higher than the technical skills and citizenship behavior. By managers utilizing these four skill dimensions, organizations will have better working environments and be more efficient in producing goods and services.

 

Discussion:

            Managerial skills are vitally important to an organization’s success. According to the article, managers are part of an organization’s “Human capital resource” that will enable the company’s competitive advantage. Having spent over 15 years in the restaurant field personally, managerial skills need to be taught through experience and in theory (academics). While there are a few different types of thought that deal with managerial skills, the concepts in this study were based on the four dimensional skills of S.E Scullen (2003). “Technical skill refers to a manager’s proficiency in specific methods or techniques related to that manager’s functional area. Administrative skill subsumes areas such as planning, organizing, delegating, and coordinating. Human skill is concerned with a manager’s ability to interact and work effectively with team members. Citizenship behavior attempts to capture other beneficial aspects of work behavior such as being cooperative, loyal, and persistent”. The study that was conducted involved many different levels of managers and directors, and was shown in the results, that as the higher level of management/director was evaluated, the higher their skill levels in all four dimensions.  This goes along with what was mentioned earlier, that as upward movement in an organization the position is, the manager has increased in his/her skills through continued education and in experience. This is the trend in the business world today in order to remain competitive and to enable managers to lead their respective teams to be more productive and efficient. The study predicted that human skills would be the rated above the other skills, but if was found not to be true in this case. It showed that administrative skills were rated slightly higher in importance than human skills. Although administrative and human skills are closely related, the study was conducted with effectiveness as a higher consideration than a manager’s ability for structuring in their specific field. This, along with different variables and the fact that effectiveness and performance were part of the main criteria for the basis of the study, may be the reason for administrative skills having a higher rating than human skills. The combination of all four skills will greatly assist in the development of more productive and better suited managers in the business world. Research should continue in order to identify new skills and characteristics that will help managers to be more effective and successful.

 

Biblical Integration:

            In our Christian lives, having sets of skills for effectiveness, should be our goal. As we grow in the Lord and in the knowledge of His Word, we better prepare ourselves for devil’s snares. Ephesians 6:11 speaks of “putting on the whole armour of God”, this could be compared to what we have discussed in this article. As different pieces of armour are put upon us, we can metaphorically translate this as having different skills that will help us in becoming more effective and productive to “withstand” the devil. The Lord commands us to be warriors for Him. In comparison to the business aspect, by having more skilled attributes we can be competitive and ultimately successful.

 

References:

Carina, R. M. (2012). Managerial skills development of selected private institutions of higher

            learning in batangas, philippines. IAMURE International Journal of Business and

            Management, 3, 141-167. Retrieved from

            http://search.proquest.com/docview/1520794027?accountid=12085

           

 

Holy Bible. Cornerstone Bible Publishers. Nashville, Tennessee.

 

Tewari, R., & Sharma, R. (2011). Managerial skills for managers in the 21st century. Review of

            Management, 1(3), 4-15. Retrieved from

            http://search.proquest.com/docview/1272084310?accountid=12085

 

Tonidandel, S., Braddy, P. W., & Fleenor, J. W. (2012). Relative importance of managerial skills

            for predicting effectiveness. Journal of Managerial Psychology, 27(6), 636-655. doi:http//

            dx.doi.org/10.1108/02683941211252464

 

File  Managerial Skills – Articles.docx (60.915 KB) 

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Respond to 2 others by offering 1 new piece of information to add to their discussion of the different theories.
 
Your thread is to be submitted by 11:59 p.m. (ET) on Thursday of Module/Week 1 and your 2 replies by 11:59 p.m. (ET) on Sunday of the same module/week.
 
see attach for the classmates essay…..

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Due Week 2 and worth 50 points

Prior to the 9/11 attacks, there were a number of other “terrorist” events that occurred on both U.S. soil and abroad. Read the article discussing the Oklahoma City bombing, located at 
http://www.fbi.gov/about-us/history/famous-cases/oklahoma-city-bombing, and the article discussing the 1993 World Trade Center bombings, located at 
http://www.fbi.gov/news/stories/2008/february/tradebom_022608. These events, however, did not have the impact on the American psyche and the political repercussions that accompanied the 9/11 attacks, such as the creation of the Department of Homeland Security (DHS). A Webpage dedicated to the creation of the DHS is located at 
http://www.dhs.gov/creation-department-homeland-security.

Write a two to four (2-4) page paper in which you:

  1. Describe why the 9/11 attacks was the impetus for forming the Department of Homeland Security and raising greater awareness of terrorist attacks.
  2. Hypothesize why the Oklahoma City and 1993 World Trade Center bombings did not cause the dramatic impact as that of 9/11.
  3. Predict how these two (2) historical attacks could have potentially been diminished or avoided with the protections in place today.
  4. Use at least three (3) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources.

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From the information you researched in the guidebook. What particular information from your guidebook and research stood out the most to you?  What information of all that you listed is of the most importance or stood out the most to you?  Is it the language that the cultural use and needed phrases?  What about them?  In the guidebook that you are working on what other areas stood out to you that you might want to develop more information about? 

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1. The demand for personal computers in the home goes up with household income. For a given community, we can approximate the average number of computers in a home as

q = 
0.3458 ln 
x − 
3.043 
     10,000 ≤ 
x ≤ 125,000

where x is mean household income. Your community has a mean income of $20,000, increasing at a rate of $2,500 per year. How many computers per household are there? (Round your answer to four decimal places.)
________computers per household

How fast is the number of computers in a home increasing? (Round your answer to four decimal places.)
________computers per household per year

 

 

2.

 

You can now sell 70 cars per month at $35,000 per car, and demand is increasing at a rate of 3 cars per month each month. What is the fastest you could drop your price before your monthly revenue starts to drop? HINT [Revenue = Price × Quantity.]

 
dp/dt =
 $________
per month
 
3.
A point is moving along the circle 
x2 + (y − 5)2 = 2
 in such a way that its 
x
-coordinate is decreasing at a rate of 
3
 unit per second. What is happening to the 
y
-coordinate at the instant when the point has reached 

(
−1
6). 
The
 
y
-coordinate is
 _____________
at a rate of
 ___________
 
units per second.

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marketing power point presentation

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MY PRODUCT IS THE TOYOTA SIENNA.

 

Marketing Plan Term Project Requirements

You will probably have to look for more sources as you begin to write. Your sources will be most useful in Part 1, where you are analyzing the current situation. Research will be incorporated throughout your presentation and need not be submitted separately.

Look for academic sources that use a review or editing process. This means that, although you will be using the company’s website, it should only provide background on the product; it should not be the primary source for your analysis. Most of your information will come from databases (e.g., Hoover’s), popular business publications (e.g., the Wall Street Journal, Business Week, industry trade journals), and government data (e.g., census data and trends).

You can use the UMUC virtual library in your online classroom. If you need help finding information, be sure to contact a virtual librarian or ask your faculty member for help.

A.  Current Marketing Situation

     1.  Market description

    1. Segmentation (describe target market using segmentation characteristics)
    2. Marketing targeting strategy
    3. Value proposition
    4. Factors influencing consumer behavior of the primary target market
    5. Buyer decision process of the primary target market

     2. Product review

    1. Levels of product/service
    2. Type of product/service
    3. Product/service life cycle
    4. Benefits/features analysis
    5. Differentiation
    6. Branding strategy

      3. Competitive review

    1. Competitive analysis
    2. Market share
    3. Competitive positions and roles
    4. Strategic sweet spot
    5. Positioning
  1. Distribution review
    1. Current supply chain members and roles
    2. Value-delivery network analysis
    3. Current type of distribution strategy

B.  Strengths, Weaknesses, Opportunities, and Threats Analysis (SWOT)

  1. Microenvironments
  2. Macroenvironments

Length. Minimally, you should have at least one slide per topic, plus your title page and source page(s). General length guidelines are:

     Part 1:  Approximately 25-30 slides

All information should be contained on the slide itself. Do not use the ‘notes’ section of the slide.

Reference numbers. Include the reference numbers noted in the outline for both Part 1 and Part 2 on your slides (e.g., A.1.a; A.1.b; A.1.c, and so forth).  

Professionalism. Be sure to refer to the PowerPoint Presentation Tips under Course Content, Marketing Toolbox, to ensure that you submit a professional product. This will be part of your grade for both Part 1 and Part 2.

Citations and Bibliography. Use an acceptable style guide (e.g., APA or MLA) for citations. See UMUC’s library website for useful citation tools.

Submit for grading. Save your PowerPoint presentation file as a .ppp file and upload it to your Assignment Dropbox by the due date specified in the course schedule for Part 1 r submit your completed project in class on the meeting date noted in your course schedule.

Overview of Grading Rubric for Marketing Plan Term Project, Part 1

Content

Points

A. Current Marketing Situation (65 points)

   1. Market description

20

   2. Product review

20

   3. Competitive review

20

   4. Distribution review

5

B. SWOT Analysis

20

Overall presentation/use of academic research

   15

TOTAL

100

Detailed Grading Criteria for Marketing Plan Term Project, Part 1

A.  Current Marketing Situation (65 points maximum)

1.  Market description (Section A.1, a–e) (20 points maximum)

  1. Segmentation
  2. Marketing targeting strategy
  3. Value proposition
  4. Factors influencing consumer’s behavior
  5. Buyer decision process

Points Awarded

Assessment Criteria

18–20

Student demonstrates superior understanding of the marketing concepts and can apply them to the product/service scenario. Represents A-level work.

16–17

Student demonstrates good understanding of the marketing concepts and can generally apply them to the product/service scenario; may have a weak analysis of one or two of the concepts. Represents B-level work.

14–15

Student demonstrates an average understanding of the marketing concepts, may not be able to apply them in all instances, or offers analysis that is inconsistent or too generalized. Represents C-level work.

12–13

Student demonstrates a poor understanding of the marketing concepts or misses some of the concepts, relies too heavily on text language, cannot apply concepts to the product/service situation. Represents D-level work.

0–11

Student does not demonstrate an understanding of the marketing concepts. Represents failing work.

 2.  Product review (Section A.2, a–f) (20 points maximum)

  1. Levels of product/service
  2. Type of product/service
  3. Product/service life cycle
  4. Benefits/features analysis
  5. Differentiation
  6. Branding

Points Awarded

Assessment Criteria

18–20

Student demonstrates superior understanding of the marketing concepts and can apply them to the product/service scenario. Represents A-level work.

16–17

Student demonstrates good understanding of the marketing concepts and can generally apply them to the product/service scenario; may have a weak analysis of one or two of the concepts. Represents B-level work.

14–15

Student demonstrates an average understanding of the marketing concepts, may not be able to apply them in all instances, or offers analysis that is inconsistent or too generalized. Represents C-level work.

12–13

Student demonstrates a poor understanding of the marketing concepts or misses some of the concepts, relies too heavily on text language, cannot apply concepts to the product/service situation. Represents D-level work.

0–11

Student does not demonstrate an understanding of the marketing concepts. Represents failing work.

 3. Competitive review (Section A.3, a–e) (20 points maximum)

  1. Competitor analysis
  2. Market share
  3. Competitive positions and roles
  4. Strategic sweet spot
  5. Positioning

Points Awarded

Assessment Criteria

18–20

Student demonstrates superior understanding of the marketing concepts and can apply them to the product/service scenario. Represents A-level work.

16–17

Student demonstrates good understanding of the marketing concepts and can generally apply them to the product/service scenario; may have a weak analysis of one or two of the concepts. Represents B-level work.

14–15

Student demonstrates an average understanding of the marketing concepts, may not be able to apply them in all instances, or offers analysis that is inconsistent or too generalized. Represents C-level work.

12–13

Student demonstrates a poor understanding of the marketing concepts or misses some of the concepts, relies too heavily on text language, cannot apply concepts to the product/service situation. Represents D-level work.

0–11

Student does not demonstrate an understanding of the marketing concepts. Represents failing work.

4. Distribution review (Section A.4, a–c) (5 points maximum)

  1.  
    1. Current supply chain members and roles
    2. Value-delivery network analysis
    3. Current type of distribution strategy

Points Awarded

Assessment Criteria

5

Student demonstrates superior understanding of the marketing concepts and can apply them to the product/service scenario. Represents A-level work.

4

Student demonstrates good understanding of the marketing concepts and can generally apply them to the product/service scenario; may have a weak analysis of one or two of the concepts. Represents B-level work.

3

Student demonstrates an average understanding of the marketing concepts, may not be able to apply them in all instances, or offers analysis that is inconsistent or too generalized. Represents C-level work.

2

Student demonstrates a poor understanding of the marketing concepts or misses most of the concepts, relies too heavily on text language, cannot apply concepts to the product/service scenario. Represents D-level work.

0–1

Student does not demonstrate an understanding of the marketing concepts. A section is missing or incomplete. Represents failing work.

 B.  Strengths, Weaknesses, Opportunities, and Threats (SWOT Analysis) (20 points maximum)

  1. Microenvironments
  2. Macroenvironments

Points Awarded

Assessment Criteria

18–20

Student demonstrates superior understanding of the marketing concepts and can apply them to the product/service scenario. Thoroughly understands how the concepts can be translated into a SWOT analysis. Represents A-level work.

16–17

Student demonstrates good understanding of the marketing concepts and can generally apply them to the product/service scenario; may have a weak SWOT analysis of one or two of the concepts. Represents B-level work.

14–15

Student demonstrates an average understanding of the marketing concepts, may not be able to apply them to a SWOT analysis in all instances, or offers a SWOT analysis that is inconsistent or too generalized. Represents C-level work.

12–13

Student demonstrates a poor understanding of the marketing concepts, misses some of the concepts, relies too heavily on text language, and cannot apply concepts to the product/service scenario. Represents D-level work.

0–11

Student does not demonstrate an understanding of the marketing concepts. Represents failing work.

 Grammar, composition, use of external research sources, and overall presentation
(15 points maximum)

oints Awarded

Assessment Criteria

14–15

Student submits a professional presentation, relies on external research to support analysis, and minimizes use of personal opinion. Presentation is free of typos and grammatical errors. References are academic sources and are formatted as specified in an acceptable college-level style guide.

12–13

Student submits a professional presentation, relies equally on external research and unsubstantiated personal opinion. Presentation may contain a few typos and grammatical errors. References are mostly academic sources and are formatted as specified in an acceptable college-level style guide.

10–11

Student submits a basic presentation; relies mostly on personal opinion or product website for information. Presentation may have some formatting issues or overreliance on artwork over substantive analysis; may have some typos and grammatical errors. Cites few references, but follows an acceptable college-level style guide.

9

Student submits a presentation that is severely lacking in professionalism. Inconsistent formatting making it difficult to follow; contains numerous typos or grammatical errors. No references cited or used; relies solely on personal opinion and product website for information.

0–8

Student submits a presentation that is clearly deficient, does not meet the project requirements, is difficult to read and follow, contains only a partial analysis with several sections missing, or otherwise demonstrates a failing performance.

Attachments

 


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can someone help me 5

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Use published human and animal research and behaviorist, social cognitive, information processing and constructivist theory to develop an outline of a research proposal to measure self-regulation in one of the following fields: 

 

 

 

  • Environmental or evolutionary psychology

  • Forensic psychology

  • Health or sports psychology

  • Industrial/organizational or engineering psychology

 

 

 

 

 

 

Prepare a 3- to 5page annotated or expanded outline for review by members of a foundation grant screening committee.

 

 

 

Address the following in your outline:

 

 

 

·         A description of how you are proposing to measure self-regulation

 

·         The operational definitions, limitations, assumptions, hypotheses, and data analysis plans

 

·         The deficiencies a critic might identify in your statement of limitations and assumptions

 

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disscussion question 1 2 and 3

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DISScussion Question 1:

Patient Rights and HIV / AIDS”  Please respond to the following:

 

  • * From the scenario, analyze the concept of patients’ rights, and ascertain the key concerns of physicians and nurses as they apply to patients with AIDS. Speculate on the major ways in which such overlapping concerns from health professionals may influence legal decisions in patient treatment.
  • Summarize the overarching connections between patients’ rights and patients’ resulting responsibilities concerning HIV / AIDS. Determine the primary ways in which the professional roles that physicians and nurses play are affected as they treat patients with HIV / AIDS.

Disscussion Question 2:

 

Procreation and Ethical Dilemmas in Health Care”  Please respond to the following:

 
  • * From the scenario, examine the concept of health care ethics, and ascertain the fundamental way in which such concepts apply to procreation-related issues. Speculate on the major ramifications of using moral principles to make decisions concerning such issues.
  • Consider the concept of ethics in health care predicated on ethical theories and moral theories, and explore the connection of such ethics with ethics committee decision making. Rationalize the primary concerns of conception, wrongful birth, and abortion from the perspective of health care professionals who must make these decisions.

Disscussion question 3:

“Patient Consent and Legal Reporting in Health Care”  Please respond to the following:

 

  • * From the scenario, evaluate the efficacy of both the documentation protocols requiring patient consent by physicians and the legal reporting requirements, as they apply to protecting patients’ rights. Examine the primary way in which such documentation could help both physician and patient in the event of litigation.
  • Analyze the major professional roles that physicians and nurses play, as they apply to following the requirement for obtaining patient consent. Examine the process whereby health care professionals can legitimately challenge patients’ rights to refuse treatment, based on the condition of verbal, written, or implied consent.

 

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powerpoint 40

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I need a 6 page slide show on MS Educators System. Detailed with pictures please. Attach is some information already researched. Which can be used on the slides. Times Romans font style.

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due today 1159 6 week 2 questions john canthar

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FIN/571 – 46335444 / Assignment: Week 2 Practice Quiz

Multiple Choice Question 53

Which one of the following statements about trend analysis is NOT correct?

This benchmark is based on a firm’s historical performance.

The Standard Industrial Classification (SIC) System is used to identify benchmark firms.

All of these are true statements.

It allows management to examine each ratio over time and determine whether the trend is good or bad for the firm.

 

Multiple Choice Question 68

Coverage ratios: Sectors, Inc., has an EBIT of $7,221,643 and interest expense of $611,800. Its depreciation for the year is $1,434,500. What is its cash coverage ratio?

14.15 times

None of these

15.42 times

18.34 times

 

 

Multiple Choice Question 68

Multiples analysis: Turner Corp. has debt of $230 million and generated a net income of $121 million in the last fiscal year. In attempting to determine the total value of the firm, an investor identified a similar firm in Jacobs, Inc., an all-equity firm. This firm had 150 million shares outstanding, a share price of $14.25, and net income of $182 million. What is the total value of Turner Corp.? Round to the nearest million dollars.

$1,715 million

$1,651 million

$1,191 million

$1,421 million

 

Multiple Choice Question 46

Coverage ratios, like times interest earned and cash coverage ratio, allow

[removed]

a firm’s creditors to assess how well the firm will meet its interest obligations.

[removed]

a firm’s creditors to assess how well the firm will meet its short-term liabilities other than interest expense.

[removed]

a firm’s management to assess how well they meet short-term liabilities.

[removed]

a firm’s shareholders to assess how well the firm will meet its short-term liabilities.

 

 

Multiple Choice Question 54

Peer group analysis can be performed by

a) management choosing a set of firms that are similar in size or sales, or who compete in the same market.

b) using the average ratios of this peer group, which would then be used as the benchmark.

c) identifying firms in the same industry that are grouped by size, sales, and product lines, in order to establish benchmark ratios.

d) Only a and b relate to peer group analysis.

 

Multiple Choice Question 61

Efficiency ratio: If Viera, Inc., has an accounts receivable turnover of 3.9 times and net sales of $3,436,812, what is its level of receivables?

[removed]

$13,403,567

[removed]

$1,340,357

[removed]

$81,234

[removed]

$881,234

Nursingpapertutors.com places a premium on meeting deadlines. The company understands the significance of timely paper submissions for nursing students. To uphold their commitment to punctuality, Nursingpapertutors.com employs a well-organized workflow and efficient team coordination. This ensures that students receive their papers promptly, affording them ample time for review and making any necessary adjustments. Providing exceptional customer support is central to Nursingpapertutors.com’s mission. The company recognizes that nursing students may have queries or require assistance at any time of the day. As such, Nursingpapertutors.com offers 24/7 customer support to promptly address any concerns, clarify instructions, and offer updates on the paper’s progress. Their responsive support team ensures a seamless and positive experience for every student.

 

 
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