Answer DQ 1 & DQ2 and respond to students responses.

This is from the professor about the prior DQ you have answered for week 1-3, please adjust answering according to the professor.

“You are expected to find your own research articles to support your DQ arguments. Citing articles assigned or articles listed in the assigned readings, whether articles or the textbook, do not count.

Most of your responses are hitting key points. You simply need to go a bit more in specifying how you would implement certain ideas. Otherwise, you just need to support arguments with empirical research you find and cite sources correctly.”

Wk 5 DQ 1

How would you advise an organization desiring to increase job satisfaction and/or positive attitudes from workers toward the organization? Be specific. Use empirical research to support your recommendations._________________________________________________________________________________________________________________

Wk 5 DQ 2

At your workplace, what specific recommendations would you offer to improve job satisfaction and organizational commitment? Do not focus solely on your job or department. Take an organization-wide view. While you do not have to disclose your specific employer, please provide enough detail for us to understand the context of your response. Support your answer with empirical research.

I am in the Military (Navy)

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Respond to Student responses below:

DQ1

In order for an organization to increase job satisfaction and positive attitudes from their workers, they must first understand how attitudes operate and what influences them (Pinder, 2008). According to Eagly and Chaiken (1993), attitudes are expressed according to the degree of favor of a specific entity or situation. Also, according to Olson and Zanna (1993), attitudes involve an evaluative component. They typically don’t form until an evaluation is made of something that causes the rise of an attitude. Attitudes could be a link between belief structures and knowledge structures which means that an attitude can trigger a mental occurrence. Attitudes also entail cognitive, emotional/affective, and behavior components (Olson & Zanna, 1993). Pratkanis and Greenwalk (1989) claim that attitudes help with the interpretation and explanation of social events, they can place biases upon the expectation that we may have regarding people or things, they can have an influence on our acceptance or denial of outcomes, they can influence the thought-processes of an individual to make them believe that others have similar attitudes or that their attitude is more widely held, and it can lead to selective recollections about the past and influence predictions about the future.

The attitude of the individual towards the workplace has an impact on their satisfaction of the job. This means that the attitude must be altered for job satisfaction to rise. Building morale in the workplace is a big way that the attitude can be changed from negative to positive. This can be done by redesigning jobs by incorporating variety, detailing the purpose and pride of the job, giving more responsibility instead of more tasks, and giving employees freedom to grow (Bruce, 2003). Providing creative benefits would also help increase job satisfaction and workplace morale. Examples of this could be job rotations, no dress codes, no titles or the choice of titles, accumulation of vacation time, and free coffee and lunch/dinner when time allows (Bruce, 2003). Understanding the needs and concerns of the employees is also important because it lets them know that they are in a caring environment and that the line of communication is open. Lastly, training is much needed because it lets employees know that they are worth the investment, it gives precise information on what is expected and development opportunities, and it allows communication of change and other aspects (Bruce, 2003).

References:

Bruce, A. (2003). Building a high morale workplace(Briefcase book). New York: McGraw-Hill.

Eagly, A .H., & Chaiken, S. (1993). The psychology of attitudes. San Diego, CA: Harcourt Brace Jovanovich.

Olson, J. M. & Zanna, M. P. (1993) Attitudes and attitude change. Annual review of Psychology, 44(1), 117-154.

Pinder, C. C. (2008). Work motivation in organizational behavior (2nd ed.). New York, NY: Psychology Press

Pratkanis, A. R., & Greenwald, A. G. (1989). A sociocognitive model of attitude structure and function. Advances in Experimental Social Psychology, 22, 245-285.

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I have attached notes for this weeks reading

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I will post DQ2 STUDENT RESPONSE ASAP

Discussion 2: How Do We Report This?

Southwestern Corporation operates
throughout Texas buying and selling widgets. To expand into more profitable
markets, the company recently decided to open a small subsidiary in the nearby
country of Gualos. The currency in Gualos is the vilsek. For some time, the
government of that country held the exchange rate constant: 1 vilsek equaled
$0.20 (or 5 vilseks equaled $1.00). Initially, Southwestern invested cash in
this new operation; its $90,000 was converted into 450,000 vilseks
($90,000 3 5). Southwestern used one-third of this money (150,000 vilseks,
or $30,000) to purchase land to hold for the possible construction of a plant,
invested one-third in short-term marketable securities, and spent one-third in
acquiring inventory for future resale.

Shortly thereafter, the Gualos
government officially revalued the currency so that 1 vilsek was worth $0.23.
Because of the strength of the local economy, the vilsek gained buying power in
relation to the U.S. dollar. The vilsek then was considered more valuable than
in the past. Southwestern’s accountants realized that a change had occurred;
each of the assets was now worth more in U.S. dollars than the original $30,000
investment: 150,000 vilseks  3 $0.23  5 $34,500. Two of the
company’s top officers met to determine the appropriate method for reporting
this change in currency values.

Controller:  Nothing has
changed. Our cost is still $30,000 for each item. That’s what we spent.
Accounting uses historical cost wherever possible. Thus, we should do nothing.

Finance director:  Yes, but the
old rates are meaningless now. We would be foolish to report figures based on a
rate that no longer exists. The cost is still 150,000 vilseks for each item.
You are right, the cost has not changed. However, the vilsek is now worth
$0.23, so our reported value must change.

Controller:  The new rate
affects us only if we take money out of the country. We don’t plan to do that
for many years. The rate will probably change 20 more times before we remove
money from Gualos. We’ve got to stick to our $30,000 historical cost. That’s our
cost and that’s good, basic accounting.

Finance director:  You mean
that for the next 20 years we will be translating balances for external
reporting purposes using an exchange rate that has not existed for years? 
That doesn’t make sense. I have a real problem using an antiquated rate for the
investments and inventory. They will be sold for cash when the new rate is in
effect. These balances have no remaining relation to the original exchange
rate.

Controller:  You misunderstand
the impact of an exchange rate fluctuation. Within Gualos, no impact occurs.
One vilsek is still one vilsek. The effect is realized only when an actual
conversion takes place into U.S. dollars at a new rate. At that point, we will
properly measure and report the gain or loss. That is when realization takes
place. Until then our cost has not changed.

Finance director:  I simply see
no value at all in producing financial information based entirely on an
exchange rate that does not exist. I don’t care when realization takes place.

Controller:  You’ve got to
stick with historical cost, believe me. The exchange rate today isn’t important
unless we actually convert vilseks to dollars. 

How should Southwestern report each
of these three assets on its current balance sheet? Does the company have a
gain because the value of the vilsek has increased relative to the U.S. dollar?

Ref.

Joe Hoyle, Thomas Schaefer, Timothy
Doupnil. Advanced Accounting, 12e, McGraw-Hill Education, New York,
NY10121.

Action Research Proposal

The final project for this course is an Action Research Proposal, which will be created and shared in the form of a formal presentation in PowerPoint, including detailed speaker notes for each content slide. The purpose of the final project is for you to culminate the learning achieved in the course by demonstrating the ability to effectively present an Action Research Proposal.

As you create the presentation, imagine that you are given approximately ten minutes to present this information to your fellow teachers in your school during a staff development day, to your school board to solicit support for their ideas, or to your managers as part of your organization’s continuous improvement program. Your goals are to gain approval to conduct this study and implement your proposed innovation or intervention in your place of work.

To create your presentation, use your current, updated action research plan outline that was originally submitted during Week Four. Additionally, you may want to use your mock presentation from Week Five as well as the feedback acquired from your classmates in the discussion forum to build an improved, more complete presentation for a wider, more important audience.

Content
The assignment needs to include the following areas of content.

• Presentation – Design (6.5 points): Create a presentation that is professionally designed in 15 to 20 slides, including title and references slides, and has no more than seven bullet points per slide and no more than seven words per point. You must use images to add value to the slide content and high-contrast colors for readability and include detailed speaker notes for each content slide.
• Presentation – Content (12 points): In addition to a title and references slide, the presentation must include the following eleven areas:

1.Area of Focus (1 point): Describe the purpose of your study. Begin by writing a statement that starts with, “The purpose of this study is to…”

2.Explanation of Problem (1 point): Explain a statement of the problem or situation that led to this interest or why you want to pursue this topic.

3.Variables (1 point): Including defined factors, contexts, including recognition of diverse learners, and variables of the proposed study

4.Research Questions (3 points): Two to three research questions that align with the area of focus and address what you hope to answer in this study. The questions need to be answerable and presented in list format, and they must appropriately represent the population/participants you identified

5.Locus of Control (1 point): Describe how your idea is within your locus of control.

6.Intervention/Innovation (1 point): A succinct description of the proposed action to address the identified issue/area of focus.

7.Negotiations (0.5 point): Potential obstacles (e.g., permissions established).,

8.Ethics (1 point): A statement of how you address the potential ethical challenges.

9.Timeline (1 point): The anticipated schedule for each phase of the intervention.

10.Statement of Resources (0.5 point): A list of what is needed to enact the proposed plan, and

11.Data Collection (1 point): Proposed data collection techniques are justified and whether you are proposing appropriate data collection techniques to answer the study’s research questions (chart from Week Three may be used here).

Written Communication
The assignment needs to adhere to the following areas for written communication.

• APA Formatting (0.5 point): Use APA formatting consistently throughout.
• Syntax and Mechanics (0.5 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Your written work should contain no errors and be very easy to understand.
• Source Requirement (0.5 point): Use no less than three scholarly sources in addition to the course textbook, providing compelling evidence to support ideas. All sources on the reference page need to be used and cited correctly within the body of the assignment.

Review and Submit the Assignment
Review your assignment with the Grading Rubric to be sure you have achieved the distinguished levels of performance for each criterion. Next, submit the assignment to the course room for evaluation no later than day 7 of the week.
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MLA citation

1) A firm that is marketing multimillion-dollar wastewater treatment systems to cities has been unable to sell a new type of system. This setback has occurred even though the firm’s systems are cheaper than competitive systems and meet the U.S. Environmental Protection Agency (EPA) specifications. To date, the firm’s marketing efforts have been directed to city purchasing departments and the various state EPAs to get on approved bidder’s lists. Talks with city-employed personnel have indicated that the new system is very different from current systems and therefore city sanitary and sewer department engineers, directors of these two departments, and city council members are unfamiliar with the workings of the system. Consulting engineers, hired by cities to work on the engineering and design features of these systems and paid on a percentage of system cost, are also reluctant to favor the new system. (a) What roles do the various individuals play in the purchase process for a wastewater treatment system? (b) How could the firm improve the marketing effort behind the new system?

2) How successful would a television commercial in Japan be if it featured a husband surprising his wife in her dressing area on Valentine’s Day with a small box of chocolates containing four candies? Explain.

3) As a novice in global marketing, which alternative global market-entry strategy would you likely start with? Why? What other alternatives do you have for global market entry?

4) Coca-Cola is sold worldwide. In some countries, Coca-Cola owns the bottling facilities; in others, it has signed contracts with licensees or relies on joint ventures. When selecting a licensee in each country, what factors should Coca-Cola consider?