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    – ## textbook.docx – ## HSE444OralVIDEOPRESENTATIONINSTRUCTIONS.docx – ## HSE444DisasterRecoveryPlanAssessmentINSTRUCTIONS.docx – ## LED400Assignment4instructions.docx – ## HSE444SignatureAssignmentINSTRUCTIONS.docx – ## HSE444OralVIDEOPRESENTATIONGRADINGRUBRIC.docx **## textbook.docx** · The Leader…

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    Assignment Prompt & Instructions

    – ## textbook.docx

    – ## HSE444OralVIDEOPRESENTATIONINSTRUCTIONS.docx

    – ## HSE444DisasterRecoveryPlanAssessmentINSTRUCTIONS.docx

    – ## LED400Assignment4instructions.docx

    – ## HSE444SignatureAssignmentINSTRUCTIONS.docx

    – ## HSE444OralVIDEOPRESENTATIONGRADINGRUBRIC.docx

    **## textbook.docx**

    · The Leadership Studies Handbook

    By: Walker, S.
    ISBN: 978-1-5339-2035-5

    **## HSE444OralVIDEOPRESENTATIONINSTRUCTIONS.docx**

    Oral/Video Presentation

    Top of Form

    | | |
    | — | — |
    | Hide Assignment Information |
    | Instructions | |
    | **Oral/Video Presentation**<br>Your Oral/Video Presentation will be based on your disaster response plan outline.<br>This presentation will be presented online and NOT in person.<br>Your presentation should be a 5–10 minute analysis on your plan outline that summarizes your research and its findings.<br>Your oral video presentation should include a Power Point presentation with a video or audio analysis of your slides.  Ensure that your presentation is viewable before submitting it through Brightspace or e-mailing it directly to the instructor.  If a file is too large, you may break it up and send it separately.<br>See Brightspace for presentation grading rubric. <br>**This assignment is due no later than 5:30 pm PST on Saturday, August 30, 2025.**<br>**Below you will find the grading rubric:** |

    Bottom of Form

    **## HSE444DisasterRecoveryPlanAssessmentINSTRUCTIONS.docx**

    Disaster Recovery Plan Assessment (Paper)

    Top of Form

    | | |
    | — | — |
    | Hide Assignment Information |
    | Instructions | |
    | **DISASTER RECOVERY PLAN ASSESMENT (PAPER):**<br>The purpose of this assignment is to assess a particular organization's Disaster Recovery Plan's effectiveness.  <br>The best way to locate a plan is to reach out to organizations in your networks, e.g., your community, workplace, schools, churches, businesses you frequent; but you can also locate actual plans on the Internet.  The Learning Activity reviewing AARs is a good background primer.  <br>You will identify and discuss both the positive and negative aspects of the plan's attention to Preparedness, Response, Recovery and Mitigation. Your assessment must draw conclusions and make recommendations. Organizations which can be used for Disaster Recovery Plan assessment include, but are not limited to: County or City Offices of Emergency Services, your own employer, or another organization with which you are familiar, etc.   <br>You must base your assessment and recommendations using your course materials and/or external resources. Use and cite at least five (5) resources.  <br>The length of your paper should be about 3-5 pages and in proper APA format.  <br>Include the following items/sections in your report:  <br>· Introduction: Organizational information (name, address, and purpose/mission of organization)   <br>· Title and type of plan assessed, and a brief description of plan contents.   <br>· Sections on Preparedness, Response, Recovery, and Mitigation  <br>· Conclusions and Recommendations |

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    **## LED400Assignment4instructions.docx**

    Assignment 4: Develop a Leadership Lifeline

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    | — | — |
    | Hide Assignment Information |
    | Instructions | |
    | **Instructions**<br>**Focus**: to recognize and celebrate each individual's personal history with regard to the making of a leader<br> <br>**Goal**: to set forth the elements of your own history that have helped make you a leader, and to give an in-depth telling of four specific life experiences that helped forge your leadership style<br> <br>As a brainstorming activity for your paper, make five horizontal lines on an 8.5 by 11" page (horizontal lines go across the 11" side).  One will be named "Self-Discovery", one "Mentors", one "Pain", one "Joy" and one "Leadership Lifeline."  On the Self-Discovery line list chronologically 15–25 self-discoveries that helped shape you as a leader throughout your life; on the mentor line list 15–25 mentors; on the pain line list 15–25 painful experiences; on the joy line list 15–25 joyful experiences. Use phrases or short sentences on these first four lines. On the Leadership Lifeline combine all items in chronological order using only one keyword for each discovery, mentor, or experience<br>**.( Keep your selections related to mentors and experiences in real estate if possible like mike ferry)**<br>· <br>· Self-Discoveries equal to any discovery about the self that led you toward being a leader<br>· Mentors equal to family members, or any personal, professional, or world leader<br>· Pain equals to any experience of emotional, spiritual, physical, or family pain<br>· Joy equals to any victories, triumphs, cherished moments, or joyful times<br>Choose one item from each of the first four lifelines to write about. In writing, reflect on how that item helped forge in you the character of a leader. <br>Also include a self-assessment of two of your leadership weaknesses; to do this, ask key loved ones, mentors, and colleagues what they view as your primary relational weaknesses, and speak to the insights you gained from the process. Seamlessly embed your self-assessment into the larger paper. Generally, the paper should have 2 citations per page in order to provide a scholarly and critically rich foundation for the vision you put forward in the paper.<br>Length: This assignment must be 7–10 pages (excluding the title and reference page). Possible outline: 1 page has the five lifelines on it; use 1 page for the intro and 1 page for the conclusion; use 1–2 pages to write on a self-discovery, 1–2 pages to write on a mentor, 1–2 pages to write on a painful life experience, and 1–2 pages to write on a joyful life experience.<br>References: Include 2 scholarly resources per page. |

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    **## HSE444SignatureAssignmentINSTRUCTIONS.docx**

    Signature Assignment: Disaster Plan Outline

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    | — | — |
    | Hide Assignment Information |
    | Instructions | |
    | Create a <br>**Disaster Response Plan Outline** based on an actual organization (public or private) in your local community/environment: <br> <br>Ideally, if this plan can be implemented in your business, industry, university, military unit, or local community, this is desirable since it can be implemented. <br>This is not a complete plan, but rather an outline of a plan. <br>Your plan outline should include a narrative explaining your organization in the context of a disaster response plan and, at a minimum, address the following items: <br>· The emergency management functions at the level of your chosen organization. <br>· The legal basis by which your organization performs its emergency management function. <br>· Key characteristics of your organization’s emergency manager. <br>· Integration of the four phases of emergency management. <br>· The framework of the necessary resource requirements for your organization's Disaster Response Plan. <br>Your plan outline and narrative should be about 5-6 pages typed (about 1,250 to 1,500 words). <br>Reports should be written in APA Style and all sources used should be both cited in text and in end references. <br>Sources used should be authoritative and credible. Avoid blogs, opinion pieces, Wikipedia and similar non-authoritative sources.  Use academic literature if possible. <br>The following resources will be helpful in developing your Disaster Response Plan Outline: <br>· Chapter 11 of Disaster Operations and Decision Making is a good resource for formatting your plan outline. <br>· Prepare Disaster Plan Template and Guidelines  - PDF Document (267 KB) <br>OR point your browser to:  <br>[https://www.in.gov/isdh/files/PREPARE_Disaster_Plan_Template_IN_8_08.pdf](https://www.in.gov/isdh/files/PREPARE_Disaster_Plan_Template_IN_8_08.pdf)<br>· Pre-Disaster Recovery Planning Guide for Local Governments (February 2017)  - PDF Document (6.61 MB) <br>OR point your browser to:  <br>[https://www.fema.gov/media-library-data/1487096102974-e33c774e3170bebd5846ab8dc9b61504/PreDisasterRecoveryPlanningGuideforLocalGovernmentsFinal50820170203.pdf](https://www.fema.gov/media-library-data/1487096102974-e33c774e3170bebd5846ab8dc9b61504/PreDisasterRecoveryPlanningGuideforLocalGovernmentsFinal50820170203.pdf)<br>· Pre-Disaster Recovery Planning for State Governments (November 2016)  - PDF Document (2.0 <br>OR point your browser to: <br>[https://www.fema.gov/media-library-data/1485202780009-db5c48b2774665e357100cc69a14da68/Pre-DisasterRecoveryPlanningGuideforStateGovernments-1.pdf](https://www.fema.gov/media-library-data/1485202780009-db5c48b2774665e357100cc69a14da68/Pre-DisasterRecoveryPlanningGuideforStateGovernments-1.pdf)<br>**This paper is due no later than 5:30pm on Saturday, August 30, 2025** |

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    **## HSE444OralVIDEOPRESENTATIONGRADINGRUBRIC.docx**

    **Presentation Grading Rubric Total Points**
    **__150_____**

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | **Grading Dimension** | **Unacceptable**<br>**0** | **Marginal**<br>**10** | **Acceptable**<br>**15** | **Good**<br>**20** | **Very Good**<br>**25** | **Excellent**<br>**30** |
    | · <br>**Content/Knowledge**<br>· Coverage of topic<br>· Definition of unknown terms Explanation of topic<br>· Knowledge of topic covered <br>**Points ________** | Insufficient information to understand topic or key concepts. Questionable knowledge of content. Excluded important information or included superfluous information. Terms were not defined or were ill-defined | Information had little depth and/or breadth to sufficiently understand topic or key concepts. Explanation was difficult to follow. Knowledge of topic was questionable. Some terms were defined or defined vaguely. | Information had enough detail to understand topic and show sufficient knowledge. <br>Explanation of concepts was adequate. Terms were defined, but with some vagueness. | Coverage of topic was well balanced. Just enough information to show understanding of topic and terms. Explained well to easily follow. Most terms were defined or explained. | Coverage of topic was very well balanced. Concisely and completely explained topic and concepts. Easy to grasp information. Most terms were defined or explained. | Coverage of topic was exceptionally balanced and executed. Concisely and completely explained topic and concepts. Very easy to grasp information. All terms were defined or explained. |
    | **Delivery**<br>· Introductions and overview<br>· Time of presentation<br>· Kept the classes attention<br>Did not read text verbatim<br>Transitions of presenters<br>· Professionalism (appearance, clothing)<br>**Points ________** | No introductions or overview; overview was too long. Went over allotted time by far margin. Almost all slides were read verbatim. Did not balance facing the slide and audience. Did not hold attention of class. Not professionally done. | Vague introductions or overview. Went over allotted time. Most slides were read verbatim. Did not balance facing the slide and audience. Had difficulty holding the attention of the audience. Not very professional. | Clear introductions and overview. Went slightly over allotted time. Some slides were read verbatim. Reasonably balanced in facing the slide and audience. Held the attention of the audience. Adequately professional. | Very clear introductions and overview. Finished within prescribe time period. Some slides were read verbatim. Well balanced in facing the slide and audience. Held the attention of the audience. Very professional. | Excellent job in doing introductions and overview. Finished within prescribe time period. Almost no slides were read verbatim. Very well balanced in facing the slide and audience. Held the attention of the audience very well. Very professional. | Superb job in doing introductions and overview. Finished within prescribe time period. Almost no slides were read verbatim. Extremely well balanced in facing the slide and audience. Held the attention of the audience extremely very well. Very entertaining and informative. Extremely professional. |
    | **Design**<br>· Graphics/text.<br>Easy to see and follow <br>No extra graphics<br>**Points ________** | Slides were difficult to read. Too much text or too little text. Text was too small or too large. Graphics were questionable or were not used. | Slides were slightly difficult view. Too much or too little text or information. Text was too small or too large. Graphics were questionable. | Slides were reasonably viewable. Size and amount of text was adequate to see and follow. Graphics were used and done tastefully. | Slides were viewable. Size and amount of text was more than adequate to see and follow. Graphics were used and done very tastefully. | Slides were very viewable. Size and amount of text was right on the money – very easy to see and follow. Graphics were used and done tastefully. | Slides were extremely viewable. Size and/or amount of text was finely thought out – extremely easy to see and follow. Use of graphics was professionally done. |
    | **Questions**<br>· Handling of audience questions<br>**Points ________** | Unable to answer questions with confidence. | Had difficulty in answering easy questions. | Able to answer some questions adequately | Able to answer most questions well. | Able to answer almost all questions well. | Able to answer all questions well. |

    **## HSE444OralVIDEOPRESENTATIONGRADINGRUBRIC.docx**

    **Presentation Grading Rubric Total Points**
    **__150_____**

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | **Grading Dimension** | **Unacceptable**<br>**0** | **Marginal**<br>**10** | **Acceptable**<br>**15** | **Good**<br>**20** | **Very Good**<br>**25** | **Excellent**<br>**30** |
    | · <br>**Content/Knowledge**<br>· Coverage of topic<br>· Definition of unknown terms Explanation of topic<br>· Knowledge of topic covered <br>**Points ________** | Insufficient information to understand topic or key concepts. Questionable knowledge of content. Excluded important information or included superfluous information. Terms were not defined or were ill-defined | Information had little depth and/or breadth to sufficiently understand topic or key concepts. Explanation was difficult to follow. Knowledge of topic was questionable. Some terms were defined or defined vaguely. | Information had enough detail to understand topic and show sufficient knowledge. <br>Explanation of concepts was adequate. Terms were defined, but with some vagueness. | Coverage of topic was well balanced. Just enough information to show understanding of topic and terms. Explained well to easily follow. Most terms were defined or explained. | Coverage of topic was very well balanced. Concisely and completely explained topic and concepts. Easy to grasp information. Most terms were defined or explained. | Coverage of topic was exceptionally balanced and executed. Concisely and completely explained topic and concepts. Very easy to grasp information. All terms were defined or explained. |
    | **Delivery**<br>· Introductions and overview<br>· Time of presentation<br>· Kept the classes attention<br>Did not read text verbatim<br>Transitions of presenters<br>· Professionalism (appearance, clothing)<br>**Points ________** | No introductions or overview; overview was too long. Went over allotted time by far margin. Almost all slides were read verbatim. Did not balance facing the slide and audience. Did not hold attention of class. Not professionally done. | Vague introductions or overview. Went over allotted time. Most slides were read verbatim. Did not balance facing the slide and audience. Had difficulty holding the attention of the audience. Not very professional. | Clear introductions and overview. Went slightly over allotted time. Some slides were read verbatim. Reasonably balanced in facing the slide and audience. Held the attention of the audience. Adequately professional. | Very clear introductions and overview. Finished within prescribe time period. Some slides were read verbatim. Well balanced in facing the slide and audience. Held the attention of the audience. Very professional. | Excellent job in doing introductions and overview. Finished within prescribe time period. Almost no slides were read verbatim. Very well balanced in facing the slide and audience. Held the attention of the audience very well. Very professional. | Superb job in doing introductions and overview. Finished within prescribe time period. Almost no slides were read verbatim. Extremely well balanced in facing the slide and audience. Held the attention of the audience extremely very well. Very entertaining and informative. Extremely professional. |
    | **Design**<br>· Graphics/text.<br>Easy to see and follow <br>No extra graphics<br>**Points ________** | Slides were difficult to read. Too much text or too little text. Text was too small or too large. Graphics were questionable or were not used. | Slides were slightly difficult view. Too much or too little text or information. Text was too small or too large. Graphics were questionable. | Slides were reasonably viewable. Size and amount of text was adequate to see and follow. Graphics were used and done tastefully. | Slides were viewable. Size and amount of text was more than adequate to see and follow. Graphics were used and done very tastefully. | Slides were very viewable. Size and amount of text was right on the money – very easy to see and follow. Graphics were used and done tastefully. | Slides were extremely viewable. Size and/or amount of text was finely thought out – extremely easy to see and follow. Use of graphics was professionally done. |
    | **Questions**<br>· Handling of audience questions<br>**Points ________** | Unable to answer questions with confidence. | Had difficulty in answering easy questions. | Able to answer some questions adequately | Able to answer most questions well. | Able to answer almost all questions well. | Able to answer all questions well. |

    **## textbook.docx**

    · The Leadership Studies Handbook

    By: Walker, S.
    ISBN: 978-1-5339-2035-5

    **## HSE444OralVIDEOPRESENTATIONINSTRUCTIONS.docx**

    Oral/Video Presentation

    Top of Form

    | | |
    | — | — |
    | Hide Assignment Information |
    | Instructions | |
    | **Oral/Video Presentation**<br>Your Oral/Video Presentation will be based on your disaster response plan outline.<br>This presentation will be presented online and NOT in person.<br>Your presentation should be a 5–10 minute analysis on your plan outline that summarizes your research and its findings.<br>Your oral video presentation should include a Power Point presentation with a video or audio analysis of your slides.  Ensure that your presentation is viewable before submitting it through Brightspace or e-mailing it directly to the instructor.  If a file is too large, you may break it up and send it separately.<br>See Brightspace for presentation grading rubric. <br>**This assignment is due no later than 5:30 pm PST on Saturday, August 30, 2025.**<br>**Below you will find the grading rubric:** |

    Bottom of Form

    **## HSE444DisasterRecoveryPlanAssessmentINSTRUCTIONS.docx**

    Disaster Recovery Plan Assessment (Paper)

    Top of Form

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    | — | — |
    | Hide Assignment Information |
    | Instructions | |
    | **DISASTER RECOVERY PLAN ASSESMENT (PAPER):**<br>The purpose of this assignment is to assess a particular organization's Disaster Recovery Plan's effectiveness.  <br>The best way to locate a plan is to reach out to organizations in your networks, e.g., your community, workplace, schools, churches, businesses you frequent; but you can also locate actual plans on the Internet.  The Learning Activity reviewing AARs is a good background primer.  <br>You will identify and discuss both the positive and negative aspects of the plan's attention to Preparedness, Response, Recovery and Mitigation. Your assessment must draw conclusions and make recommendations. Organizations which can be used for Disaster Recovery Plan assessment include, but are not limited to: County or City Offices of Emergency Services, your own employer, or another organization with which you are familiar, etc.   <br>You must base your assessment and recommendations using your course materials and/or external resources. Use and cite at least five (5) resources.  <br>The length of your paper should be about 3-5 pages and in proper APA format.  <br>Include the following items/sections in your report:  <br>· Introduction: Organizational information (name, address, and purpose/mission of organization)   <br>· Title and type of plan assessed, and a brief description of plan contents.   <br>· Sections on Preparedness, Response, Recovery, and Mitigation  <br>· Conclusions and Recommendations |

    Bottom of Form

    **## LED400Assignment4instructions.docx**

    Assignment 4: Develop a Leadership Lifeline

    Top of Form

    | | |
    | — | — |
    | Hide Assignment Information |
    | Instructions | |
    | **Instructions**<br>**Focus**: to recognize and celebrate each individual's personal history with regard to the making of a leader<br> <br>**Goal**: to set forth the elements of your own history that have helped make you a leader, and to give an in-depth telling of four specific life experiences that helped forge your leadership style<br> <br>As a brainstorming activity for your paper, make five horizontal lines on an 8.5 by 11" page (horizontal lines go across the 11" side).  One will be named "Self-Discovery", one "Mentors", one "Pain", one "Joy" and one "Leadership Lifeline."  On the Self-Discovery line list chronologically 15–25 self-discoveries that helped shape you as a leader throughout your life; on the mentor line list 15–25 mentors; on the pain line list 15–25 painful experiences; on the joy line list 15–25 joyful experiences. Use phrases or short sentences on these first four lines. On the Leadership Lifeline combine all items in chronological order using only one keyword for each discovery, mentor, or experience<br>**.( Keep your selections related to mentors and experiences in real estate if possible like mike ferry)**<br>· <br>· Self-Discoveries equal to any discovery about the self that led you toward being a leader<br>· Mentors equal to family members, or any personal, professional, or world leader<br>· Pain equals to any experience of emotional, spiritual, physical, or family pain<br>· Joy equals to any victories, triumphs, cherished moments, or joyful times<br>Choose one item from each of the first four lifelines to write about. In writing, reflect on how that item helped forge in you the character of a leader. <br>Also include a self-assessment of two of your leadership weaknesses; to do this, ask key loved ones, mentors, and colleagues what they view as your primary relational weaknesses, and speak to the insights you gained from the process. Seamlessly embed your self-assessment into the larger paper. Generally, the paper should have 2 citations per page in order to provide a scholarly and critically rich foundation for the vision you put forward in the paper.<br>Length: This assignment must be 7–10 pages (excluding the title and reference page). Possible outline: 1 page has the five lifelines on it; use 1 page for the intro and 1 page for the conclusion; use 1–2 pages to write on a self-discovery, 1–2 pages to write on a mentor, 1–2 pages to write on a painful life experience, and 1–2 pages to write on a joyful life experience.<br>References: Include 2 scholarly resources per page. |

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    **## HSE444SignatureAssignmentINSTRUCTIONS.docx**

    Signature Assignment: Disaster Plan Outline

    Top of Form

    | | |
    | — | — |
    | Hide Assignment Information |
    | Instructions | |
    | Create a <br>**Disaster Response Plan Outline** based on an actual organization (public or private) in your local community/environment: <br> <br>Ideally, if this plan can be implemented in your business, industry, university, military unit, or local community, this is desirable since it can be implemented. <br>This is not a complete plan, but rather an outline of a plan. <br>Your plan outline should include a narrative explaining your organization in the context of a disaster response plan and, at a minimum, address the following items: <br>· The emergency management functions at the level of your chosen organization. <br>· The legal basis by which your organization performs its emergency management function. <br>· Key characteristics of your organization’s emergency manager. <br>· Integration of the four phases of emergency management. <br>· The framework of the necessary resource requirements for your organization's Disaster Response Plan. <br>Your plan outline and narrative should be about 5-6 pages typed (about 1,250 to 1,500 words). <br>Reports should be written in APA Style and all sources used should be both cited in text and in end references. <br>Sources used should be authoritative and credible. Avoid blogs, opinion pieces, Wikipedia and similar non-authoritative sources.  Use academic literature if possible. <br>The following resources will be helpful in developing your Disaster Response Plan Outline: <br>· Chapter 11 of Disaster Operations and Decision Making is a good resource for formatting your plan outline. <br>· Prepare Disaster Plan Template and Guidelines  - PDF Document (267 KB) <br>OR point your browser to:  <br>[https://www.in.gov/isdh/files/PREPARE_Disaster_Plan_Template_IN_8_08.pdf](https://www.in.gov/isdh/files/PREPARE_Disaster_Plan_Template_IN_8_08.pdf)<br>· Pre-Disaster Recovery Planning Guide for Local Governments (February 2017)  - PDF Document (6.61 MB) <br>OR point your browser to:  <br>[https://www.fema.gov/media-library-data/1487096102974-e33c774e3170bebd5846ab8dc9b61504/PreDisasterRecoveryPlanningGuideforLocalGovernmentsFinal50820170203.pdf](https://www.fema.gov/media-library-data/1487096102974-e33c774e3170bebd5846ab8dc9b61504/PreDisasterRecoveryPlanningGuideforLocalGovernmentsFinal50820170203.pdf)<br>· Pre-Disaster Recovery Planning for State Governments (November 2016)  - PDF Document (2.0 <br>OR point your browser to: <br>[https://www.fema.gov/media-library-data/1485202780009-db5c48b2774665e357100cc69a14da68/Pre-DisasterRecoveryPlanningGuideforStateGovernments-1.pdf](https://www.fema.gov/media-library-data/1485202780009-db5c48b2774665e357100cc69a14da68/Pre-DisasterRecoveryPlanningGuideforStateGovernments-1.pdf)<br>**This paper is due no later than 5:30pm on Saturday, August 30, 2025** |

    Bottom of Form

    **## HSE444OralVIDEOPRESENTATIONGRADINGRUBRIC.docx**

    **Presentation Grading Rubric Total Points**
    **__150_____**

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | **Grading Dimension** | **Unacceptable**<br>**0** | **Marginal**<br>**10** | **Acceptable**<br>**15** | **Good**<br>**20** | **Very Good**<br>**25** | **Excellent**<br>**30** |
    | · <br>**Content/Knowledge**<br>· Coverage of topic<br>· Definition of unknown terms Explanation of topic<br>· Knowledge of topic covered <br>**Points ________** | Insufficient information to understand topic or key concepts. Questionable knowledge of content. Excluded important information or included superfluous information. Terms were not defined or were ill-defined | Information had little depth and/or breadth to sufficiently understand topic or key concepts. Explanation was difficult to follow. Knowledge of topic was questionable. Some terms were defined or defined vaguely. | Information had enough detail to understand topic and show sufficient knowledge. <br>Explanation of concepts was adequate. Terms were defined, but with some vagueness. | Coverage of topic was well balanced. Just enough information to show understanding of topic and terms. Explained well to easily follow. Most terms were defined or explained. | Coverage of topic was very well balanced. Concisely and completely explained topic and concepts. Easy to grasp information. Most terms were defined or explained. | Coverage of topic was exceptionally balanced and executed. Concisely and completely explained topic and concepts. Very easy to grasp information. All terms were defined or explained. |
    | **Delivery**<br>· Introductions and overview<br>· Time of presentation<br>· Kept the classes attention<br>Did not read text verbatim<br>Transitions of presenters<br>· Professionalism (appearance, clothing)<br>**Points ________** | No introductions or overview; overview was too long. Went over allotted time by far margin. Almost all slides were read verbatim. Did not balance facing the slide and audience. Did not hold attention of class. Not professionally done. | Vague introductions or overview. Went over allotted time. Most slides were read verbatim. Did not balance facing the slide and audience. Had difficulty holding the attention of the audience. Not very professional. | Clear introductions and overview. Went slightly over allotted time. Some slides were read verbatim. Reasonably balanced in facing the slide and audience. Held the attention of the audience. Adequately professional. | Very clear introductions and overview. Finished within prescribe time period. Some slides were read verbatim. Well balanced in facing the slide and audience. Held the attention of the audience. Very professional. | Excellent job in doing introductions and overview. Finished within prescribe time period. Almost no slides were read verbatim. Very well balanced in facing the slide and audience. Held the attention of the audience very well. Very professional. | Superb job in doing introductions and overview. Finished within prescribe time period. Almost no slides were read verbatim. Extremely well balanced in facing the slide and audience. Held the attention of the audience extremely very well. Very entertaining and informative. Extremely professional. |
    | **Design**<br>· Graphics/text.<br>Easy to see and follow <br>No extra graphics<br>**Points ________** | Slides were difficult to read. Too much text or too little text. Text was too small or too large. Graphics were questionable or were not used. | Slides were slightly difficult view. Too much or too little text or information. Text was too small or too large. Graphics were questionable. | Slides were reasonably viewable. Size and amount of text was adequate to see and follow. Graphics were used and done tastefully. | Slides were viewable. Size and amount of text was more than adequate to see and follow. Graphics were used and done very tastefully. | Slides were very viewable. Size and amount of text was right on the money – very easy to see and follow. Graphics were used and done tastefully. | Slides were extremely viewable. Size and/or amount of text was finely thought out – extremely easy to see and follow. Use of graphics was professionally done. |
    | **Questions**<br>· Handling of audience questions<br>**Points ________** | Unable to answer questions with confidence. | Had difficulty in answering easy questions. | Able to answer some questions adequately | Able to answer most questions well. | Able to answer almost all questions well. | Able to answer all questions well. |

    **## textbook.docx**

    · The Leadership Studies Handbook

    By: Walker, S.
    ISBN: 978-1-5339-2035-5

    **## HSE444OralVIDEOPRESENTATIONINSTRUCTIONS.docx**

    Oral/Video Presentation

    Top of Form

    | | |
    | — | — |
    | Hide Assignment Information |
    | Instructions | |
    | **Oral/Video Presentation**<br>Your Oral/Video Presentation will be based on your disaster response plan outline.<br>This presentation will be presented online and NOT in person.<br>Your presentation should be a 5–10 minute analysis on your plan outline that summarizes your research and its findings.<br>Your oral video presentation should include a Power Point presentation with a video or audio analysis of your slides.  Ensure that your presentation is viewable before submitting it through Brightspace or e-mailing it directly to the instructor.  If a file is too large, you may break it up and send it separately.<br>See Brightspace for presentation grading rubric. <br>**This assignment is due no later than 5:30 pm PST on Saturday, August 30, 2025.**<br>**Below you will find the grading rubric:** |

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    **## HSE444DisasterRecoveryPlanAssessmentINSTRUCTIONS.docx**

    Disaster Recovery Plan Assessment (Paper)

    Top of Form

    | | |
    | — | — |
    | Hide Assignment Information |
    | Instructions | |
    | **DISASTER RECOVERY PLAN ASSESMENT (PAPER):**<br>The purpose of this assignment is to assess a particular organization's Disaster Recovery Plan's effectiveness.  <br>The best way to locate a plan is to reach out to organizations in your networks, e.g., your community, workplace, schools, churches, businesses you frequent; but you can also locate actual plans on the Internet.  The Learning Activity reviewing AARs is a good background primer.  <br>You will identify and discuss both the positive and negative aspects of the plan's attention to Preparedness, Response, Recovery and Mitigation. Your assessment must draw conclusions and make recommendations. Organizations which can be used for Disaster Recovery Plan assessment include, but are not limited to: County or City Offices of Emergency Services, your own employer, or another organization with which you are familiar, etc.   <br>You must base your assessment and recommendations using your course materials and/or external resources. Use and cite at least five (5) resources.  <br>The length of your paper should be about 3-5 pages and in proper APA format.  <br>Include the following items/sections in your report:  <br>· Introduction: Organizational information (name, address, and purpose/mission of organization)   <br>· Title and type of plan assessed, and a brief description of plan contents.   <br>· Sections on Preparedness, Response, Recovery, and Mitigation  <br>· Conclusions and Recommendations |

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    **## LED400Assignment4instructions.docx**

    Assignment 4: Develop a Leadership Lifeline

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    | — | — |
    | Hide Assignment Information |
    | Instructions | |
    | **Instructions**<br>**Focus**: to recognize and celebrate each individual's personal history with regard to the making of a leader<br> <br>**Goal**: to set forth the elements of your own history that have helped make you a leader, and to give an in-depth telling of four specific life experiences that helped forge your leadership style<br> <br>As a brainstorming activity for your paper, make five horizontal lines on an 8.5 by 11" page (horizontal lines go across the 11" side).  One will be named "Self-Discovery", one "Mentors", one "Pain", one "Joy" and one "Leadership Lifeline."  On the Self-Discovery line list chronologically 15–25 self-discoveries that helped shape you as a leader throughout your life; on the mentor line list 15–25 mentors; on the pain line list 15–25 painful experiences; on the joy line list 15–25 joyful experiences. Use phrases or short sentences on these first four lines. On the Leadership Lifeline combine all items in chronological order using only one keyword for each discovery, mentor, or experience<br>**.( Keep your selections related to mentors and experiences in real estate if possible like mike ferry)**<br>· <br>· Self-Discoveries equal to any discovery about the self that led you toward being a leader<br>· Mentors equal to family members, or any personal, professional, or world leader<br>· Pain equals to any experience of emotional, spiritual, physical, or family pain<br>· Joy equals to any victories, triumphs, cherished moments, or joyful times<br>Choose one item from each of the first four lifelines to write about. In writing, reflect on how that item helped forge in you the character of a leader. <br>Also include a self-assessment of two of your leadership weaknesses; to do this, ask key loved ones, mentors, and colleagues what they view as your primary relational weaknesses, and speak to the insights you gained from the process. Seamlessly embed your self-assessment into the larger paper. Generally, the paper should have 2 citations per page in order to provide a scholarly and critically rich foundation for the vision you put forward in the paper.<br>Length: This assignment must be 7–10 pages (excluding the title and reference page). Possible outline: 1 page has the five lifelines on it; use 1 page for the intro and 1 page for the conclusion; use 1–2 pages to write on a self-discovery, 1–2 pages to write on a mentor, 1–2 pages to write on a painful life experience, and 1–2 pages to write on a joyful life experience.<br>References: Include 2 scholarly resources per page. |

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    **## HSE444SignatureAssignmentINSTRUCTIONS.docx**

    Signature Assignment: Disaster Plan Outline

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    | — | — |
    | Hide Assignment Information |
    | Instructions | |
    | Create a <br>**Disaster Response Plan Outline** based on an actual organization (public or private) in your local community/environment: <br> <br>Ideally, if this plan can be implemented in your business, industry, university, military unit, or local community, this is desirable since it can be implemented. <br>This is not a complete plan, but rather an outline of a plan. <br>Your plan outline should include a narrative explaining your organization in the context of a disaster response plan and, at a minimum, address the following items: <br>· The emergency management functions at the level of your chosen organization. <br>· The legal basis by which your organization performs its emergency management function. <br>· Key characteristics of your organization’s emergency manager. <br>· Integration of the four phases of emergency management. <br>· The framework of the necessary resource requirements for your organization's Disaster Response Plan. <br>Your plan outline and narrative should be about 5-6 pages typed (about 1,250 to 1,500 words). <br>Reports should be written in APA Style and all sources used should be both cited in text and in end references. <br>Sources used should be authoritative and credible. Avoid blogs, opinion pieces, Wikipedia and similar non-authoritative sources.  Use academic literature if possible. <br>The following resources will be helpful in developing your Disaster Response Plan Outline: <br>· Chapter 11 of Disaster Operations and Decision Making is a good resource for formatting your plan outline. <br>· Prepare Disaster Plan Template and Guidelines  - PDF Document (267 KB) <br>OR point your browser to:  <br>[https://www.in.gov/isdh/files/PREPARE_Disaster_Plan_Template_IN_8_08.pdf](https://www.in.gov/isdh/files/PREPARE_Disaster_Plan_Template_IN_8_08.pdf)<br>· Pre-Disaster Recovery Planning Guide for Local Governments (February 2017)  - PDF Document (6.61 MB) <br>OR point your browser to:  <br>[https://www.fema.gov/media-library-data/1487096102974-e33c774e3170bebd5846ab8dc9b61504/PreDisasterRecoveryPlanningGuideforLocalGovernmentsFinal50820170203.pdf](https://www.fema.gov/media-library-data/1487096102974-e33c774e3170bebd5846ab8dc9b61504/PreDisasterRecoveryPlanningGuideforLocalGovernmentsFinal50820170203.pdf)<br>· Pre-Disaster Recovery Planning for State Governments (November 2016)  - PDF Document (2.0 <br>OR point your browser to: <br>[https://www.fema.gov/media-library-data/1485202780009-db5c48b2774665e357100cc69a14da68/Pre-DisasterRecoveryPlanningGuideforStateGovernments-1.pdf](https://www.fema.gov/media-library-data/1485202780009-db5c48b2774665e357100cc69a14da68/Pre-DisasterRecoveryPlanningGuideforStateGovernments-1.pdf)<br>**This paper is due no later than 5:30pm on Saturday, August 30, 2025** |

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    **## HSE444OralVIDEOPRESENTATIONGRADINGRUBRIC.docx**

    **Presentation Grading Rubric Total Points**
    **__150_____**

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | **Grading Dimension** | **Unacceptable**<br>**0** | **Marginal**<br>**10** | **Acceptable**<br>**15** | **Good**<br>**20** | **Very Good**<br>**25** | **Excellent**<br>**30** |
    | · <br>**Content/Knowledge**<br>· Coverage of topic<br>· Definition of unknown terms Explanation of topic<br>· Knowledge of topic covered <br>**Points ________** | Insufficient information to understand topic or key concepts. Questionable knowledge of content. Excluded important information or included superfluous information. Terms were not defined or were ill-defined | Information had little depth and/or breadth to sufficiently understand topic or key concepts. Explanation was difficult to follow. Knowledge of topic was questionable. Some terms were defined or defined vaguely. | Information had enough detail to understand topic and show sufficient knowledge. <br>Explanation of concepts was adequate. Terms were defined, but with some vagueness. | Coverage of topic was well balanced. Just enough information to show understanding of topic and terms. Explained well to easily follow. Most terms were defined or explained. | Coverage of topic was very well balanced. Concisely and completely explained topic and concepts. Easy to grasp information. Most terms were defined or explained. | Coverage of topic was exceptionally balanced and executed. Concisely and completely explained topic and concepts. Very easy to grasp information. All terms were defined or explained. |
    | **Delivery**<br>· Introductions and overview<br>· Time of presentation<br>· Kept the classes attention<br>Did not read text verbatim<br>Transitions of presenters<br>· Professionalism (appearance, clothing)<br>**Points ________** | No introductions or overview; overview was too long. Went over allotted time by far margin. Almost all slides were read verbatim. Did not balance facing the slide and audience. Did not hold attention of class. Not professionally done. | Vague introductions or overview. Went over allotted time. Most slides were read verbatim. Did not balance facing the slide and audience. Had difficulty holding the attention of the audience. Not very professional. | Clear introductions and overview. Went slightly over allotted time. Some slides were read verbatim. Reasonably balanced in facing the slide and audience. Held the attention of the audience. Adequately professional. | Very clear introductions and overview. Finished within prescribe time period. Some slides were read verbatim. Well balanced in facing the slide and audience. Held the attention of the audience. Very professional. | Excellent job in doing introductions and overview. Finished within prescribe time period. Almost no slides were read verbatim. Very well balanced in facing the slide and audience. Held the attention of the audience very well. Very professional. | Superb job in doing introductions and overview. Finished within prescribe time period. Almost no slides were read verbatim. Extremely well balanced in facing the slide and audience. Held the attention of the audience extremely very well. Very entertaining and informative. Extremely professional. |
    | **Design**<br>· Graphics/text.<br>Easy to see and follow <br>No extra graphics<br>**Points ________** | Slides were difficult to read. Too much text or too little text. Text was too small or too large. Graphics were questionable or were not used. | Slides were slightly difficult view. Too much or too little text or information. Text was too small or too large. Graphics were questionable. | Slides were reasonably viewable. Size and amount of text was adequate to see and follow. Graphics were used and done tastefully. | Slides were viewable. Size and amount of text was more than adequate to see and follow. Graphics were used and done very tastefully. | Slides were very viewable. Size and amount of text was right on the money – very easy to see and follow. Graphics were used and done tastefully. | Slides were extremely viewable. Size and/or amount of text was finely thought out – extremely easy to see and follow. Use of graphics was professionally done. |
    | **Questions**<br>· Handling of audience questions<br>**Points ________** | Unable to answer questions with confidence. | Had difficulty in answering easy questions. | Able to answer some questions adequately | Able to answer most questions well. | Able to answer almost all questions well. | Able to answer all questions well. |

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  • [Solved] Communicating a Team Contract

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  • [Solved] Week 5 DOC/714S

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    The purpose of integrating feedback from faculty members and dissertation committee members is to not only produce a high-quality dissertation, but also to assist you in becoming an independent and self-directed learner. Feedback is an essential element in writing a dissertation to gain advice and r…

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    The purpose of integrating feedback from faculty members and dissertation committee members is to not only produce a high-quality dissertation, but also to assist you in becoming an independent and self-directed learner. Feedback is an essential element in writing a dissertation to gain advice and recommendations from individuals who have already done it and can guide you through the process.
    View the Prospectus Guide.
    Review the feedback provided to you from your RES/709: Research Conceptualization and Design faculty member.
    Integrate all feedback in your RES/709: Research Conceptualization and Design course.
    Transfer the information from your RES/709: Research Conceptualization and Design course Research Outline template into the appropriate sections of the Prospectus Template. You will be submitting the same Prospectus Template in Weeks 6, 7, and 8 of this course after refining and integrating feedback from the upcoming peer and faculty reviews.
    Review the directions above to ensure you meet the assignment objectives.
    Format the citations and references according to APA 7th-edition guidelines. Adhere to APA conventions by avoiding the use of first-person point of view.
    (Feedback: Nice job on your problem, purpose and methodology.
    This met all requirements including at least 350 words of discussion of a brief description and background of the identified problem, a fairly good purpose but did not use the appropriate key word of either examine, explain, explore, and describe (choose one) You had solid justification of why your chosen method is appropriate, using at least two scholarly sources, as required. Well done on your problem statement with a good "resulting" phrase although this needs revision for grammar. You identified the research design but did not include the type of QUAL method
    As you continue to develop your problem, here is a great resource for problem statement formulation. This is a presentation that teaches you about problem formation. You can click through the presentation to learn more about how to formulate your problem:
    Dissertation Series Tutorial – Problem Formulation  )
    \
    doc714s_v2_prospectus_guide.docx](https://www.sweetstudy.com/files/doc714s-v2-prospectus-guide-docx-10372589 "doc714s_v2_prospectus_guide.docx")
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  • [Solved] RCH 5301 VIII

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    – ## ResearchDesignandMethodsRCH5301UnitVIIIReflectionPaper.docx – ## UnitVIIIStudyGuide.pdf **## ResearchDesignandMethodsRCH5301UnitVIIIReflectionPaper.docx** 2 Research Design and Methods RCH 5301 **Unit VIII Reflection Paper** This reflection paper measures your mastery of ULO 2.5. Reflect on how…

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    – ## UnitVIIIStudyGuide.pdf

    **## ResearchDesignandMethodsRCH5301UnitVIIIReflectionPaper.docx**

    2

    Research Design and Methods RCH 5301

    **Unit VIII Reflection Paper**

    This reflection paper measures your mastery of ULO 2.5.

    Reflect on how you can apply the concepts learned in this course to your current career, future career, entrepreneurial venture, or personal endeavors. How might the lessons you have learned positively impact your decision-making effectiveness and goal attainment? In your answer, consider the different research methods you have learned in this course.

    Submit your response as an attached Word document. Your response must be at least 200 words in length. No references or citations are necessary.

    **## UnitVIIIStudyGuide.pdf**

    RCH 5301, Research Design and Methods 1

    Course Learning Outcomes for Unit VIII

    At the end of this unit, you should be able to:

    2. Discriminate among the characteristics of qualitative and quantitative research methods.
    2.5 Recognize the melding of quantitative and qualitative methodologies into mixed methods.

    Required Unit Resources

    Chapter 3: The Use of Theory
    Read the following sections from this chapter:

    Mixed Methods Theory Use

    Chapter 10: Mixed Methods Procedures (ULO 2.5)

    Unit Lesson

    Lesson: Mixed Methods: All Mixed Up? (ULO 2.5)

    Congratulations for persevering throughout the course and arriving at this final unit of the term. The course
    began with an explanation of the purpose and value of studying research methods, which is to enhance
    decision-making in order to reduce risk and improve performance. While perfect information is rarely available
    to assist in making difficult decisions, employing research methods and evidence-based decision-making can
    help improve the odds of achieving favorable outcomes.

    This course focused predominately on the positivist tradition of using a quantitative methodological research
    strategy, empiricism, and the scientific method to accomplish research goals. This was intentional since
    quantitative research is well-suited to problem solving in today’s data-driven world. Data is ubiquitous,
    inexpensive, and overwhelmingly used for strategic decision-making, which makes a quantitative
    methodological strategy a superior choice to address many problems. What has been provided this term is
    enough knowledge for students to design their own quantitative research projects, whether they be career-
    related, personal, or in pursuit of terminal degrees.

    Notwithstanding the attention paid to quantitative research in the course, Unit VII addressed qualitative
    research and Unit VIII discusses mixed methods research. Since research methods is a new area of study for
    most students, this is intended to give a flavor for the interpretivist research tradition.

    Mixed Methods Research

    The argument for using a mixed methods research (MMR) strategy, sometimes referred to as pragmatism, is
    that the researcher has access to the best of both worlds: quantitative and qualitative methodological
    strategies. MMR integrates the philosophical assumptions of each of these research strategies to benefit from
    both a breadth and depth of understanding of their research topic. This begs the question of why a researcher
    would not then always choose an MMR strategy over simply a quantitative or qualitative approach. The
    following will summarize some of the pros and cons of MMR and answer this question.

    UNIT VIII STUDY GUIDE
    Mixed Methods

    RCH 5301, Research Design and Methods 2

    UNIT x STUDY GUIDE
    Title

    Arguments in Favor of MMR

    There are three reasons for using an MMR strategy.

    • The first, as alluded to, is that MMR adds both breadth and depth to the study. This can be
    accomplished simultaneously by asking closed-ended and open-ended questions to research
    participants. The data collected through close-ended questions permits the use of inferential statistics
    to generalize results to a population. The data collected through open-ended questions provides the
    benefit of obtaining deeper insights not possible through structured, self-completion questionnaires.
    Qualitative findings can also be used to create theories, which are then tested through quantitative
    research. This advantage is called triangulation, which is using one research strategy to validate
    findings using a different strategy.

    • A second reason for using MMR is that the individual strategies are complementary to one another.
    The respective strengths of quantitative and qualitative strategies compensate for the weaknesses of
    the other. This results in MMR findings that are greater than the sum of the individual parts.

    • A third justification for MMR is that findings from the opposing methodological strategies can
    introduce new ways of visualizing the research problem that would not have occurred if only one
    strategy were used (Dawadi et al., 2021).

    It is important for the researcher choosing MMR to be deliberative in the research design. Research designs
    are exploratory (qualitative), descriptive (quantitative/non-experimental), and explanatory
    (quantitative/experimental). Even in the early stage of design, the complexity of MMR becomes evident as it is
    necessary for the researcher to prioritize things like research design, analytical approach, data collection
    methods, sampling design, and data analysis procedures. Prioritization is best done in consideration of the
    research problems and questions. Priority can be given to the quantitative methodology, the qualitative
    methodology, or equal priority between the two. Once prioritization is decided, the researcher must decide
    how much interaction there will be between the two methodologies. One straightforward approach is to keep
    the methodologies independent during all stages of the study through data analysis, only to be mixed during
    the interpretation of findings. It is possible, however, to mix the methodologies at all stages of the study,
    including the design, the analytical approach, data collection method, sampling, data analysis, and
    interpretation and reporting of results (Dawadi et al., 2021).

    Arguments Against MMR

    A practical reason for avoiding MMR is that it generally requires more time, more money, and more expertise
    than would be required using a quantitative or qualitative strategy alone. Data collection and data analysis are
    particularly lengthy endeavors in MMR. Qualitative research and interviewing participants are particularly time
    intensive. This leads to greater costs and budget requirements.

    Another reason for avoiding MMR is a lack of research experience in both quantitative and qualitative
    strategies. Having the knowledge to correctly select from the wide array of methods available, properly
    implement the chosen methods, adequately collect the data, sufficiently analyze the data, and appropriately
    interpret the results requires a great deal of expertise. Many researchers, however, are only proficient in their
    favored research traditions, positivist, or interpretivist. If researchers lack the expertise to appropriately
    prioritize the design and methods since they each have their own set of advantages and challenges that are
    dependent on the goals of the research project, threats to validity and reliability are possible (Dawadi et al.,
    2021; Karpatschof, 2007).

    A final MMR challenge stems from the influence of results occurring from the mixing of methodologies. For
    example, a sequential data collection and analysis could lead to the results of the first process influencing the
    results of the second process. Even results from concurrent designs have been found to influence one
    another. While proponents of MMR argue that quantitative and qualitative methodologies are complementary,
    the reality for many researchers is that results are often confounding or contradictory, placing validity and
    reliability in jeopardy (Dawadi et al., 2021; Karpatschof, 2007).

    In Closing

    As was discussed in Unit I, one’s research tradition normally predetermines the research strategy chosen for
    the study of phenomena. A quantitative strategy is aligned with positivism, and a qualitative strategy is aligned

    RCH 5301, Research Design and Methods 3

    UNIT x STUDY GUIDE
    Title

    with interpretivism. Although there are no codified rules about employing research strategies, it would seem
    inconsistent, at best, for a true positivist to use qualitative methods given their loyalty to empiricism. The
    critique of qualitative research as being too subjective, difficult to replicate, unable to generalize results, and
    lacking in transparency is completely at odds with the quantitative methodology and the positivist tradition.

    Similarly, it would be difficult, if not impossible, for an interpretivist to use quantitative methods to determine
    the meaning observed in participant observation. An interpretivist simply could not use quantitative research
    to quantify the multiple meanings that are created through multiple experiences and realities. From the
    interpretivist’s perspective, quantitative research fails to recognize the social world as different from the
    natural world, forces qualitative data into numbers, relies on instruments and procedures that fail to reflect
    everyday life, and analyzes relationships between variables that neglect the human interaction that brings
    meaning to those relationships. This is completely at odds with the qualitative methodology and interpretivist
    tradition.

    So, for every proponent that argues for the complimentary relationship between quantitative and qualitative
    methodologies, there are opponents that argue MMR is a non-starter due to the incompatibility of quantitative
    and qualitative methodologies. Researchers, especially those who are novice, should develop a level of
    competence with each methodological strategy before choosing to employ an MMR strategy, or at least have
    a compelling reason for using a dual strategy. It should not be assumed that a two-in-one approach
    automatically translates into a superior strategy (Bell et al., 2022).

    References

    Bell, E., Bryman, A., & Harley, B. (2022). Business research methods (6th ed.). Oxford University Press.

    https://online.vitalsource.com/#/books/9780192640505

    Creswell, J. W., & Creswell, J. D. (2022). Research design: Qualitative, quantitative, and mixed methods

    approaches (6th ed.). SAGE. https://online.vitalsource.com/#/books/9781071817964

    Dawadi, S., Shrestha, S., Giri, R. A. (2021, February 24). Mixed-methods research: A discussion on its types,

    challenges, and criticisms. Journal of Practical Studies in Education, 2(2), 25–36.
    https://doi.org/10.46809/jpse.v2i2.20

    Karpatschof, B. (2007, October). Bringing quality and meaning to quantitative data – Bringing quantitative

    evidence to qualitative observation. Nordic Psychology, 59(3), 191–209.
    https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
    ct=true&db=edo&AN=32170950&site=eds-live&scope=site

    **## UnitVIIIStudyGuide.pdf**

    RCH 5301, Research Design and Methods 1

    Course Learning Outcomes for Unit VIII

    At the end of this unit, you should be able to:

    2. Discriminate among the characteristics of qualitative and quantitative research methods.
    2.5 Recognize the melding of quantitative and qualitative methodologies into mixed methods.

    Required Unit Resources

    Chapter 3: The Use of Theory
    Read the following sections from this chapter:

    Mixed Methods Theory Use

    Chapter 10: Mixed Methods Procedures (ULO 2.5)

    Unit Lesson

    Lesson: Mixed Methods: All Mixed Up? (ULO 2.5)

    Congratulations for persevering throughout the course and arriving at this final unit of the term. The course
    began with an explanation of the purpose and value of studying research methods, which is to enhance
    decision-making in order to reduce risk and improve performance. While perfect information is rarely available
    to assist in making difficult decisions, employing research methods and evidence-based decision-making can
    help improve the odds of achieving favorable outcomes.

    This course focused predominately on the positivist tradition of using a quantitative methodological research
    strategy, empiricism, and the scientific method to accomplish research goals. This was intentional since
    quantitative research is well-suited to problem solving in today’s data-driven world. Data is ubiquitous,
    inexpensive, and overwhelmingly used for strategic decision-making, which makes a quantitative
    methodological strategy a superior choice to address many problems. What has been provided this term is
    enough knowledge for students to design their own quantitative research projects, whether they be career-
    related, personal, or in pursuit of terminal degrees.

    Notwithstanding the attention paid to quantitative research in the course, Unit VII addressed qualitative
    research and Unit VIII discusses mixed methods research. Since research methods is a new area of study for
    most students, this is intended to give a flavor for the interpretivist research tradition.

    Mixed Methods Research

    The argument for using a mixed methods research (MMR) strategy, sometimes referred to as pragmatism, is
    that the researcher has access to the best of both worlds: quantitative and qualitative methodological
    strategies. MMR integrates the philosophical assumptions of each of these research strategies to benefit from
    both a breadth and depth of understanding of their research topic. This begs the question of why a researcher
    would not then always choose an MMR strategy over simply a quantitative or qualitative approach. The
    following will summarize some of the pros and cons of MMR and answer this question.

    UNIT VIII STUDY GUIDE
    Mixed Methods

    RCH 5301, Research Design and Methods 2

    UNIT x STUDY GUIDE
    Title

    Arguments in Favor of MMR

    There are three reasons for using an MMR strategy.

    • The first, as alluded to, is that MMR adds both breadth and depth to the study. This can be
    accomplished simultaneously by asking closed-ended and open-ended questions to research
    participants. The data collected through close-ended questions permits the use of inferential statistics
    to generalize results to a population. The data collected through open-ended questions provides the
    benefit of obtaining deeper insights not possible through structured, self-completion questionnaires.
    Qualitative findings can also be used to create theories, which are then tested through quantitative
    research. This advantage is called triangulation, which is using one research strategy to validate
    findings using a different strategy.

    • A second reason for using MMR is that the individual strategies are complementary to one another.
    The respective strengths of quantitative and qualitative strategies compensate for the weaknesses of
    the other. This results in MMR findings that are greater than the sum of the individual parts.

    • A third justification for MMR is that findings from the opposing methodological strategies can
    introduce new ways of visualizing the research problem that would not have occurred if only one
    strategy were used (Dawadi et al., 2021).

    It is important for the researcher choosing MMR to be deliberative in the research design. Research designs
    are exploratory (qualitative), descriptive (quantitative/non-experimental), and explanatory
    (quantitative/experimental). Even in the early stage of design, the complexity of MMR becomes evident as it is
    necessary for the researcher to prioritize things like research design, analytical approach, data collection
    methods, sampling design, and data analysis procedures. Prioritization is best done in consideration of the
    research problems and questions. Priority can be given to the quantitative methodology, the qualitative
    methodology, or equal priority between the two. Once prioritization is decided, the researcher must decide
    how much interaction there will be between the two methodologies. One straightforward approach is to keep
    the methodologies independent during all stages of the study through data analysis, only to be mixed during
    the interpretation of findings. It is possible, however, to mix the methodologies at all stages of the study,
    including the design, the analytical approach, data collection method, sampling, data analysis, and
    interpretation and reporting of results (Dawadi et al., 2021).

    Arguments Against MMR

    A practical reason for avoiding MMR is that it generally requires more time, more money, and more expertise
    than would be required using a quantitative or qualitative strategy alone. Data collection and data analysis are
    particularly lengthy endeavors in MMR. Qualitative research and interviewing participants are particularly time
    intensive. This leads to greater costs and budget requirements.

    Another reason for avoiding MMR is a lack of research experience in both quantitative and qualitative
    strategies. Having the knowledge to correctly select from the wide array of methods available, properly
    implement the chosen methods, adequately collect the data, sufficiently analyze the data, and appropriately
    interpret the results requires a great deal of expertise. Many researchers, however, are only proficient in their
    favored research traditions, positivist, or interpretivist. If researchers lack the expertise to appropriately
    prioritize the design and methods since they each have their own set of advantages and challenges that are
    dependent on the goals of the research project, threats to validity and reliability are possible (Dawadi et al.,
    2021; Karpatschof, 2007).

    A final MMR challenge stems from the influence of results occurring from the mixing of methodologies. For
    example, a sequential data collection and analysis could lead to the results of the first process influencing the
    results of the second process. Even results from concurrent designs have been found to influence one
    another. While proponents of MMR argue that quantitative and qualitative methodologies are complementary,
    the reality for many researchers is that results are often confounding or contradictory, placing validity and
    reliability in jeopardy (Dawadi et al., 2021; Karpatschof, 2007).

    In Closing

    As was discussed in Unit I, one’s research tradition normally predetermines the research strategy chosen for
    the study of phenomena. A quantitative strategy is aligned with positivism, and a qualitative strategy is aligned

    RCH 5301, Research Design and Methods 3

    UNIT x STUDY GUIDE
    Title

    with interpretivism. Although there are no codified rules about employing research strategies, it would seem
    inconsistent, at best, for a true positivist to use qualitative methods given their loyalty to empiricism. The
    critique of qualitative research as being too subjective, difficult to replicate, unable to generalize results, and
    lacking in transparency is completely at odds with the quantitative methodology and the positivist tradition.

    Similarly, it would be difficult, if not impossible, for an interpretivist to use quantitative methods to determine
    the meaning observed in participant observation. An interpretivist simply could not use quantitative research
    to quantify the multiple meanings that are created through multiple experiences and realities. From the
    interpretivist’s perspective, quantitative research fails to recognize the social world as different from the
    natural world, forces qualitative data into numbers, relies on instruments and procedures that fail to reflect
    everyday life, and analyzes relationships between variables that neglect the human interaction that brings
    meaning to those relationships. This is completely at odds with the qualitative methodology and interpretivist
    tradition.

    So, for every proponent that argues for the complimentary relationship between quantitative and qualitative
    methodologies, there are opponents that argue MMR is a non-starter due to the incompatibility of quantitative
    and qualitative methodologies. Researchers, especially those who are novice, should develop a level of
    competence with each methodological strategy before choosing to employ an MMR strategy, or at least have
    a compelling reason for using a dual strategy. It should not be assumed that a two-in-one approach
    automatically translates into a superior strategy (Bell et al., 2022).

    References

    Bell, E., Bryman, A., & Harley, B. (2022). Business research methods (6th ed.). Oxford University Press.

    https://online.vitalsource.com/#/books/9780192640505

    Creswell, J. W., & Creswell, J. D. (2022). Research design: Qualitative, quantitative, and mixed methods

    approaches (6th ed.). SAGE. https://online.vitalsource.com/#/books/9781071817964

    Dawadi, S., Shrestha, S., Giri, R. A. (2021, February 24). Mixed-methods research: A discussion on its types,

    challenges, and criticisms. Journal of Practical Studies in Education, 2(2), 25–36.
    https://doi.org/10.46809/jpse.v2i2.20

    Karpatschof, B. (2007, October). Bringing quality and meaning to quantitative data – Bringing quantitative

    evidence to qualitative observation. Nordic Psychology, 59(3), 191–209.
    https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
    ct=true&db=edo&AN=32170950&site=eds-live&scope=site

    **## ResearchDesignandMethodsRCH5301UnitVIIIReflectionPaper.docx**

    2

    Research Design and Methods RCH 5301

    **Unit VIII Reflection Paper**

    This reflection paper measures your mastery of ULO 2.5.

    Reflect on how you can apply the concepts learned in this course to your current career, future career, entrepreneurial venture, or personal endeavors. How might the lessons you have learned positively impact your decision-making effectiveness and goal attainment? In your answer, consider the different research methods you have learned in this course.

    Submit your response as an attached Word document. Your response must be at least 200 words in length. No references or citations are necessary.

    **## UnitVIIIStudyGuide.pdf**

    RCH 5301, Research Design and Methods 1

    Course Learning Outcomes for Unit VIII

    At the end of this unit, you should be able to:

    2. Discriminate among the characteristics of qualitative and quantitative research methods.
    2.5 Recognize the melding of quantitative and qualitative methodologies into mixed methods.

    Required Unit Resources

    Chapter 3: The Use of Theory
    Read the following sections from this chapter:

    Mixed Methods Theory Use

    Chapter 10: Mixed Methods Procedures (ULO 2.5)

    Unit Lesson

    Lesson: Mixed Methods: All Mixed Up? (ULO 2.5)

    Congratulations for persevering throughout the course and arriving at this final unit of the term. The course
    began with an explanation of the purpose and value of studying research methods, which is to enhance
    decision-making in order to reduce risk and improve performance. While perfect information is rarely available
    to assist in making difficult decisions, employing research methods and evidence-based decision-making can
    help improve the odds of achieving favorable outcomes.

    This course focused predominately on the positivist tradition of using a quantitative methodological research
    strategy, empiricism, and the scientific method to accomplish research goals. This was intentional since
    quantitative research is well-suited to problem solving in today’s data-driven world. Data is ubiquitous,
    inexpensive, and overwhelmingly used for strategic decision-making, which makes a quantitative
    methodological strategy a superior choice to address many problems. What has been provided this term is
    enough knowledge for students to design their own quantitative research projects, whether they be career-
    related, personal, or in pursuit of terminal degrees.

    Notwithstanding the attention paid to quantitative research in the course, Unit VII addressed qualitative
    research and Unit VIII discusses mixed methods research. Since research methods is a new area of study for
    most students, this is intended to give a flavor for the interpretivist research tradition.

    Mixed Methods Research

    The argument for using a mixed methods research (MMR) strategy, sometimes referred to as pragmatism, is
    that the researcher has access to the best of both worlds: quantitative and qualitative methodological
    strategies. MMR integrates the philosophical assumptions of each of these research strategies to benefit from
    both a breadth and depth of understanding of their research topic. This begs the question of why a researcher
    would not then always choose an MMR strategy over simply a quantitative or qualitative approach. The
    following will summarize some of the pros and cons of MMR and answer this question.

    UNIT VIII STUDY GUIDE
    Mixed Methods

    RCH 5301, Research Design and Methods 2

    UNIT x STUDY GUIDE
    Title

    Arguments in Favor of MMR

    There are three reasons for using an MMR strategy.

    • The first, as alluded to, is that MMR adds both breadth and depth to the study. This can be
    accomplished simultaneously by asking closed-ended and open-ended questions to research
    participants. The data collected through close-ended questions permits the use of inferential statistics
    to generalize results to a population. The data collected through open-ended questions provides the
    benefit of obtaining deeper insights not possible through structured, self-completion questionnaires.
    Qualitative findings can also be used to create theories, which are then tested through quantitative
    research. This advantage is called triangulation, which is using one research strategy to validate
    findings using a different strategy.

    • A second reason for using MMR is that the individual strategies are complementary to one another.
    The respective strengths of quantitative and qualitative strategies compensate for the weaknesses of
    the other. This results in MMR findings that are greater than the sum of the individual parts.

    • A third justification for MMR is that findings from the opposing methodological strategies can
    introduce new ways of visualizing the research problem that would not have occurred if only one
    strategy were used (Dawadi et al., 2021).

    It is important for the researcher choosing MMR to be deliberative in the research design. Research designs
    are exploratory (qualitative), descriptive (quantitative/non-experimental), and explanatory
    (quantitative/experimental). Even in the early stage of design, the complexity of MMR becomes evident as it is
    necessary for the researcher to prioritize things like research design, analytical approach, data collection
    methods, sampling design, and data analysis procedures. Prioritization is best done in consideration of the
    research problems and questions. Priority can be given to the quantitative methodology, the qualitative
    methodology, or equal priority between the two. Once prioritization is decided, the researcher must decide
    how much interaction there will be between the two methodologies. One straightforward approach is to keep
    the methodologies independent during all stages of the study through data analysis, only to be mixed during
    the interpretation of findings. It is possible, however, to mix the methodologies at all stages of the study,
    including the design, the analytical approach, data collection method, sampling, data analysis, and
    interpretation and reporting of results (Dawadi et al., 2021).

    Arguments Against MMR

    A practical reason for avoiding MMR is that it generally requires more time, more money, and more expertise
    than would be required using a quantitative or qualitative strategy alone. Data collection and data analysis are
    particularly lengthy endeavors in MMR. Qualitative research and interviewing participants are particularly time
    intensive. This leads to greater costs and budget requirements.

    Another reason for avoiding MMR is a lack of research experience in both quantitative and qualitative
    strategies. Having the knowledge to correctly select from the wide array of methods available, properly
    implement the chosen methods, adequately collect the data, sufficiently analyze the data, and appropriately
    interpret the results requires a great deal of expertise. Many researchers, however, are only proficient in their
    favored research traditions, positivist, or interpretivist. If researchers lack the expertise to appropriately
    prioritize the design and methods since they each have their own set of advantages and challenges that are
    dependent on the goals of the research project, threats to validity and reliability are possible (Dawadi et al.,
    2021; Karpatschof, 2007).

    A final MMR challenge stems from the influence of results occurring from the mixing of methodologies. For
    example, a sequential data collection and analysis could lead to the results of the first process influencing the
    results of the second process. Even results from concurrent designs have been found to influence one
    another. While proponents of MMR argue that quantitative and qualitative methodologies are complementary,
    the reality for many researchers is that results are often confounding or contradictory, placing validity and
    reliability in jeopardy (Dawadi et al., 2021; Karpatschof, 2007).

    In Closing

    As was discussed in Unit I, one’s research tradition normally predetermines the research strategy chosen for
    the study of phenomena. A quantitative strategy is aligned with positivism, and a qualitative strategy is aligned

    RCH 5301, Research Design and Methods 3

    UNIT x STUDY GUIDE
    Title

    with interpretivism. Although there are no codified rules about employing research strategies, it would seem
    inconsistent, at best, for a true positivist to use qualitative methods given their loyalty to empiricism. The
    critique of qualitative research as being too subjective, difficult to replicate, unable to generalize results, and
    lacking in transparency is completely at odds with the quantitative methodology and the positivist tradition.

    Similarly, it would be difficult, if not impossible, for an interpretivist to use quantitative methods to determine
    the meaning observed in participant observation. An interpretivist simply could not use quantitative research
    to quantify the multiple meanings that are created through multiple experiences and realities. From the
    interpretivist’s perspective, quantitative research fails to recognize the social world as different from the
    natural world, forces qualitative data into numbers, relies on instruments and procedures that fail to reflect
    everyday life, and analyzes relationships between variables that neglect the human interaction that brings
    meaning to those relationships. This is completely at odds with the qualitative methodology and interpretivist
    tradition.

    So, for every proponent that argues for the complimentary relationship between quantitative and qualitative
    methodologies, there are opponents that argue MMR is a non-starter due to the incompatibility of quantitative
    and qualitative methodologies. Researchers, especially those who are novice, should develop a level of
    competence with each methodological strategy before choosing to employ an MMR strategy, or at least have
    a compelling reason for using a dual strategy. It should not be assumed that a two-in-one approach
    automatically translates into a superior strategy (Bell et al., 2022).

    References

    Bell, E., Bryman, A., & Harley, B. (2022). Business research methods (6th ed.). Oxford University Press.

    https://online.vitalsource.com/#/books/9780192640505

    Creswell, J. W., & Creswell, J. D. (2022). Research design: Qualitative, quantitative, and mixed methods

    approaches (6th ed.). SAGE. https://online.vitalsource.com/#/books/9781071817964

    Dawadi, S., Shrestha, S., Giri, R. A. (2021, February 24). Mixed-methods research: A discussion on its types,

    challenges, and criticisms. Journal of Practical Studies in Education, 2(2), 25–36.
    https://doi.org/10.46809/jpse.v2i2.20

    Karpatschof, B. (2007, October). Bringing quality and meaning to quantitative data – Bringing quantitative

    evidence to qualitative observation. Nordic Psychology, 59(3), 191–209.
    https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
    ct=true&db=edo&AN=32170950&site=eds-live&scope=site

    **## ResearchDesignandMethodsRCH5301UnitVIIIReflectionPaper.docx**

    2

    Research Design and Methods RCH 5301

    **Unit VIII Reflection Paper**

    This reflection paper measures your mastery of ULO 2.5.

    Reflect on how you can apply the concepts learned in this course to your current career, future career, entrepreneurial venture, or personal endeavors. How might the lessons you have learned positively impact your decision-making effectiveness and goal attainment? In your answer, consider the different research methods you have learned in this course.

    Submit your response as an attached Word document. Your response must be at least 200 words in length. No references or citations are necessary.

    **## UnitVIIIStudyGuide.pdf**

    RCH 5301, Research Design and Methods 1

    Course Learning Outcomes for Unit VIII

    At the end of this unit, you should be able to:

    2. Discriminate among the characteristics of qualitative and quantitative research methods.
    2.5 Recognize the melding of quantitative and qualitative methodologies into mixed methods.

    Required Unit Resources

    Chapter 3: The Use of Theory
    Read the following sections from this chapter:

    Mixed Methods Theory Use

    Chapter 10: Mixed Methods Procedures (ULO 2.5)

    Unit Lesson

    Lesson: Mixed Methods: All Mixed Up? (ULO 2.5)

    Congratulations for persevering throughout the course and arriving at this final unit of the term. The course
    began with an explanation of the purpose and value of studying research methods, which is to enhance
    decision-making in order to reduce risk and improve performance. While perfect information is rarely available
    to assist in making difficult decisions, employing research methods and evidence-based decision-making can
    help improve the odds of achieving favorable outcomes.

    This course focused predominately on the positivist tradition of using a quantitative methodological research
    strategy, empiricism, and the scientific method to accomplish research goals. This was intentional since
    quantitative research is well-suited to problem solving in today’s data-driven world. Data is ubiquitous,
    inexpensive, and overwhelmingly used for strategic decision-making, which makes a quantitative
    methodological strategy a superior choice to address many problems. What has been provided this term is
    enough knowledge for students to design their own quantitative research projects, whether they be career-
    related, personal, or in pursuit of terminal degrees.

    Notwithstanding the attention paid to quantitative research in the course, Unit VII addressed qualitative
    research and Unit VIII discusses mixed methods research. Since research methods is a new area of study for
    most students, this is intended to give a flavor for the interpretivist research tradition.

    Mixed Methods Research

    The argument for using a mixed methods research (MMR) strategy, sometimes referred to as pragmatism, is
    that the researcher has access to the best of both worlds: quantitative and qualitative methodological
    strategies. MMR integrates the philosophical assumptions of each of these research strategies to benefit from
    both a breadth and depth of understanding of their research topic. This begs the question of why a researcher
    would not then always choose an MMR strategy over simply a quantitative or qualitative approach. The
    following will summarize some of the pros and cons of MMR and answer this question.

    UNIT VIII STUDY GUIDE
    Mixed Methods

    RCH 5301, Research Design and Methods 2

    UNIT x STUDY GUIDE
    Title

    Arguments in Favor of MMR

    There are three reasons for using an MMR strategy.

    • The first, as alluded to, is that MMR adds both breadth and depth to the study. This can be
    accomplished simultaneously by asking closed-ended and open-ended questions to research
    participants. The data collected through close-ended questions permits the use of inferential statistics
    to generalize results to a population. The data collected through open-ended questions provides the
    benefit of obtaining deeper insights not possible through structured, self-completion questionnaires.
    Qualitative findings can also be used to create theories, which are then tested through quantitative
    research. This advantage is called triangulation, which is using one research strategy to validate
    findings using a different strategy.

    • A second reason for using MMR is that the individual strategies are complementary to one another.
    The respective strengths of quantitative and qualitative strategies compensate for the weaknesses of
    the other. This results in MMR findings that are greater than the sum of the individual parts.

    • A third justification for MMR is that findings from the opposing methodological strategies can
    introduce new ways of visualizing the research problem that would not have occurred if only one
    strategy were used (Dawadi et al., 2021).

    It is important for the researcher choosing MMR to be deliberative in the research design. Research designs
    are exploratory (qualitative), descriptive (quantitative/non-experimental), and explanatory
    (quantitative/experimental). Even in the early stage of design, the complexity of MMR becomes evident as it is
    necessary for the researcher to prioritize things like research design, analytical approach, data collection
    methods, sampling design, and data analysis procedures. Prioritization is best done in consideration of the
    research problems and questions. Priority can be given to the quantitative methodology, the qualitative
    methodology, or equal priority between the two. Once prioritization is decided, the researcher must decide
    how much interaction there will be between the two methodologies. One straightforward approach is to keep
    the methodologies independent during all stages of the study through data analysis, only to be mixed during
    the interpretation of findings. It is possible, however, to mix the methodologies at all stages of the study,
    including the design, the analytical approach, data collection method, sampling, data analysis, and
    interpretation and reporting of results (Dawadi et al., 2021).

    Arguments Against MMR

    A practical reason for avoiding MMR is that it generally requires more time, more money, and more expertise
    than would be required using a quantitative or qualitative strategy alone. Data collection and data analysis are
    particularly lengthy endeavors in MMR. Qualitative research and interviewing participants are particularly time
    intensive. This leads to greater costs and budget requirements.

    Another reason for avoiding MMR is a lack of research experience in both quantitative and qualitative
    strategies. Having the knowledge to correctly select from the wide array of methods available, properly
    implement the chosen methods, adequately collect the data, sufficiently analyze the data, and appropriately
    interpret the results requires a great deal of expertise. Many researchers, however, are only proficient in their
    favored research traditions, positivist, or interpretivist. If researchers lack the expertise to appropriately
    prioritize the design and methods since they each have their own set of advantages and challenges that are
    dependent on the goals of the research project, threats to validity and reliability are possible (Dawadi et al.,
    2021; Karpatschof, 2007).

    A final MMR challenge stems from the influence of results occurring from the mixing of methodologies. For
    example, a sequential data collection and analysis could lead to the results of the first process influencing the
    results of the second process. Even results from concurrent designs have been found to influence one
    another. While proponents of MMR argue that quantitative and qualitative methodologies are complementary,
    the reality for many researchers is that results are often confounding or contradictory, placing validity and
    reliability in jeopardy (Dawadi et al., 2021; Karpatschof, 2007).

    In Closing

    As was discussed in Unit I, one’s research tradition normally predetermines the research strategy chosen for
    the study of phenomena. A quantitative strategy is aligned with positivism, and a qualitative strategy is aligned

    RCH 5301, Research Design and Methods 3

    UNIT x STUDY GUIDE
    Title

    with interpretivism. Although there are no codified rules about employing research strategies, it would seem
    inconsistent, at best, for a true positivist to use qualitative methods given their loyalty to empiricism. The
    critique of qualitative research as being too subjective, difficult to replicate, unable to generalize results, and
    lacking in transparency is completely at odds with the quantitative methodology and the positivist tradition.

    Similarly, it would be difficult, if not impossible, for an interpretivist to use quantitative methods to determine
    the meaning observed in participant observation. An interpretivist simply could not use quantitative research
    to quantify the multiple meanings that are created through multiple experiences and realities. From the
    interpretivist’s perspective, quantitative research fails to recognize the social world as different from the
    natural world, forces qualitative data into numbers, relies on instruments and procedures that fail to reflect
    everyday life, and analyzes relationships between variables that neglect the human interaction that brings
    meaning to those relationships. This is completely at odds with the qualitative methodology and interpretivist
    tradition.

    So, for every proponent that argues for the complimentary relationship between quantitative and qualitative
    methodologies, there are opponents that argue MMR is a non-starter due to the incompatibility of quantitative
    and qualitative methodologies. Researchers, especially those who are novice, should develop a level of
    competence with each methodological strategy before choosing to employ an MMR strategy, or at least have
    a compelling reason for using a dual strategy. It should not be assumed that a two-in-one approach
    automatically translates into a superior strategy (Bell et al., 2022).

    References

    Bell, E., Bryman, A., & Harley, B. (2022). Business research methods (6th ed.). Oxford University Press.

    https://online.vitalsource.com/#/books/9780192640505

    Creswell, J. W., & Creswell, J. D. (2022). Research design: Qualitative, quantitative, and mixed methods

    approaches (6th ed.). SAGE. https://online.vitalsource.com/#/books/9781071817964

    Dawadi, S., Shrestha, S., Giri, R. A. (2021, February 24). Mixed-methods research: A discussion on its types,

    challenges, and criticisms. Journal of Practical Studies in Education, 2(2), 25–36.
    https://doi.org/10.46809/jpse.v2i2.20

    Karpatschof, B. (2007, October). Bringing quality and meaning to quantitative data – Bringing quantitative

    evidence to qualitative observation. Nordic Psychology, 59(3), 191–209.
    https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
    ct=true&db=edo&AN=32170950&site=eds-live&scope=site

    – 1
    – 2

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    – ## EconomicsforManagersECO6301UnitVIIIFinalProject.docx – ## UnitVIIStudyGuide.pdf – ## UnitVIIIStudyGuide.pdf **## EconomicsforManagersECO6301UnitVIIIFinalProject.docx** 2 Economics for Managers ECO 6301 **Unit VIII Final Project** This assignment measures your mastery of CLOs 1, 2, 3, 4, 5, and …

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    – ## EconomicsforManagersECO6301UnitVIIIFinalProject.docx

    – ## UnitVIIStudyGuide.pdf

    – ## UnitVIIIStudyGuide.pdf

    **## EconomicsforManagersECO6301UnitVIIIFinalProject.docx**

    2

    Economics for Managers ECO 6301

    **Unit VIII Final Project**

    This assignment measures your mastery of CLOs 1, 2, 3, 4, 5, and 6 and ULOs 7.3 and 7.4

    **A Case Analysis of AMC**

    **Assignment objective:** AMC is the largest movie theater operator in the world. AMC recently became a popular meme stock. Take a few minutes to learn more about
    AMC Theaters. https://www.amctheatres.com/

    **Length:** Your submission is required to be at least 5 pages in length and not more than 7 pages, not including the title page and references.

    **References:** A minimum of 3 peer-reviewed references are required, any additional resources used are required to be scholarly/academic in nature and found in the CSU Library. APA formatting is required to be used for citations and references. Use this definition to define the term in the instructions.

    **Definitions:** Scholarly journals are sometimes called academic journals. The terms are often used interchangeably to describe the same type of publication. These types of publications are published by universities, academic institutions, professional associations, and commercial enterprises and are compiled by scholars, academics, and other subject authorities.

    **Details:** In your paper, include the following:

    · Introduction

    · Analyze the market before the COVID-19 pandemic. Describe how the pandemic affected the movie theater industry.

    · Explain price discrimination in the movie theater market.

    · Movie theater employees are generally paid hourly. Design an incentive pay structure for AMC Theaters and explain how it would work.

    · Apply the concepts of economies of scale and economies of scope to AMC Theater's business model

    · Apply the concepts of game theory to short selling and meme stocks as it relates to AMC Theaters

    · Assess AMC Theater's potential for international expansion and potential trade policy issues.

    · Explain the asymmetric information issues that lead to short selling and meme stocks.

    · Apply the concepts of moral hazard to short selling and meme stocks, using AMC as an example.

    · Conclusion

    **## UnitVIIStudyGuide.pdf**

    ECO 6301, Economics for Managers 1

    Course Learning Outcomes for Unit VII

    At the end of this unit, you should be able to:

    7. Explain the implications of uncertainty in managerial decision-making.
    7.3 Compare moral hazard and adverse selection.

    Required Unit Resources

    Chapter 19: The Problem of Adverse Selection (ULO 7.3)

    Chapter 20: The Problem of Moral Hazard (ULO 7.3)

    Unit Lesson

    Lesson: Adverse Selection and Moral Hazard (ULO 7.3)
    This lesson introduces you to the topics covered in this unit: adverse selection and moral hazard.

    Problems of uncertainty and incomplete information can create a variety of problems for business decision-
    making. Two of those problems, adverse selection and moral hazard, will be the topics of this lesson. They
    are both types of information asymmetries, where one party to an interaction has more information than the
    other party.

    Adverse Selection

    Adverse selection occurs when one party is better informed about product quality than the other party. This
    information difference specifically leads people to self-select in or out of a particular group, leading to
    potentially problematic outcomes. To see these outcomes, consider the example of insurance.

    Insurance is intended to cover people when something unexpected happens. People pay into a pool of money
    (managed by an insurance company) and are then paid out if events covered by their insurance happen. You
    likely have experience with health insurance, car insurance, and life insurance. The model works if there are
    more people paying into the pool than drawing from the pool. People benefit from insurance if an unexpected
    event happens to them and people lose if an event does not happen to them; although, there is still benefit
    from security against risk even if the event does not happen. Ultimately, insurance works because people
    tend to be risk-averse.

    Recall the coin-flipping example from Unit VI. Since the expected value of the game is $0, a risk-neutral
    person is completely indifferent to playing the game because they will expect to win nothing and lose nothing.
    A risk-averse person would not want to participate in the coin-flipping activity because they have a greater
    fear of losing than hope of winning a dollar. A risk-seeking person puts more weight on the positive outcome
    from a risk so they would be more likely to engage in the coin-flipping activity.

    You might see the potential adverse selection problem with insurance. People with a low probability of the
    event happening to them are less likely to join the insurance pool while people with a high probability of the
    event happening to them are more likely to join the insurance pool. This happens when young, healthy people
    opt not to buy health insurance. It is why life insurance companies market to young people to buy insurance
    now (that is, buy it when they likely do not need it). A pool of people made up primarily of people likely to use
    insurance will put the insurance company out of business.

    UNIT VII STUDY GUIDE
    Adverse Selection and Moral Hazard

    ECO 6301, Economics for Managers 2

    UNIT x STUDY GUIDE
    Title

    Consider other types of insurance and how well they work. Who is likely to buy vision insurance? Most likely
    people who already need glasses. As a result, there is not a very good cost-benefit to the consumer for vision
    insurance. That is, the amount consumers pay in premiums is close to the maximum benefit they can get from
    their insurance each year.

    Protections Against Adverse Selection

    As a consumer, the best way to deal with adverse selection is to recognize when it will likely happen, which
    group you are likely to be in, and make your decisions accordingly. If you have perfect vision, for example,
    there is not a need to get vision insurance. Consumer perception of adverse selection can also be
    problematic for companies. In the market for used cars, consumers might believe that the only reason
    somebody would look to sell their used car is if something is wrong with it. That is, consumers view the
    market for used cars as an adverse selection problem. Given those assumptions, consumers would decrease
    the amount they are willing to pay for a used car. So how can companies overcome these consumer
    perceptions and consumer selection problems?

    One way companies can overcome adverse selection is by screening consumers. Life insurance companies
    screen prospective customers by asking for medical history. Car insurance companies consider past driving
    record, age, gender, and marital status in setting premiums (or even if they will offer insurance) for customers.
    Going back to the used car market, consumers can request a mechanic review of a car to screen bad cars
    (or, to overcome the problem on their end, the seller offers certification of the car passing an inspection).

    Another way to overcome the adverse selection problem is with signaling. Signaling occurs when one party
    attempts to reveal information about themselves that other parties cannot duplicate. Education, for example,
    is part signal. Getting a degree is a signal to potential employers of a certain level of competence and
    problem-solving ability. People without the same level of competence and problem solving would not, the
    thinking goes, be able to earn the degree. From the business perspective, advertising and branding can serve
    as signals. Businesses would not bother to spend the money on advertising unless their product was worth
    advertising. Similarly, established brand names send a signal to consumers that there is a reason the brand
    has been established. Whether the brand is for low cost or for high quality, consumers can feel comfortable
    knowing the brand will be as expected.

    Adverse selection can happen in areas other than insurance. It can be particularly important for data analysis.
    Imagine you need to figure out how much interest there is in a new product or service and you decide to
    survey people to get your data. You go to the mall and ask people if they would like to participate in your
    survey. Because you can only survey people who are willing to take your survey, you will only get responses
    from people who opt to give up some of their shopping time to take your survey. Who might this be? It might
    be mostly people who are just out for leisurely entertainment and do not have anything better to do. People
    who have a high value for their time naturally opt out of taking your survey, and your data will not include
    information on those types of people. That is, your survey will be biased.

    Moral Hazard

    Another type of asymmetry is moral hazard. One quick point on moral hazard is that it does not really have
    anything to do with morals. Students sometimes fixate on the word moral and assume it has to do with people
    acting immorally. It does not. Some may view the actions in a moral hazard as immoral, but moral hazard still
    refers to specific incentives and actions, not morality generally.

    Moral hazard occurs when one party does not bear the risks for the actions they take. Turning back to
    insurance, a person with health insurance might be more likely to engage in risky activity knowing they will not
    have to pay all of their medical bills. With car insurance, a driver might be less careful on the road knowing
    their car would be replaced by the insurance company if they got into an accident.

    Moral hazard and adverse selection can often explain similar events but the explanations are different.
    Adverse selection would suggest that risky drivers would be more likely to buy cars with airbags. Moral
    hazard would suggest that because a car has air bags, drivers are likely to take more risks when driving.
    Ultimately, the difference is that adverse selection is about hidden information while moral hazard is about
    hidden actions.

    ECO 6301, Economics for Managers 3

    UNIT x STUDY GUIDE
    Title

    Another type of moral hazard is when firms hire workers, but monitoring their behavior is either difficult or
    costly. Without monitoring, employees can shirk in their job duties without repercussions. Potential shirking is
    one reason to pay salespeople commission. Salespeople who shirk and do not make sales will not earn much
    income. Shirking costs both the firm and the employee money as firms have less desire to pay workers in fear
    they will shirk or have less money to pay workers because they have to pay for monitoring. Shirking leads into
    the principal-agent problem, which will be covered in Unit VIII.

    Moral hazard also played an important role in the 2008 financial crisis. Lending money already involves some
    moral hazard. Borrowers engage in riskier activity with someone else’s money than they are willing to engage
    in with their own money (the borrower, after all, is not risking their own money when they make a big
    purchase, they are only risking a future promise to pay the money; a promise they can break). In the financial
    crisis, however, banks were bailed out for their risky decisions in a variety of ways. First, their loans were
    often insured by Fannie Mae and Freddie Mac. Second, many mortgage companies would write the loan and
    then sell the loan so they were not the ones actually servicing the loan. The company would get paid for
    writing the loan but then not bear any risk for how the loan actually performed. Third, when the financial crisis
    started, the government bailed out banks and other financial institutions (and the automobile industry).

    Protections Against Moral Hazard

    Sometimes, governments attempt to regulate away risky behavior. This is the case with the federal deposit
    insurance and banks. Because bank deposits are insured, consumers do not have to worry if their bank goes
    under. They will still get their money. That leads consumers to ignore bank risk when deciding where to
    deposit their money and instead focus on which bank offers the best interest rates. Banks can only offer
    higher interest rates if they are able to generate a higher return on their loans. That is, the riskier loans banks
    make, the more interest they earn, and the more interest they can pay to their customers to attract more
    deposits. Since banking regulators are well aware of these incentives, they attempt to regulate bank lending
    activity.

    When firms engage in risky activity but are bailed out when the risks do not work out, there is no incentive for
    the firms to change their behavior and engage in less risky behavior.

    Learning Activities (Nongraded)

    Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
    them. If you have questions, contact your instructor for further guidance and information.

    In order to check your understanding of concepts
    covered in this unit, complete the Unit VII Check for
    Understanding activity.

    Unit VII Activity Alternate Format PDF

    NOTE: Be sure to maximize your internet browser
    so that no part of the presentation gets cut off.

    **## UnitVIIIStudyGuide.pdf**

    ECO 6301, Economics for Managers 1

    Course Learning Outcomes for Unit VIII

    At the end of this unit, you should be able to:

    1. Evaluate the ethical outcomes of free market outcomes using supply and demand models.

    2. Apply the different types of elasticity concepts to business scenarios.

    3. Analyze how price and output influence profit maximization under different market structures.

    4. Evaluate strategic pricing decisions.

    5. Apply game theory to pricing and to output decisions in an oligopoly market.

    6. Analyze the basis of trade.

    7. Explain the implications of uncertainty in managerial decision-making.
    7.4 Explain how incentives can affect various relationships in an organization.

    Required Unit Resources

    Chapter 4: Extent (How Much) Decisions (ULO 7.4)

    Chapter 21: Getting Employees to Work in the Firm’s Best Interests (ULO 7.4)

    Chapter 22: Getting Divisions to Work in the Firm’s Best Interests (ULO 7.4)

    Chapter 23: Managing Vertical Relationships (ULO 7.4)

    Unit Lesson

    Lesson: Organizational Design and Incentives (ULO 7.4)
    This lesson covers the topics introduced in this final unit.

    The last unit’s topic on asymmetric information included a section on shirking. Recall that shirking is when
    employees do not work hard because the managers are not able to monitor their performance (either because
    of ability or cost). Another way to look at the problem of shirking is through the principal-agent problem. In the
    principal-agent problem, the principal (typically a business owner) wants their agent (typically the employee)
    to act on the principal’s behalf. The problem is that the agent often has different goals than the principal.

    Incentives

    Incentives are one way to correct shirking and solve the principal-agent problem. Incentives can be tied
    directly to performance, such as commissions, as discussed in the last unit. Incentives can also be tied to
    specific actions or the overall performance of the company. Basing incentives on company performance can
    be dicey though. There are many factors outside the employees’ control that affect company performance.
    The less tied incentives are to employee performance, the less likely the incentives will be to promote the
    desired performance. Still, tying incentives to company performance does help align the goals of the principal
    and the agent.

    UNIT VIII STUDY GUIDE
    Organizational Design and Incentives

    ECO 6301, Economics for Managers 2

    UNIT x STUDY GUIDE
    Title

    As mentioned, employees may not have a lot of control over company performance, which can complicate
    attempts to align principal and agent goals. This can be because of large outside influences (demand for the
    product) or because of the nature of the job agents have. Perhaps agents have the information to promote the
    principal’s goals but lack the decision-making authority to realize them. In cases like this, it is important for
    principals to align decision-making power with those who have information.

    One model for aligning goals and addressing the principal-agent problem is the franchise model. In a
    franchise model, a parent company, or brand, franchises out the opportunity to open additional stores under
    the brand name for a percentage of sales. If a brand opened company-owned stores, they would have to rely
    on managers who may not be as motivated, or the job may attract unmotivated managers (recall the different
    explanation for similar problems with moral hazard and adverse selection). With a franchise model, however,
    the individual franchise owner is motivated to make the franchise a success, since that determines the profit.

    When companies grow, they are often divided into different divisions. Incentives can be tricky in ensuring the
    divisions are working toward the same goal. If the incentives are not structured correctly, the divisions may
    make decisions that are best for the division but not best for the company.

    Take for example a college admissions department and an academic department. The academic department
    might be interested in producing quality graduates that will earn the school a good reputation. The academic
    department can help realize those goals with stricter admissions standards. The admissions department,
    however, might be interested in reducing admissions standards in order to admit as many people as possible
    (or at least enough to meet departmental goals). Stricter admissions standards get in the way of admissions.
    Having too many, low quality students in a program can detract from the attention focused to turn the higher
    quality students into reputable graduates who will help build the department’s reputation. Sharing information
    and aligning the goals of the departments is key to getting both departments to act in the interest of the school
    as a whole.

    Sometimes there are exchanges between divisions in an organization. Tracking this and crediting each
    division is important. Transfer pricing is the price of an intermediate good, made in-house, and then “sold” to
    another division. Transfer pricing might be thought of most easily with manufacturing. When making a car, the
    engine is built and then put into the frame. Since it is just the car that is ultimately sold at a price, crediting the
    division that built the engine can be difficult. Obviously, the car would not be much good without the engine.
    Determining the price for the engine, however, is difficult and often controversial between the divisions. The
    engine division will want to be credited with a high price for the engine, but the division that built the frame will
    want to “pay” a low price for the engine. Each division wants to appear as profitable as possible. Giving one
    division an unfair price could hurt morale, and thus productivity, in that division. That would, obviously, hurt
    the company overall.

    Transfer pricing issues can be addressed by treating different divisions as profit centers or cost centers. Profit
    centers are evaluated based on profit or revenue. Cost centers are evaluated based on costs. Using these
    different centers and different goals, as long as the divisions are aligned to the proper center, their goals will
    align with helping the overall organization be more successful.

    Organizations can be ordered based on a variety of plans. Organizations might be organized by function,
    such as production and sales. Organizations can also be organized by products or by geographic region. The
    best organizational structure will depend on the type of firm and how they approach the market.

    Vertical Relationships

    Firms can also find profit potential by expanding operations vertically through their supply chain. This strategy
    is known as a vertical relationship. For a simple example of this, consider a landlord, particularly one
    constrained by rent control laws. The landlord may find him- or herself constrained in what he or she can
    charge for rent. There are other services, however, that can be provided to tenants beyond just the living
    space. A landlord might, for example, furnish the apartment for an extra fee. Firms can even use exclusions,
    forcing buyers to purchase their additional product or service rather than purchasing from a competitor. A
    similar approach is taken with movie theaters or ballparks who sell the tickets to the event and then also
    require that if customers want to enjoy refreshments, they must do so at the concession stands operated by
    the event.

    ECO 6301, Economics for Managers 3

    UNIT x STUDY GUIDE
    Title

    Vertical relationships can also be used to manipulate realized profit. A firm may produce an early stage of a
    product in a high tax area but transfer the production to another location with lower taxes for finalization. The
    transfer can be done at a low price so that the high tax production does not produce much profit and then the
    product is sold by the low tax production area with a higher profit realized thanks to the low transfer/purchase
    price. The reverse can also be done where firms build in profit all along the production pipeline. This is known
    as double marginalization. Of course, if the markups are too much then the price of the product in the market
    will be too high.

    Sometimes the incentives between links in the supply chain, for example between manufacturers and
    retailers, come into conflict. Manufacturers might have an incentive to have the quality of their product
    maintained and displayed but the retailer many not have quite the same concern. Have you ever been in a
    store that sells high quality stereos and speakers? You might notice a special room set up to listen to the
    speakers. This is by the design of the stereo and speaker producer, not necessarily the store. The purpose is
    to provide an environment where you can really hear the quality of the higher priced stereos and speakers. In
    exchange for providing the fancy displays, the manufacturers put minimum prices on their products wherever
    they are sold. The purpose of these minimum prices is to prevent the fancy store from spending money on the
    display only to have consumers come in, listen to the stereos and speakers, decide what they want, and go to
    Walmart to buy it for a cheaper price.

    Similarly, you generally will not see retailers engage in too much advertising. Advertising is mostly handled by
    the producers of the product. A retailer advertising for a particular good may end up convincing consumers to
    buy the product but not necessarily from their location.

    Too much in the way of vertical relationships, however, can raise antitrust concerns. Strong vertical
    relationships can have a negative effect on market competition, so many countries have antitrust laws
    governing vertical relationships. In Europe, for example, Coke is prohibited from purchasing refrigerators in
    their retail locations. The fear is that Coke owning the refrigerators will lead to the exclusion of other soft drink
    producers being able to provide their product cold and ready to drink. So, vertical relationships can come with
    much potential for firms, but they can also come with risks firms should be aware of before pursuing them.

    A final word on vertical relationships—vertical relationships can be pursued through mergers. Simply merging
    with another organization in a business’s supply chain does not always work out. In a free market, where
    buyers and sellers are rational and have full information, the sellers would only accept a price equal to the
    discounted stream of future profits. That means, all else equal, the best the purchasing firm could expect to
    do is break even on the purchase. The potential for the merger to work out is based on some type of synergy
    to be realized that makes the purchased company/asset more valuable for being part of the purchasing
    company. Perhaps the smaller company will benefit from a larger distribution system already in place with the
    purchasing company.

    Suggested Unit Resources

    Article: An Evaluation of Alternative Market-Based Transfer Prices (Optional)
    This article further explores the topics covered in this unit.

    **## UnitVIIIStudyGuide.pdf**

    ECO 6301, Economics for Managers 1

    Course Learning Outcomes for Unit VIII

    At the end of this unit, you should be able to:

    1. Evaluate the ethical outcomes of free market outcomes using supply and demand models.

    2. Apply the different types of elasticity concepts to business scenarios.

    3. Analyze how price and output influence profit maximization under different market structures.

    4. Evaluate strategic pricing decisions.

    5. Apply game theory to pricing and to output decisions in an oligopoly market.

    6. Analyze the basis of trade.

    7. Explain the implications of uncertainty in managerial decision-making.
    7.4 Explain how incentives can affect various relationships in an organization.

    Required Unit Resources

    Chapter 4: Extent (How Much) Decisions (ULO 7.4)

    Chapter 21: Getting Employees to Work in the Firm’s Best Interests (ULO 7.4)

    Chapter 22: Getting Divisions to Work in the Firm’s Best Interests (ULO 7.4)

    Chapter 23: Managing Vertical Relationships (ULO 7.4)

    Unit Lesson

    Lesson: Organizational Design and Incentives (ULO 7.4)
    This lesson covers the topics introduced in this final unit.

    The last unit’s topic on asymmetric information included a section on shirking. Recall that shirking is when
    employees do not work hard because the managers are not able to monitor their performance (either because
    of ability or cost). Another way to look at the problem of shirking is through the principal-agent problem. In the
    principal-agent problem, the principal (typically a business owner) wants their agent (typically the employee)
    to act on the principal’s behalf. The problem is that the agent often has different goals than the principal.

    Incentives

    Incentives are one way to correct shirking and solve the principal-agent problem. Incentives can be tied
    directly to performance, such as commissions, as discussed in the last unit. Incentives can also be tied to
    specific actions or the overall performance of the company. Basing incentives on company performance can
    be dicey though. There are many factors outside the employees’ control that affect company performance.
    The less tied incentives are to employee performance, the less likely the incentives will be to promote the
    desired performance. Still, tying incentives to company performance does help align the goals of the principal
    and the agent.

    UNIT VIII STUDY GUIDE
    Organizational Design and Incentives

    ECO 6301, Economics for Managers 2

    UNIT x STUDY GUIDE
    Title

    As mentioned, employees may not have a lot of control over company performance, which can complicate
    attempts to align principal and agent goals. This can be because of large outside influences (demand for the
    product) or because of the nature of the job agents have. Perhaps agents have the information to promote the
    principal’s goals but lack the decision-making authority to realize them. In cases like this, it is important for
    principals to align decision-making power with those who have information.

    One model for aligning goals and addressing the principal-agent problem is the franchise model. In a
    franchise model, a parent company, or brand, franchises out the opportunity to open additional stores under
    the brand name for a percentage of sales. If a brand opened company-owned stores, they would have to rely
    on managers who may not be as motivated, or the job may attract unmotivated managers (recall the different
    explanation for similar problems with moral hazard and adverse selection). With a franchise model, however,
    the individual franchise owner is motivated to make the franchise a success, since that determines the profit.

    When companies grow, they are often divided into different divisions. Incentives can be tricky in ensuring the
    divisions are working toward the same goal. If the incentives are not structured correctly, the divisions may
    make decisions that are best for the division but not best for the company.

    Take for example a college admissions department and an academic department. The academic department
    might be interested in producing quality graduates that will earn the school a good reputation. The academic
    department can help realize those goals with stricter admissions standards. The admissions department,
    however, might be interested in reducing admissions standards in order to admit as many people as possible
    (or at least enough to meet departmental goals). Stricter admissions standards get in the way of admissions.
    Having too many, low quality students in a program can detract from the attention focused to turn the higher
    quality students into reputable graduates who will help build the department’s reputation. Sharing information
    and aligning the goals of the departments is key to getting both departments to act in the interest of the school
    as a whole.

    Sometimes there are exchanges between divisions in an organization. Tracking this and crediting each
    division is important. Transfer pricing is the price of an intermediate good, made in-house, and then “sold” to
    another division. Transfer pricing might be thought of most easily with manufacturing. When making a car, the
    engine is built and then put into the frame. Since it is just the car that is ultimately sold at a price, crediting the
    division that built the engine can be difficult. Obviously, the car would not be much good without the engine.
    Determining the price for the engine, however, is difficult and often controversial between the divisions. The
    engine division will want to be credited with a high price for the engine, but the division that built the frame will
    want to “pay” a low price for the engine. Each division wants to appear as profitable as possible. Giving one
    division an unfair price could hurt morale, and thus productivity, in that division. That would, obviously, hurt
    the company overall.

    Transfer pricing issues can be addressed by treating different divisions as profit centers or cost centers. Profit
    centers are evaluated based on profit or revenue. Cost centers are evaluated based on costs. Using these
    different centers and different goals, as long as the divisions are aligned to the proper center, their goals will
    align with helping the overall organization be more successful.

    Organizations can be ordered based on a variety of plans. Organizations might be organized by function,
    such as production and sales. Organizations can also be organized by products or by geographic region. The
    best organizational structure will depend on the type of firm and how they approach the market.

    Vertical Relationships

    Firms can also find profit potential by expanding operations vertically through their supply chain. This strategy
    is known as a vertical relationship. For a simple example of this, consider a landlord, particularly one
    constrained by rent control laws. The landlord may find him- or herself constrained in what he or she can
    charge for rent. There are other services, however, that can be provided to tenants beyond just the living
    space. A landlord might, for example, furnish the apartment for an extra fee. Firms can even use exclusions,
    forcing buyers to purchase their additional product or service rather than purchasing from a competitor. A
    similar approach is taken with movie theaters or ballparks who sell the tickets to the event and then also
    require that if customers want to enjoy refreshments, they must do so at the concession stands operated by
    the event.

    ECO 6301, Economics for Managers 3

    UNIT x STUDY GUIDE
    Title

    Vertical relationships can also be used to manipulate realized profit. A firm may produce an early stage of a
    product in a high tax area but transfer the production to another location with lower taxes for finalization. The
    transfer can be done at a low price so that the high tax production does not produce much profit and then the
    product is sold by the low tax production area with a higher profit realized thanks to the low transfer/purchase
    price. The reverse can also be done where firms build in profit all along the production pipeline. This is known
    as double marginalization. Of course, if the markups are too much then the price of the product in the market
    will be too high.

    Sometimes the incentives between links in the supply chain, for example between manufacturers and
    retailers, come into conflict. Manufacturers might have an incentive to have the quality of their product
    maintained and displayed but the retailer many not have quite the same concern. Have you ever been in a
    store that sells high quality stereos and speakers? You might notice a special room set up to listen to the
    speakers. This is by the design of the stereo and speaker producer, not necessarily the store. The purpose is
    to provide an environment where you can really hear the quality of the higher priced stereos and speakers. In
    exchange for providing the fancy displays, the manufacturers put minimum prices on their products wherever
    they are sold. The purpose of these minimum prices is to prevent the fancy store from spending money on the
    display only to have consumers come in, listen to the stereos and speakers, decide what they want, and go to
    Walmart to buy it for a cheaper price.

    Similarly, you generally will not see retailers engage in too much advertising. Advertising is mostly handled by
    the producers of the product. A retailer advertising for a particular good may end up convincing consumers to
    buy the product but not necessarily from their location.

    Too much in the way of vertical relationships, however, can raise antitrust concerns. Strong vertical
    relationships can have a negative effect on market competition, so many countries have antitrust laws
    governing vertical relationships. In Europe, for example, Coke is prohibited from purchasing refrigerators in
    their retail locations. The fear is that Coke owning the refrigerators will lead to the exclusion of other soft drink
    producers being able to provide their product cold and ready to drink. So, vertical relationships can come with
    much potential for firms, but they can also come with risks firms should be aware of before pursuing them.

    A final word on vertical relationships—vertical relationships can be pursued through mergers. Simply merging
    with another organization in a business’s supply chain does not always work out. In a free market, where
    buyers and sellers are rational and have full information, the sellers would only accept a price equal to the
    discounted stream of future profits. That means, all else equal, the best the purchasing firm could expect to
    do is break even on the purchase. The potential for the merger to work out is based on some type of synergy
    to be realized that makes the purchased company/asset more valuable for being part of the purchasing
    company. Perhaps the smaller company will benefit from a larger distribution system already in place with the
    purchasing company.

    Suggested Unit Resources

    Article: An Evaluation of Alternative Market-Based Transfer Prices (Optional)
    This article further explores the topics covered in this unit.

    **## EconomicsforManagersECO6301UnitVIIIFinalProject.docx**

    2

    Economics for Managers ECO 6301

    **Unit VIII Final Project**

    This assignment measures your mastery of CLOs 1, 2, 3, 4, 5, and 6 and ULOs 7.3 and 7.4

    **A Case Analysis of AMC**

    **Assignment objective:** AMC is the largest movie theater operator in the world. AMC recently became a popular meme stock. Take a few minutes to learn more about
    AMC Theaters. https://www.amctheatres.com/

    **Length:** Your submission is required to be at least 5 pages in length and not more than 7 pages, not including the title page and references.

    **References:** A minimum of 3 peer-reviewed references are required, any additional resources used are required to be scholarly/academic in nature and found in the CSU Library. APA formatting is required to be used for citations and references. Use this definition to define the term in the instructions.

    **Definitions:** Scholarly journals are sometimes called academic journals. The terms are often used interchangeably to describe the same type of publication. These types of publications are published by universities, academic institutions, professional associations, and commercial enterprises and are compiled by scholars, academics, and other subject authorities.

    **Details:** In your paper, include the following:

    · Introduction

    · Analyze the market before the COVID-19 pandemic. Describe how the pandemic affected the movie theater industry.

    · Explain price discrimination in the movie theater market.

    · Movie theater employees are generally paid hourly. Design an incentive pay structure for AMC Theaters and explain how it would work.

    · Apply the concepts of economies of scale and economies of scope to AMC Theater's business model

    · Apply the concepts of game theory to short selling and meme stocks as it relates to AMC Theaters

    · Assess AMC Theater's potential for international expansion and potential trade policy issues.

    · Explain the asymmetric information issues that lead to short selling and meme stocks.

    · Apply the concepts of moral hazard to short selling and meme stocks, using AMC as an example.

    · Conclusion

    **## UnitVIIStudyGuide.pdf**

    ECO 6301, Economics for Managers 1

    Course Learning Outcomes for Unit VII

    At the end of this unit, you should be able to:

    7. Explain the implications of uncertainty in managerial decision-making.
    7.3 Compare moral hazard and adverse selection.

    Required Unit Resources

    Chapter 19: The Problem of Adverse Selection (ULO 7.3)

    Chapter 20: The Problem of Moral Hazard (ULO 7.3)

    Unit Lesson

    Lesson: Adverse Selection and Moral Hazard (ULO 7.3)
    This lesson introduces you to the topics covered in this unit: adverse selection and moral hazard.

    Problems of uncertainty and incomplete information can create a variety of problems for business decision-
    making. Two of those problems, adverse selection and moral hazard, will be the topics of this lesson. They
    are both types of information asymmetries, where one party to an interaction has more information than the
    other party.

    Adverse Selection

    Adverse selection occurs when one party is better informed about product quality than the other party. This
    information difference specifically leads people to self-select in or out of a particular group, leading to
    potentially problematic outcomes. To see these outcomes, consider the example of insurance.

    Insurance is intended to cover people when something unexpected happens. People pay into a pool of money
    (managed by an insurance company) and are then paid out if events covered by their insurance happen. You
    likely have experience with health insurance, car insurance, and life insurance. The model works if there are
    more people paying into the pool than drawing from the pool. People benefit from insurance if an unexpected
    event happens to them and people lose if an event does not happen to them; although, there is still benefit
    from security against risk even if the event does not happen. Ultimately, insurance works because people
    tend to be risk-averse.

    Recall the coin-flipping example from Unit VI. Since the expected value of the game is $0, a risk-neutral
    person is completely indifferent to playing the game because they will expect to win nothing and lose nothing.
    A risk-averse person would not want to participate in the coin-flipping activity because they have a greater
    fear of losing than hope of winning a dollar. A risk-seeking person puts more weight on the positive outcome
    from a risk so they would be more likely to engage in the coin-flipping activity.

    You might see the potential adverse selection problem with insurance. People with a low probability of the
    event happening to them are less likely to join the insurance pool while people with a high probability of the
    event happening to them are more likely to join the insurance pool. This happens when young, healthy people
    opt not to buy health insurance. It is why life insurance companies market to young people to buy insurance
    now (that is, buy it when they likely do not need it). A pool of people made up primarily of people likely to use
    insurance will put the insurance company out of business.

    UNIT VII STUDY GUIDE
    Adverse Selection and Moral Hazard

    ECO 6301, Economics for Managers 2

    UNIT x STUDY GUIDE
    Title

    Consider other types of insurance and how well they work. Who is likely to buy vision insurance? Most likely
    people who already need glasses. As a result, there is not a very good cost-benefit to the consumer for vision
    insurance. That is, the amount consumers pay in premiums is close to the maximum benefit they can get from
    their insurance each year.

    Protections Against Adverse Selection

    As a consumer, the best way to deal with adverse selection is to recognize when it will likely happen, which
    group you are likely to be in, and make your decisions accordingly. If you have perfect vision, for example,
    there is not a need to get vision insurance. Consumer perception of adverse selection can also be
    problematic for companies. In the market for used cars, consumers might believe that the only reason
    somebody would look to sell their used car is if something is wrong with it. That is, consumers view the
    market for used cars as an adverse selection problem. Given those assumptions, consumers would decrease
    the amount they are willing to pay for a used car. So how can companies overcome these consumer
    perceptions and consumer selection problems?

    One way companies can overcome adverse selection is by screening consumers. Life insurance companies
    screen prospective customers by asking for medical history. Car insurance companies consider past driving
    record, age, gender, and marital status in setting premiums (or even if they will offer insurance) for customers.
    Going back to the used car market, consumers can request a mechanic review of a car to screen bad cars
    (or, to overcome the problem on their end, the seller offers certification of the car passing an inspection).

    Another way to overcome the adverse selection problem is with signaling. Signaling occurs when one party
    attempts to reveal information about themselves that other parties cannot duplicate. Education, for example,
    is part signal. Getting a degree is a signal to potential employers of a certain level of competence and
    problem-solving ability. People without the same level of competence and problem solving would not, the
    thinking goes, be able to earn the degree. From the business perspective, advertising and branding can serve
    as signals. Businesses would not bother to spend the money on advertising unless their product was worth
    advertising. Similarly, established brand names send a signal to consumers that there is a reason the brand
    has been established. Whether the brand is for low cost or for high quality, consumers can feel comfortable
    knowing the brand will be as expected.

    Adverse selection can happen in areas other than insurance. It can be particularly important for data analysis.
    Imagine you need to figure out how much interest there is in a new product or service and you decide to
    survey people to get your data. You go to the mall and ask people if they would like to participate in your
    survey. Because you can only survey people who are willing to take your survey, you will only get responses
    from people who opt to give up some of their shopping time to take your survey. Who might this be? It might
    be mostly people who are just out for leisurely entertainment and do not have anything better to do. People
    who have a high value for their time naturally opt out of taking your survey, and your data will not include
    information on those types of people. That is, your survey will be biased.

    Moral Hazard

    Another type of asymmetry is moral hazard. One quick point on moral hazard is that it does not really have
    anything to do with morals. Students sometimes fixate on the word moral and assume it has to do with people
    acting immorally. It does not. Some may view the actions in a moral hazard as immoral, but moral hazard still
    refers to specific incentives and actions, not morality generally.

    Moral hazard occurs when one party does not bear the risks for the actions they take. Turning back to
    insurance, a person with health insurance might be more likely to engage in risky activity knowing they will not
    have to pay all of their medical bills. With car insurance, a driver might be less careful on the road knowing
    their car would be replaced by the insurance company if they got into an accident.

    Moral hazard and adverse selection can often explain similar events but the explanations are different.
    Adverse selection would suggest that risky drivers would be more likely to buy cars with airbags. Moral
    hazard would suggest that because a car has air bags, drivers are likely to take more risks when driving.
    Ultimately, the difference is that adverse selection is about hidden information while moral hazard is about
    hidden actions.

    ECO 6301, Economics for Managers 3

    UNIT x STUDY GUIDE
    Title

    Another type of moral hazard is when firms hire workers, but monitoring their behavior is either difficult or
    costly. Without monitoring, employees can shirk in their job duties without repercussions. Potential shirking is
    one reason to pay salespeople commission. Salespeople who shirk and do not make sales will not earn much
    income. Shirking costs both the firm and the employee money as firms have less desire to pay workers in fear
    they will shirk or have less money to pay workers because they have to pay for monitoring. Shirking leads into
    the principal-agent problem, which will be covered in Unit VIII.

    Moral hazard also played an important role in the 2008 financial crisis. Lending money already involves some
    moral hazard. Borrowers engage in riskier activity with someone else’s money than they are willing to engage
    in with their own money (the borrower, after all, is not risking their own money when they make a big
    purchase, they are only risking a future promise to pay the money; a promise they can break). In the financial
    crisis, however, banks were bailed out for their risky decisions in a variety of ways. First, their loans were
    often insured by Fannie Mae and Freddie Mac. Second, many mortgage companies would write the loan and
    then sell the loan so they were not the ones actually servicing the loan. The company would get paid for
    writing the loan but then not bear any risk for how the loan actually performed. Third, when the financial crisis
    started, the government bailed out banks and other financial institutions (and the automobile industry).

    Protections Against Moral Hazard

    Sometimes, governments attempt to regulate away risky behavior. This is the case with the federal deposit
    insurance and banks. Because bank deposits are insured, consumers do not have to worry if their bank goes
    under. They will still get their money. That leads consumers to ignore bank risk when deciding where to
    deposit their money and instead focus on which bank offers the best interest rates. Banks can only offer
    higher interest rates if they are able to generate a higher return on their loans. That is, the riskier loans banks
    make, the more interest they earn, and the more interest they can pay to their customers to attract more
    deposits. Since banking regulators are well aware of these incentives, they attempt to regulate bank lending
    activity.

    When firms engage in risky activity but are bailed out when the risks do not work out, there is no incentive for
    the firms to change their behavior and engage in less risky behavior.

    Learning Activities (Nongraded)

    Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
    them. If you have questions, contact your instructor for further guidance and information.

    In order to check your understanding of concepts
    covered in this unit, complete the Unit VII Check for
    Understanding activity.

    Unit VII Activity Alternate Format PDF

    NOTE: Be sure to maximize your internet browser
    so that no part of the presentation gets cut off.

    **## UnitVIIIStudyGuide.pdf**

    ECO 6301, Economics for Managers 1

    Course Learning Outcomes for Unit VIII

    At the end of this unit, you should be able to:

    1. Evaluate the ethical outcomes of free market outcomes using supply and demand models.

    2. Apply the different types of elasticity concepts to business scenarios.

    3. Analyze how price and output influence profit maximization under different market structures.

    4. Evaluate strategic pricing decisions.

    5. Apply game theory to pricing and to output decisions in an oligopoly market.

    6. Analyze the basis of trade.

    7. Explain the implications of uncertainty in managerial decision-making.
    7.4 Explain how incentives can affect various relationships in an organization.

    Required Unit Resources

    Chapter 4: Extent (How Much) Decisions (ULO 7.4)

    Chapter 21: Getting Employees to Work in the Firm’s Best Interests (ULO 7.4)

    Chapter 22: Getting Divisions to Work in the Firm’s Best Interests (ULO 7.4)

    Chapter 23: Managing Vertical Relationships (ULO 7.4)

    Unit Lesson

    Lesson: Organizational Design and Incentives (ULO 7.4)
    This lesson covers the topics introduced in this final unit.

    The last unit’s topic on asymmetric information included a section on shirking. Recall that shirking is when
    employees do not work hard because the managers are not able to monitor their performance (either because
    of ability or cost). Another way to look at the problem of shirking is through the principal-agent problem. In the
    principal-agent problem, the principal (typically a business owner) wants their agent (typically the employee)
    to act on the principal’s behalf. The problem is that the agent often has different goals than the principal.

    Incentives

    Incentives are one way to correct shirking and solve the principal-agent problem. Incentives can be tied
    directly to performance, such as commissions, as discussed in the last unit. Incentives can also be tied to
    specific actions or the overall performance of the company. Basing incentives on company performance can
    be dicey though. There are many factors outside the employees’ control that affect company performance.
    The less tied incentives are to employee performance, the less likely the incentives will be to promote the
    desired performance. Still, tying incentives to company performance does help align the goals of the principal
    and the agent.

    UNIT VIII STUDY GUIDE
    Organizational Design and Incentives

    ECO 6301, Economics for Managers 2

    UNIT x STUDY GUIDE
    Title

    As mentioned, employees may not have a lot of control over company performance, which can complicate
    attempts to align principal and agent goals. This can be because of large outside influences (demand for the
    product) or because of the nature of the job agents have. Perhaps agents have the information to promote the
    principal’s goals but lack the decision-making authority to realize them. In cases like this, it is important for
    principals to align decision-making power with those who have information.

    One model for aligning goals and addressing the principal-agent problem is the franchise model. In a
    franchise model, a parent company, or brand, franchises out the opportunity to open additional stores under
    the brand name for a percentage of sales. If a brand opened company-owned stores, they would have to rely
    on managers who may not be as motivated, or the job may attract unmotivated managers (recall the different
    explanation for similar problems with moral hazard and adverse selection). With a franchise model, however,
    the individual franchise owner is motivated to make the franchise a success, since that determines the profit.

    When companies grow, they are often divided into different divisions. Incentives can be tricky in ensuring the
    divisions are working toward the same goal. If the incentives are not structured correctly, the divisions may
    make decisions that are best for the division but not best for the company.

    Take for example a college admissions department and an academic department. The academic department
    might be interested in producing quality graduates that will earn the school a good reputation. The academic
    department can help realize those goals with stricter admissions standards. The admissions department,
    however, might be interested in reducing admissions standards in order to admit as many people as possible
    (or at least enough to meet departmental goals). Stricter admissions standards get in the way of admissions.
    Having too many, low quality students in a program can detract from the attention focused to turn the higher
    quality students into reputable graduates who will help build the department’s reputation. Sharing information
    and aligning the goals of the departments is key to getting both departments to act in the interest of the school
    as a whole.

    Sometimes there are exchanges between divisions in an organization. Tracking this and crediting each
    division is important. Transfer pricing is the price of an intermediate good, made in-house, and then “sold” to
    another division. Transfer pricing might be thought of most easily with manufacturing. When making a car, the
    engine is built and then put into the frame. Since it is just the car that is ultimately sold at a price, crediting the
    division that built the engine can be difficult. Obviously, the car would not be much good without the engine.
    Determining the price for the engine, however, is difficult and often controversial between the divisions. The
    engine division will want to be credited with a high price for the engine, but the division that built the frame will
    want to “pay” a low price for the engine. Each division wants to appear as profitable as possible. Giving one
    division an unfair price could hurt morale, and thus productivity, in that division. That would, obviously, hurt
    the company overall.

    Transfer pricing issues can be addressed by treating different divisions as profit centers or cost centers. Profit
    centers are evaluated based on profit or revenue. Cost centers are evaluated based on costs. Using these
    different centers and different goals, as long as the divisions are aligned to the proper center, their goals will
    align with helping the overall organization be more successful.

    Organizations can be ordered based on a variety of plans. Organizations might be organized by function,
    such as production and sales. Organizations can also be organized by products or by geographic region. The
    best organizational structure will depend on the type of firm and how they approach the market.

    Vertical Relationships

    Firms can also find profit potential by expanding operations vertically through their supply chain. This strategy
    is known as a vertical relationship. For a simple example of this, consider a landlord, particularly one
    constrained by rent control laws. The landlord may find him- or herself constrained in what he or she can
    charge for rent. There are other services, however, that can be provided to tenants beyond just the living
    space. A landlord might, for example, furnish the apartment for an extra fee. Firms can even use exclusions,
    forcing buyers to purchase their additional product or service rather than purchasing from a competitor. A
    similar approach is taken with movie theaters or ballparks who sell the tickets to the event and then also
    require that if customers want to enjoy refreshments, they must do so at the concession stands operated by
    the event.

    ECO 6301, Economics for Managers 3

    UNIT x STUDY GUIDE
    Title

    Vertical relationships can also be used to manipulate realized profit. A firm may produce an early stage of a
    product in a high tax area but transfer the production to another location with lower taxes for finalization. The
    transfer can be done at a low price so that the high tax production does not produce much profit and then the
    product is sold by the low tax production area with a higher profit realized thanks to the low transfer/purchase
    price. The reverse can also be done where firms build in profit all along the production pipeline. This is known
    as double marginalization. Of course, if the markups are too much then the price of the product in the market
    will be too high.

    Sometimes the incentives between links in the supply chain, for example between manufacturers and
    retailers, come into conflict. Manufacturers might have an incentive to have the quality of their product
    maintained and displayed but the retailer many not have quite the same concern. Have you ever been in a
    store that sells high quality stereos and speakers? You might notice a special room set up to listen to the
    speakers. This is by the design of the stereo and speaker producer, not necessarily the store. The purpose is
    to provide an environment where you can really hear the quality of the higher priced stereos and speakers. In
    exchange for providing the fancy displays, the manufacturers put minimum prices on their products wherever
    they are sold. The purpose of these minimum prices is to prevent the fancy store from spending money on the
    display only to have consumers come in, listen to the stereos and speakers, decide what they want, and go to
    Walmart to buy it for a cheaper price.

    Similarly, you generally will not see retailers engage in too much advertising. Advertising is mostly handled by
    the producers of the product. A retailer advertising for a particular good may end up convincing consumers to
    buy the product but not necessarily from their location.

    Too much in the way of vertical relationships, however, can raise antitrust concerns. Strong vertical
    relationships can have a negative effect on market competition, so many countries have antitrust laws
    governing vertical relationships. In Europe, for example, Coke is prohibited from purchasing refrigerators in
    their retail locations. The fear is that Coke owning the refrigerators will lead to the exclusion of other soft drink
    producers being able to provide their product cold and ready to drink. So, vertical relationships can come with
    much potential for firms, but they can also come with risks firms should be aware of before pursuing them.

    A final word on vertical relationships—vertical relationships can be pursued through mergers. Simply merging
    with another organization in a business’s supply chain does not always work out. In a free market, where
    buyers and sellers are rational and have full information, the sellers would only accept a price equal to the
    discounted stream of future profits. That means, all else equal, the best the purchasing firm could expect to
    do is break even on the purchase. The potential for the merger to work out is based on some type of synergy
    to be realized that makes the purchased company/asset more valuable for being part of the purchasing
    company. Perhaps the smaller company will benefit from a larger distribution system already in place with the
    purchasing company.

    Suggested Unit Resources

    Article: An Evaluation of Alternative Market-Based Transfer Prices (Optional)
    This article further explores the topics covered in this unit.

    **## EconomicsforManagersECO6301UnitVIIIFinalProject.docx**

    2

    Economics for Managers ECO 6301

    **Unit VIII Final Project**

    This assignment measures your mastery of CLOs 1, 2, 3, 4, 5, and 6 and ULOs 7.3 and 7.4

    **A Case Analysis of AMC**

    **Assignment objective:** AMC is the largest movie theater operator in the world. AMC recently became a popular meme stock. Take a few minutes to learn more about
    AMC Theaters. https://www.amctheatres.com/

    **Length:** Your submission is required to be at least 5 pages in length and not more than 7 pages, not including the title page and references.

    **References:** A minimum of 3 peer-reviewed references are required, any additional resources used are required to be scholarly/academic in nature and found in the CSU Library. APA formatting is required to be used for citations and references. Use this definition to define the term in the instructions.

    **Definitions:** Scholarly journals are sometimes called academic journals. The terms are often used interchangeably to describe the same type of publication. These types of publications are published by universities, academic institutions, professional associations, and commercial enterprises and are compiled by scholars, academics, and other subject authorities.

    **Details:** In your paper, include the following:

    · Introduction

    · Analyze the market before the COVID-19 pandemic. Describe how the pandemic affected the movie theater industry.

    · Explain price discrimination in the movie theater market.

    · Movie theater employees are generally paid hourly. Design an incentive pay structure for AMC Theaters and explain how it would work.

    · Apply the concepts of economies of scale and economies of scope to AMC Theater's business model

    · Apply the concepts of game theory to short selling and meme stocks as it relates to AMC Theaters

    · Assess AMC Theater's potential for international expansion and potential trade policy issues.

    · Explain the asymmetric information issues that lead to short selling and meme stocks.

    · Apply the concepts of moral hazard to short selling and meme stocks, using AMC as an example.

    · Conclusion

    **## UnitVIIStudyGuide.pdf**

    ECO 6301, Economics for Managers 1

    Course Learning Outcomes for Unit VII

    At the end of this unit, you should be able to:

    7. Explain the implications of uncertainty in managerial decision-making.
    7.3 Compare moral hazard and adverse selection.

    Required Unit Resources

    Chapter 19: The Problem of Adverse Selection (ULO 7.3)

    Chapter 20: The Problem of Moral Hazard (ULO 7.3)

    Unit Lesson

    Lesson: Adverse Selection and Moral Hazard (ULO 7.3)
    This lesson introduces you to the topics covered in this unit: adverse selection and moral hazard.

    Problems of uncertainty and incomplete information can create a variety of problems for business decision-
    making. Two of those problems, adverse selection and moral hazard, will be the topics of this lesson. They
    are both types of information asymmetries, where one party to an interaction has more information than the
    other party.

    Adverse Selection

    Adverse selection occurs when one party is better informed about product quality than the other party. This
    information difference specifically leads people to self-select in or out of a particular group, leading to
    potentially problematic outcomes. To see these outcomes, consider the example of insurance.

    Insurance is intended to cover people when something unexpected happens. People pay into a pool of money
    (managed by an insurance company) and are then paid out if events covered by their insurance happen. You
    likely have experience with health insurance, car insurance, and life insurance. The model works if there are
    more people paying into the pool than drawing from the pool. People benefit from insurance if an unexpected
    event happens to them and people lose if an event does not happen to them; although, there is still benefit
    from security against risk even if the event does not happen. Ultimately, insurance works because people
    tend to be risk-averse.

    Recall the coin-flipping example from Unit VI. Since the expected value of the game is $0, a risk-neutral
    person is completely indifferent to playing the game because they will expect to win nothing and lose nothing.
    A risk-averse person would not want to participate in the coin-flipping activity because they have a greater
    fear of losing than hope of winning a dollar. A risk-seeking person puts more weight on the positive outcome
    from a risk so they would be more likely to engage in the coin-flipping activity.

    You might see the potential adverse selection problem with insurance. People with a low probability of the
    event happening to them are less likely to join the insurance pool while people with a high probability of the
    event happening to them are more likely to join the insurance pool. This happens when young, healthy people
    opt not to buy health insurance. It is why life insurance companies market to young people to buy insurance
    now (that is, buy it when they likely do not need it). A pool of people made up primarily of people likely to use
    insurance will put the insurance company out of business.

    UNIT VII STUDY GUIDE
    Adverse Selection and Moral Hazard

    ECO 6301, Economics for Managers 2

    UNIT x STUDY GUIDE
    Title

    Consider other types of insurance and how well they work. Who is likely to buy vision insurance? Most likely
    people who already need glasses. As a result, there is not a very good cost-benefit to the consumer for vision
    insurance. That is, the amount consumers pay in premiums is close to the maximum benefit they can get from
    their insurance each year.

    Protections Against Adverse Selection

    As a consumer, the best way to deal with adverse selection is to recognize when it will likely happen, which
    group you are likely to be in, and make your decisions accordingly. If you have perfect vision, for example,
    there is not a need to get vision insurance. Consumer perception of adverse selection can also be
    problematic for companies. In the market for used cars, consumers might believe that the only reason
    somebody would look to sell their used car is if something is wrong with it. That is, consumers view the
    market for used cars as an adverse selection problem. Given those assumptions, consumers would decrease
    the amount they are willing to pay for a used car. So how can companies overcome these consumer
    perceptions and consumer selection problems?

    One way companies can overcome adverse selection is by screening consumers. Life insurance companies
    screen prospective customers by asking for medical history. Car insurance companies consider past driving
    record, age, gender, and marital status in setting premiums (or even if they will offer insurance) for customers.
    Going back to the used car market, consumers can request a mechanic review of a car to screen bad cars
    (or, to overcome the problem on their end, the seller offers certification of the car passing an inspection).

    Another way to overcome the adverse selection problem is with signaling. Signaling occurs when one party
    attempts to reveal information about themselves that other parties cannot duplicate. Education, for example,
    is part signal. Getting a degree is a signal to potential employers of a certain level of competence and
    problem-solving ability. People without the same level of competence and problem solving would not, the
    thinking goes, be able to earn the degree. From the business perspective, advertising and branding can serve
    as signals. Businesses would not bother to spend the money on advertising unless their product was worth
    advertising. Similarly, established brand names send a signal to consumers that there is a reason the brand
    has been established. Whether the brand is for low cost or for high quality, consumers can feel comfortable
    knowing the brand will be as expected.

    Adverse selection can happen in areas other than insurance. It can be particularly important for data analysis.
    Imagine you need to figure out how much interest there is in a new product or service and you decide to
    survey people to get your data. You go to the mall and ask people if they would like to participate in your
    survey. Because you can only survey people who are willing to take your survey, you will only get responses
    from people who opt to give up some of their shopping time to take your survey. Who might this be? It might
    be mostly people who are just out for leisurely entertainment and do not have anything better to do. People
    who have a high value for their time naturally opt out of taking your survey, and your data will not include
    information on those types of people. That is, your survey will be biased.

    Moral Hazard

    Another type of asymmetry is moral hazard. One quick point on moral hazard is that it does not really have
    anything to do with morals. Students sometimes fixate on the word moral and assume it has to do with people
    acting immorally. It does not. Some may view the actions in a moral hazard as immoral, but moral hazard still
    refers to specific incentives and actions, not morality generally.

    Moral hazard occurs when one party does not bear the risks for the actions they take. Turning back to
    insurance, a person with health insurance might be more likely to engage in risky activity knowing they will not
    have to pay all of their medical bills. With car insurance, a driver might be less careful on the road knowing
    their car would be replaced by the insurance company if they got into an accident.

    Moral hazard and adverse selection can often explain similar events but the explanations are different.
    Adverse selection would suggest that risky drivers would be more likely to buy cars with airbags. Moral
    hazard would suggest that because a car has air bags, drivers are likely to take more risks when driving.
    Ultimately, the difference is that adverse selection is about hidden information while moral hazard is about
    hidden actions.

    ECO 6301, Economics for Managers 3

    UNIT x STUDY GUIDE
    Title

    Another type of moral hazard is when firms hire workers, but monitoring their behavior is either difficult or
    costly. Without monitoring, employees can shirk in their job duties without repercussions. Potential shirking is
    one reason to pay salespeople commission. Salespeople who shirk and do not make sales will not earn much
    income. Shirking costs both the firm and the employee money as firms have less desire to pay workers in fear
    they will shirk or have less money to pay workers because they have to pay for monitoring. Shirking leads into
    the principal-agent problem, which will be covered in Unit VIII.

    Moral hazard also played an important role in the 2008 financial crisis. Lending money already involves some
    moral hazard. Borrowers engage in riskier activity with someone else’s money than they are willing to engage
    in with their own money (the borrower, after all, is not risking their own money when they make a big
    purchase, they are only risking a future promise to pay the money; a promise they can break). In the financial
    crisis, however, banks were bailed out for their risky decisions in a variety of ways. First, their loans were
    often insured by Fannie Mae and Freddie Mac. Second, many mortgage companies would write the loan and
    then sell the loan so they were not the ones actually servicing the loan. The company would get paid for
    writing the loan but then not bear any risk for how the loan actually performed. Third, when the financial crisis
    started, the government bailed out banks and other financial institutions (and the automobile industry).

    Protections Against Moral Hazard

    Sometimes, governments attempt to regulate away risky behavior. This is the case with the federal deposit
    insurance and banks. Because bank deposits are insured, consumers do not have to worry if their bank goes
    under. They will still get their money. That leads consumers to ignore bank risk when deciding where to
    deposit their money and instead focus on which bank offers the best interest rates. Banks can only offer
    higher interest rates if they are able to generate a higher return on their loans. That is, the riskier loans banks
    make, the more interest they earn, and the more interest they can pay to their customers to attract more
    deposits. Since banking regulators are well aware of these incentives, they attempt to regulate bank lending
    activity.

    When firms engage in risky activity but are bailed out when the risks do not work out, there is no incentive for
    the firms to change their behavior and engage in less risky behavior.

    Learning Activities (Nongraded)

    Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
    them. If you have questions, contact your instructor for further guidance and information.

    In order to check your understanding of concepts
    covered in this unit, complete the Unit VII Check for
    Understanding activity.

    Unit VII Activity Alternate Format PDF

    NOTE: Be sure to maximize your internet browser
    so that no part of the presentation gets cut off.

    **## UnitVIIIStudyGuide.pdf**

    ECO 6301, Economics for Managers 1

    Course Learning Outcomes for Unit VIII

    At the end of this unit, you should be able to:

    1. Evaluate the ethical outcomes of free market outcomes using supply and demand models.

    2. Apply the different types of elasticity concepts to business scenarios.

    3. Analyze how price and output influence profit maximization under different market structures.

    4. Evaluate strategic pricing decisions.

    5. Apply game theory to pricing and to output decisions in an oligopoly market.

    6. Analyze the basis of trade.

    7. Explain the implications of uncertainty in managerial decision-making.
    7.4 Explain how incentives can affect various relationships in an organization.

    Required Unit Resources

    Chapter 4: Extent (How Much) Decisions (ULO 7.4)

    Chapter 21: Getting Employees to Work in the Firm’s Best Interests (ULO 7.4)

    Chapter 22: Getting Divisions to Work in the Firm’s Best Interests (ULO 7.4)

    Chapter 23: Managing Vertical Relationships (ULO 7.4)

    Unit Lesson

    Lesson: Organizational Design and Incentives (ULO 7.4)
    This lesson covers the topics introduced in this final unit.

    The last unit’s topic on asymmetric information included a section on shirking. Recall that shirking is when
    employees do not work hard because the managers are not able to monitor their performance (either because
    of ability or cost). Another way to look at the problem of shirking is through the principal-agent problem. In the
    principal-agent problem, the principal (typically a business owner) wants their agent (typically the employee)
    to act on the principal’s behalf. The problem is that the agent often has different goals than the principal.

    Incentives

    Incentives are one way to correct shirking and solve the principal-agent problem. Incentives can be tied
    directly to performance, such as commissions, as discussed in the last unit. Incentives can also be tied to
    specific actions or the overall performance of the company. Basing incentives on company performance can
    be dicey though. There are many factors outside the employees’ control that affect company performance.
    The less tied incentives are to employee performance, the less likely the incentives will be to promote the
    desired performance. Still, tying incentives to company performance does help align the goals of the principal
    and the agent.

    UNIT VIII STUDY GUIDE
    Organizational Design and Incentives

    ECO 6301, Economics for Managers 2

    UNIT x STUDY GUIDE
    Title

    As mentioned, employees may not have a lot of control over company performance, which can complicate
    attempts to align principal and agent goals. This can be because of large outside influences (demand for the
    product) or because of the nature of the job agents have. Perhaps agents have the information to promote the
    principal’s goals but lack the decision-making authority to realize them. In cases like this, it is important for
    principals to align decision-making power with those who have information.

    One model for aligning goals and addressing the principal-agent problem is the franchise model. In a
    franchise model, a parent company, or brand, franchises out the opportunity to open additional stores under
    the brand name for a percentage of sales. If a brand opened company-owned stores, they would have to rely
    on managers who may not be as motivated, or the job may attract unmotivated managers (recall the different
    explanation for similar problems with moral hazard and adverse selection). With a franchise model, however,
    the individual franchise owner is motivated to make the franchise a success, since that determines the profit.

    When companies grow, they are often divided into different divisions. Incentives can be tricky in ensuring the
    divisions are working toward the same goal. If the incentives are not structured correctly, the divisions may
    make decisions that are best for the division but not best for the company.

    Take for example a college admissions department and an academic department. The academic department
    might be interested in producing quality graduates that will earn the school a good reputation. The academic
    department can help realize those goals with stricter admissions standards. The admissions department,
    however, might be interested in reducing admissions standards in order to admit as many people as possible
    (or at least enough to meet departmental goals). Stricter admissions standards get in the way of admissions.
    Having too many, low quality students in a program can detract from the attention focused to turn the higher
    quality students into reputable graduates who will help build the department’s reputation. Sharing information
    and aligning the goals of the departments is key to getting both departments to act in the interest of the school
    as a whole.

    Sometimes there are exchanges between divisions in an organization. Tracking this and crediting each
    division is important. Transfer pricing is the price of an intermediate good, made in-house, and then “sold” to
    another division. Transfer pricing might be thought of most easily with manufacturing. When making a car, the
    engine is built and then put into the frame. Since it is just the car that is ultimately sold at a price, crediting the
    division that built the engine can be difficult. Obviously, the car would not be much good without the engine.
    Determining the price for the engine, however, is difficult and often controversial between the divisions. The
    engine division will want to be credited with a high price for the engine, but the division that built the frame will
    want to “pay” a low price for the engine. Each division wants to appear as profitable as possible. Giving one
    division an unfair price could hurt morale, and thus productivity, in that division. That would, obviously, hurt
    the company overall.

    Transfer pricing issues can be addressed by treating different divisions as profit centers or cost centers. Profit
    centers are evaluated based on profit or revenue. Cost centers are evaluated based on costs. Using these
    different centers and different goals, as long as the divisions are aligned to the proper center, their goals will
    align with helping the overall organization be more successful.

    Organizations can be ordered based on a variety of plans. Organizations might be organized by function,
    such as production and sales. Organizations can also be organized by products or by geographic region. The
    best organizational structure will depend on the type of firm and how they approach the market.

    Vertical Relationships

    Firms can also find profit potential by expanding operations vertically through their supply chain. This strategy
    is known as a vertical relationship. For a simple example of this, consider a landlord, particularly one
    constrained by rent control laws. The landlord may find him- or herself constrained in what he or she can
    charge for rent. There are other services, however, that can be provided to tenants beyond just the living
    space. A landlord might, for example, furnish the apartment for an extra fee. Firms can even use exclusions,
    forcing buyers to purchase their additional product or service rather than purchasing from a competitor. A
    similar approach is taken with movie theaters or ballparks who sell the tickets to the event and then also
    require that if customers want to enjoy refreshments, they must do so at the concession stands operated by
    the event.

    ECO 6301, Economics for Managers 3

    UNIT x STUDY GUIDE
    Title

    Vertical relationships can also be used to manipulate realized profit. A firm may produce an early stage of a
    product in a high tax area but transfer the production to another location with lower taxes for finalization. The
    transfer can be done at a low price so that the high tax production does not produce much profit and then the
    product is sold by the low tax production area with a higher profit realized thanks to the low transfer/purchase
    price. The reverse can also be done where firms build in profit all along the production pipeline. This is known
    as double marginalization. Of course, if the markups are too much then the price of the product in the market
    will be too high.

    Sometimes the incentives between links in the supply chain, for example between manufacturers and
    retailers, come into conflict. Manufacturers might have an incentive to have the quality of their product
    maintained and displayed but the retailer many not have quite the same concern. Have you ever been in a
    store that sells high quality stereos and speakers? You might notice a special room set up to listen to the
    speakers. This is by the design of the stereo and speaker producer, not necessarily the store. The purpose is
    to provide an environment where you can really hear the quality of the higher priced stereos and speakers. In
    exchange for providing the fancy displays, the manufacturers put minimum prices on their products wherever
    they are sold. The purpose of these minimum prices is to prevent the fancy store from spending money on the
    display only to have consumers come in, listen to the stereos and speakers, decide what they want, and go to
    Walmart to buy it for a cheaper price.

    Similarly, you generally will not see retailers engage in too much advertising. Advertising is mostly handled by
    the producers of the product. A retailer advertising for a particular good may end up convincing consumers to
    buy the product but not necessarily from their location.

    Too much in the way of vertical relationships, however, can raise antitrust concerns. Strong vertical
    relationships can have a negative effect on market competition, so many countries have antitrust laws
    governing vertical relationships. In Europe, for example, Coke is prohibited from purchasing refrigerators in
    their retail locations. The fear is that Coke owning the refrigerators will lead to the exclusion of other soft drink
    producers being able to provide their product cold and ready to drink. So, vertical relationships can come with
    much potential for firms, but they can also come with risks firms should be aware of before pursuing them.

    A final word on vertical relationships—vertical relationships can be pursued through mergers. Simply merging
    with another organization in a business’s supply chain does not always work out. In a free market, where
    buyers and sellers are rational and have full information, the sellers would only accept a price equal to the
    discounted stream of future profits. That means, all else equal, the best the purchasing firm could expect to
    do is break even on the purchase. The potential for the merger to work out is based on some type of synergy
    to be realized that makes the purchased company/asset more valuable for being part of the purchasing
    company. Perhaps the smaller company will benefit from a larger distribution system already in place with the
    purchasing company.

    Suggested Unit Resources

    Article: An Evaluation of Alternative Market-Based Transfer Prices (Optional)
    This article further explores the topics covered in this unit.

    – 1
    – 2
    – 3

  • [Solved] Speech

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    I need someone to write me a persuasive speech that is 5-7 minutes long with atleast 5 reliable sources in MLA format and I will also provide you the file with the assignment description and the topic of the speech is “ Mental Health crisis among college student” \ Speech3AssignmentDescription.docx…

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    I need someone to write me a persuasive speech that is 5-7 minutes long with atleast 5 reliable sources in MLA format and I will also provide you the file with the assignment description and the topic of the speech is “ Mental Health crisis among college student”
    \
    Speech3AssignmentDescription.docx](https://www.sweetstudy.com/files/speech3assignmentdescription-docx "Speech3AssignmentDescription.docx")

  • [Solved] 9F MKT NP

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    **Public Relations (PR) and Public Advocacy Plan** 1. Describe the organization’s current PR and public advocacy programs. Based on your organization review, evaluate the current status of its PR image with major stakeholders. Does it currently have a public advocacy program underway? If so, describ…

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    **Public Relations (PR) and Public Advocacy Plan**
    1. Describe the organization’s current PR and public advocacy programs. Based on your organization review, evaluate the current status of its PR image with major stakeholders. Does it currently have a public advocacy program underway? If so, describe what it is and its effectiveness.
    2. Develop at least five PR and/or public advocacy objectives for the organization and your rationale for the objectives.
    3. Discuss briefly the individual strategies (press releases, events, public speaking, etc.) you will use to achieve the objectives listed above. Indicate which objective each strategy is meant to accomplish. Will you rely on internal or external resources for your PR activities?
    4. Create an estimated PR/public advocacy budget and calendar that present your estimate of costs and implementation schedule.
    **Fundraising Plan**
    What is the basic purpose of your fundraising program—to meet operating costs, fund special projects or new services, or to acquire new capital assets? If there is more than one purpose, describe each. Describe your objectives and strategies for fundraising. How much money does your organization need to raise? Identify the sources of funds will you approach—individual donors, businesses, private or government grants, foundations, special events? Describe the amount you want to raise from each source and the marketing steps you plan to use for each one.
    Create a fundraising budget and implementation calendar that include each funding source identified above.
    Provide a target audience profile and size estimate for each funding source. Describe the internal structure and resources available for fundraising. Will one person be responsible for managing the campaign, or will a task force or committee be created? How will goals and schedules be established? Who will manage implementation of the campaign, keep track of progress towards goals, and provide accounting and other reports?
    Present your ideas for developing strategic partnerships with corporations and local businesses. Identify at least two potential strategic partners for your organization. Using the “four pillars” approach or James Austin’s seven Cs of strategic collaboration, discuss how the partnership will benefit both participants. In what ways will the proposed partnerships help meet fundraising goals or otherwise contribute to the organization? Describe the marketing approach you will use to sell your organization to potential partners.
    Submission, APA, 5 pages
    Present your ideas for developing strategic partnerships with corporations and local businesses. Identify at least two potential strategic partners for your organization. Using the “four pillars” approach or James Austin’s seven Cs of strategic collaboration, discuss how the partnership will benefit both participants. In what ways will the proposed partnerships help meet fundraising goals or otherwise contribute to the organization? Describe the marketing approach you will use to sell your organization to potential partners.S

  • [Solved] Source Sel Crit

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    – ## 598W5.docx – ## SourceSelectionCriteria_Tool_with_Instructions.docx **## 598W5.docx** This week, you are required to produce your Source Selection Criteria deliverable. The Source Selection Criteria is a required deliverable to define how the evaluation of each response will be executed. Typ…

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    – ## 598W5.docx

    – ## SourceSelectionCriteria_Tool_with_Instructions.docx

    **## 598W5.docx**

    This week, you are required to produce your Source Selection Criteria deliverable. The Source Selection Criteria is a required deliverable to define how the evaluation of each response will be executed. Typically, evaluations are executed following multiple considerations, including (1) demonstrated competence, (2) compliance, (3) format, and (4) organization. Please use the Source Selection Criteria Tool provided below to help you produce your project deliverable due this week.

    The Source Selection Criteria must contain the following sections.

    · Selection Criteria

    · Evaluation Criteria

    **## SourceSelectionCriteria_Tool_with_Instructions.docx**

    **University of Prosperity**

    **Source Selection Criteria Tool**

    **University of Prosperity PPM Selection Project**

    **PPM Selection Project**

    **University of Prosperity**

    **Source Selection Criteria** | Page 12

    Table of Contents

    [1](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374825) [Vendor Selection](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374825) [4](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374825)

    [1.1](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374826) [Selection Criteria](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374826) [4](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374826)

    [1.2](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374827) [Evaluation Criteria](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374827) [4](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374827)

    [Introduction to the Source Selection Criteria Tool\
    \
    This tool will help you define how the evaluation of each response to the RFP will be completed. The evaluation would be based on the responses as follows: (1) demonstrated competence, (2) compliance, (3) format, and (4) organization. \
    \
    The following tool serves as a sample and guide to producing your Source Selection Criteria deliverable along with instructions and descriptions to guide you in understanding how to complete it.\
    \
    Tool style conventions are as follows:\
    \
    | | |\
    | — | — |\
    | Style | Convention |\
    | Normal text | Designates placeholder text that can be used for your project |\
    | [Instructional text in brackets] | Designates text that is to be replaced/edited/deleted |\
    | _Example text in italics_ | _Designates text that might be replaced/edited/deleted_ |\
    \
    As you use this sample/tool, please remember to delete all instructional text (including this section) and update the following items, as applicable:\
    \
    · title page\
    \
    · table of contents\
    \
    · headers\
    \
    · footers](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374827)

    ## Vendor Selection

    ### Selection Criteria

    [The evaluation of each response to this RFP will follow a predefined criterion as follows: (1) vendor competence, (2) vendor compliance, (3) format, and (4) organization. The goal of this RPF is to identify vendors with capabilities, interest, and sound financial posture to provide the University of Prosperity with a PPM Solution as noted in the RFP.

    ### Evaluation Criteria

    [State what will be the evaluation criteria for this vendor selection exercise. Feel free to use the example provided below and conduct your own research.]

    · Capability of the vendor to meet or exceed requirements noted in the RFP.

    · Expressed interest in working with the University of Prosperity.

    · Financial stability of the vendor.

    · Ability of the vendor to communicate its vision and capacity for establishing a relationship that addresses current and future needs and trends in the industry.

    ·
    Apparent likelihood and desirability of the proposed system.


    **## SourceSelectionCriteria_Tool_with_Instructions.docx**

    **University of Prosperity**

    **Source Selection Criteria Tool**

    **University of Prosperity PPM Selection Project**

    **PPM Selection Project**

    **University of Prosperity**

    **Source Selection Criteria** | Page 12


    Table of Contents

    [1](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374825) [Vendor Selection](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374825) [4](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374825)

    [1.1](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374826) [Selection Criteria](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374826) [4](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374826)

    [1.2](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374827) [Evaluation Criteria](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374827) [4](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374827)

    [Introduction to the Source Selection Criteria Tool\
    \
    This tool will help you define how the evaluation of each response to the RFP will be completed. The evaluation would be based on the responses as follows: (1) demonstrated competence, (2) compliance, (3) format, and (4) organization. \
    \
    The following tool serves as a sample and guide to producing your Source Selection Criteria deliverable along with instructions and descriptions to guide you in understanding how to complete it.\
    \
    Tool style conventions are as follows:\
    \
    | | |\
    | — | — |\
    | Style | Convention |\
    | Normal text | Designates placeholder text that can be used for your project |\
    | [Instructional text in brackets] | Designates text that is to be replaced/edited/deleted |\
    | _Example text in italics_ | _Designates text that might be replaced/edited/deleted_ |\
    \
    As you use this sample/tool, please remember to delete all instructional text (including this section) and update the following items, as applicable:\
    \
    · title page\
    \
    · table of contents\
    \
    · headers\
    \
    · footers](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374827)

    ## Vendor Selection

    ### Selection Criteria

    [The evaluation of each response to this RFP will follow a predefined criterion as follows: (1) vendor competence, (2) vendor compliance, (3) format, and (4) organization. The goal of this RPF is to identify vendors with capabilities, interest, and sound financial posture to provide the University of Prosperity with a PPM Solution as noted in the RFP.

    ### Evaluation Criteria

    [State what will be the evaluation criteria for this vendor selection exercise. Feel free to use the example provided below and conduct your own research.]

    · Capability of the vendor to meet or exceed requirements noted in the RFP.

    · Expressed interest in working with the University of Prosperity.

    · Financial stability of the vendor.

    · Ability of the vendor to communicate its vision and capacity for establishing a relationship that addresses current and future needs and trends in the industry.

    ·
    Apparent likelihood and desirability of the proposed system.


    **## 598W5.docx**

    This week, you are required to produce your Source Selection Criteria deliverable. The Source Selection Criteria is a required deliverable to define how the evaluation of each response will be executed. Typically, evaluations are executed following multiple considerations, including (1) demonstrated competence, (2) compliance, (3) format, and (4) organization. Please use the Source Selection Criteria Tool provided below to help you produce your project deliverable due this week.

    The Source Selection Criteria must contain the following sections.

    · Selection Criteria

    · Evaluation Criteria

    **## SourceSelectionCriteria_Tool_with_Instructions.docx**

    **University of Prosperity**

    **Source Selection Criteria Tool**

    **University of Prosperity PPM Selection Project**

    **PPM Selection Project**

    **University of Prosperity**

    **Source Selection Criteria** | Page 12


    Table of Contents

    [1](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374825) [Vendor Selection](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374825) [4](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374825)

    [1.1](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374826) [Selection Criteria](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374826) [4](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374826)

    [1.2](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374827) [Evaluation Criteria](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374827) [4](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374827)

    [Introduction to the Source Selection Criteria Tool\
    \
    This tool will help you define how the evaluation of each response to the RFP will be completed. The evaluation would be based on the responses as follows: (1) demonstrated competence, (2) compliance, (3) format, and (4) organization. \
    \
    The following tool serves as a sample and guide to producing your Source Selection Criteria deliverable along with instructions and descriptions to guide you in understanding how to complete it.\
    \
    Tool style conventions are as follows:\
    \
    | | |\
    | — | — |\
    | Style | Convention |\
    | Normal text | Designates placeholder text that can be used for your project |\
    | [Instructional text in brackets] | Designates text that is to be replaced/edited/deleted |\
    | _Example text in italics_ | _Designates text that might be replaced/edited/deleted_ |\
    \
    As you use this sample/tool, please remember to delete all instructional text (including this section) and update the following items, as applicable:\
    \
    · title page\
    \
    · table of contents\
    \
    · headers\
    \
    · footers](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374827)

    ## Vendor Selection

    ### Selection Criteria

    [The evaluation of each response to this RFP will follow a predefined criterion as follows: (1) vendor competence, (2) vendor compliance, (3) format, and (4) organization. The goal of this RPF is to identify vendors with capabilities, interest, and sound financial posture to provide the University of Prosperity with a PPM Solution as noted in the RFP.

    ### Evaluation Criteria

    [State what will be the evaluation criteria for this vendor selection exercise. Feel free to use the example provided below and conduct your own research.]

    · Capability of the vendor to meet or exceed requirements noted in the RFP.

    · Expressed interest in working with the University of Prosperity.

    · Financial stability of the vendor.

    · Ability of the vendor to communicate its vision and capacity for establishing a relationship that addresses current and future needs and trends in the industry.

    ·
    Apparent likelihood and desirability of the proposed system.


    **## 598W5.docx**

    This week, you are required to produce your Source Selection Criteria deliverable. The Source Selection Criteria is a required deliverable to define how the evaluation of each response will be executed. Typically, evaluations are executed following multiple considerations, including (1) demonstrated competence, (2) compliance, (3) format, and (4) organization. Please use the Source Selection Criteria Tool provided below to help you produce your project deliverable due this week.

    The Source Selection Criteria must contain the following sections.

    · Selection Criteria

    · Evaluation Criteria

    **## SourceSelectionCriteria_Tool_with_Instructions.docx**

    **University of Prosperity**

    **Source Selection Criteria Tool**

    **University of Prosperity PPM Selection Project**

    **PPM Selection Project**

    **University of Prosperity**

    **Source Selection Criteria** | Page 12


    Table of Contents

    [1](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374825) [Vendor Selection](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374825) [4](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374825)

    [1.1](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374826) [Selection Criteria](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374826) [4](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374826)

    [1.2](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374827) [Evaluation Criteria](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374827) [4](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374827)

    [Introduction to the Source Selection Criteria Tool\
    \
    This tool will help you define how the evaluation of each response to the RFP will be completed. The evaluation would be based on the responses as follows: (1) demonstrated competence, (2) compliance, (3) format, and (4) organization. \
    \
    The following tool serves as a sample and guide to producing your Source Selection Criteria deliverable along with instructions and descriptions to guide you in understanding how to complete it.\
    \
    Tool style conventions are as follows:\
    \
    | | |\
    | — | — |\
    | Style | Convention |\
    | Normal text | Designates placeholder text that can be used for your project |\
    | [Instructional text in brackets] | Designates text that is to be replaced/edited/deleted |\
    | _Example text in italics_ | _Designates text that might be replaced/edited/deleted_ |\
    \
    As you use this sample/tool, please remember to delete all instructional text (including this section) and update the following items, as applicable:\
    \
    · title page\
    \
    · table of contents\
    \
    · headers\
    \
    · footers](https://www.sweetstudy.com/questions/source-sel-crit#_Toc132374827)

    ## Vendor Selection

    ### Selection Criteria

    [The evaluation of each response to this RFP will follow a predefined criterion as follows: (1) vendor competence, (2) vendor compliance, (3) format, and (4) organization. The goal of this RPF is to identify vendors with capabilities, interest, and sound financial posture to provide the University of Prosperity with a PPM Solution as noted in the RFP.

    ### Evaluation Criteria

    [State what will be the evaluation criteria for this vendor selection exercise. Feel free to use the example provided below and conduct your own research.]

    · Capability of the vendor to meet or exceed requirements noted in the RFP.

    · Expressed interest in working with the University of Prosperity.

    · Financial stability of the vendor.

    · Ability of the vendor to communicate its vision and capacity for establishing a relationship that addresses current and future needs and trends in the industry.

    ·
    Apparent likelihood and desirability of the proposed system.


    – 1
    – 2

  • [Solved] 10D NP

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Compare and contrast James Austin's [Seven C's of Collaboration PDF](https://web.archive.org/web/20141212193451/http://www.azed.gov/leadingchange/files/2013/06/tu-104a.pdf) with the [Four Pillar Approach to Selecting Nonprofit Partners](http://engageforgood.com/lessons-learneda-four-pillar-approach-…

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    Assignment Prompt & Instructions

    Compare and contrast James Austin's [Seven C's of Collaboration PDF](https://web.archive.org/web/20141212193451/http://www.azed.gov/leadingchange/files/2013/06/tu-104a.pdf) with the [Four Pillar Approach to Selecting Nonprofit Partners](http://engageforgood.com/lessons-learneda-four-pillar-approach-to-selecting-nonprofit-partners-2/). Which is the more practical approach for the for-profit sector? What guidance do these approaches provide to organizations looking for strategic partners?
    Submission, APA, 3 paragraphs

  • [Solved] C7

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    In-depth study guidance and analytical solution covering C7.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.