Competency

1. Create a leadership landscape to increase personal and professional success.
2. Implement motivational principles to influence higher performance.
3. Implement leadership essentials to drive organizational effectiveness.
4. Analyze the leadership skills needed to create a global business strategy.
5. Apply management essentials to effectively manage change in an organization.
6. Evaluate the importance of leadership to build an innovative culture in the workplace.

Scenario

You are interviewing for the V.P. of Human Resources for XYZ Global Corporation. The company is seeking a new culture champion. They have realized a need for a cultural change in the organization due to a recent all employee satisfaction survey where the employees of the organization cited low morale, low satisfaction, and decreased engagement.

You have made it to the final stage of the interview process. The company would like to see how you will use your skills and knowledge to spearhead a successful culture change. As a requirement of the final stage, you must present to the CEO and describe your individual leadership style, executive leadership skills, and motivational philosophies that will impact the organization change and culture shift.

Instructions

Create a 12-15 PowerPoint slide presentation with speaker notes as the last step in the interview process to present to the CEO.

Your presentation must include:

-MUST INLUDE PRESENTERS NOTES THROUGHOUT

• Title slide: Introduction to Presentation – must look professoinal (1 slide)
• Explain your personal leadership philosophy. (2-3 slides)
• Include: Leadership style and leadership behavior and traits
• Describe which motivational principles/practices you would use to improve employee engagement. (2-3 slides)
• Include: Intrinsic and Extrinsic Motivators
• Hypothesize how your prescribed leadership and motivational principles and practices would drive organizational effectiveness. (2-3 slides)
• Define the unique leadership skills needed to successfully drive these culture changes globally. (2-3 slides)
• Defend the change management techniques you would use to successfully implement the change in the organization. (2-3 slides)
• Predict how your leadership and motivation technique choices will create an innovative culture. (2-3 slides)

Criminal Justice in Texas Assignment

What happens to convicted criminals after they’ve “paid their debt to society?”

Go to the Texas Department of Public Safety’s website: http://records.txdps.state.tx.us/ 

You have to pay money to look at a lot of their criminal history records, but the sex offender database is free for anyone to search.

Click on Sex Offender Search, click that you agree to their caveats about the information not being perfect, then scroll down to “Search An Area.”

Put in your zip code and see what you find.

Write a 2 – 5 page essay telling:

1. How many sex offenders live in your zip code which is, 77053
2. What are some of the crimes they were convicted of committing? What were some of the victims’ ages?
3. How do you feel about them living in your area?
4. How do you feel about everybody knowing their criminal past if they’ve reformed, and are just trying to live in peace?
5. Should this type of information be more easily available (for other crimes, for example) to help us protect ourselves, or less easily available to help former offenders reenter society?

Submit this assignment in Microsoft Word. Cite your sources.

Additional Resources

This CBS Dallas story discusses a bill passed by the Texas Legislature in May, 2011, which addresses (to a small extent) the thorny issue of “Romeo and Juliet” crimes – meaning sex between older teenagers and younger adults (Juliet, in the Shakespeare play, was 14). Minors are not deemed legally able to “consent” to sex, but should we treat what is (at least to them) a consensual relationship between a 19-year-old and a 16-year-old the same way we treat truly forced sexual assault?

How many Texas kids have incarcerated parents? We’re not sure. http://gritsforbreakfast.blogspot.com/2018/10/forgotten-by-system-state-has-no-idea.html
 

Imagine that you work for an oil company which will be evaluating a proposal for the possible development of an oil reservoir in the Osborn Quadrangle. At the end of this exercise, you will submit a report, which is your recommendation on the economic viability of this prospect. Your report will consist of a completed geologic map, two cross sections (which will be your model of the subsurface geology) calculations, and your recommendation (the calculations and recommendation will be recorded as your answers to the lab questions. There is no need to submit anything else).  

Part 1: Making a geological map (23pts)

On the Osborn Quadrangle map, there are outlined areas which represent the rock outcrops (rock that is exposed at the surface for you investigate); the rest of the area is covered by soil and vegetation. A previous group of geologists has already mapped the position and size of these outcrops, labeled them A-J on the map, and provided rock descriptions (table 1). 

A. The geologists have deemed that rocks with the same lithology are so similar that they belong to the same unit (layer of rock). On the map under key, list the lithologies and draw a square beside each. Assign each lithology a colour by colouring in the square. Then, colour in the outcrops based on your key. (3pts)

The rocks in the outcrops are all layered sedimentary rocks. The group of geologists also measured the orientations of the layers in the outcrops for you and recorded them in table 1. (Strike and dip are always recorded as 000/00. So, a dip of 32° and a strike of 50° is recorded as 050/32.) 

B. Transfer the strike and dip data onto the map. Using a protractor, carefully plot the strike and dip symbols for the outcrops A through J. Remember that the top of the map is north (as it is labelled) and your strike and dip symbols need to be oriented properly. If a symbol does not fit within the outcrop outline, it can be placed beside the outcrop. (10 pts)

C. Now you have the basis for constructing a geologic map. 

The goal here is to draw boundaries between different types of rocks. Because the rocks are only exposed in the outcrops (and covered by soil and trees everywhere else), you have no idea where the actual boundaries between different rock types are. So, you have to use the data you have at the outcrops to make an interpretation. You should consult the stratigraphic column at the end of this handout when you are interpreting where to place the contacts, but keep in mind that the unit thickness will be affected by the deformation; thus the distance between contact lines does not equal unit thickness. Color the belts associated with each rock type with the appropriate colors. 

Try to keep the interpretation as simple as possible.  There is often no single completely correct answer in the interpretation of geological data. Some interpretations, however, are closer to the truth than others, which is why some oil companies are more successful than others. You should end up with 3 belts of 3 different lithologies. Contacts and colouring should be neat and easy to understand. Make sure you add the lithology contact line to the map’s key. (10 pts)

Table 1: Lithology and structure of outcrops A to J

Outcrop

Lithology

Lithology description

Strike and dip 

A: Sandstone

Coarse-grained, tan-coloured quartz arenite with planar beds 1-2 cm thick

225/30

B: Lime mudstone

Massive, pale grey lime mudstone (reacts with HCl)

180/40

C: Sandstone

Medium to coarse-grained, tan-coloured quartz arenite with planar beds 1-2 cm thick

135/30

D: Lime mudstone

Massive, white-grey lime mudstone (reacts with HCl)

090/50

E: Sandstone

Medium-grained, tan-coloured quartz arenite with cross-laminations

045/30

F: Lime mudstone

Massive, pale grey lime mudstone with rare fossils (reacts with HCl)

000/40

G: Lime mudstone

Massive, pale grey lime mudstone (reacts with HCl)

270/50

H: Shale

Thinly laminated, black-coloured mudstone with minor pyrite.

horizontal

I: Sandstone

Coarse-grained, yellow to tan coloured quartz arenite with planar beds 1-2 cm thick

315/40

J: Sandstone

Coarse-grained, tan-coloured quartz arenite with planar beds 1-3 cm thick 

270/40

Part 2: Creating a subsurface model (20pts)

We will now use the geologic map and other data from the subsurface to develop a model of the geology that is below the surface. Our model will consist of the two cross sections, X-X’ and Y-Y’ as indicated on the geologic map.  

Before we create the cross sections, we need to examine the stratigraphic column of the Osborn Quadrangle provided at the end of this lab. A stratigraphic column is a list of all the possible geologic formations (mappable units of rock) within an area. In this case, the stratigraphic column shows the layers of rock that exist at and below the ground for a region extending 100s of km around our oil exploration site. The units are in order from the oldest at the bottom to the youngest at the top, thus obeying the principle of superposition. 

A. Construction of the cross sections

Remember that a cross section is a vertical slice through the Earth showing the subsurface geology, much in the same way that you are able to see the layers of onion when you slice one in half. The cross sections are constructed by transferring the known surface data to the subsurface, and then combining this with the additional subsurface data.(16pts)

1. Fold along the bold line of the X-X’ cross section and place it along the line of the X-X’ cross section on the geologic map and plot the location of the lithologic contacts along the top edge of the paper. Extrapolate these contacts to the subsurface by extending them in their dip direction (e.g. Is the contact dipping to the East? West?) at their dip magnitude (e.g. 45°). Use a protractor to extend the contacts below the surface.  

2. Remembering the principles of original horizontality and superposition, add the additional subsurface information that is given in the stratigraphic column. Remember that most of the rocks in the subsurface below the Osborn Quad are not seen at the surface. Use the thicknesses of the units in the stratigraphic column to determine the thicknesses on your cross section. Remember that the units will keep a consistent thickness in the subsurface, even when the units are folded. Neatly colour and label your cross section. Make sure to create a legend with all of the units. 

3. After you have completed cross section X-X’, draw the other cross section Y-Y’.  

Homework 1 

1. Assume that you are hired to investigate the causal effect between being raised in high-poverty neighborhoods in the US and future outcomes during adulthood (such as health, well-being, social networks and economic self-sufficiency). You can employ the data sources file in Blackboard to answer the following questions:
    
   1. (a)  Mention a suitable dataset that can help you answer the question above. Provide its name and the website where it can be downloaded.
       
   2. (b)  What is the sample size in this dataset? Is this a reasonable number for your research?
       
   3. (c)  Briefly describe the data you found in part (a). Using the codebook discuss which variables are crucial to answer the research question posed in the statement above (no more than 10 lines).
       
2. Suppose you are a researcher interested in studying the relationship between household charac- teristics and future educational outcomes of children. You have been advised that one dataset which satisfies your requirements is the Early Childhood Longitudinal Study, Birth Cohort (you will need to find it online). In order to answer the following questions, additionally you will need to locate the codebooks of this database. Note that you do not need the microdata to answer these questions.
    
   1. (a)  Briefly describe the objectives of this study and the different rounds of the survey. Mention the methods employed for data collection. At what ages are the interviews conducted? (Your answer should not exceed 10 lines).
       
   2. (b)  Describe which are the restrictions for the use of this database.
       
   3. (c)  How many children are classified as low birth weight in the first round of the survey?
       
   4. (d)  Describe the groups of variables available in the first round. Classify them in child charac- teristics, mother characteristics and household characteristics.
       
   5. (e)  Choose two variables you could employ as baseline characteristics of the household. Describe how these variables would be relevant for studying future outcomes of children.
       
   6. (f)  Calculate the nonresponse rate between the initial number of individuals interviewed and the two following rounds of the survey.
       

1. (g)  Suppose you are interested in studying how socio-emotional skills are developed before the age of two. Describe which assessments included in this study could be employed for this purpose. Does the study have similar assessments for higher ages?
    
2. (h)  Describe which measurements can be used to analyze the cognitive skills of children in kinder- garten.
    

3. This problem asks you to work directly with Stata. Suppose you are a researcher interested in studying the labor market outcomes of recent college graduates. One public-use, suitable dataset for this purpose is the National Survey of College Graduates (NSCG). In order to answer the following questions, you will need to use the attached documentation to identify the variables of interest. 

1. (a)  Explore the survey using the codebook and survey description. Based on this, write down one scientific question (related to the topic mentioned above) which could be answered using the NSCG.
    
2. (b)  Use the codebook provided with the database to identify the variables related to hours worked per week, weeks worked per year and year earnings. Notice that information about weeks worked can be derived using two variables.
    
3. (c)  After handling invalid values properly, create a table showing the mean and standard devia- tion of the three variables described in part (a) for men and women separately.
    
4. (d)  In order to see the distribution of hours worked per week, crate a histogram of this variable for men and women. Plot the density in the y-axis and use a bin width of 10 for the x-axis.
    
5. (e)  Create a new variable lnhourwage defined as the (natural) logarithm of year earnings di- vided by total hours worked during the year. Produce a table showing the mean, standard deviation and percentiles 10th and 90th of this variable for men and women separately. Drop observations which yield a negative value of this variable.
    
6. (f)  Use the interview questionnaire to identify the variable which indicates whether a respondent changed employer and/or job between 2013 and 2015, as well as the variables describing the reason of change in case the employer is different between these two years. What is the proportion of respondents who stayed with the same employer and job during this period?
    
7. (g)  As a researcher, you are also interested in studying how the gender wage gap varies across major fields. Using the variable related to the first bachelor degree (nbamemg) and your variable lnhourwage create a table showing the mean hourly wage for women and men across different majors. Which is the one that presents the higher wage gap?
    
8. (h)  Run a regression of hourly wages on education separately for men and women. How does the parameter of education differ across gender?
    
9. (i)  Create a variable of potential experience ptlexper, defined as age-education-6. Run a re- gression of hourly wages on education, potential experience and potential experience squared separately for men and women. Interpret your results.