Hr 5 19552347

An employee’s wife had a liver disease and eventually received a transplant.  The employer is a relatively small company that has a self-insured health plan.  The wife’s treatments caused the company to incur substantial costs.  Managers attempted to convince the couple to accept some alternative arrangement for insuring the wife, but because no viable alternative existed, she remained under the plan.  The employee was told at one point that the company’s options were to fire him or make him an independent contractor without benefits, but nothing was done at the time.  About a year later, the employee was fired and he sued.  What should the court decide, and why?

Research Of Educational Change

  Research of Educational Change

One aspect of professional development that educators can participate in is that of educational conferences. While you may at some point have participated in an educational conference as an attendee, you have the opportunity in this assignment to think as a presenter! This assignment will also provide you the opportunity to create or revise your Curriculum Vitae (CV) and cover letter.

In this assignment, you will take your discussion presentation you prepared for the staff meeting and convert it into a poster that you could use at an academic conference. As well, often when submitting a poster proposal you include a CV and cover letter that highlight your experience and research interests. If you created a CV and cover letter for a course in your program sequence, you may take this opportunity to revise and update those artifacts.

Historically, a conference poster session involves use of a large poster-board style document as a reference when speaking with conference attendees about your research or practical experiences with a topic. Increasingly, the poster session involves handouts in digital format transferred through QR codes or another medium and may involve a television or other screen display to communicate your research at an academic conference. Always, your poster presentation contains a title, introduction of the research question/s, overview of the research approach, results from the study or experience, and planned next steps in applying or expanding the study or experience. Additionally, the poster provides information about literature related to the poster topic, usually a selected listing of previously published articles that are important to the research, and a brief acknowledgement to those who helped with the study.

Your poster, in whatever format it is presented at the conference, is effective if it can be scanned and comprehended at a high level in around five minutes. Usually you will be present with your poster to explain points and answer questions in an authentic conference experience.

Using the Poster Presentation Template, create your assignment to meet the content and written communication expectations below. Upload your assignment to the course for evaluation and to your ePortfolio.

NOTE: Including your CV or Cover Letter in your ePortfolio is optional

Content Expectations- Two Parts

Part One: Introduction (1 point): In 100-200 words, use this section to interest your audience in the issue or question of the study while using minimal background information and definitions. Materials and Methods (1 point): In 50-100 words, describe the procedure used in the study to collect data. Study Results (1 point): In 50-100 words, state the research questions, describe how they were supported by the research, and then include visuals (e.g., graphic/charts/diagrams) to illustrate the parts or results of the study. Conclusion (1.5 point): In no more than 200 words, provide the concluding remarks about the study while explaining the major result in such a way as to convince the audience why the outcome is interesting. Describe the relevance of the findings to the field of education and/or beyond, describe other directions this study could lead to, and summarize the changes you would make to the study had you been the researcher. Relevant Literature Cited (.5 points): Use full citations in APA for all primary works consulted from the literature to inform and support the purpose of the study.

Part Two: Create – Curriculum Vitae (1.5 points): In three to four pages your CV should include your name, an overview of your education, your academic and related employment (especially teaching, editorial, or administrative experience), your research projects and/or research interests (including conference papers and publications), and your departmental and community service. Create – Cover Letter (1.5 points): In no more than one page your cover letter should include; heading, introduction, argument, and closing.

Written Communication Expectations APA Formatting (.5 points): Use APA formatting consistently throughout the assignment. Syntax and Mechanics (.5 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Page Requirement (.5 points): Includes a CV and Cover Letter that are no more than 4 to 5 pages in length. Source Requirement (.5 points): References three scholarly sources in addition to the course textbook.

Week 4 Assignment 2 19938841

 Please read the directions throughly everything is in the assignment content Apa style and reference no plagisirism Best Practices for Teaching Writing [due Mon] Assignment Content Select 1 age group from the following:
Ages 3–4 (preschool) Ages 5–7 (kindergarten through first grade) Ages 7–8 (second grade through third grade) Consider how you would integrate reading and writing instruction in your classroom (including the content areas) if you were to teach the age group you selected (or one of the grade levels within that age group).

Research best practices for teaching writing to early childhood students. Pay particular attention to best practices for your selected age group or grade level.

Compose a response that includes the following information:
A brief rationale (150- to 175-word paragraph or bulleted list) in which you share specific reasons why reading and writing should or should not be taught together (including evidence from research to support your rationale) and how this knowledge will directly impact the way you teach A 100- to 150-word description of how you will incorporate the writing process into your writing instruction Examples of 1–2 instructional strategies that you could use in your classroom to develop each of the 6+1® Writing Traits A 150- to 175-word paragraph or bulleted list outlining the writing frameworks or structures (e.g., workshop model structure, guided writing lessons, authentic writing) that you would like to use in your classroom and reasons to support why you chose those A 150- to 175-word description of the specific ways that you will incorporate opportunities for students to write on a daily basis—including ways that they will write to demonstrate their learning (in various subject areas) and ways that they will write to develop writing skills You may choose the format for your response. Your options include, but are not limited to, writing a narrative or creating an outline in Microsoft® Word, using or creating a graphic organizer, creating a brochure, or using a presentation medium such as Microsoft® PowerPoint® or Prezi®. Consider using media tools such as those found in the College of Education’s Technology Resources Library.
 

3 2 Discussion

3.2 Discussion Forum

1717 unread replies.1717 replies. Race vs. Ethnicity Instructions

Read the section titled “The Social Meaning of Race and Ethnicity” on pages 340-345 of the textbook.

The meaning of race and ethnicity is far clearer than most people think.. In 150 words or more, answer the following questions explaining how you saw yourself in terms of race and ethnicity before and after taking this course: How do you describe yourself? Who are you, or, what are you? Do you identify yourself by your race, your ethnicity, other factors, or neither?

Use in-text citations and list any references at the end of your post. For example, if you cite the textbook, include the following reference: Macionis, J. J. (2015). Society: The basics (13th ed.). Upper Saddle River, NJ: Pearson/Prentice Hall.
Retrieved from: https://online.vitalsource.com/#/books/9781269910446/  (Links to an external site.) The word count of 150 words does not include citations.

For Anyone 19475639

 

Assignment:

Early childhood professionals are expected to be knowledgeable of current policy and legislation in the field. In this Assignment, you will research current policy and legislation in early childhood on a topic assigned to you by the instructor. After describing the historical impact of this policy or legislation and its impact on early childhood, you will create a plan of advocacy to share this information with parents and professional colleagues.

Research the policy or legislation assigned by your instructor.

Complete an educational pamphlet based upon your research.

The educational pamphlet should follow this general outline: Introduction: Presenting thesis and purpose of the educational pamphlet Begin by describing the policy or legislation Discuss in detail the historical impact this issue has on early childhood Create a plan of advocacy to share this information with parents and professional colleagues. Be specific with the action items in your plan. The Writing Center has information on how to use APA formatting. You can access the Writing Center from the Academic Tools tab or with the following link: https://campus2.purdueglobal.edu/page/writing-center Conclusion: Reviewing main points and summarizing the educational pamphlet
References: Three APA formatted references

Please keep the following expectations in mind: Use the provided template Minimum of 2 pages using American Standard English If images are used, they should be properly referenced A minimum of three academic or scholarly sources must be used from the Library must also be included.

Topics that will be assigned to groups:

Universal preschool

Early childhood state accountability systems

Every Student Succeeds Act (ESSA)

Individuals with Disabilities Education Improvement Act (IDEIA)

Charter schools

Children’s development of competencies

School reform efforts

Standardized assessment and accountability

Research-based practice

Test-based retention

STEM in early childhood education

Early science learning

Language and early literacy

Issues of language, cultural, and economic diversity

Dual language learner

Standards and early education

School readiness

Technology in early childhood

Professional development

Accreditation and accountability issues in early childhood education

Early intervention/early childhood special education

Teacher research and inquiry

Early childhood teachers’ development and preparation

Early childhood education program administration

I HAVE PROVIDED A SAMPLE PAMPHLET

Research Question The Effect Of Peer Tutoring On The Success Of Low Performing Students On Academic Assessments

  Due Wednesday

Data Collection

As you consider the construction of your data gathering instruments, use the following questions and explanations by Sagor (2011) to guide you. What are three data sources will you use for your AR? Do you need a matrix for data triangulation? Is the process I am using to answer my question clear enough that my students (clients or participants) can understand it?

When collecting and analyzing data, action researchers can do a great deal to ensure the validity and reliability of their findings by using a process called triangulation. The term triangulation refers to the use of multiple independent data sources to corroborate findings. The purpose and necessity of corroboration is the same for the action researcher as it is for the trial lawyer. A trial lawyer knows that to convince a jury of the accuracy of a legal theory, it helps to have more than one witness; the more individual witnesses whose testimony supports the theory, the more credible the theory becomes (Sagor, 2002, p. 16-18).

Educational action researchers usually have a wide variety of data sources available to them. Some of the most common data sources are the following:

Existing data School/teacher records Referrals to the principal Attendance records Tardies Classroom behaviors (talk outs/negative behaviors) Number of detentions (per student) Number of suspensions (per student) Student work/portfolios

Observation data Photographs Videotapes Diaries, logs, journals Rating scales/rubrics Data obtained by shadowing students through the school day

Probes Tests Surveys Interviews Focus groups

You, as the researcher, will describe the instruments and data gathering techniques used. You must establish criteria for selecting the data as they relate to the scope of the problem.

A helpful tool for planning data collection and triangulation is a triangulation matrix—a simple grid that shows the various data sources that will be used to answer each research question. The matrix provides the action researcher with some assurance that the potential for bias (which is always present whenever a single source of data is used) won’t take on undue significance. Figure 2.3 illustrates how a completed triangulation matrix for a study on student editing might look.

Figure 2.3. Triangulation Matrix—Study on Student Editing

Issues to pay attention to when trying to answer research question

Data Source #1

Data Source #2

Data Source #3

What is the relationship between student enjoyment of writing and the quality of their editing?

Student survey

Analysis of first, second, and final drafts

Comparison with work on previous assignments

In what ways will providing students with a copy of a scoring rubric impact the quality of their finished papers?

Student interviews

Contrast between revisions made in assignments without rubrics and ones with rubrics

Third-party assessments of finished products

To what extent are the finished papers different when students use peer editors?

Student interviews

Contrast between revisions made in assignments without peer editing and ones completed with peer editing

Third-party assessments of finished products

Adapted from: Guiding school improvement through action research. (Sagor, 2002, pp. 8-16).

Your Task

Submit at least one of the data gathering instruments you have selected, or at least one of the instruments you have constructed along with an explanation. Please be sure to include your explanation for what you have chosen or designed – focus on how you see it connecting to your proposed project/research question. Attach the data-gathering instrument (surveys, pre tests, etc.) to the assignment submission.

Please also include a triangulation chart showing the ideas you have for the remainder of your data collection. You will need to develop the other tools for the final proposal as well, but for this assignment, you are submitting one to show your thinking and to get feedback about your ideas in the triangulation matrix. After you get instructor feedback on this, you can continue to develop your ideas and add them to your AR proposal. Reference

Sagor, R. (2002). Guiding school improvement through action research. Alexandria, VA: ASCD.

Clinical Field Experience B Administering Analyzing And Applying Assessment Results

By administering assessments and analyzing the results, targeted and individualized interventions can be determined to best serve the needs of students with disabilities. The actual implementation of the interventions provides teachers opportunities to collect data and gauge the effectiveness of the interventions in addressing documented student needs. Teachers can also gain important skills and knowledge on how to best advocate for practical classroom interventions. Teachers will also be able to collaborate with colleagues and families in mentoring students to take ownership of learning strategies.

Allocate at least 2 hours in the field to support this field experience,

Part 1: Assessment and Interventions

Select at least one student to whom you will administer the informal RTI assessment created in Clinical Field Experience A. Score the assessment and share the results with the student to increase understanding of his or her strengths and areas for improvement.

Collaborate with the certified special education teacher and the student to develop 2-3 interventions based on the student assessment data to support the student’s progress in the classroom. In addition, detail one intervention that can be incorporated at home with family support.

Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.

Part 2: Reflection

In 250-500 words, summarize and reflect upon the following:

· Describe each intervention, including teacher, student, and family roles, where applicable.

· Your experiences administering the assessment, analyzing the results, and providing the student feedback on his or her performance.

· Explain how you expect the interventions you developed to meet the needs of the student, incorporating his or her assessment results in your response.

· Explain how you will use your findings in your future professional practice.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Exploring

Explore

Write a 5-page double-spaced paper (not including the Title Page, Take-Home Message, Wellbeing Intention, or References) Use proper 7th edition APA formatting Engage

6) TAKE-HOME MESSAGE: Write the primary take-home message you want to share from exploring your curiosity question collected from different types of data, and that can be understood by any audience. Keep your message limited to 2-3 sentences, and type it into the designated box at the end of your paper. In other words, you are being asked to distill your research and knowledge into a concise answer to the original Curiosity Question. This is an opportunity to articulate your findings in a way that can be used to engage yourself and others in the conversation about what you are most curious about right now related to lifelong wellbeing [think Instagram caption]. 

7) WELLBEING INTENTION: Write a wellbeing intention, and insert into the box at the end of your paper. Actively engage with the data and research you collected, and your personal wellbeing journey, and set an intention for where you go from here. In other words, concisely state what you intend to do for your wellbeing based on the knowledge and skills gained from your Exploration Project and your experience in this course?

Unit 2 Leadership Theories Db

  

Graduate Programs Discussion Boards

Discussion Boards (DB) are a key component of online learning. They foster active participation of learners and dialog with fellow learners and instructors. Graduate-level courses require learners to create original posts to course DBs and to engage in dialogue by responding to posts created by others throughout the course. Original posts and responses should be substantive, and if references are made to the works of others, APA guidelines for in-text citations and references apply.

Minimum Weekly DB Expectations Post      an original and thoughtful Main Post to      the DB prompt. Respond      to at least 2 other posts from learners and/or the instructor (Response      Posts). The      first contribution (Main Post or Response Post)      must be posted before midnight (Central time) on Friday of each week. Two      additional responses are required after Friday of each week. For      DB assignment prompts with a Part One and Part Two, Part One should be      addressed in the first week of the unit with a Main Post and minimum of 2      Response Posts, and Part Two should be addressed in the second week of the      unit with a Main Post and a minimum of 2 Response Posts.

More on DBs

At the end of each unit, DB participation is assessed based on level of engagement and the quality of the contribution to the discussion. DBs allow learners to learn through sharing ideas and experiences as they relate to course content. Because it is not possible to engage in two-way dialogue after a conversation has ended, no posts to the DB are accepted after the end of the unit. Learners must demonstrate an appropriate depth of understanding of course content to receive credit for having submitted substantive posts. Typically, this is achieved with 4-6 strong paragraphs for Main Posts and 2–3 strong paragraphs for Response Posts.

Discussion Board Question Details

Part 1

Suppose that you have recently accepted a new administrative role in either a corporate or educational setting. Your new employer has requested that you select a leadership theory to use as a foundation for your role as a senior administrator. Focus your discussion on the following: What      leadership theory would you select and why? Discuss why the leadership      theory you selected would be a good match for you and your new role within      this organization or institution. How      does your approach differ from that of your classmates? How could that be      important in an organization with varied underlying theories? Are      there ethical implications for the organization in which theories are      selected or predominate? How do leadership theories interact with ethical      considerations in an educational or corporate training setting? What      might happen? As a leader, what can you do about it? Exchange your ideas      on this.

Part 2

Suppose you have recently accepted a new administrative role in either a corporate or educational setting. Imagine that the previous leader who was in this administrative role before you was a Great Man (according to the Great Man theory of leadership). Based on the leadership theory you selected in Part 1, participate in a dialogue on ways that your leadership theory and approach might be different from the previous person in this role. Focus your discussion on the following: How      would you retrain members of your organization to respond to issues      according to your preferred approach? If      training were not the answer, what actions might help affect the      organizational change? How      does your approach differ from that of your classmates? What do you see in      common?

In your own words, post a substantive response to the Discussion Board question(s) and comment on other postings. Your response should address the DB question(s) and move the conversation forward. You will be graded on the quality of your postings, including mastery of the concept as well as critical thinking. If asked for your opinion, do not simply state that it is a good or bad idea; elaborate on your reasons and argument. Include enough detail to substantiate your thinking as well as your position on the questions or comments.

Your assignment will be graded in accordance with the following criteria. Click here to view the grading rubric.

4 Peer Responses Due In 12 Hours 19568269

  

Guided Response: Respond to at least four of your classmates’ posts. Remember to cite sources including the video, text, and at least one other scholarly resource.

Qiana’s Post

According to our textbook readings piggybacking can occur when ideas of another person or within a group are used to improve that persons ideas that were not originally theirs. (Coget & Losh, 2018). When watching the video “Got a Wicked Problem ? First tell me how you make Toast”, Drawings were use as well as sticky notes and cards. Pictures and diagrams of how to make toast began to become more clear when these items were used. Once there was a group involved , the models began to refine and piggybacking occured. (Wujec, T. 2013)The significanc is that each person in the group began to work as a team and look to each other for how to make the drawing be logical and different aspects can be added from each member of the group.

Within the video once the group began working together on the diagram on how to make toast it was done in silence , because talking gets in the way. It is quicker and more effective to work in silence. (Wujec, T. 2013). If there is two much chatter amongst the group it can cause confusion, disagreements and slow the work process down, therefore making them less productive.

According to the video, group notes showed different points of view and they were synthasized and had better system models versus individuals.(Wujec, T. 2013). A advantage to working in groups is a expanded knowledge base, experience that is accessible to the group as a whole. (Coget & Losh, 2018). When people can come together and share information and resources more can get done and have better outcomes for whatever the goal or project being performed. 

References:

1. Coget, J. and Losh, S. (2018). Group behavior in organizations (2nd ed.). [Electronic version]. Retrieved from https://content.ashford.edu/ (Links to an external site.)

2. Wujec, T. (2013, June). Got a wicked problem? First, tell me how you make toast (Links to an external site.) [Video file]. Retrieved from https://www.ted.com/talks/tom_wujec_got_a_wicked_problem_first_tell_me_how_you_make_toast

David’s Post:

A way groups work to solve problems is brainstorming. It was developed by Alex Osborn in 1939 to reduce the inefficiencies that occur in group work. One important principle is when the group begins to take initial ideas, combine and build on them in what is called piggybacking (Coget & Losh, 2018, sec. 5.5). This is a powerful result from working collaboratively in groups.

In a demonstration of the power of directed groups, Tom Wujec describes how first individuals, then later groups choose to visually display how to make toast. The sketches for the individuals had varying degrees of complexity, clarity and artistic quality. Once the groups tackled the project, the piggybacking began to occur and the quality, clarity and unique talents came out of refining and combing the ideas (Wujec, 2013). Wujec notes that the when the groups worked in silence, the lack of talking improved the quality of their piggybacking. Directed groups provide better solutions to solving problems than individuals alone because they can use a diversity of backgrounds, skills and experiences. Coget and Losh note, “Even if members possess the same or similar KSAs, they will vary in their degree of knowledge or achievement and their ability to use their KSAs in collaboration with others or in the context of the problem at hand” (Coget & Losh, 2018, sec. 5.2). Along with the diversity of ideas, the intelligence of the group increases if there is gender diversity and if the group doesn’t have a dominant voice. As Woolley et al. (2010) showed, enhanced interaction and communication in teams with greater numbers of women, as well as egalitarian rather than autocratic norms, improve group processes, which, in turn, facilitate increased collective intelligence (p.688).

References

Coget, J. and Losh, S. (2018). Group behavior in organizations (2nd ed.). [Electronic version]. Retrieved from https://content.ashford.edu/ (Links to an external site.)

Woolley, A.W., Chabris, C.F., Pentland, A., Hashmi, N., and Malone, T.W. (2010). Evidence for a collective intelligence factor in the performance of human groups. Science.Vol. 330, Issue 6004, pp. 686-688. DOI: 10.1126/science.1193147

Wujec, T. (2013, June). Got a wicked problem? First, tell me how you make toast (Links to an external site.) (Links to an external site.) [Video file]. Retrieved from https://www.ted.com/talks/tom_wujec_got_a_wicked_problem_first_tell_me_how_you_make_toast

Qiana’s Post

According to our textbook, groupthink is consideed disfunctional when groups want to keep harmony or peace within the group rather than doing what is best decion wise for the organization and to avoid conflict. (Coget & Losh, 2018). 

Groupthink has occured in my organization and I m sure it happens all the time in many others, I just didnt know that there was a actual word to describe it. In my work experience we are constantly short handed and in need of people because of a high turnover rate. There was a situation where we had employees who were not actually up to standard as for follwing protocol. The higher management took a blind eye to the situations because of the lack of emloyees and let these particular employees continue in their behavior for the sake of having people on those particular jobs. Over this decision making created a harder  more rigid work environment because we felt they were getting away with things we knew were wrong, just to avoind conflict and maintain a high employment state. These decisons effected our over audit and these individuals eventually wee fired. 

Groups can be successful when they collaborate together and have effective communication, shared knowledge, and their members within the group have a voice, even though most groups tend to lean toward choices that are harmonius.(Mcleod &; Feller, 2019). In most groups and organzations leaders, supervisors, managers, want to keep their employees happy, bus as in goupthink it should never jeapordize the integrity of the group or cause dissention amongst the group members. There are signs of groupthink such as a cohesive decision group that have norms that are lacking, and unbiased discussion, as well as leadership that is impartial. (Elder, F. 2019). Leadership is an important role and the employees need to be able to feel that there leaders or people in the group will make correct decisions. 

References:

1.  Coget, J. and Losh, S. (2018). Group behavior in organizations (2nd ed.). [Electronic version]. Retrieved from https://content.ashford.edu/

2. Groupthink: What’s So Great About Teamwork? (Links to an external site.)

Academic Journal

By: MCLEOD, KAITLYN; FELLER, EDWARD. Rhode Island Medical Journal. Sep2019, Vol. 102 Issue 7, p8-9. 2p. , Database: Academic Search Complete (Links to an external site.)

3. Making Concurrence-Seeking Visible: Groupthink, Discourse Networks, and the 2003 Iraq War. (Links to an external site.)

Academic Journal

By: Eder, Franz. Foreign Policy Analysis , Jan2019, Vol. 15 Issue 1, p21-42, 22p. Publisher: Oxford University Press / USA., Database: Complementary Index

Myeshia’s Post:

An example of groupthink is the disaster of the Space Shuttle Challenger. The Challenge exploded 73 seconds after it launched and all the crew members on board were killed. The O-rings (rubber seals in the solid rocket booster) failed which caused the space shuttle to break up. According to the Report of the Presidential Commission on the Challenger accident, the primary cause of the disaster was flaws in the decision making process (Hughes, 2010). There were three decision making groups involved in incident; the US government, the engineers, and NASA managers. NASA’s shuttle program had four levels of management that work interdependently. All levels of management have to certify in writing the readiness of the elements that they are responsible for. Additionally, each space shuttle program approves the fact that it has completed the manufacture assembly test and check of all pertinent components (Hughes, 2010). Another practice of NASA is a critical item list that classifies the parts of a shuttle’s elements. There were 200 elements listed on the critical items list about the rocket booster. All management levels are notified of the items on the critical item list. It is understood that items on the critical items list can cause the launch to be restricted until it can be demonstrated that no problems will occur at launch. Administrators ignored the engineers concerns about the O-rings failing.

Groupthink is detrimental to effective decision making because concurrence becomes dominant in a group and overrides realistic alternative solutions (Behl, 2012). When asked about O-ring failure the top NASA administrator stated, “It’s true of every other flight we’ve had” (Hughes, 2010). There have been O-ring damages in other launches but none of them resulted in death. “Groupthink occurs when a strongly cohesive group is exposed to limited and one-sided information and is isolated from outside influence or correction” (Coget & Losh, 2018, Sec. 6.5, para. 24). The symptoms of groupthink that occurred are stifling dissent or non-conforming views, harboring illusions of morality, harboring illusions of invulnerability, and experiencing group isolation or insolation. NASA is an insular group by nature which means they are isolated from criticism, influence, and outside input. Since NASA members almost only interact with each other, they feel a sense of invulnerability and superiority to those not in the group. NASA managers made unpleasant comments to the engineers when they recommended postponing the launch due to temperature concerns. NASA managers saw engineers as perfectionist and not risk takers (Hughes, 2010). NASA managers tried to prove that the launch would fail instead of making sure it would succeed by providing information on failed missions that had been discussed in the past.  I believe NASA had a rigid decision making style. Most power is consolidated at the top but some power is distributed to lower levels. Ultimately it was up to the senior manager who continued with the launch when problems were noted multiple times about the O-rings in the rocket booster.

Behl, A. (2012). Groupthink: The role of Leadership in Enhancing and Mitigating the Pitfall in Team Decision-Making. Northwestern School of Education and Social Policy. Retrieved from http://www.sesp.northwestern.edu/

Coget, J. and Losh, S. (2018). Group behavior in organizations (2nd ed.). [Electronic version]. Retrieved from https://content.ashford.edu/ (Links to an external site.)

Hughes, P., White, E. (2010). The Space Shuttle Challenger Disaster: A classic example of Groupthink. Academia. Retrieved from http://www.academic.edu/ (Links to an external site.)