diagnostic checklist

could you do this assignment please..the Textbook is:Organizational behavior 4th edition by Michael A. Hitt———————————————resources could be from the book or outside the book but related to organizational behavior it could be not too much pages but valuable such as 4 pages ————————————- I’m an international male student** -Please note that Professor is too serious about Plagiarism so please make it different.thank you..

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The diagnostic checklist assignment in certain courses, Business Strategy and
Policy, Management Problems, Organizational Behavior, etc., requires students to
do the following:
Grasp key concepts of the course
Develop a set of diagnostic questions about the issues to which each
concept gives rise.
The purpose of the assignment is to enable the student to actually apply the course
concepts in real organizational situations such as those they will ultimately
encounter in their professional careers. For students, these checklists can also be
used to facilitate their understanding of cases used for teaching and learning.
Questions should be developed for each of the major concepts of the course. Each
concept will undoubtedly require that the student develop one or even several
questions in order to fully capture the meaning of the particular concept. In turn,
the student can also capture a fuller understanding of the situation/case when that
concept is applied to it. Questions must be such that they generate useful
information about the situation or case when the student applies the question to
the situation. Several examples follow:
Course –
Business Strategy and Policy – Concept: Business and self
definition. Questions – What is the business definition of this firm?
Is it an appropriate self definition? How do the key players in this
firm see themselves in relation to this business/self-definition (or do
they merely give “lip-service” to it as they act on something else)?
Course –
Management Problems – Concept: Symptoms – Questions – Are
there variables in this situation which should be examined as
symptoms of the need for management action? What are the
problems, issues, or opportunities these symptoms indicate? Do the
symptoms themselves give rise to other problems?
Course –
Organizational Behavior – Concept: Authority – Questions – What
are the authority patterns in this organization? Are they
appropriate? Is authority used for control, for empowerment for
subordinates to function, or for manager self-aggrandizement, etc.,
What are the benefits and shortcomings that derive from the
organization’s authority patterns? What role does authority play in
the achievement of goals, objectives, tasks, etc., especially relative
to expertise? How are they integrated?
Note that asking these questions (examples above) should enable the checklist
user to gain significant insights into the organizational situation (or case) being
considered by the user. Thus, the measure of an effective diagnostic checklist is
the extent to which it facilitates the analysis process. Some comments which might
help students evaluate the effectiveness of their individual questions as well as
their overall checklist follow:
Do the questions make sense? Are they useful?
Do the questions lead to meaningful answers?
Would someone else be able to understand and utilize your checklist
Do the questions lead to increased understanding of the situation?
Can the questions be applied to generic organizational situations, rather
than merely this situation this time?
Do the questions pinpoint issues and help shape an understanding of the
Do the questions sufficiently cover the range of key topics from the course?
Do the questions move the analysis of the situation forward?
Are the questions organized systematically and logically?
Is the checklist easy to read and organized to be easy to apply to the
Does the checklist reinforce the student’s understanding of the concepts of
the course?
If the answer or answers are negative, revise your questions or your checklist.
This is an ongoing assignment throughout the semester and requires continuous
student development. It must reflect the student’s grasp of the key concepts of the
course. Thus, it must be reasonably comprehensive. Students are advised to
begin the assignment immediately and not let yourself fall behind. It also requires
student judgment with respect to comprehensiveness, appropriate level of
sophistication, and the like. It is undoubtedly preferable to err on the side of too
much, too well done, too sophisticated, etc., than on the side of too little. “It’s better
to have it and not need it then to need it and not have it”.
Students will undoubtedly find that well-organized and properly functioning study
groups are a tremendous lift in nourishing their thinking, obtaining constructive
critiques and in general, reality testing their work. Therefore, study groups are
strongly encouraged, indeed, assumed by the instructor. However, each
diagnostic checklist must be the product of each individual student, not carbon
copies of each other’s work.
This assignment will require serious student initiative and aggressive pursuit. It is
intended to be challenging, yet doable. It is an opportunity for creativity, yet subject
to effectiveness through consistent, steady effort. Done poorly or half-heartedly,
the benefits imbedded in the assignment might be elusive. Well done and properly
pursued, the assignment could provide not merely an appropriate grade, but value
and advantage throughout the student’s career.

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