Positive Psychology: Foundations and Workplace Application
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Positive Psychology: Foundations and Workplace Application
Positive Psychology: Foundations & Workplace Application
Reading & Questions
- Discuss the concept of “positive deviance”, what might be its association with positive psychology?
- Discuss how traditional change management approaches such as bench-marking differ from those informed by positive deviance, describe the advantages and disadvantages of these approaches?
- Present three of your favorite examples of positive deviance from the text.
- What are the leadership implications of the positive deviance approach?
- The authors opine that the positive deviance approach works best in which types of situations? How common do you believe such situations are within organisations?
- Create a plan for applying the six-step positive deviance approach described by the authors to transforming an organization with which you are familiar (i.e. your work, favorite business, or educational institution).
Virtues, Character Strengths
Go to the VIA CHARACTER INSTITUTE webpage and complete the questionnaire on VIA Survey of Character Strengths. Bring your results to class, either in print or soft form.
Reading & Questions
- What are the arguments the authors present against traditional corrective feedback?
- Discuss the following statement: “It is a paradox of human psychology that while people remember criticism, they respond to praise”.
- Is there any value in negative feedback? What is the optimum balance between positive and negative comments?
- How might organizations expand or constrain the possibilities for employees to be extraordinary and cultivate their RBS – what are the organizational implications of such enabling or constraining?
- Respond to the following statement: “The Reflected Best Self (RBS) exercise is simply an exercise in ego stroking”.
Happiness, Flow & Flourishing
Go to the Authentic Happiness website and complete the Approaches to Happiness questionnaire.
Bring your results to class, either in print or soft form.
Reading & Questions
- Are happier employees better employees? Isn’t it important to keep employees a little uncomfortable and anxious about their jobs? Explain the effects of anxiety and of happiness on work performance.
- Describe three misconceptions related to the idea of increasing happiness.
- Discuss the limitations of thinking about stress either just negatively or just positively. How can the positive effects of stress be enhanced?
- Describe several happiness increasing exercises mentioned in the article. What do they have in common? Why do you think they are effective? Make a commitment to applying one of them over the next few days (or longer) and report your findings to the class.
- Why do you think Achor titled this article as “Positive Intelligence” rather than something like “Happiness at Work”?
Positive Emotions: Broaden and Build Theory
Reading & Questions
Fredrickson, B. L. 2003, ‘The value of positive emotions: The emerging science of positive psychology is coming to understand why it’s good to feel good’, American Scientist, vol. 91, no. 4, pp. 330-335.
- Provide some reasons why it might be easier to study negative emotions over positive emotions?
- Do you think humans might have an inherent negativity bias? If so, why?
- How is the negativity bias reflected in organisations?
- Explain the argument of broaden and build theory.
- Discuss the organisational implications of broaden and build theory.
- Considering that the annual financial cost of workplace stress to the Australian economy has been calculated as some $25 billion (Medibank Private 2008), describe the organisational implications of the undoing hypothesis.
Reading & Questions
- In your opinion, how common is a culture of deficit thinking in organisations? Can you think of some examples of Australian organisations currently stuck in a culture deficit thinking? What impact might this have on employees?
- Do you have a favorite song, poem or saying? Have you considered that it might have alternative meanings depending upon who is reading, citing or listening to it within a specific context? Consider this phenomenon in relation to the “poetic principle” of AI? Bring some examples to share with the class.
- Discuss the “anticipatory principle” within the context of the Pygmalion effect or the idea of self-fulfilling prophecies.
- Critique the idea of learning from mistakes – what is the alternative approach proposed by AI?
- Why is it important to begin the Discovery stage AI by stating desired objectives in the positive?
- Describe the 4-D process – why do you think it has been so effective in leading transformation in a variety of settings?
- Provide some examples of organizational transformation using AI from the text (the article) that most inspired you.
Resilience – Developmental and Organisational Perspectives
Complete the Optimism Survey and bring your results to class
Reading and Questions
- Why do you think it is that we are more familiar with the concept of post-traumatic stress than we are with the concept of post-traumatic growth? Which concept is more helpful?
- Provide some examples of organizational stressors that might trigger “learned hopelessness”. How can people develop “learned optimism” in such circumstances?
- Describe the components of the “Psychological Fitness” program used in the US Army and relate them to what you have learned in 21929 thus far.
- Explain the four ways of responding based upon the work of Shelly Gable and consider some situations in which you could begin applying active responding in your social interactions?
- There has been a lot of criticism of the use of psychiatry as a mode of state control in Nazi Germany or the USSR. What do you think about applying Positive Psychology in the context of the US military? Is there are moral dilemma here? For that matter, is there a moral dilemma in applying Positive Psychology within a business or organizational context?
- 12 Item PsyCap Questionnaire.pdf (42.856 KB)
Download, print and complete the attached PsyCap questionnaire. Bring your results to discuss in class, either in print or soft form.
Luthans, F., Avey, J. B., Avolio, B. J., Norman, S. M., & Combs, G. M. 2006, ‘Psychological capital development: Toward a microintervention’, Journal of Organizational Behavior, vol. 27, no. 3, pp. 387-393.
- Describe the four components of PsyCap, as well as the inclusion criteria.
- The authors describe the PsyCap components as having a “synergistic effect”, what does that mean? Relate this concept to broaden and build theory as discussed in Week 3 of 21929.
- Relate the idea of confidence or self-efficacy development via modeling or vicarious learning to the concept of positive deviance samplingdiscussed in Week 1 of 21929.
- What are the similarities and differences in how these authors describe the construct of resiliency when compared with resilience as described in the article by Seligman discussed in Week 6?
- What are your thoughts on the authors’ attempt to calculate a return of investment percentage for PsyCap training?
- Could selfishness be a potential limitation of the PsyCap construct? Explain your reasoning.
Mindfulness at Work
Reading and Questions:
- Describe the differences between mindful and mindless behaviour.
- Discuss the relationship between mindfulness, mistakes and creativity. Can you think of any examples from your own experience?
- Discuss the relationship between mindfulness and charisma. Why do you think mindful people might be more charismatic?
- Do you think there a relationship between mindfulness and empathy? Provide some examples of how this could benefit organizational practice?
- How important is context to mindful behaviour? Support your response with examples.
- authentic-leadership-questionnaire(1).pdf (56.226 KB)
Positive Leadership, Authentic Leadership
Read the following Harvard Business Review article and respond to the questions below before coming to class:
- What are some of the criticisms that the authors offer of traditional leadership theories and approaches?
- Explain the basic premise of Authentic Leadership.
- How does the notion of learning from your life story feature in Authentic Leadership? Can you provide an example from the paper and your own life?
- Discuss the importance of self-awareness and addressing blind-spots for Authentic Leadership.
- Can you describe a blind-spot that others could see but with took you a long time to become aware of and ultimately address? How did that improve your life?
- How do values translate into practical leadership principles and behaviours? Provide an example from your own life.
- Discuss the relationship between values and extrinsic motivation. What are the extrinsic rewards that appeal most to you?
- Discuss the importance of having a strong support team for Authentic Leadership? How do Authentic Leaders go about building such a team?
Complete the attached Authentic Leadership Questionnaire and bring your feedback to discuss during your tutorial:
Organisational Compassion Studies
Reading & Questions:
Simpson, A.V., Cunha, M.P. & Rego, A. 2015, ‘Compassion in the context of capitalistic organizations: Evidence from the 2011 Brisbane floods’, Journal of Business Ethics, vol. 130, no. 3, pp. 683-703.
- Explain Solomon, Frost and Ghoshal’s arguments for why organisations are also places of compassion, even if not recognised as such in organisational theory.
- Describe the four key principles of Conscious Capitalism. How does this philosophy compare with business philosophies that draw from Adam Smith’s invisible hand, or Darwinian survival of the fittest? What do Mackey and Sisodia mean when they refer to win-win-win-win-win solutions?
- Discuss three perspectives on the implicit assumptions of capitalism, including how were these were seen to inform the organisational responses to employee support during the Brisbane floods of 2011?
- Explain employee reactions to the three categories of organisational responses to the flood situation. Discuss the relevance of these findings to evolutionary explanations of “survival of the fittest” and “broaden and build theory”.
- Discuss the statement that “compassion is more than merely a psychological state”. What are the arguments presented to explain organisational compassion as related to culture, systems and processes?
- Discuss the relationship between organsiational compassion and leadership.
- Discuss the notion of using compassion instrumentally as a mode of power over others. Provide some examples from the article where employees perceived that “compassion” was being provided instrumentally.
Meaning, Purpose & Positive Connections
Go to the Authentic Happiness website, entre the “Questionnaire Center” and complete the “Work-Life Questionaire” . Be sure to bring your results to class, either in print or soft form.
- Reflect on the relationship between the notions of meaning, purpose and value?
- Describe Shared Value in a nutshell, what is the difference between shared value and Corporate Social Responsibility (CSR)?
- What assumptions and theories are at the heart of the presumed “trade-off” or conflict between economic efficiency and social progress? According to the authors how can business and society be brought back together?
- Companies are always trying to reduce costs. Can Shared Value help to reduce short-term and long-term costs?
- What is the potential role of marketing, finance, supply chain, HR and new product development in enabling shared value?
- Is shared value the future of the industry? Or is it just a new way to brand ‘capitalism’ for the customers, consumers and regulatory authorities?
- With your group members pick one of the companies mentioned in the reading (Google, IBM, Intel, J&J, Nestle, Unilever and Wal-Mart) and discuss how that company is creating shared value through its products and value chain?
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME] and Have It Done by Our PhD Qualified Writers!!
Tired of getting an average grade in all your school assignments, projects, essays, and homework? Try us today for all your academic schoolwork needs. We are among the most trusted and recognized professional writing services in the market.
We provide unique, original and plagiarism-free high quality academic, homework, assignments and essay submissions for all our clients. At our company, we capitalize on producing A+ Grades for all our clients and also ensure that you have smooth academic progress in all your school term and semesters.
High-quality academic submissions, A 100% plagiarism-free submission, Meet even the most urgent deadlines, Provide our services to you at the most competitive rates in the market, Give you free revisions until you meet your desired grades and Provide you with 24/7 customer support service via calls or live chats.