{"id":22901,"date":"2023-03-01T07:55:11","date_gmt":"2023-03-01T07:55:11","guid":{"rendered":"https:\/\/nursingassignmentcrackers.com\/?p=22901"},"modified":"2023-03-01T08:09:22","modified_gmt":"2023-03-01T08:09:22","slug":"soc-402-week-3-discussion-1-generational-cohesion-and-conflict-recent","status":"publish","type":"post","link":"https:\/\/nursingassignmentcrackers.com\/soc-402-week-3-discussion-1-generational-cohesion-and-conflict-recent\/","title":{"rendered":"SOC 402 Week 3 Discussion 1 Generational Cohesion and Conflict Recent"},"content":{"rendered":"

SOC 402 Week 3 Discussion 1 Generational Cohesion and Conflict Recent<\/span><\/h2>\n

SOC 402 Week 3 Discussion 1 Generational Cohesion and Conflict Recent<\/h3>\n

Generational Cohesion and Conflict. 1st Post Due by Day 3. In preparation for this discussion, review the following resources:
\n\uf0b7 \u00a0Generations at Work: Managing the Clash of Veterans, Boomers, Xers, and Nexters in Your Workplace
\n\uf0b7 \u00a0Baby Boomers and Generation Y @ Work (While Gen X caught in the middle)
\n\uf0b7 \u00a0Generational Differences in Work Values
\n\uf0b7 \u00a0Millennials or Generation Y, Who They Are and Why They’re Hated
\nAs presented in the readings this week, the generational mix in the workplace can create opportunities for conflict and cohesion. Please respond to the following prompts:
\n\uf0b7 Your work manager has asked you to bring together a group of co-workers to form a project team that will look at a new software system to manage customer accounts. Currently, the customer account system is very complex and a manual process, but the system works and has been in place and efficiently managed for over 30 years. You decide to create a project team of multiple generations. Your manager asks you why you made this decision. Explain to her why you have chosen Baby Boomer, Generation X, and Generation Y team members by explaining the unique attributes each could bring to the team.
\n\uf0b7 Have you experienced generational conflict at work or in another part of your life? Has your reading this week on generations changed your views regarding this experience or helped you understand what occurred? Share your experience and how your views may have changed.
\nYour initial post should be at least 250 words in length. Support your claims with examples from required material(s) and\/or other scholarly resources, and properly cite any references. Respond to at least two of your classmates\u2019 posts by Day 7.<\/p>\n

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: SOC 402 Week 3 Discussion 1 Generational Cohesion and Conflict Recent<\/strong><\/a><\/span><\/p>\n

Grading Rubric Guidelines<\/strong><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Performance Category<\/strong><\/td>\n10<\/strong><\/td>\n9<\/strong><\/td>\n8<\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n<\/thead>\n
Scholarliness<\/strong><\/p>\n

Demonstrates achievement of scholarly inquiry for professional and academic decisions.<\/strong><\/td>\n

\n
    \n
  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions<\/li>\n
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.<\/li>\n
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.<\/li>\n
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.<\/li>\n
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
  • Information is taken from source(s) with some interpretation\/evaluation, but not enough to develop a coherent analysis or synthesis.<\/li>\n
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.<\/li>\n
  • Demonstrates little or no understanding of the topic.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
  • Information is taken from source(s) without any interpretation\/evaluation.<\/li>\n
  • The posting uses information that is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.<\/li>\n
  • Information is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Performance Category<\/strong><\/td>\n\u00a010<\/strong><\/td>\n9 <\/strong><\/td>\n8 <\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n
Application of Course Knowledge –<\/strong><\/p>\n

Demonstrate the ability to analyze, synthesize, and\/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations<\/strong><\/td>\n

\n
    \n
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;<\/li>\n
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.<\/li>\n
  • Applies concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.<\/li>\n
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.<\/li>\n
  • Posts are superficial and do not reflect an understanding of the lesson content<\/li>\n
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored<\/li>\n
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Performance Category <\/strong><\/td>\n\u00a05<\/strong><\/td>\n4 <\/strong><\/td>\n3 <\/strong><\/td>\n2<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n
Interactive Dialogue<\/strong><\/p>\n

Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.<\/strong><\/p>\n

(5 points possible per graded thread)<\/em><\/strong><\/td>\n

\n
    \n
  • Exceeds minimum post requirements<\/li>\n
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.<\/li>\n
  • Replies to a post posed by faculty and to a peer<\/li>\n
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days<\/li>\n
  • Replies to a question posed by a peer<\/li>\n<\/ul>\n

    Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/td>\n

\n
    \n
  • Meets expectations of 2 posts on 2 different days.<\/li>\n
  • The main post is not made by the Wednesday deadline<\/li>\n
  • Does not reply to a question posed by a peer or faculty<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Has only one post for the week<\/li>\n
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Does not post to the thread<\/li>\n
  • No connections are made to the topic<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\u00a0<\/strong><\/td>\nMinus 1 Point<\/strong><\/td>\nMinus 2 Point<\/strong><\/td>\nMinus 3 Point<\/strong><\/td>\nMinus 4 Point<\/strong><\/td>\nMinus 5 Point<\/strong><\/td>\n<\/tr>\n
Grammar, Syntax, APA<\/strong><\/p>\n

Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.<\/strong><\/p>\n

Points deducted for improper grammar, syntax and APA style of writing.<\/strong><\/p>\n

The source of information is the APA Manual 6th Edition<\/strong><\/td>\n

\n
    \n
  • 2-3 errors in APA format.<\/li>\n
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.<\/li>\n
  • Writing style is generally clear, focused, and facilitates communication.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • 4-5 errors in APA format.<\/li>\n
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.<\/li>\n
  • Writing style is somewhat focused.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • 6-7 errors in APA format.<\/li>\n
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.<\/li>\n
  • Writing style is slightly focused making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • 8-10 errors in APA format.<\/li>\n
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.<\/li>\n
  • Writing style is not focused, making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Post contains greater than 10 errors in APA format.<\/li>\n
  • Written responses have more than 10 grammatical, spelling and punctuation errors.<\/li>\n
  • Writing style does not facilitate communication.<\/li>\n
  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
 <\/td>\n0 points lost<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n-5 points lost<\/strong><\/td>\n<\/tr>\n
Total Participation Requirements<\/strong><\/p>\n

per discussion thread<\/em><\/strong><\/td>\n

The student answers the threaded discussion question or topic on one day and posts a second response on another day.<\/td>\n <\/td>\n <\/td>\n <\/td>\nThe student does not meet the minimum requirement of two postings on two different days<\/td>\n<\/tr>\n
Early Participation Requirement<\/strong><\/p>\n

per discussion thread<\/em><\/strong><\/td>\n

The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.<\/td>\n <\/td>\n <\/td>\n <\/td>\nThe student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

SOC 402 Week 3 Discussion 1 Generational Cohesion and Conflict Recent SOC 402 Week 3 Discussion 1 Generational Cohesion and Conflict Recent Generational Cohesion and Conflict. 1st Post Due by Day 3. In preparation for this discussion, review the following resources: \uf0b7 \u00a0Generations at Work: Managing the Clash of Veterans, Boomers, Xers, and Nexters in […]<\/p>\n","protected":false},"author":8,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"rank_math_lock_modified_date":false,"footnotes":""},"categories":[],"tags":[],"class_list":["post-22901","post","type-post","status-publish","format-standard","hentry"],"blocksy_meta":{"styles_descriptor":{"styles":{"desktop":"","tablet":"","mobile":""},"google_fonts":[],"version":6}},"yoast_head":"\nSOC 402 Week 3 Discussion 1 Generational Cohesion and Conflict Recent - Nursing Assignment Crackers<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/nursingassignmentcrackers.com\/soc-402-week-3-discussion-1-generational-cohesion-and-conflict-recent\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"SOC 402 Week 3 Discussion 1 Generational Cohesion and Conflict Recent - Nursing Assignment Crackers\" \/>\n<meta property=\"og:description\" content=\"SOC 402 Week 3 Discussion 1 Generational Cohesion and Conflict Recent SOC 402 Week 3 Discussion 1 Generational Cohesion and Conflict Recent Generational Cohesion and Conflict. 1st Post Due by Day 3. 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