Unit 1 Assignment

Unit 1 Assignment 1: Annotated Bibliography #1 

The purpose in writing annotated bibliographies is to get you started on your road of academic research. Most researchers collect a library of annotated bibliographies to catalogue their research articles for subsequent reference. When working on a research topic, they will refer to their library of annotated bibliographies as a first step in gathering relevant and credible data. For example, in the Unit 6 Assignment, you can use two of the articles you annotated in Units 1–5. 

It is important that annotated bibliographies summarize both the content and credibility of a journal article. Article credibility is related to whom the author is and their purpose in writing and to whom they are writing. Article credibility is also related to the content of the article itself. Such criteria include:

 

Reliability: Are the findings reliable? How likely is it that the findings would be same if repeated? 

Objectivity: Can the findings be objectively confirmed or verified? 

Validity: Are the finds relevant for other contexts? Are the findings transferable? 

Sources: Are the findings based on (linked to) previously published research in peer reviewed journal articles? 

Your annotated bibliography Assignments include points addressing article credibility (author credentials, audience and article credibility) as well as a summary of the article content (content summary). 

In each unit, you will locate in the Library a peer reviewed academic journal article. Review the article and write an annotated bibliography based on the guidance below. 

Instructions 

Evaluating the management function of leading and controlling can be practiced by reading and critically analyzing peer reviewed journal articles in the body of management literature. Assessing leadership theories and practices enables managers to sharpen their ability to address organizational issues. Fortunately, much has been written about management and leadership. Accessing that information is a first step in linking leadership theory and practice to the mastery of key outcomes in this course. 

Your Annotated Bibliography should be limited to peer reviewed academic articles found in the ABI/Inform Collection database and include a review of the author’s credibility (credentials and experience). Be sure to identify the author’s intended audience. Knowing who the author is addressing will be a key part of understanding the author’s message. 

Paraphrasing 

It is important to develop your own paraphrasing practice to capture the essence of what the author says in your own words. Please review the General Citation Guidelines in the Writing Center at this link. 

Article and Format: 

Provide a journal article relevant to this unit. Properly cite the article. 

Article Credibility: 

What are the author’s credentials and experience? 

Have you encountered this author before in other journal articles or texts? 

What is the author’s purpose and what type of audience is the author addressing? 

Are the findings dependable? Can you confirm the findings? Are the findings relevant for other settings? Are the findings based/linked to other peer reviewed journals? 

Summary: 

Summarize the article in your own words and critique it. What is fact and what is opinion? How reliable are the findings? 

Application: 

Finally, be sure to assess and apply the article to your own leadership practice. How will you apply the article to your leadership practice tomorrow? 

For the Unit 1 Annotated Bibliography #1, limit your search to the key terms listed below. 

Be sure to utilize the following documents located in Course Documents under Course Resources: 

● How to Write an Annotated Bibliography 

● APA Guidelines Summary 

How to Access the ABI/Inform database, selecting peer reviewed journal articles: 

1. Locate the Library link from Academic Resources 

2. Scroll midway down the page and locate “ABI/Inform Collection” 

3. Make sure “Full text” and “Peer Reviewed” are checked. 

4. Enter your key word in the search area and select the search button. 

5. Under Source Type, select Scholarly Journals. 

Under Course Documents, you will find the “How to Access the ABI/Inform Database” video to learn more on how to access and search using the database along with additional resources. If you prefer, you can bypass this and go directly to the close captioning video. 

Below is a starting list of relevant keywords/authors/journal titles. Utilizing this list will assist your Library research process as you locate relevant peer reviewed, full-text journal articles to annotate. Remember that you need to focus your article search on relevant key terms that pertain to the readings for each unit. These journals and keywords are a starting point. You may use other relevant journals or keywords. 

Journals: 

Harvard Business Review 

Academy of Management Review 

Management Science 

Organizational Science 

Businessweek 

Journal of Management 

Keywords: 

Team effectiveness 

Team performance 

Types of teams 

Self-directed teams 

Virtual teams 

Team size 

Team norms 

Team member roles 

Team processes 

Team cohesiveness 

Team conflict 

● It must be a minimum of 2-pages (600 words) long (excluding title page, references, etc.) 

● Your paper should include an introduction and conclusion. 

● Be sure to include the criteria located in the Rubric below within your paper. 

● It must be APA 6th ed. formatted with citations to your sources and your last page should list all references used. Review the APA formats found in the Writing Center and utilize the APA Guidelines Summary found in Course Documents under Course Resources. 

● You must use at least three scholarly, high quality, and current sources in addition to your course materials. Peer reviewed academic articles, articles published in journals, textbooks, and library resources found in the “ABI/Inform Collection” database from the Library are examples of high quality resources. 

● Note that Wikipedia, Investopedia, etc. are not considered as reliable resources for this research. 

Running head: UNIT ONE ASSIGNMENT 1

UNIT ONE ASSIGNMENT 7

Unit One Assignment – Annotated Bibliography

Edgardo Morales

Kaplan University

GM501-01: Management Theories and Practices II

Dr. Carrie A. O’Hare

March 10, 2018

Unit One Assignment – Annotated Bibliography

Academic Article/Annotation Format

The following peer-reviewed article has been secured from the Virtual Library at Kaplan University. The article has been formatted using the APA hanging indent format. The article reference is shown below and in the

References

page.

Hunsaker, P., Pavett, C., & Hunsaker, J. (2011). Increasing student-learning team effectiveness with team charters. Journal of Education for Business, 86, 127-139. doi:10.1080/08832323.2010.489588

Author Credibility

All three authors have extensive academic and professional credentials. P. Hunsaker earned a DBA, University of Southern California, Organizational Behavior, Social Psychology and Management (Hunsaker, n.d.). J. Hunsaker earned a PhD, University of Wisconsin-Milwaukee, Urban Education, Business Administration and Sociology (Hunsaker, n.d.). Pavett earned a Doctor of Philosophy (Ph.D.), Business Administration and Management (Pavett, n.d.).

Each author has published several articles and books including Pavett who in addition to significant publications has also served as a reviewer of professional articles for publication (Pavett, n.d.). J. Hunsaker has published more than 50 articles, including a book on gender issues in the workplace, Strategies and Skills for Managerial Women (Hunsaker, n.d.). P. Hunsaker has authored more than 100 articles in academic and professional journals and 14 books on management and organizational behavior (Hunsaker, n.d.).

Intended Audience

The intended audience includes students who are planning on forming teams and those students who are already participating in teams. Also, the authors are targeting instructors and business educators overseeing and guiding the efforts of those students. Due to the increased usage of team assignments not only in the classroom environment but also in the business and professional environment, there has been an increased number of problems occurring during the completion of the team assignments (Hunsaker, Pavett, & Hunsaker, 2011, p. 127). The authors have explored increasing the effectiveness of teams through the establishment of team charters (Hunsaker et al., 2011, p. 127).

Content Summary

The purpose of the article is to promote the use of team charters (Hunsaker et al., 2011, p. 127). To demonstrate the effectiveness of team charters, a description of the basic elements of a team charter are presented. Along with the description, guidelines are set forth to help instructors and students in developing and incorporating the team charters within their respective teams.

Some of the key topics covered included an explanation of a team charter and why it is important (Hunsaker et a., 2011, p. 128), the various elements of a team charter (pp. 129-131), and the assignment instructions and procedures (pp. 132-135). Other important issues covered included the concepts of free riders and social loafing (Daft, 2017, p. 603; Hunsaker et al., 2011, p. 134). Finally, the concepts of Crunch and Pinch Points were discussed and options to overcome each issue were presented (Hunsaker et al., 2011, pp. 133-134).

Article Credibility: Findings

Reliability.

According to Hunsaker et al. (2011), the team charter concept was implemented three years ago from the date of this article. The authors presented findings based on “student feedback, course evaluations, and a survey of the most recent classes” (Hunsaker et al., 2011, p. 135). The authors studied surveys sent to 93 students in three business management classes Hunsaker et al., 2011, p. 135). Given the repeated application of the team charter, the findings would most likely be similar when repeated.

Objectivity.

Can the findings be objectively confirmed and verified? The answer is yes due to the outside findings that supported the findings of the article. For instance, in the reference list the article, “The Team Charter Assignment: Improving the Effectiveness of Classroom Teams” (Cox & Bobrowski, 2004) was published in a highly respected peer-reviewed journal, The Journal of Behavioral and Applied Management. Thus, an outside highly respected source supported the findings within this study. Other sources referred to the basic contractual obligations such as Rousseau’s Psychological Contracts in Organizations: Understanding Written and Unwritten Agreements (1995) and the article by Edmonston, Roberto, and Watkins (2003), “A Dynamic Model of Top Management Team Effectiveness: Managing Unstructured Task Teams” in Leadership Quarterly.

Validity.

In answering the validity of the findings, the question is whether the findings might apply to other contexts? The answer is absolutely yes and principally based on the proliferation of virtual teams both in the academic context (environment) and in business (contexts) environments worldwide! According to Hunsaker et al. (2011), several studies were completed “to enhance team performance, evaluation, and leadership in the workplace” (p. 127). Further, six studies were identified that related to psychological contracts and team charters throughout the study and within the reference list.

Sources.

There are a variety of peer-reviewed article and book sources within the Reference List. Many highly respected sources include but were not limited to the following, Journal of Management Education, Journal of Applied Psychology, The Journal of Behavioral and Applied Management, Journal of Organizational Behavior, and Administrative Science Quarterly. The findings were related to and supported by several peer-reviewed journal articles and other similar researched materials.

Application

This Professor is a Town Judge and a past Director for the New York State Magistrates Association (NYSMA) with over 3,000 member Judges across the state of New York. There were several statewide committees formed at the September 2017 Conference. Time is a major constraint and with new members, there have been miscommunications at times concerning the delegation of specific duties and responsibilities to be completed in the upcoming year.

According to Daft (2017), a free rider “is a person who benefits from team membership but does not make a proportionate contribution to the team’s work” (p. 603). Although infrequent, there are a very few Judges who are well intentioned but for whatever reason, they are not able to complete their work during the year. However, they accept the accolades when the team is recognized for their overall efforts.

The team charter might alleviate the free rider issue and spell out the specific duties and consequences for not fulfilling those duties. Hunsaker et al. (2011) strongly suggest measuring and rewarding individual contributions (p. 134). Further, the four steps outlined on pages 133 and 134 are ones that this Judge will be enacting in the next two weeks to ensure everyone is aware of their responsibilities and that they understand the critical nature of communicating both minor disruptions and unbearable disruptions in successfully completing team assignments (Hunsaker et al., 2011, p. 133). By adhering to the highlighted elements of a team charter as presented by Hunsaker et al. (2011), this Judge feels the NYSMA team assignments will be more effective and completed in a timelier manner.

References

Daft, R. L. (2017). Management (13th ed.). Boston, MA: Cengage Learning.

DeRosa, D. M., & Lepsinger, R. (2010). Virtual team success: A practical guide for working and leading from a distance. San Francisco, CA: Jossey-Bass.

Hunsaker, J. (n.d.). Johanna Hunsaker. University of San Diego: School of Business Administration. Retrieved from

http://www.sandiego.edu/business/directory/biography.php?_focus=165

Hunsaker, P. (n.d.). Phil Hunsaker. University of San Diego: School of Business Administration. Retrieved from

http://www.sandiego.edu/business/directory/biography.php?_focus=171

Hunsaker, P., Pavett, C., & Hunsaker, J. (2011). Increasing student-learning team effectiveness with team charters. Journal of Education for Business, 86, 127-139. doi:10.1080/08832323.2010.489588

Pavett, C. (n.d.). Cynthia Pavett. University of San Diego: School of Business Administration. Retrieved from

http://www.sandiego.edu/business/directory/biography.php?_focus=331