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**files (6)**
– ## StrengthofWeakTies.pdf
– ## Ogl568photovoice.docx
– ## PracticingwithFieldNotesandCriticalThinking1-3.docx
– ANetworksGenderCompositionandCommunicationPatterPredictWomensLeadershipSuccess.pdf
– Howtoptalentusesnetworks.pdf
– Contaminatingeffectsofbuildinginstrumentalties.pdf
**## StrengthofWeakTies.pdf**
The Strength of Weak Ties
Mark S. Granovetter
The American Journal of Sociology, Vol. 78, No. 6. (May, 1973), pp. 1360-1380.
Stable URL:
http://links.jstor.org/sici?sici=0002-9602%28197305%2978%3A6%3C1360%3ATSOWT%3E2.0.CO%3B2-E
The American Journal of Sociology is currently published by The University of Chicago Press.
Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at
http://www.jstor.org/about/terms.html. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained
prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in
the JSTOR archive only for your personal, non-commercial use.
Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at
http://www.jstor.org/journals/ucpress.html.
Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed
page of such transmission.
JSTOR is an independent not-for-profit organization dedicated to and preserving a digital archive of scholarly journals. For
more information regarding JSTOR, please contact support@jstor.org.
http://www.jstor.org
Sat Jan 13 20:15:49 2007
[http://links.jstor.org/sici?sici=0002-9602%28197305%2978%3A6%3C1360%3ATSOWT%3E2.0.CO%3B2-E](http://links.jstor.org/sici?sici=0002-9602%28197305%2978%3A6%3C1360%3ATSOWT%3E2.0.CO%3B2-E)
[http://www.jstor.org/about/terms.html](http://www.jstor.org/about/terms.html)
[http://www.jstor.org/journals/ucpress.html](http://www.jstor.org/journals/ucpress.html)
**## Ogl568photovoice.docx**
**Ogl-568 Women’s Gender Studies-Module 5**
**Your FINAL PHOTO Selections!**
**I have attached what this week’s module about**
In each module, you will have the opportunity to participate in an online discussion forum.
Discussion Purpose: The purpose of the discussion forum is to exchange ideas with class members to expand personal perspectives and make a meaningful application of the course content. Participating in class discussions is a vital part of learning. Participation in discussions represents a significant portion of graded work in this class.
Instructions
First, for your initial discussion board post, please choose one of the photographs you submitted in your Field Notes and Photography assignment and post it along with an explanation of how the image you took relates to the Module Topic.
Second, view the photographs posted by other students and respond to the images they have posted and the explanation of what the image means to them
**AND TO YOU**.
**You should respond to at least TWO images this week**
**_(or more if you're feeling extra:)._**
These questions are for THINKING- you do not need to include these in your post unless you want to:
**Observation and Description**
·
**What do you notice first in the photograph, and why do you think your attention is drawn there?**
**Context and Perspective**
·
**Who might be the intended audience for this photograph, and how might their interpretation differ from yours?**
**Interpretation and Meaning**
·
**What emotions or ideas does the photograph evoke in you? Do you think this aligns with the photographer's intended message?**
·
**What story or message do you think the photograph is trying to convey? Are there any symbols or metaphors present that enhance its meaning?**
**Critical Reflection**
·
**What questions does this photograph raise for you about its subject or context?**
·
**How does this imagery relate to the Module Topic?**
**After you have posted, try reading back to see what others have said. Do you notice any themes, patterns, or similarities? Make note of these themes for your final paper this week.**
[https://www.ted.com/talks/worklife_with_adam_grant_networking_for_people_who_hate_networking](https://www.ted.com/talks/worklife_with_adam_grant_networking_for_people_who_hate_networking)
[https://www.youtube.com/watch?v=k115ePA_9SU&embeds_referring_euri=https%3A%2F%2Fasu.instructure.com%2F&source_ve_path=OTY3MTQ](https://www.youtube.com/watch?v=k115ePA_9SU&embeds_referring_euri=https%3A%2F%2Fasu.instructure.com%2F&source_ve_path=OTY3MTQ)
[https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2430174](https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2430174)
**## PracticingwithFieldNotesandCriticalThinking1-3.docx**
2
**Field Notes and Critical Thinking**
Module 3: Mentors, Advocates, and Advisors
Your name:
**Field Notes and Critical Thinking**
**Field Notes**
**Field Note 1:**
**Date/Time:** October 5, 2023; 3:00 PM
**Location:** University Women’s Leadership Panel
**Observation:** A session of female executives spoke about deconstructing gender bias in traditionally male industries. One of the speakers spoke about the influence of mentorship in her career advancement, where her male mentor was a vocal advocate for her throughout key promotion negotiations. She talked about how his sponsorship made her aware of organizational politics and positioned her front and center with top leaders.
**Reflection:** This account emphasizes the two-fold burden shouldered by women in the workplace: the access to mentorship to advance in their careers and the overall lack of access to older leaders belonging to the same gender identity. The panelist's experience reaffirms Casciaro et al.'s (2014) study that instrumental networking such as accessing mentors would result in feelings of moral discomfit because of perceived differentials in power. Despite such psychological barriers, mentorship is still needed for shattering structural barriers. This discussion also harmonized with Yang et al.'s (2019) research on how leadership achievement among women is strongly signaled by possessing an inner network of female contacts that provide emotional support as well as access to a diverse group of networks.
**Field Note 2:**
**Date/Time:** October 7, 2023; 10:30 AM
**Location:** Workplace Diversity Training Session
**Observation:** One facilitator invited an employee to establish "weak ties" with members of other departments to facilitate innovation and collaboration. What was surprising was that not many women stepped forward to establish these cross-functional relationships during the workshop's interactive sessions.
**Reflection:** Women's hesitation to engage in weak-tie networking may be due to gendered socialization that devalues self-promoting behavior. Granovetter's (1973) seminal work on the strength of weak ties demonstrates how such ties bridge structural holes in networks, providing access to new information and opportunities. However, as Cross (2008) explains in his research on high performers, an individual needs to work deliberately to make weak ties benefit them—a strategy that may be contrary to communal norms more generally linked to women.
**Field Note 3:**
**Date/Time:** October 9, 2023; 6:00 PM
**Location:** Professional Networking Event
**Observation:** A female participant lingered around her colleagues instead of approaching a high-level executive who could be a possible mentor. When asked about it later, she was afraid of "bothering" the executive and was not sure that she had anything of value to offer in return.
**Reflection:** This behavior is a manifestation of what Casciaro et al. (2014) refer to as "networking discomfort," where individuals avoid instrumental relationship-building in an attempt to sustain their moral self-concept. In women, this discomfort typically is amplified by fear of appearing aggressive or self-serving, a much-documented phenomenon in gender studies of workplace behavior. Cross (2008) would term this being caught in the "surface networker" trap, whereby individuals fail to create the high-quality, mutually rewarding relationships that are the hallmark of highly effective networks.
**Photographs**
**_Photograph 1:_** A group of women collaborating at a roundtable discussion.
**Explanation:** This image captures the power of collective support in leader development. It is the antithesis of the individualistic and at times transactional nature of instrumental networking that dominates most workplaces.
**_Photograph 2:_** A LinkedIn connection request screen on a smartphone.
Explanation: Social media tools like LinkedIn have transformed weak-tie networking by lowering the threshold for creating professional relationships.
**Photograph 3**: A woman hesitating near a senior executive at a networking event.
**Explanation**: This photo depicts the "networking discomfort" Casciaro et al. (2014) wrote about, where concern about appearing transactional or intrusive chokes off relationship-building. It highlights the gendered dilemma that women face in self-promoting in professional spheres.
**Critical Thinking Prompts**
**Critical Thinking Prompt 1: Current Networks and Challenges**
My working networks are currently comprised largely of "convenience networks," peers of comparable ranks and backgrounds that provide emotional support but limited career-enhancing ties. This homogeneity creates what Granovetter (1973) would identify as structural holes within my professional network. The greatest challenge lies in overcoming the psychological discomfort Casciaro et al. (2014) attribute to instrumental networking, particularly when making initial contact with high-ranking leaders.
To make up for this, I plan to attend a minimum of two interdisciplinary professional conferences per month to expand my weak ties and use LinkedIn sparingly to contact professionals outside of my immediate field, organizing overtures on the basis of shared interest rather than transactional value. I will create what Yang et al. (2019) call a "dual network" of maintaining strong ties among female colleagues while creating weak ties between organizational fields
**Application Prompt 1: Self-Assessment**
My reluctance to network instrumentally is rooted in what Casciaro et al. (2014) describe as fear of moral contamination, the concern that strategic relationship-building undermines authenticity. This is especially pronounced as a woman trying to avoid what Cross (2008) refers to as the "surface networker" trap, where shallow connections do not lead to substantive career advantage. In order to shift this mindset, I will adopt a "learning orientation" (Cross, 2008) by prioritizing mutual knowledge sharing in networking ties and establish specific objectives (e.g., two informational interviews/month) to make active networking a regular habit
**Application Prompt 2: Key Discovery**
Granovetter's (1973) "strength of weak ties" theory strongly connected to my life as a first-generation professional. My best career possibilities have been made possible by what Granovetter would call weak ties (previous professors, internship managers, and conference acquaintances) who opened doors for me to opportunities inaccessible to my family network. That is precisely similar to Granovetter's major thesis that weak ties fill in structural holes across homogeneous groups. Cross's (2008) application of this theory following his research on high performers added richness to the idea that it's not only having weak ties that matters, but positioning oneself as a bridge between clusters within a network.
**Action Plan**
**Who:** Senior diversity officer at my target company
**What:** 20-minute informational interview regarding their career trajectory and current work
**Where:** Virtual (Zoom)
**When:** By October 20, 2023
**Plan:**
1. Check out their LinkedIn profile and recent publications
2. Compose a personalized message with reference to common ground in mentoring programs
3. Craft questions that reflect knowledge of their work while leaving room for real dialogue
4. Write a thank-you note and offer to exchange relevant resources
**Reflection Prompt: Networking and Leadership**
Effective networking is the foundation of leadership, particularly for women who are encountering systemic barriers. Granovetter's (1973) weak ties provide access to diverse perspectives and possibilities, with Yang et al.'s (2019) research demonstrating women's leadership effectiveness as a blend of strong woman support networks and wide weak-tie networks. Gendered expectation muddies that formula, though. Women are victimized by what Cross (2008) calls the "biased learner" trap when networks become too homogeneous, and face exclusion for assertive networking behavior fostered in men but penalized in them.
References
Casciaro, T., Gino, F., & Kouchaki, M. (2014). The contaminating effects of building instrumental ties: How networking can make us feel dirty.
_Administrative Science Quarterly_,
_59_(4), 705-735.
[https://t-j.ru/media/how-networking-can-make-us-feel-dirty.ip9yswyzdffx..pdf](https://t-j.ru/media/how-networking-can-make-us-feel-dirty.ip9yswyzdffx..pdf)
Cross, R., Thomas, R. J., & Light, D. A. (2008). How top talent uses networks and where rising stars get trapped.
_Organizational dynamics_,
_37_(2), 165-180.
[https://www.robcross.org/wp-content/uploads/2020/04/Org-Dynamics-How-Top-Talent-Uses-Networks.pdf](https://www.robcross.org/wp-content/uploads/2020/04/Org-Dynamics-How-Top-Talent-Uses-Networks.pdf)
Granovetter, M. S. (1973). The strength of weak ties.
_American journal of sociology_,
_78_(6), 1360-1380.
[https://landanyjobyouwant.com/sites/default/files/publications/the_strength_of_weak_ties_and_exch_w-gans.pdf](https://landanyjobyouwant.com/sites/default/files/publications/the_strength_of_weak_ties_and_exch_w-gans.pdf)
Yang, Y., Chawla, N. V., & Uzzi, B. (2019). A network’s gender composition and communication pattern predict women’s leadership success.
_Proceedings of the National Academy of Sciences_,
_116_(6), 2033-2038.
[https://www.pnas.org/doi/pdf/10.1073/pnas.1721438116](https://www.pnas.org/doi/pdf/10.1073/pnas.1721438116)
## image1.jpeg
## image2.jpeg
## image3.jpeg
**ANetworksGenderCompositionandCommunicationPatterPredictWomensLeadershipSuccess.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/anetworksgendercompositionandcommunicationpatterpredictwomensleadershipsuccess-pdf)
**Howtoptalentusesnetworks.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/howtoptalentusesnetworks-pdf)
**Contaminatingeffectsofbuildinginstrumentalties.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/contaminatingeffectsofbuildinginstrumentalties-pdf)
**Contaminatingeffectsofbuildinginstrumentalties.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/contaminatingeffectsofbuildinginstrumentalties-pdf)
**## StrengthofWeakTies.pdf**
The Strength of Weak Ties
Mark S. Granovetter
The American Journal of Sociology, Vol. 78, No. 6. (May, 1973), pp. 1360-1380.
Stable URL:
http://links.jstor.org/sici?sici=0002-9602%28197305%2978%3A6%3C1360%3ATSOWT%3E2.0.CO%3B2-E
The American Journal of Sociology is currently published by The University of Chicago Press.
Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at
http://www.jstor.org/about/terms.html. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained
prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in
the JSTOR archive only for your personal, non-commercial use.
Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at
http://www.jstor.org/journals/ucpress.html.
Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed
page of such transmission.
JSTOR is an independent not-for-profit organization dedicated to and preserving a digital archive of scholarly journals. For
more information regarding JSTOR, please contact support@jstor.org.
http://www.jstor.org
Sat Jan 13 20:15:49 2007
[http://links.jstor.org/sici?sici=0002-9602%28197305%2978%3A6%3C1360%3ATSOWT%3E2.0.CO%3B2-E](http://links.jstor.org/sici?sici=0002-9602%28197305%2978%3A6%3C1360%3ATSOWT%3E2.0.CO%3B2-E)
[http://www.jstor.org/about/terms.html](http://www.jstor.org/about/terms.html)
[http://www.jstor.org/journals/ucpress.html](http://www.jstor.org/journals/ucpress.html)
**## Ogl568photovoice.docx**
**Ogl-568 Women’s Gender Studies-Module 5**
**Your FINAL PHOTO Selections!**
**I have attached what this week’s module about**
In each module, you will have the opportunity to participate in an online discussion forum.
Discussion Purpose: The purpose of the discussion forum is to exchange ideas with class members to expand personal perspectives and make a meaningful application of the course content. Participating in class discussions is a vital part of learning. Participation in discussions represents a significant portion of graded work in this class.
Instructions
First, for your initial discussion board post, please choose one of the photographs you submitted in your Field Notes and Photography assignment and post it along with an explanation of how the image you took relates to the Module Topic.
Second, view the photographs posted by other students and respond to the images they have posted and the explanation of what the image means to them
**AND TO YOU**.
**You should respond to at least TWO images this week**
**_(or more if you're feeling extra:)._**
These questions are for THINKING- you do not need to include these in your post unless you want to:
**Observation and Description**
·
**What do you notice first in the photograph, and why do you think your attention is drawn there?**
**Context and Perspective**
·
**Who might be the intended audience for this photograph, and how might their interpretation differ from yours?**
**Interpretation and Meaning**
·
**What emotions or ideas does the photograph evoke in you? Do you think this aligns with the photographer's intended message?**
·
**What story or message do you think the photograph is trying to convey? Are there any symbols or metaphors present that enhance its meaning?**
**Critical Reflection**
·
**What questions does this photograph raise for you about its subject or context?**
·
**How does this imagery relate to the Module Topic?**
**After you have posted, try reading back to see what others have said. Do you notice any themes, patterns, or similarities? Make note of these themes for your final paper this week.**
[https://www.ted.com/talks/worklife_with_adam_grant_networking_for_people_who_hate_networking](https://www.ted.com/talks/worklife_with_adam_grant_networking_for_people_who_hate_networking)
[https://www.youtube.com/watch?v=k115ePA_9SU&embeds_referring_euri=https%3A%2F%2Fasu.instructure.com%2F&source_ve_path=OTY3MTQ](https://www.youtube.com/watch?v=k115ePA_9SU&embeds_referring_euri=https%3A%2F%2Fasu.instructure.com%2F&source_ve_path=OTY3MTQ)
[https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2430174](https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2430174)
**## PracticingwithFieldNotesandCriticalThinking1-3.docx**
2
**Field Notes and Critical Thinking**
Module 3: Mentors, Advocates, and Advisors
Your name:
**Field Notes and Critical Thinking**
**Field Notes**
**Field Note 1:**
**Date/Time:** October 5, 2023; 3:00 PM
**Location:** University Women’s Leadership Panel
**Observation:** A session of female executives spoke about deconstructing gender bias in traditionally male industries. One of the speakers spoke about the influence of mentorship in her career advancement, where her male mentor was a vocal advocate for her throughout key promotion negotiations. She talked about how his sponsorship made her aware of organizational politics and positioned her front and center with top leaders.
**Reflection:** This account emphasizes the two-fold burden shouldered by women in the workplace: the access to mentorship to advance in their careers and the overall lack of access to older leaders belonging to the same gender identity. The panelist's experience reaffirms Casciaro et al.'s (2014) study that instrumental networking such as accessing mentors would result in feelings of moral discomfit because of perceived differentials in power. Despite such psychological barriers, mentorship is still needed for shattering structural barriers. This discussion also harmonized with Yang et al.'s (2019) research on how leadership achievement among women is strongly signaled by possessing an inner network of female contacts that provide emotional support as well as access to a diverse group of networks.
**Field Note 2:**
**Date/Time:** October 7, 2023; 10:30 AM
**Location:** Workplace Diversity Training Session
**Observation:** One facilitator invited an employee to establish "weak ties" with members of other departments to facilitate innovation and collaboration. What was surprising was that not many women stepped forward to establish these cross-functional relationships during the workshop's interactive sessions.
**Reflection:** Women's hesitation to engage in weak-tie networking may be due to gendered socialization that devalues self-promoting behavior. Granovetter's (1973) seminal work on the strength of weak ties demonstrates how such ties bridge structural holes in networks, providing access to new information and opportunities. However, as Cross (2008) explains in his research on high performers, an individual needs to work deliberately to make weak ties benefit them—a strategy that may be contrary to communal norms more generally linked to women.
**Field Note 3:**
**Date/Time:** October 9, 2023; 6:00 PM
**Location:** Professional Networking Event
**Observation:** A female participant lingered around her colleagues instead of approaching a high-level executive who could be a possible mentor. When asked about it later, she was afraid of "bothering" the executive and was not sure that she had anything of value to offer in return.
**Reflection:** This behavior is a manifestation of what Casciaro et al. (2014) refer to as "networking discomfort," where individuals avoid instrumental relationship-building in an attempt to sustain their moral self-concept. In women, this discomfort typically is amplified by fear of appearing aggressive or self-serving, a much-documented phenomenon in gender studies of workplace behavior. Cross (2008) would term this being caught in the "surface networker" trap, whereby individuals fail to create the high-quality, mutually rewarding relationships that are the hallmark of highly effective networks.
**Photographs**
**_Photograph 1:_** A group of women collaborating at a roundtable discussion.
**Explanation:** This image captures the power of collective support in leader development. It is the antithesis of the individualistic and at times transactional nature of instrumental networking that dominates most workplaces.
**_Photograph 2:_** A LinkedIn connection request screen on a smartphone.
Explanation: Social media tools like LinkedIn have transformed weak-tie networking by lowering the threshold for creating professional relationships.
**Photograph 3**: A woman hesitating near a senior executive at a networking event.
**Explanation**: This photo depicts the "networking discomfort" Casciaro et al. (2014) wrote about, where concern about appearing transactional or intrusive chokes off relationship-building. It highlights the gendered dilemma that women face in self-promoting in professional spheres.
**Critical Thinking Prompts**
**Critical Thinking Prompt 1: Current Networks and Challenges**
My working networks are currently comprised largely of "convenience networks," peers of comparable ranks and backgrounds that provide emotional support but limited career-enhancing ties. This homogeneity creates what Granovetter (1973) would identify as structural holes within my professional network. The greatest challenge lies in overcoming the psychological discomfort Casciaro et al. (2014) attribute to instrumental networking, particularly when making initial contact with high-ranking leaders.
To make up for this, I plan to attend a minimum of two interdisciplinary professional conferences per month to expand my weak ties and use LinkedIn sparingly to contact professionals outside of my immediate field, organizing overtures on the basis of shared interest rather than transactional value. I will create what Yang et al. (2019) call a "dual network" of maintaining strong ties among female colleagues while creating weak ties between organizational fields
**Application Prompt 1: Self-Assessment**
My reluctance to network instrumentally is rooted in what Casciaro et al. (2014) describe as fear of moral contamination, the concern that strategic relationship-building undermines authenticity. This is especially pronounced as a woman trying to avoid what Cross (2008) refers to as the "surface networker" trap, where shallow connections do not lead to substantive career advantage. In order to shift this mindset, I will adopt a "learning orientation" (Cross, 2008) by prioritizing mutual knowledge sharing in networking ties and establish specific objectives (e.g., two informational interviews/month) to make active networking a regular habit
**Application Prompt 2: Key Discovery**
Granovetter's (1973) "strength of weak ties" theory strongly connected to my life as a first-generation professional. My best career possibilities have been made possible by what Granovetter would call weak ties (previous professors, internship managers, and conference acquaintances) who opened doors for me to opportunities inaccessible to my family network. That is precisely similar to Granovetter's major thesis that weak ties fill in structural holes across homogeneous groups. Cross's (2008) application of this theory following his research on high performers added richness to the idea that it's not only having weak ties that matters, but positioning oneself as a bridge between clusters within a network.
**Action Plan**
**Who:** Senior diversity officer at my target company
**What:** 20-minute informational interview regarding their career trajectory and current work
**Where:** Virtual (Zoom)
**When:** By October 20, 2023
**Plan:**
1. Check out their LinkedIn profile and recent publications
2. Compose a personalized message with reference to common ground in mentoring programs
3. Craft questions that reflect knowledge of their work while leaving room for real dialogue
4. Write a thank-you note and offer to exchange relevant resources
**Reflection Prompt: Networking and Leadership**
Effective networking is the foundation of leadership, particularly for women who are encountering systemic barriers. Granovetter's (1973) weak ties provide access to diverse perspectives and possibilities, with Yang et al.'s (2019) research demonstrating women's leadership effectiveness as a blend of strong woman support networks and wide weak-tie networks. Gendered expectation muddies that formula, though. Women are victimized by what Cross (2008) calls the "biased learner" trap when networks become too homogeneous, and face exclusion for assertive networking behavior fostered in men but penalized in them.
References
Casciaro, T., Gino, F., & Kouchaki, M. (2014). The contaminating effects of building instrumental ties: How networking can make us feel dirty.
_Administrative Science Quarterly_,
_59_(4), 705-735.
[https://t-j.ru/media/how-networking-can-make-us-feel-dirty.ip9yswyzdffx..pdf](https://t-j.ru/media/how-networking-can-make-us-feel-dirty.ip9yswyzdffx..pdf)
Cross, R., Thomas, R. J., & Light, D. A. (2008). How top talent uses networks and where rising stars get trapped.
_Organizational dynamics_,
_37_(2), 165-180.
[https://www.robcross.org/wp-content/uploads/2020/04/Org-Dynamics-How-Top-Talent-Uses-Networks.pdf](https://www.robcross.org/wp-content/uploads/2020/04/Org-Dynamics-How-Top-Talent-Uses-Networks.pdf)
Granovetter, M. S. (1973). The strength of weak ties.
_American journal of sociology_,
_78_(6), 1360-1380.
[https://landanyjobyouwant.com/sites/default/files/publications/the_strength_of_weak_ties_and_exch_w-gans.pdf](https://landanyjobyouwant.com/sites/default/files/publications/the_strength_of_weak_ties_and_exch_w-gans.pdf)
Yang, Y., Chawla, N. V., & Uzzi, B. (2019). A network’s gender composition and communication pattern predict women’s leadership success.
_Proceedings of the National Academy of Sciences_,
_116_(6), 2033-2038.
[https://www.pnas.org/doi/pdf/10.1073/pnas.1721438116](https://www.pnas.org/doi/pdf/10.1073/pnas.1721438116)
## image1.jpeg
## image2.jpeg
## image3.jpeg
**ANetworksGenderCompositionandCommunicationPatterPredictWomensLeadershipSuccess.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/anetworksgendercompositionandcommunicationpatterpredictwomensleadershipsuccess-pdf)
**Howtoptalentusesnetworks.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/howtoptalentusesnetworks-pdf)
**Contaminatingeffectsofbuildinginstrumentalties.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/contaminatingeffectsofbuildinginstrumentalties-pdf)
**## StrengthofWeakTies.pdf**
The Strength of Weak Ties
Mark S. Granovetter
The American Journal of Sociology, Vol. 78, No. 6. (May, 1973), pp. 1360-1380.
Stable URL:
http://links.jstor.org/sici?sici=0002-9602%28197305%2978%3A6%3C1360%3ATSOWT%3E2.0.CO%3B2-E
The American Journal of Sociology is currently published by The University of Chicago Press.
Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at
http://www.jstor.org/about/terms.html. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained
prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in
the JSTOR archive only for your personal, non-commercial use.
Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at
http://www.jstor.org/journals/ucpress.html.
Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed
page of such transmission.
JSTOR is an independent not-for-profit organization dedicated to and preserving a digital archive of scholarly journals. For
more information regarding JSTOR, please contact support@jstor.org.
http://www.jstor.org
Sat Jan 13 20:15:49 2007
[http://links.jstor.org/sici?sici=0002-9602%28197305%2978%3A6%3C1360%3ATSOWT%3E2.0.CO%3B2-E](http://links.jstor.org/sici?sici=0002-9602%28197305%2978%3A6%3C1360%3ATSOWT%3E2.0.CO%3B2-E)
[http://www.jstor.org/about/terms.html](http://www.jstor.org/about/terms.html)
[http://www.jstor.org/journals/ucpress.html](http://www.jstor.org/journals/ucpress.html)
**## Ogl568photovoice.docx**
**Ogl-568 Women’s Gender Studies-Module 5**
**Your FINAL PHOTO Selections!**
**I have attached what this week’s module about**
In each module, you will have the opportunity to participate in an online discussion forum.
Discussion Purpose: The purpose of the discussion forum is to exchange ideas with class members to expand personal perspectives and make a meaningful application of the course content. Participating in class discussions is a vital part of learning. Participation in discussions represents a significant portion of graded work in this class.
Instructions
First, for your initial discussion board post, please choose one of the photographs you submitted in your Field Notes and Photography assignment and post it along with an explanation of how the image you took relates to the Module Topic.
Second, view the photographs posted by other students and respond to the images they have posted and the explanation of what the image means to them
**AND TO YOU**.
**You should respond to at least TWO images this week**
**_(or more if you're feeling extra:)._**
These questions are for THINKING- you do not need to include these in your post unless you want to:
**Observation and Description**
·
**What do you notice first in the photograph, and why do you think your attention is drawn there?**
**Context and Perspective**
·
**Who might be the intended audience for this photograph, and how might their interpretation differ from yours?**
**Interpretation and Meaning**
·
**What emotions or ideas does the photograph evoke in you? Do you think this aligns with the photographer's intended message?**
·
**What story or message do you think the photograph is trying to convey? Are there any symbols or metaphors present that enhance its meaning?**
**Critical Reflection**
·
**What questions does this photograph raise for you about its subject or context?**
·
**How does this imagery relate to the Module Topic?**
**After you have posted, try reading back to see what others have said. Do you notice any themes, patterns, or similarities? Make note of these themes for your final paper this week.**
[https://www.ted.com/talks/worklife_with_adam_grant_networking_for_people_who_hate_networking](https://www.ted.com/talks/worklife_with_adam_grant_networking_for_people_who_hate_networking)
[https://www.youtube.com/watch?v=k115ePA_9SU&embeds_referring_euri=https%3A%2F%2Fasu.instructure.com%2F&source_ve_path=OTY3MTQ](https://www.youtube.com/watch?v=k115ePA_9SU&embeds_referring_euri=https%3A%2F%2Fasu.instructure.com%2F&source_ve_path=OTY3MTQ)
[https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2430174](https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2430174)
**## PracticingwithFieldNotesandCriticalThinking1-3.docx**
2
**Field Notes and Critical Thinking**
Module 3: Mentors, Advocates, and Advisors
Your name:
**Field Notes and Critical Thinking**
**Field Notes**
**Field Note 1:**
**Date/Time:** October 5, 2023; 3:00 PM
**Location:** University Women’s Leadership Panel
**Observation:** A session of female executives spoke about deconstructing gender bias in traditionally male industries. One of the speakers spoke about the influence of mentorship in her career advancement, where her male mentor was a vocal advocate for her throughout key promotion negotiations. She talked about how his sponsorship made her aware of organizational politics and positioned her front and center with top leaders.
**Reflection:** This account emphasizes the two-fold burden shouldered by women in the workplace: the access to mentorship to advance in their careers and the overall lack of access to older leaders belonging to the same gender identity. The panelist's experience reaffirms Casciaro et al.'s (2014) study that instrumental networking such as accessing mentors would result in feelings of moral discomfit because of perceived differentials in power. Despite such psychological barriers, mentorship is still needed for shattering structural barriers. This discussion also harmonized with Yang et al.'s (2019) research on how leadership achievement among women is strongly signaled by possessing an inner network of female contacts that provide emotional support as well as access to a diverse group of networks.
**Field Note 2:**
**Date/Time:** October 7, 2023; 10:30 AM
**Location:** Workplace Diversity Training Session
**Observation:** One facilitator invited an employee to establish "weak ties" with members of other departments to facilitate innovation and collaboration. What was surprising was that not many women stepped forward to establish these cross-functional relationships during the workshop's interactive sessions.
**Reflection:** Women's hesitation to engage in weak-tie networking may be due to gendered socialization that devalues self-promoting behavior. Granovetter's (1973) seminal work on the strength of weak ties demonstrates how such ties bridge structural holes in networks, providing access to new information and opportunities. However, as Cross (2008) explains in his research on high performers, an individual needs to work deliberately to make weak ties benefit them—a strategy that may be contrary to communal norms more generally linked to women.
**Field Note 3:**
**Date/Time:** October 9, 2023; 6:00 PM
**Location:** Professional Networking Event
**Observation:** A female participant lingered around her colleagues instead of approaching a high-level executive who could be a possible mentor. When asked about it later, she was afraid of "bothering" the executive and was not sure that she had anything of value to offer in return.
**Reflection:** This behavior is a manifestation of what Casciaro et al. (2014) refer to as "networking discomfort," where individuals avoid instrumental relationship-building in an attempt to sustain their moral self-concept. In women, this discomfort typically is amplified by fear of appearing aggressive or self-serving, a much-documented phenomenon in gender studies of workplace behavior. Cross (2008) would term this being caught in the "surface networker" trap, whereby individuals fail to create the high-quality, mutually rewarding relationships that are the hallmark of highly effective networks.
**Photographs**
**_Photograph 1:_** A group of women collaborating at a roundtable discussion.
**Explanation:** This image captures the power of collective support in leader development. It is the antithesis of the individualistic and at times transactional nature of instrumental networking that dominates most workplaces.
**_Photograph 2:_** A LinkedIn connection request screen on a smartphone.
Explanation: Social media tools like LinkedIn have transformed weak-tie networking by lowering the threshold for creating professional relationships.
**Photograph 3**: A woman hesitating near a senior executive at a networking event.
**Explanation**: This photo depicts the "networking discomfort" Casciaro et al. (2014) wrote about, where concern about appearing transactional or intrusive chokes off relationship-building. It highlights the gendered dilemma that women face in self-promoting in professional spheres.
**Critical Thinking Prompts**
**Critical Thinking Prompt 1: Current Networks and Challenges**
My working networks are currently comprised largely of "convenience networks," peers of comparable ranks and backgrounds that provide emotional support but limited career-enhancing ties. This homogeneity creates what Granovetter (1973) would identify as structural holes within my professional network. The greatest challenge lies in overcoming the psychological discomfort Casciaro et al. (2014) attribute to instrumental networking, particularly when making initial contact with high-ranking leaders.
To make up for this, I plan to attend a minimum of two interdisciplinary professional conferences per month to expand my weak ties and use LinkedIn sparingly to contact professionals outside of my immediate field, organizing overtures on the basis of shared interest rather than transactional value. I will create what Yang et al. (2019) call a "dual network" of maintaining strong ties among female colleagues while creating weak ties between organizational fields
**Application Prompt 1: Self-Assessment**
My reluctance to network instrumentally is rooted in what Casciaro et al. (2014) describe as fear of moral contamination, the concern that strategic relationship-building undermines authenticity. This is especially pronounced as a woman trying to avoid what Cross (2008) refers to as the "surface networker" trap, where shallow connections do not lead to substantive career advantage. In order to shift this mindset, I will adopt a "learning orientation" (Cross, 2008) by prioritizing mutual knowledge sharing in networking ties and establish specific objectives (e.g., two informational interviews/month) to make active networking a regular habit
**Application Prompt 2: Key Discovery**
Granovetter's (1973) "strength of weak ties" theory strongly connected to my life as a first-generation professional. My best career possibilities have been made possible by what Granovetter would call weak ties (previous professors, internship managers, and conference acquaintances) who opened doors for me to opportunities inaccessible to my family network. That is precisely similar to Granovetter's major thesis that weak ties fill in structural holes across homogeneous groups. Cross's (2008) application of this theory following his research on high performers added richness to the idea that it's not only having weak ties that matters, but positioning oneself as a bridge between clusters within a network.
**Action Plan**
**Who:** Senior diversity officer at my target company
**What:** 20-minute informational interview regarding their career trajectory and current work
**Where:** Virtual (Zoom)
**When:** By October 20, 2023
**Plan:**
1. Check out their LinkedIn profile and recent publications
2. Compose a personalized message with reference to common ground in mentoring programs
3. Craft questions that reflect knowledge of their work while leaving room for real dialogue
4. Write a thank-you note and offer to exchange relevant resources
**Reflection Prompt: Networking and Leadership**
Effective networking is the foundation of leadership, particularly for women who are encountering systemic barriers. Granovetter's (1973) weak ties provide access to diverse perspectives and possibilities, with Yang et al.'s (2019) research demonstrating women's leadership effectiveness as a blend of strong woman support networks and wide weak-tie networks. Gendered expectation muddies that formula, though. Women are victimized by what Cross (2008) calls the "biased learner" trap when networks become too homogeneous, and face exclusion for assertive networking behavior fostered in men but penalized in them.
References
Casciaro, T., Gino, F., & Kouchaki, M. (2014). The contaminating effects of building instrumental ties: How networking can make us feel dirty.
_Administrative Science Quarterly_,
_59_(4), 705-735.
[https://t-j.ru/media/how-networking-can-make-us-feel-dirty.ip9yswyzdffx..pdf](https://t-j.ru/media/how-networking-can-make-us-feel-dirty.ip9yswyzdffx..pdf)
Cross, R., Thomas, R. J., & Light, D. A. (2008). How top talent uses networks and where rising stars get trapped.
_Organizational dynamics_,
_37_(2), 165-180.
[https://www.robcross.org/wp-content/uploads/2020/04/Org-Dynamics-How-Top-Talent-Uses-Networks.pdf](https://www.robcross.org/wp-content/uploads/2020/04/Org-Dynamics-How-Top-Talent-Uses-Networks.pdf)
Granovetter, M. S. (1973). The strength of weak ties.
_American journal of sociology_,
_78_(6), 1360-1380.
[https://landanyjobyouwant.com/sites/default/files/publications/the_strength_of_weak_ties_and_exch_w-gans.pdf](https://landanyjobyouwant.com/sites/default/files/publications/the_strength_of_weak_ties_and_exch_w-gans.pdf)
Yang, Y., Chawla, N. V., & Uzzi, B. (2019). A network’s gender composition and communication pattern predict women’s leadership success.
_Proceedings of the National Academy of Sciences_,
_116_(6), 2033-2038.
[https://www.pnas.org/doi/pdf/10.1073/pnas.1721438116](https://www.pnas.org/doi/pdf/10.1073/pnas.1721438116)
## image1.jpeg
## image2.jpeg
## image3.jpeg
**ANetworksGenderCompositionandCommunicationPatterPredictWomensLeadershipSuccess.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/anetworksgendercompositionandcommunicationpatterpredictwomensleadershipsuccess-pdf)
**Howtoptalentusesnetworks.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/howtoptalentusesnetworks-pdf)
**Contaminatingeffectsofbuildinginstrumentalties.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/contaminatingeffectsofbuildinginstrumentalties-pdf)
[>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) – 2 years ago **files (1)** – ## REF25.docx **## REF25.docx** For reflection notes you are expected to summarize the first half of the "Causes of Delinquency" By Travis Hirschi. It is important to use your critical thinking wh…
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– 2 years ago
**files (1)**
– ## REF25.docx
**## REF25.docx**
For reflection notes you are expected to summarize the first half of the
"Causes of Delinquency" By Travis Hirschi. It is important to use your
critical thinking when writing the summary. Usually, your reflections
need to be at least 750 words. At the end, you need to propose some
questions. Your reflection notes need to be elaborated and it is necessary
to include
references and citations.
NO AI PLEASE – WILL RESULT IN ZERO. WILL BE SUBMITTED
TO TURNITIN.COM
These are the chapters that were covered:
I. Perspectives on Delinquency
II. A Control Theory of Delinquency
Ill. The Sample and the Data
IV. What is Delinquency?
v. The Social Distribution of Delinquency
VI. Attachment to Parents
VII. Attachment to the School
VIII. Attachment to Peers
**## REF25.docx**
For reflection notes you are expected to summarize the first half of the
"Causes of Delinquency" By Travis Hirschi. It is important to use your
critical thinking when writing the summary. Usually, your reflections
need to be at least 750 words. At the end, you need to propose some
questions. Your reflection notes need to be elaborated and it is necessary
to include
references and citations.
NO AI PLEASE – WILL RESULT IN ZERO. WILL BE SUBMITTED
TO TURNITIN.COM
These are the chapters that were covered:
I. Perspectives on Delinquency
II. A Control Theory of Delinquency
Ill. The Sample and the Data
IV. What is Delinquency?
v. The Social Distribution of Delinquency
VI. Attachment to Parents
VII. Attachment to the School
VIII. Attachment to Peers
[>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) Developing leadership skills is a process of continual improvement. The SPL model provides a structure for personal growth. For this assessment, you will translate your course learning into a personal leadersh…
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Have this question answered from scratch according to your specific instructions and deadline.
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Developing leadership skills is a process of continual improvement. The SPL model provides a structure for personal growth. For this assessment, you will translate your course learning into a personal leadership development plan and explain how your plan aligns with the SPL model. Your plan should define a strategy for maximizing your leadership effectiveness.
Write a 1,050- to 1,225-word personal leadership plan that includes the following:
– Identify the leadership theory or theories that support your plan. You must integrate theory with citations from the literature to illustrate why the theory you chose supports your plan. Write this section in a third-person perspective.
– Analyze your leadership strengths and weaknesses and what you will do to capitalize on your strengths and modify your weaknesses. Support your analysis of strengths and weaknesses with your scores on the interactive assessments.
– Identify gaps between the leader you are now and the leader you would like to become and how improving these gaps aligns with the SPL model.
– Describe actionable items you will realistically implement to close gaps between the leader you are now and the leader you would like to become.
– Provide a timeline for implementing action items.
_Note_:A well-structured scholarly paragraph contains 3–5 sentences. Please refer to the [MEAL Plan](https://multimedia.phoenix.edu/cms/20205378) as a guide. Avoid the use of first-person language. You will be writing this personal leadership plan from a third-person perspective.
Incorporate feedback from previous weeks.
Include a minimum of 4 peer-reviewed sources. The course textbook may be used as one of the sources.
Format your analysis according to current APA guidelines. Refer to the [Sample Paper for APA 7th Edition](https://multimedia.phoenix.edu/cms/202115142) as a guide to ensure the assignment meets APA standards.
_Note_: Remember to proofread your document, including grammar, punctuation, citations, and formatting.
– 2 years ago
In-depth study guidance and analytical solution covering writing.
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[>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) **The Safety Committee’s Jewelry Dilemma** Leela Patel was standing by her machine, as she had for eight hours of each working day for the past six years. Leela was happy; she had many friends among the 400 or…
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**The Safety Committee’s Jewelry Dilemma** Leela Patel was standing by her machine, as she had for eight hours of each working day for the past six years. Leela was happy; she had many friends among the 400 or so women at the food processing plant. Most of them were of Indian origin like herself, although Asian women formed less than a fifth of the female workforce. Leela was a member of a five-woman team that reported to supervisor Bill Evans.Leela saw Evans approaching now, accompanied by Jamie Watkins, the shop steward. “Hello, Leela; we’ve come to explain something to you,” Evans began. “You must have heard about the accident last month when one of the girls caught a bangle in the machine and cut her wrist. Well, the Safety Committee has decided that no one will be allowed to wear any bangles, engagement rings, earrings, or necklaces at work—only wedding rings, sleepers for pierced ears, and wristwatches will be allowed. So I’m afraid you’ll have to remove your bangles.” Leela, as was her custom, was wearing three bangles—one steel, one plastic, and one gold. All the married Asian women wore bangles, and many of the English girls had also begun wearing them. Leela explained that she was a Hindu wife and the bangles were important to her religion.“Don’t make a fuss, Leela,” Evans said between clenched teeth. “I’ve already had to shout at Hansa Patel and Mira Desai. Why can’t you all be like Meena Shah? She didn’t mind taking her bangles off; neither did the English girls.” Leela could see that Evans was very angry, so, almost in tears, she removed the bangles. When the two had moved off, however, she replaced the gold bangle and carried on with her work.Within two or three days, the plant manager, Sam Jones, noticed that all the Asian women were wearing their bangles again—some, in fact, were wearing more than ever before. “I’m staggered by the response that this simple, common-sense restriction on the wearing of jewelry has brought,” Jones remarked to the regional race relations employment advisor. “I have had several deputations from the Asian women protesting the ban, not to mention visits by individuals on the instruction of their husbands. In addition, I’ve just had a letter from something called the Asian Advisory Committee, asking that the ban be lifted until we meet with their representatives. The strength of this discontent has prompted me to talk to you. Jewelry constitutes both a safety and a hygiene hazard on this site, so it must be removed. And I’m afraid if I talk to this Asian Committee, they’ll turn out to be a bunch of militants who’ll cause all sorts of trouble. At the same time, we can’t afford any work stoppages. What do you suggest?”Several days later, the advisor had arranged for Mr. Singh from the local Council for Community Relations to talk to Jones and other managers. Singh explained that in his opinion there were no obstacles arising from religious observance that prevented implementation of the ban on bangles. However, he pointed out, the bangles do have a custom base that is stronger than the English tradition base for wedding rings. “The bangles are a mark not only of marriage but of the esteem in which a wife is held by her husband. The more bangles and the greater their value, the higher her esteem and the greater her social standing. The tradition also has religious overtones, since the wearing of bangles by the wife demonstrates that each recognizes the other as ‘worthy’ in terms of the fulfillment of their religious obligations. This position is further complicated in that women remove their bangles if they are widowed, and some fear that the removal of the bangles may lead to their husbands’ deaths.” **Questions**
1. What is your initial reaction to this story? Why do you think you had this reaction?
2. Based on this limited information, how would you rate this organization in terms of honoring diversity and developing leadership diversity? Discuss.
3. If you were a top executive at this company, how would you handle this problem?
**Requirements:**
– There is no minimum or maximum required number of pages. Your analysis will be considered complete, if it addresses each of the 3 components outlined above.
– Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited. A minimum of 3 – 5 sources (excluding the course textbook) from scholarly articles or business periodicals is required.
– Include your best critical thinking and analysis to arrive at your justification.
– Approach the assignment from the perspective of the senior executive leadership of the company.
**Submission:** Upload/attach your completed paper to this assignment by the due date. Please see the Course Syllabus for the actual due date.
– 2 years ago
– 2 years ago **files (1)** – ## WK8Assignment8310.docx **## WK8Assignment8310.docx** **Meta-Analyses**  In epidemiology, meta-analyses are becoming a co…
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**files (1)**
– ## WK8Assignment8310.docx
**## WK8Assignment8310.docx**
**Meta-Analyses**
In epidemiology, meta-analyses are becoming a common research design. They are also “the most frequently cited form of clinical research,” and as such are an important type of study for the advanced practice nurse to be familiar with (Haidich, 2010).
For this Assignment, you will analyze a meta-analysis article and consider the implications of this research design for nursing practice, building on this week’s Discussion.
**Reference:**
Haidich, A. B. (2010). Meta-analysis in medical research.
_Hippokratia, 14_(Suppl. 1), 29–37. https://www.hippokratia.gr/images/PDF/14Sup1/699.pdf
Resources
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/161210/modules/items/6261215)
**To prepare:**
· Using the Walden Library, locate a peer-reviewed article that utilizes a meta-analysis design and examines a population health topic that interests you. Your article must be a meta-analysis specifically, not just a systematic review.
The Assignment:
In 2–3 pages, not including title page and references, address the following:
· Identify your selected article. Explain what characteristics make this a meta-analysis.
· Were the inclusion and exclusion criteria clearly stated? How were the articles that were included selected? Do you agree with the researchers’ approach? Explain why or why not.
· Do you agree with the conclusions? Explain why or why not.
· Explain how you could apply implications from the study to your nursing practice.
## image1.jpeg
**## WK8Assignment8310.docx**
**Meta-Analyses**
In epidemiology, meta-analyses are becoming a common research design. They are also “the most frequently cited form of clinical research,” and as such are an important type of study for the advanced practice nurse to be familiar with (Haidich, 2010).
For this Assignment, you will analyze a meta-analysis article and consider the implications of this research design for nursing practice, building on this week’s Discussion.
**Reference:**
Haidich, A. B. (2010). Meta-analysis in medical research.
_Hippokratia, 14_(Suppl. 1), 29–37. https://www.hippokratia.gr/images/PDF/14Sup1/699.pdf
Resources
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/161210/modules/items/6261215)
**To prepare:**
· Using the Walden Library, locate a peer-reviewed article that utilizes a meta-analysis design and examines a population health topic that interests you. Your article must be a meta-analysis specifically, not just a systematic review.
The Assignment:
In 2–3 pages, not including title page and references, address the following:
· Identify your selected article. Explain what characteristics make this a meta-analysis.
· Were the inclusion and exclusion criteria clearly stated? How were the articles that were included selected? Do you agree with the researchers’ approach? Explain why or why not.
· Do you agree with the conclusions? Explain why or why not.
· Explain how you could apply implications from the study to your nursing practice.
## image1.jpeg
**A 2-month-old is identified during newborn screening with sickle cell anemia.** – **How would you manage this patient at 2 months, 2 years, 6 years, and at 13 years old?** – **What are the issues for each stage in development?** – **Where would you refer this child?** – **How would you coordinate …
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Order on TutorsGallery →**A 2-month-old is identified during newborn screening with sickle cell anemia.**
– **How would you manage this patient at 2 months, 2 years, 6 years, and at 13 years old?**
– **What are the issues for each stage in development?**
– **Where would you refer this child?**
– **How would you coordinate the care of this child?**
**.Submission Instructions:**
– **Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources published within the last five years.**
– **in paragraph form, no bullet points or numbering.**
– 2 years ago
– 2 years ago **files (1)** – ## DTE401_Assessment2_20240603.pdf **## DTE401_Assessment2_20240603.pdf** Page 1 of 11 DTE401_Assessment 2_20240603 ASSESSMENT 2 BRIEF Subject Code and Title DTE401: Design Thinking Assessment Folio A – Empathy and Synthesis Individual/Group Individual Length 1500…
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Order on TutorsGallery →– 2 years ago
**files (1)**
– ## DTE401_Assessment2_20240603.pdf
**## DTE401_Assessment2_20240603.pdf**
Page 1 of 11 DTE401_Assessment 2_20240603
ASSESSMENT 2 BRIEF
Subject Code and Title DTE401: Design Thinking
Assessment Folio A – Empathy and Synthesis
Individual/Group Individual
Length 1500 words equivalent (±10%)
Learning Outcomes The Subject Learning Outcomes demonstrated by successful
completion of the task below include:
a) Articulate and apply the concepts and processes of Design
Thinking.
b) Identify and evaluate complex problems in a professional
context.
c) Analyse and critique own capacities and dispositions in
relation to processes of innovation.
d) Apply high-level research and communication skills to
investigate, synthesise, and analyse information from
multiple perspectives (including users and scholarship).
Submission By 11:55 pm AEST/AEDT Sunday at the end of Module 4.2
Weighting 40%
Total Marks 100 marks
Assessment Task
Create a folio to demonstrate your knowledge of innovation and creativity about the first two stages
of the design thinking process: empathy and synthesis.
Please refer to the Instructions for details on how to complete this task.
Page 2 of 11 DTE401_Assessment 2_20240603
Context
This assessment task provides an opportunity for you to demonstrate how your understanding of
the design thinking process and concepts has developed through your engagement in the subject so
far. The task requires you to establish a folio of posts, where you will respond to key aspects of the
first two stages (empathy and synthesis) of the design thinking process. This folio further extends
your learning through design thinking in terms of identifying and evaluating complex problems in a
professional context. It also provides a space for you to reflect on your developing understanding of
design thinking.
Instructions
As you work through the design thinking process in this subject, you will submit TWO (2) folios:
Folio A (Empathy and Synthesis) and Folio B (Ideation and Prototyping).
This assessment (Assessment 2) is Folio A, which covers the first two stages of the design
thinking process. In Folio A, you will respond to the Discussion Forum activities undertaken in
the first two stages (empathy and synthesis) and reflect on the mindset (in terms of
disposition) and the skills and knowledge you have applied. You will also include specific
evidence of using the tools generated through the activities in Modules 2 and 3 to support
your discussion.
Consider the following elements:
• Knowledge of the design thinking process in Module 2 – Empathy and Module 3 –
Synthesis
o You should read widely (including scholarly and non-scholarly sources) and
incorporate this reading into your folio. You should explicitly reference
resources consulted and activities undertaken in the subject.
• Take part in the weekly Discussion Forum
o Write posts and engage with the design thinking tools as prompted in the
Discussion Forum activities in Modules 2.1, 2.2, 3.1 and 3.2. Your reflections
should be written in the first person.
• Apply the skills of academic writing and infographics outlined in the Academic Skills
webpage.
• Format and Structure:
o Part 1: Empathy (750 words equivalent)
1. Participate in the weekly Discussion Forum by writing at least one post
responding to the activities in Module 2.1 (Week 3) and Module 2.2 (Week 4).
2. Provide evidence of your engagement with the tools (e.g. empathy map) as
stated in the activities.
3. Explicitly identify the target people you empathise with.
[https://library.torrens.edu.au/academicskills_ap](https://library.torrens.edu.au/academicskills_ap)
[https://library.torrens.edu.au/academicskills_ap](https://library.torrens.edu.au/academicskills_ap)
Page 3 of 11 DTE401_Assessment 2_20240603
4. Then, transfer your posts to your Assessment 2: Folio A document, revise and
edit it, add more ideas if necessary, update references and use in-text citations.
o Part 2: Synthesis (750 words equivalent)
1. Participate in the weekly Discussion Forum by writing at least one post
responding to the activities in Module 3.1 (Week 5) and Module 3.2 (Week 6).
2. Provide evidence of your engagement with the tools (e.g. problem statement, 5
whys) as stated in the activities.
3. Then, transfer your posts to your Assessment 2: Folio A document, revise and
edit it, add more ideas if necessary, update references and use in-text citations.
Note: Alternatively, you can present your Assessment 2: Folio A as a video recording.
Please refer to the Submission Instructions on pages 4–5 of this assessment brief for
more details.
• Referencing – add in-text citations and a reference list according to APA 7th style, using
publications within the last 5–10 years wherever possible.
• Your submission will be assessed against the following criteria as detailed in the marking
rubric on pages 6–10 of this assessment brief:
o Knowledge of, and engagement with, the design thinking process, skills and tools.
o Depth and analysis in critiquing potential applications and limitations of design
thinking.
o Depth and analysis of reflection relating to the design thinking disposition.
o Clarity of communication and integration of ideas (including spelling,
punctuation and grammar).
o Citation and referencing according to APA 7th conventions.
Referencing
You must use the APA 7th referencing style for this assessment. Please see more information on
referencing in the Academic Skills webpage.
[https://library.torrens.edu.au/academicskills/apa/tool](https://library.torrens.edu.au/academicskills/apa/tool)
Page 4 of 11 DTE401_Assessment 2_20240603
Please ensure that you have attached all components of Assessment 2 (the Written Folio A
and List of References in ONE (1) document) to the Assessment 2 submission point before
clicking on the Submit button.
If want to include Appendix items in your submission, you can save them in a separate
document. Please remember to attach this additional document to the Assessment 2 submission
point before clicking the Submit button.
Submission Instructions
You have two submission options for this assessment:
• Option A: Submit a 1500-word Written Folio A and a List of References. The List of
References is not included in the word count.
• Option B: Submit a 10–11-minute Video Presentation of Folio A, showing your face and
slides in the video (using in-text citations wherever possible). You also need to submit an
accompanying List of References in a separate document.
Please ensure that your Written or Video Presentation of Folio A addresses the Format and
Structure as outlined on pages 2–3 of this assessment brief.
Option A: Written Folio A
Submit your Written Folio A via the Assessment link in the main navigation menu of DTE401: Design
Thinking in Blackboard.
Note:
Option B: Video Presentation of Folio A
Submit your Video Presentation of Folio A by clicking on the ‘Write Submission’ button to access the
Kaltura Media upload function via the Assessment 2 submission point provided in the Assessments
area of DTE401: Design Thinking in Blackboard.
Please click on the link below for the steps on how to upload your Video Presentation of Folio A.
Learning with Technology:
https://torrens.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_529_1&c
ontent_id=_5480654_1&mode=reset
In the Learning with Technology site, please navigate to the ‘Submit a Video Assignment’ tab and
watch the video demonstration entitled Submit a video using Kaltura Media. Alternatively, please
refer to the technical guidance provided right below the video demonstration.
[https://torrens.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_529_1&content_id=_5480654_1&mode=reset](https://torrens.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_529_1&content_id=_5480654_1&mode=reset)
[https://torrens.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_529_1&content_id=_5480654_1&mode=reset](https://torrens.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_529_1&content_id=_5480654_1&mode=reset)
Page 5 of 11 DTE401_Assessment 2_20240603
Please ensure that you have attached all components of Assessment 2 (the Video Presentation
of Folio A and List of References in a separate document) to the Assessment 2 submission
point before clicking on the Submit button.
If want to include Appendix items in your submission, you can save them in a separate
document. Please remember to attach this additional document to the Assessment 2 submission
point before clicking the Submit button.
Note:
Learning Facilitator Feedback
The Learning Facilitator will provide feedback via the Grade Centre in Blackboard. Feedback can be
viewed in the My Grades section of DTE401: Design Thinking.
Academic Integrity
All students are responsible for ensuring that all work submitted is their own and is appropriately
referenced and academically written according to the Academic Writing Guide. Students also need
to have read and be aware of Torrens University Australia Academic Integrity Policy and Procedure
and subsequent penalties for academic misconduct. These are viewable online.
Students must also keep a copy of all submitted materials and any assessment drafts.
Special Consideration
To apply for special consideration for a modification to an assessment or exam due to unexpected or
extenuating circumstances, please consult the Assessment Policy for Higher Education Coursework
and ELICOS and, if applicable to your circumstance, submit a completed Application for Assessment
Special Consideration Form to your Learning Facilitator.
[https://library.torrens.edu.au/ld.php?content_id=49177661](https://library.torrens.edu.au/ld.php?content_id=49177661)
[http://www.torrens.edu.au/policies-and-forms](http://www.torrens.edu.au/policies-and-forms)
[https://laureate-au.blackboard.com/bbcswebdav/xid-4650246_1](https://laureate-au.blackboard.com/bbcswebdav/xid-4650246_1)
[https://laureate-au.blackboard.com/bbcswebdav/xid-4650246_1](https://laureate-au.blackboard.com/bbcswebdav/xid-4650246_1)
[https://laureate-au.blackboard.com/bbcswebdav/xid-4652143_1](https://laureate-au.blackboard.com/bbcswebdav/xid-4652143_1)
[https://laureate-au.blackboard.com/bbcswebdav/xid-4652143_1](https://laureate-au.blackboard.com/bbcswebdav/xid-4652143_1)
Page 6 of 11 DTE401_Assessment 2_20240603
Assessment Rubric
Assessment
Attributes
Fail
(Yet to achieve
minimum standard) 0–
49%
Pass
(Functional)
50–64%
Credit
(Proficient)
65–74%
Distinction
(Advanced)
75–84%
High Distinction
(Exceptional)
85–100%
Knowledge of, and
engagement with, the
Empathy and Synthesis
stages of the design
thinking process, skills
and tools
Total Percentage for
this Assessment
Attribute = 20%
Demonstrates a limited
knowledge of Empathy
and Synthesis by:
● not meeting
minimum standard as
outlined in the format
and structure for this
assessment
● not discussing the
relationship of
Empathy and
Synthesis, and the
underlying concepts
● not engaging with
Empathy and
Synthesis tools.
Demonstrates a functional
knowledge of Empathy and
Synthesis by:
● discussing the concepts
underpinning Empathy
and Synthesis, but
further elaboration is
required
● focusing on Empathy and
Synthesis
strategies/tools without
acknowledging
overarching dispositions
required.
Demonstrates proficient
knowledge of Empathy and
Synthesis by:
● clearly discussing
Empathy and Synthesis
processes, skills, tools
and innovation
disposition
● exploring different
Empathy and Synthesis
strategies/tools from
own research.
Demonstrates advanced
knowledge of Empathy and
Synthesis by:
● clearly and consistently
discussing Empathy and
Synthesis processes,
skills, tools and
innovation disposition
in depth in the
achievement of insights
● integrating a range of
different Empathy and
Synthesis
strategies/tools beyond
those outlined in the
subject.
Demonstrates exceptional
knowledge of Empathy and
Synthesis by:
● clearly, consistently,
systematically and
critically discussing
Empathy and Synthesis
processes, skills, tools
and innovation
disposition in the
achievement of
insights
● integrating a broad
range of strategies and
tools beyond those
outlined in the subject,
including offering
critique and analysis.
Page 7 of 11 DTE401_Assessment 2_20240603
Depth and analysis in
the critique of potential
applications and
limitations of the
Empathy and Synthesis
stages of the design
thinking process
Total Percentage for
this Assessment
Attribute = 30%
Demonstrates a partially
developed analysis and
critique of potential
applications and
limitations by:
● not attempting to
consider the potential
applications of the
Empathy and
Synthesis stages
beyond the subject
experience
● not offering a critique
regarding the limits of
how the Empathy and
Synthesis stages
might be applied.
Demonstrates a functional
analysis and critique of
potential applications and
limitations by:
● offering a developing
analysis of the potential
application of the
Empathy and Synthesis
stages; this is limited in
scope and detail
● adequately structuring
and supporting critique
with a limited range of
evidence.
Demonstrates proficient
analysis and critique of
potential applications and
limitations by:
● thoroughly offering a
critique of the
appropriateness of the
Empathy and Synthesis
stages in relation to
professional contexts;
experiences and
literature are
referenced that
support or challenge
the typical applications
● providing a well-
developed analysis and
critique of the Empathy
and Synthesis stages;
an adequate range of
evidence supports the
analysis well.
Demonstrates advanced
analysis and critique of
potential applications and
limitations by:
● analysing (in depth) the
potential applications
and limitations of the
Empathy and Synthesis
stages, including the
relationships and
comparisons between
them; professional
contexts are carefully
considered and there is
limited reference to the
broader scope beyond
your professional
contexts
● presenting new ideas
within a professional
context; relationships
between the different
limitations and
challenges are analysed
to a high level.
Demonstrates exceptional
analysis and critique of
potential applications and
limitations by:
● Systematically offering
a sophisticated critique
of the limitations in
how the Empathy and
Synthesis stages can be
applied within a
professional context;
this includes
considered reference
to other contexts
drawn from relevant
literature
● comprehensively
synthesising the key
strengths and potential
applications of the
Empathy and Synthesis
stages with insights
drawn from own
experiences and
literature; original
concepts and ideas are
Page 8 of 11 DTE401_Assessment 2_20240603
shared to develop the
existing models and
new domains where
the process might be
applied.
Depth and analysis
of reflection
relating to the
Empathy and
Synthesis stages of
the design thinking
disposition
Total Percentage
for this Assessment
Attribute = 25%
Demonstrates a partially
developed analysis and
reflection by:
● presenting
description (i.e.
recounting
experience) with no
attempt to analyse or
draw meaning from
this experience
● not attempting to
move beyond own
experience or to
extend understanding
through other
positions or points of
view.
Demonstrates a functional
analysis and reflection by:
● presenting description of
experiences related to
the topic and drawing
out some key learnings
● focusing primarily on
deepening
understanding of own
position or experience
with limited analysis of
positions/points of view
of others beyond own
context.
Demonstrates proficient
analysis and reflection by:
● presenting experiences
related to the topic as a
basis for identifying
and discussing key
developments in
thinking about
innovation
● acknowledging and
analysing others’ points
of view and revealing
new questions and
challenges.
Demonstrates advanced
analysis and reflection by:
● drawing on past and
current experiences to
engage with abstract
concepts relating to
empathy, synthesis,
innovation and change.
● articulating key
changes in disposition
and knowledge, taking
into account the
complexities of the
issue(s) and a range of
other points of view
gained from literature.
Demonstrates exceptional
analysis and reflection by:
● identifying
developments in
thinking and
formulating
conclusions and a
substantial position
regarding innovation in
professional settings
● supporting this
position with relevant
experiences and
insightful analysis of
own and others’ points
of view related to
Empathy and
Synthesis.
Page 9 of 11 DTE401_Assessment 2_20240603
Clarity of
communication and
integration of ideas
Total Percentage for
this Assessment
Attribute = 15%
Demonstrates a partially
developed
communication and
integration of ideas by:
● repeatedly obscuring
meaning through
errors in the
communication of
ideas, including
structure, sequence,
spelling, grammar,
punctuation and/or
the
acknowledgement of
sources
● rarely or inaccurately
employing specialised
language and
terminology relating
to design thinking.
Demonstrates a functional
communication and
integration of ideas by:
● using a mode of
communication that is
generally coherent;
expression that is usually
clear, with persistent
errors in spelling,
punctuation or grammar
● generally employing
specialised language and
terminology relating to
design thinking with
accuracy.
Demonstrates proficient
communication and
integration of ideas by:
● providing a precise
meaning that is easy to
follow; information,
arguments and
evidence are
structured and
sequenced clearly and
logically
● communicating ideas
with occasional minor
errors in spelling,
grammar and/or
punctuation
● accurately employing
specialised language
and terminology
relating to design
thinking.
Demonstrates advanced
communication and
integration of ideas by:
● engaging the
audience’s interest;
information, arguments
and evidence are
structured and
sequenced in a way
that is clear and
persuasive
● accurately employing a
wide range of
specialised language
and terminology
relating to design
thinking
● ensuring spelling,
grammar and
punctuation are free
from errors.
Demonstrates exceptional
communication and
integration of ideas by:
● communicating
eloquently; expressing
meaning coherently,
concisely and
creatively within the
given format
● discerningly selecting
and precisely
employing a wide
range of specialised
language and
terminology relating to
design thinking
● engaging and
sustaining the
audience’s interest
● outlining information,
arguments and
evidence that are
insightful, persuasive
and expertly presented
● ensuring spelling,
grammar and
punctuation are free
from errors.
Page 10 of 11 DTE401_Assessment 2_20240603
Citation and
referencing of key
resources and evidence
Total Percentage for
this Assessment
Attribute = 10%
Demonstrates a limited
knowledge of citation and
referencing of key
resources and evidence
by:
● the inconsistent use
of good quality,
credible and relevant
resources to support
and develop ideas
● omitting the
references or not
using APA 7th
referencing style.
Demonstrates a functional
knowledge of citation and
referencing of key resources
and evidence by:
● using credible and
relevant resources to
support and develop
ideas, but use is not
always explicit or well-
developed
● providing references in a
format resembling APA
7th referencing style, with
frequent or repeated
errors.
Demonstrates proficient
knowledge of citation and
referencing of key
resources and evidence by:
● using credible
resources to support
and develop ideas
● providing references in
a format resembling
APA 7th referencing
style, with occasional
errors.
Demonstrates advanced
knowledge of citation and
referencing of key
resources and evidence by:
● using good quality,
credible and relevant
resources to support
and develop arguments
and statements
● showing a broad range
of references sources
within the organisation
● providing APA 7th
referencing that is free
from errors.
Demonstrates exceptional
knowledge of citation and
referencing of key
resources and evidence by:
● demonstrating the use
of high-quality,
credible and relevant
resources to support
and develop
arguments and
position statements
● showing a wide scope
of references sources
within and beyond the
organisation
● providing APA 7th
referencing that is free
from errors.
Page 11 of 11 DTE401_Assessment 2_20240603
The following Subject Learning Outcomes are addressed in this assessment
SLO a) Articulate and apply the concepts and processes of Design Thinking.
SLO b) Identify and evaluate complex problems in a professional context.
SLO c) Analyse and critique own capacities and dispositions in relation to processes of innovation.
SLO d)
Apply high-level research and communication skills to investigate, synthesise, and analyse information from multiple perspectives
(including users and scholarship).
– Assessment Task
– Context
– Instructions
– Knowledge of the design thinking process in Module 2 – Empathy and Module 3 –
– Take part in the weekly Discussion Forum
– Format and Structure:
– Referencing
– Submission Instructions
– Option A: Written Folio A
– Note:
– Option B: Video Presentation of Folio A
– Learning Facilitator Feedback
– Academic Integrity
– Special Consideration
**## DTE401_Assessment2_20240603.pdf**
Page 1 of 11 DTE401_Assessment 2_20240603
ASSESSMENT 2 BRIEF
Subject Code and Title DTE401: Design Thinking
Assessment Folio A – Empathy and Synthesis
Individual/Group Individual
Length 1500 words equivalent (±10%)
Learning Outcomes The Subject Learning Outcomes demonstrated by successful
completion of the task below include:
a) Articulate and apply the concepts and processes of Design
Thinking.
b) Identify and evaluate complex problems in a professional
context.
c) Analyse and critique own capacities and dispositions in
relation to processes of innovation.
d) Apply high-level research and communication skills to
investigate, synthesise, and analyse information from
multiple perspectives (including users and scholarship).
Submission By 11:55 pm AEST/AEDT Sunday at the end of Module 4.2
Weighting 40%
Total Marks 100 marks
Assessment Task
Create a folio to demonstrate your knowledge of innovation and creativity about the first two stages
of the design thinking process: empathy and synthesis.
Please refer to the Instructions for details on how to complete this task.
Page 2 of 11 DTE401_Assessment 2_20240603
Context
This assessment task provides an opportunity for you to demonstrate how your understanding of
the design thinking process and concepts has developed through your engagement in the subject so
far. The task requires you to establish a folio of posts, where you will respond to key aspects of the
first two stages (empathy and synthesis) of the design thinking process. This folio further extends
your learning through design thinking in terms of identifying and evaluating complex problems in a
professional context. It also provides a space for you to reflect on your developing understanding of
design thinking.
Instructions
As you work through the design thinking process in this subject, you will submit TWO (2) folios:
Folio A (Empathy and Synthesis) and Folio B (Ideation and Prototyping).
This assessment (Assessment 2) is Folio A, which covers the first two stages of the design
thinking process. In Folio A, you will respond to the Discussion Forum activities undertaken in
the first two stages (empathy and synthesis) and reflect on the mindset (in terms of
disposition) and the skills and knowledge you have applied. You will also include specific
evidence of using the tools generated through the activities in Modules 2 and 3 to support
your discussion.
Consider the following elements:
• Knowledge of the design thinking process in Module 2 – Empathy and Module 3 –
Synthesis
o You should read widely (including scholarly and non-scholarly sources) and
incorporate this reading into your folio. You should explicitly reference
resources consulted and activities undertaken in the subject.
• Take part in the weekly Discussion Forum
o Write posts and engage with the design thinking tools as prompted in the
Discussion Forum activities in Modules 2.1, 2.2, 3.1 and 3.2. Your reflections
should be written in the first person.
• Apply the skills of academic writing and infographics outlined in the Academic Skills
webpage.
• Format and Structure:
o Part 1: Empathy (750 words equivalent)
1. Participate in the weekly Discussion Forum by writing at least one post
responding to the activities in Module 2.1 (Week 3) and Module 2.2 (Week 4).
2. Provide evidence of your engagement with the tools (e.g. empathy map) as
stated in the activities.
3. Explicitly identify the target people you empathise with.
[https://library.torrens.edu.au/academicskills_ap](https://library.torrens.edu.au/academicskills_ap)
[https://library.torrens.edu.au/academicskills_ap](https://library.torrens.edu.au/academicskills_ap)
Page 3 of 11 DTE401_Assessment 2_20240603
4. Then, transfer your posts to your Assessment 2: Folio A document, revise and
edit it, add more ideas if necessary, update references and use in-text citations.
o Part 2: Synthesis (750 words equivalent)
1. Participate in the weekly Discussion Forum by writing at least one post
responding to the activities in Module 3.1 (Week 5) and Module 3.2 (Week 6).
2. Provide evidence of your engagement with the tools (e.g. problem statement, 5
whys) as stated in the activities.
3. Then, transfer your posts to your Assessment 2: Folio A document, revise and
edit it, add more ideas if necessary, update references and use in-text citations.
Note: Alternatively, you can present your Assessment 2: Folio A as a video recording.
Please refer to the Submission Instructions on pages 4–5 of this assessment brief for
more details.
• Referencing – add in-text citations and a reference list according to APA 7th style, using
publications within the last 5–10 years wherever possible.
• Your submission will be assessed against the following criteria as detailed in the marking
rubric on pages 6–10 of this assessment brief:
o Knowledge of, and engagement with, the design thinking process, skills and tools.
o Depth and analysis in critiquing potential applications and limitations of design
thinking.
o Depth and analysis of reflection relating to the design thinking disposition.
o Clarity of communication and integration of ideas (including spelling,
punctuation and grammar).
o Citation and referencing according to APA 7th conventions.
Referencing
You must use the APA 7th referencing style for this assessment. Please see more information on
referencing in the Academic Skills webpage.
[https://library.torrens.edu.au/academicskills/apa/tool](https://library.torrens.edu.au/academicskills/apa/tool)
Page 4 of 11 DTE401_Assessment 2_20240603
Please ensure that you have attached all components of Assessment 2 (the Written Folio A
and List of References in ONE (1) document) to the Assessment 2 submission point before
clicking on the Submit button.
If want to include Appendix items in your submission, you can save them in a separate
document. Please remember to attach this additional document to the Assessment 2 submission
point before clicking the Submit button.
Submission Instructions
You have two submission options for this assessment:
• Option A: Submit a 1500-word Written Folio A and a List of References. The List of
References is not included in the word count.
• Option B: Submit a 10–11-minute Video Presentation of Folio A, showing your face and
slides in the video (using in-text citations wherever possible). You also need to submit an
accompanying List of References in a separate document.
Please ensure that your Written or Video Presentation of Folio A addresses the Format and
Structure as outlined on pages 2–3 of this assessment brief.
Option A: Written Folio A
Submit your Written Folio A via the Assessment link in the main navigation menu of DTE401: Design
Thinking in Blackboard.
Note:
Option B: Video Presentation of Folio A
Submit your Video Presentation of Folio A by clicking on the ‘Write Submission’ button to access the
Kaltura Media upload function via the Assessment 2 submission point provided in the Assessments
area of DTE401: Design Thinking in Blackboard.
Please click on the link below for the steps on how to upload your Video Presentation of Folio A.
Learning with Technology:
https://torrens.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_529_1&c
ontent_id=_5480654_1&mode=reset
In the Learning with Technology site, please navigate to the ‘Submit a Video Assignment’ tab and
watch the video demonstration entitled Submit a video using Kaltura Media. Alternatively, please
refer to the technical guidance provided right below the video demonstration.
[https://torrens.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_529_1&content_id=_5480654_1&mode=reset](https://torrens.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_529_1&content_id=_5480654_1&mode=reset)
[https://torrens.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_529_1&content_id=_5480654_1&mode=reset](https://torrens.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_529_1&content_id=_5480654_1&mode=reset)
Page 5 of 11 DTE401_Assessment 2_20240603
Please ensure that you have attached all components of Assessment 2 (the Video Presentation
of Folio A and List of References in a separate document) to the Assessment 2 submission
point before clicking on the Submit button.
If want to include Appendix items in your submission, you can save them in a separate
document. Please remember to attach this additional document to the Assessment 2 submission
point before clicking the Submit button.
Note:
Learning Facilitator Feedback
The Learning Facilitator will provide feedback via the Grade Centre in Blackboard. Feedback can be
viewed in the My Grades section of DTE401: Design Thinking.
Academic Integrity
All students are responsible for ensuring that all work submitted is their own and is appropriately
referenced and academically written according to the Academic Writing Guide. Students also need
to have read and be aware of Torrens University Australia Academic Integrity Policy and Procedure
and subsequent penalties for academic misconduct. These are viewable online.
Students must also keep a copy of all submitted materials and any assessment drafts.
Special Consideration
To apply for special consideration for a modification to an assessment or exam due to unexpected or
extenuating circumstances, please consult the Assessment Policy for Higher Education Coursework
and ELICOS and, if applicable to your circumstance, submit a completed Application for Assessment
Special Consideration Form to your Learning Facilitator.
[https://library.torrens.edu.au/ld.php?content_id=49177661](https://library.torrens.edu.au/ld.php?content_id=49177661)
[http://www.torrens.edu.au/policies-and-forms](http://www.torrens.edu.au/policies-and-forms)
[https://laureate-au.blackboard.com/bbcswebdav/xid-4650246_1](https://laureate-au.blackboard.com/bbcswebdav/xid-4650246_1)
[https://laureate-au.blackboard.com/bbcswebdav/xid-4650246_1](https://laureate-au.blackboard.com/bbcswebdav/xid-4650246_1)
[https://laureate-au.blackboard.com/bbcswebdav/xid-4652143_1](https://laureate-au.blackboard.com/bbcswebdav/xid-4652143_1)
[https://laureate-au.blackboard.com/bbcswebdav/xid-4652143_1](https://laureate-au.blackboard.com/bbcswebdav/xid-4652143_1)
Page 6 of 11 DTE401_Assessment 2_20240603
Assessment Rubric
Assessment
Attributes
Fail
(Yet to achieve
minimum standard) 0–
49%
Pass
(Functional)
50–64%
Credit
(Proficient)
65–74%
Distinction
(Advanced)
75–84%
High Distinction
(Exceptional)
85–100%
Knowledge of, and
engagement with, the
Empathy and Synthesis
stages of the design
thinking process, skills
and tools
Total Percentage for
this Assessment
Attribute = 20%
Demonstrates a limited
knowledge of Empathy
and Synthesis by:
● not meeting
minimum standard as
outlined in the format
and structure for this
assessment
● not discussing the
relationship of
Empathy and
Synthesis, and the
underlying concepts
● not engaging with
Empathy and
Synthesis tools.
Demonstrates a functional
knowledge of Empathy and
Synthesis by:
● discussing the concepts
underpinning Empathy
and Synthesis, but
further elaboration is
required
● focusing on Empathy and
Synthesis
strategies/tools without
acknowledging
overarching dispositions
required.
Demonstrates proficient
knowledge of Empathy and
Synthesis by:
● clearly discussing
Empathy and Synthesis
processes, skills, tools
and innovation
disposition
● exploring different
Empathy and Synthesis
strategies/tools from
own research.
Demonstrates advanced
knowledge of Empathy and
Synthesis by:
● clearly and consistently
discussing Empathy and
Synthesis processes,
skills, tools and
innovation disposition
in depth in the
achievement of insights
● integrating a range of
different Empathy and
Synthesis
strategies/tools beyond
those outlined in the
subject.
Demonstrates exceptional
knowledge of Empathy and
Synthesis by:
● clearly, consistently,
systematically and
critically discussing
Empathy and Synthesis
processes, skills, tools
and innovation
disposition in the
achievement of
insights
● integrating a broad
range of strategies and
tools beyond those
outlined in the subject,
including offering
critique and analysis.
Page 7 of 11 DTE401_Assessment 2_20240603
Depth and analysis in
the critique of potential
applications and
limitations of the
Empathy and Synthesis
stages of the design
thinking process
Total Percentage for
this Assessment
Attribute = 30%
Demonstrates a partially
developed analysis and
critique of potential
applications and
limitations by:
● not attempting to
consider the potential
applications of the
Empathy and
Synthesis stages
beyond the subject
experience
● not offering a critique
regarding the limits of
how the Empathy and
Synthesis stages
might be applied.
Demonstrates a functional
analysis and critique of
potential applications and
limitations by:
● offering a developing
analysis of the potential
application of the
Empathy and Synthesis
stages; this is limited in
scope and detail
● adequately structuring
and supporting critique
with a limited range of
evidence.
Demonstrates proficient
analysis and critique of
potential applications and
limitations by:
● thoroughly offering a
critique of the
appropriateness of the
Empathy and Synthesis
stages in relation to
professional contexts;
experiences and
literature are
referenced that
support or challenge
the typical applications
● providing a well-
developed analysis and
critique of the Empathy
and Synthesis stages;
an adequate range of
evidence supports the
analysis well.
Demonstrates advanced
analysis and critique of
potential applications and
limitations by:
● analysing (in depth) the
potential applications
and limitations of the
Empathy and Synthesis
stages, including the
relationships and
comparisons between
them; professional
contexts are carefully
considered and there is
limited reference to the
broader scope beyond
your professional
contexts
● presenting new ideas
within a professional
context; relationships
between the different
limitations and
challenges are analysed
to a high level.
Demonstrates exceptional
analysis and critique of
potential applications and
limitations by:
● Systematically offering
a sophisticated critique
of the limitations in
how the Empathy and
Synthesis stages can be
applied within a
professional context;
this includes
considered reference
to other contexts
drawn from relevant
literature
● comprehensively
synthesising the key
strengths and potential
applications of the
Empathy and Synthesis
stages with insights
drawn from own
experiences and
literature; original
concepts and ideas are
Page 8 of 11 DTE401_Assessment 2_20240603
shared to develop the
existing models and
new domains where
the process might be
applied.
Depth and analysis
of reflection
relating to the
Empathy and
Synthesis stages of
the design thinking
disposition
Total Percentage
for this Assessment
Attribute = 25%
Demonstrates a partially
developed analysis and
reflection by:
● presenting
description (i.e.
recounting
experience) with no
attempt to analyse or
draw meaning from
this experience
● not attempting to
move beyond own
experience or to
extend understanding
through other
positions or points of
view.
Demonstrates a functional
analysis and reflection by:
● presenting description of
experiences related to
the topic and drawing
out some key learnings
● focusing primarily on
deepening
understanding of own
position or experience
with limited analysis of
positions/points of view
of others beyond own
context.
Demonstrates proficient
analysis and reflection by:
● presenting experiences
related to the topic as a
basis for identifying
and discussing key
developments in
thinking about
innovation
● acknowledging and
analysing others’ points
of view and revealing
new questions and
challenges.
Demonstrates advanced
analysis and reflection by:
● drawing on past and
current experiences to
engage with abstract
concepts relating to
empathy, synthesis,
innovation and change.
● articulating key
changes in disposition
and knowledge, taking
into account the
complexities of the
issue(s) and a range of
other points of view
gained from literature.
Demonstrates exceptional
analysis and reflection by:
● identifying
developments in
thinking and
formulating
conclusions and a
substantial position
regarding innovation in
professional settings
● supporting this
position with relevant
experiences and
insightful analysis of
own and others’ points
of view related to
Empathy and
Synthesis.
Page 9 of 11 DTE401_Assessment 2_20240603
Clarity of
communication and
integration of ideas
Total Percentage for
this Assessment
Attribute = 15%
Demonstrates a partially
developed
communication and
integration of ideas by:
● repeatedly obscuring
meaning through
errors in the
communication of
ideas, including
structure, sequence,
spelling, grammar,
punctuation and/or
the
acknowledgement of
sources
● rarely or inaccurately
employing specialised
language and
terminology relating
to design thinking.
Demonstrates a functional
communication and
integration of ideas by:
● using a mode of
communication that is
generally coherent;
expression that is usually
clear, with persistent
errors in spelling,
punctuation or grammar
● generally employing
specialised language and
terminology relating to
design thinking with
accuracy.
Demonstrates proficient
communication and
integration of ideas by:
● providing a precise
meaning that is easy to
follow; information,
arguments and
evidence are
structured and
sequenced clearly and
logically
● communicating ideas
with occasional minor
errors in spelling,
grammar and/or
punctuation
● accurately employing
specialised language
and terminology
relating to design
thinking.
Demonstrates advanced
communication and
integration of ideas by:
● engaging the
audience’s interest;
information, arguments
and evidence are
structured and
sequenced in a way
that is clear and
persuasive
● accurately employing a
wide range of
specialised language
and terminology
relating to design
thinking
● ensuring spelling,
grammar and
punctuation are free
from errors.
Demonstrates exceptional
communication and
integration of ideas by:
● communicating
eloquently; expressing
meaning coherently,
concisely and
creatively within the
given format
● discerningly selecting
and precisely
employing a wide
range of specialised
language and
terminology relating to
design thinking
● engaging and
sustaining the
audience’s interest
● outlining information,
arguments and
evidence that are
insightful, persuasive
and expertly presented
● ensuring spelling,
grammar and
punctuation are free
from errors.
Page 10 of 11 DTE401_Assessment 2_20240603
Citation and
referencing of key
resources and evidence
Total Percentage for
this Assessment
Attribute = 10%
Demonstrates a limited
knowledge of citation and
referencing of key
resources and evidence
by:
● the inconsistent use
of good quality,
credible and relevant
resources to support
and develop ideas
● omitting the
references or not
using APA 7th
referencing style.
Demonstrates a functional
knowledge of citation and
referencing of key resources
and evidence by:
● using credible and
relevant resources to
support and develop
ideas, but use is not
always explicit or well-
developed
● providing references in a
format resembling APA
7th referencing style, with
frequent or repeated
errors.
Demonstrates proficient
knowledge of citation and
referencing of key
resources and evidence by:
● using credible
resources to support
and develop ideas
● providing references in
a format resembling
APA 7th referencing
style, with occasional
errors.
Demonstrates advanced
knowledge of citation and
referencing of key
resources and evidence by:
● using good quality,
credible and relevant
resources to support
and develop arguments
and statements
● showing a broad range
of references sources
within the organisation
● providing APA 7th
referencing that is free
from errors.
Demonstrates exceptional
knowledge of citation and
referencing of key
resources and evidence by:
● demonstrating the use
of high-quality,
credible and relevant
resources to support
and develop
arguments and
position statements
● showing a wide scope
of references sources
within and beyond the
organisation
● providing APA 7th
referencing that is free
from errors.
Page 11 of 11 DTE401_Assessment 2_20240603
The following Subject Learning Outcomes are addressed in this assessment
SLO a) Articulate and apply the concepts and processes of Design Thinking.
SLO b) Identify and evaluate complex problems in a professional context.
SLO c) Analyse and critique own capacities and dispositions in relation to processes of innovation.
SLO d)
Apply high-level research and communication skills to investigate, synthesise, and analyse information from multiple perspectives
(including users and scholarship).
– Assessment Task
– Context
– Instructions
– Knowledge of the design thinking process in Module 2 – Empathy and Module 3 –
– Take part in the weekly Discussion Forum
– Format and Structure:
– Referencing
– Submission Instructions
– Option A: Written Folio A
– Note:
– Option B: Video Presentation of Folio A
– Learning Facilitator Feedback
– Academic Integrity
– Special Consideration
Please read the material and complete in detail!!!!!! I need this complete by 10am on Saturday 19APR25 – 2 years ago **files (1)** – ## WK2ASSIGNMENT.rtfd.zip **## WK2ASSIGNMENT.rtfd.zip** ## WK2 ASSIGNMENT.rtfd/TXT.rtf WK2 ASSIGNMENT HP-114 **Pharmacology Medical Terminology Corner** This week cont…
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Order on TutorsGallery →Please read the material and complete in detail!!!!!! I need this complete by 10am on Saturday 19APR25
– 2 years ago
**files (1)**
– ## WK2ASSIGNMENT.rtfd.zip
**## WK2ASSIGNMENT.rtfd.zip**
## WK2 ASSIGNMENT.rtfd/TXT.rtf
WK2 ASSIGNMENT HP-114
**Pharmacology Medical Terminology Corner** This week continue to explore medications that use a root word for the different groups under the broad category of antibiotics. While the base root does not hold true for every anti-infective group it does for many.
Attachment.png ¬
You can see from this chart that the root words: sulfa, oxacins, cillins, and mycins are not exact for each category. It is helpful, however, as the types are used for different pathological (disease-causing) organisms.
**Explore the organisms that antibiotics are used for.**
Include the following aspects in the assignment:
Make a simple chart for each of the six categories of antibiotics in the chart
Research each category and under each describe the specific type of organism each might be used for (gram-positive cocci, gram-negative bacillus, etc.)
Include the illness that might be caused by the organism (gastroenteritis, pneumonia, skin infection)
Cite any references. At all times proper grammar, sentence structure, and spelling. Copying and pasting are not allowed. Always use your own words View your assignment rubric.
## WK2 ASSIGNMENT.rtfd/Attachment.png
**## WK2ASSIGNMENT.rtfd.zip**
## WK2 ASSIGNMENT.rtfd/TXT.rtf
WK2 ASSIGNMENT HP-114
**Pharmacology Medical Terminology Corner** This week continue to explore medications that use a root word for the different groups under the broad category of antibiotics. While the base root does not hold true for every anti-infective group it does for many.
Attachment.png ¬
You can see from this chart that the root words: sulfa, oxacins, cillins, and mycins are not exact for each category. It is helpful, however, as the types are used for different pathological (disease-causing) organisms.
**Explore the organisms that antibiotics are used for.**
Include the following aspects in the assignment:
Make a simple chart for each of the six categories of antibiotics in the chart
Research each category and under each describe the specific type of organism each might be used for (gram-positive cocci, gram-negative bacillus, etc.)
Include the illness that might be caused by the organism (gastroenteritis, pneumonia, skin infection)
Cite any references. At all times proper grammar, sentence structure, and spelling. Copying and pasting are not allowed. Always use your own words View your assignment rubric.
## WK2 ASSIGNMENT.rtfd/Attachment.png