The text book is Business Ethics and Social Responsibility for Managers by Tracy Gonzalez-PardonDeveloping an Ethical CulturePrior to beginning your assignment, read Chapters 7 and 8 of the textbook, and Creating an ethical workplace (Links to an external site.)Links to an external site.. For this assignment, you will take on the role of a mid-level organizational manager. In your current job role, you have noticed that the organizational culture is contributing to some unethical decision making by subordinates and peers. You feel strongly that leadership must be not only made aware of the situation but also given appropriate solutions. To communicate with the CEO and shareholders, you must create a memo. In the memo, you will explain the issues, as well as offer appropriate solutions. For help in the format and writing style of a memo use Good example of a persuasive memo. In your memo include:·Header: with To, From, Date, and Subject ·Introductory paragraph ·One to two paragraphs outlining the issues. ·Three to six paragraphs describing solutions ·A closing paragraph that summarizes the information. In the memo:·Describe the issues of the current ethical culture ·Describe which stakeholders are affected by the issues, such as employees, shareholders, local community, society, etc. ·Formulate a plan to change the ethical culture ·Convince the CEO and shareholders of the importance of the changes Memos are a business style of writing rather than academic. You do not need to use in-text citations in the memo. However, your work should be paraphrased rather than quoted. You must include a reference page to demonstrate the use of any resources.

Draw an AON network using the following data and find the probability of completing the path with the longest expected duration in 44 days, the official opening date. Use Microsoft Project for this. Please find attached doc.Simulate above to find the probabilities of project completion. Use a BetaPERT distribution for defining activity time distributions. After a 1000-trial simulation, examine the statistical information generated and compare the output of the simulation with your findings in Problem 28. Briefly explain the significant similarities anddifferences.(Optional:modifyyoursimulationmodel and determine the probability that the path with the longest expected duration actually is the critical path. What are the managerial implications associated with your results?)Show results from Microsoft Project.

Write a minimum of two pages in which you recall team experiences you have had in which a team was effective and another in which it was not. Write a description of these teams and their tasks, paying particular attention to the behavioral expectations for which the team members held each other accountable.The ground rules for a team are the spoken and unspoken functional rules and expectations that help or hinder the team in reaching a goal. Systems thinking can inform an analysis of team ground rules in that it addresses the interrelationships between people and departments, and the way things are done in an organization. Understanding the larger contexts in an organization can help you communicate with those affected by a problem or issue.SHOW LESSBy successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:Competency 1: Apply change management interventions. Describe how ground rules help an effective team perform and work well together.Analyze prospective differences in ground rules for team members and tensions that may result.Analyze how differences in unspoken ground rules and team members' expectations cause conflict and damage performance.Describe the effect of discussing ground rules as a method of team learning.Competency 2: Analyze applications of change management principles. Describe an effective team from a real-world experience, including the tasks of the team.Describe the ground rules applied in an effective team.Describe an ineffective team from a real-world experience, including the tasks of the team.Explain the spoken or unspoken ground rules that describe expectations for behavior in an ineffective team.Competency MapCHECK YOUR PROGRESSUse this online tool to track your performance and progress through your course.Toggle DrawerQuestions to ConsiderTo deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.Reflect on how team learning practices are used to support change in your organization (a current or previous workplace, or another type of organization with which you are involved). What elements do you recognize in your organization? Which methods might be useful to experiment with in your organization?Toggle DrawerResourcesSuggested ResourcesThe following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.Capella MultimediaClick the link provided below to view the following multimedia piece:The Ladder of Inference | Transcript.SHOW LESSLibrary ResourcesThe following e-books and articles from the Capella University Library are linked directly in this course.Flood, R. L. (1999). Rethinking the fifth discipline: Learning within the unknowable. Florence, KY: Routledge. Chapter 2, "Senge's The Fifth Discipline." Braham, B. J., Henry, C., & Mapson, R. (1995). Creating a learning organization: Promoting excellence through education. Menlo Park, CA: Cengage. Part 1, "Why Become a Learning Organization?" Part 3, "The Organization's Responsibility for Learning." Part 4, "The Individual's Responsibility for Learning." Clifton, J. (2012, October). Conversation analysis in dialogue with stocks of interactional knowledge: Facework and appraisal interviews. Journal of Business Communication, 49(4), 283–311. Groysberg, B., & Slind, M. (2012). Leadership is a conversation. Harvard Business Review, 90(6), 76–84.Manning, C. A., Waldman, M. R., Lindsey, W. E., Newberg, A. B., & Cotter-Lockard, D. (2012). Personal inner values: A key to effective face-to-face business communication. Journal of Executive Education, 11(1), 37–65. Course Library GuideA Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the BUS-FP4802 – Change Management Library Guide to help direct your research.Internet ResourcesAccess the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.Note: In the articles, look for the ground rules for successful dialogue and how those relate to facilitating conversations about change.Karagianis, E. (2001, Winter). The art of dialogue: Better communication in business and in life. Spectrum. Retrieved from http://spectrum.mit.edu/articles/the-art-of-dialog...Williams, L. (1999). William N. Isaacs' take on dialogue. Retrieved from http://www.soapboxorations.com/ddigest/isaacs.htmlJones, M. (1996). Dialogue: The emergence of shared meaning. Retrieved from http://web.archive.org/web/20011006040924/http:/ww...Isaacs, W., Hanig, R., Harinish, V., & Woolley, A. W. (n.d.). Listening and dialogue. Retrieved from http://web.archive.org/web/20010809115427/http://w...The Presencing Institute. (2011). Dialogue on leadership. Retrieved from https://www.presencing.com/presencing/dolBookstore ResourcesThe resources listed below are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these materials are available for purchase from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific –FP(FlexPath) course designation.Senge, P. M., Kleiner, A., Roberts, C., Smith, B., & Ross, R. (1994). The fifth discipline fieldbook: Strategies and tools for building a learning organization. New York, NY: Doubleday. The following chapter is recommended for further study in this assessment: "Team Learning."Assessment InstructionsThink of a team experience you have had in which the team was effective. Write a description of this team and its tasks, paying particular attention to the behavioral expectations for which the team members held each other accountable (these might have been spoken or unspoken). List the ground rules and describe how the rules helped the team perform and work well together.Think of an team experience you have had in which the team was not effective. Write a description of this team and its tasks, including the spoken or unspoken ground rules that describe the expectations for behavior on this team. Examine the possibility that some members held ground rules that others did not. How might this have been a source of tension? Analyze how this difference in what is expected of team members caused conflict and damaged performance. What effect could a dialogue about ground rules as a method of team learning have had for this group?Your assessment should be a minimum of 2 pages in length, double-spaced.