Essay Grade

Refer to the “Freeman-Brown Private School Case Study” document for details pertaining to this
assignment.
The board of directors at Freeman-Brown Private School (FBPS) has hired you as part of a consulting
team to review the situation and present your findings and recommendations. Write a paper (1,2501,500 words) that discusses the case. Complete this assignment from the perspective of the hired
consultants. Respond to the following questions:
1. Review how organizations interact with their external environment (as open systems and
complex adaptive systems). How effective was Freeman-Brown as an open system at the time
of the closure? How effective was Freeman-Brown as a complex adaptive system at the time of
the closure?
2. Review your reading this week on the internal environment of organizations. What is your
evaluation of the organizational culture andorganizational climate at the time the decision to
close two campuses was made?
3. What is your evaluation of the decision made by Dr. Murphy and Caudill? What is your
evaluation of the process of going about the closure?
4. Was FBPS demonstrating social responsibility? Discuss the closure impact on three specific
stakeholders.
5. Provide an explanation, using appropriate management theories, for how the administration
could have handled the closure effectively with stakeholders? Include one theory from each of
the following: the classical approach, the human relations approach, and the modern
management approach.
6. You have been asked to suggest two goals: one long-term and one short-term goal for the
future direction of FBPS. Justify your decision.
7. Present a concluding statement that integrates the 4 functions of management as a means to
revamp management at FBPS and meets the recommended goals.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the
Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become
familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student
Success Center.
Freeman-Brown Private School Case Study
2
1
Less than
Unsatisfactory
Satisfactory
0.00%
65.00%
70.0 %Content
10.0 %Freeman- Evaluation of
Brown Private FBPS as an
School (FBPS) as open system
an Open System and as a
and Complex
complex
Adaptive System adaptive
system during
the time of the
campus
closures is
absent,
inappropriate,
or irrelevant.
10.0
Evaluation of
%Organizational the
Culture and
organizational
Climate at FBPS culture and
organizational
climate within
FBPS during
3
Satisfactory
75.00%
4
Good
85.00%
Evaluation of Evaluation of Evaluation of
FBPS as an
the
the
open system or effectiveness of effectiveness
as a complex FBPS as an
of FBPS as an
adaptive
open system open system
system during and as a
and as a
the time of the complex
complex
campus
adaptive
adaptive
closures is
system during system during
vague or
the time of the the time of the
incomplete.
campus
campus
Presentation of closures is
closures is
facts to support provided, but at clear and well
whether FBPS a cursory level. integrated
was effective Rudimentary Supporting
as an open
evaluation of material is of
system or as a the
above average
complex
effectiveness of quality and
adaptive
FBPS as an
quantity.
system is weak open system
or marginal
and as a
with gaps in complex
presentation. adaptive
Supporting
system may
material is
contain some
often
inconsistencies.
confusing or Supporting
inappropriate. material is of
baseline
acceptable
quality and
quantity.
Evaluation of
either the
organizational
culture or the
organizational
climate within
FBPS during
Evaluation of
the
organizational
culture and
organizational
climate within
FBPS during
Evaluation of
the
organizational
culture and
organizational
climate within
FBPS during
5
Excellent
100.00%
Evaluation of
the
effectiveness
of FBPS as an
open system
and as a
complex
adaptive
system during
the time of the
campus
closures is
definitive and
detailed. A
thorough
evaluation of
FBPS as an
open system
and as a
complex
adaptive
system,
including
examples and
insights that
further
understanding,
is provided.
Supporting
material is of
exceptional
quality and
quantity.
Evaluation of
the
organizational
culture and
organizational
climate within
FBPS during
the time of the
closures is
absent,
inappropriate,
or irrelevant.
the time of the
closures is
vague or
incomplete.
Evaluation of
the climate or
culture at
FBPS is weak
or marginal
with gaps in
presentation.
Supporting
material is
often
confusing or
inappropriate.
10.0 %Closure Evaluation of Evaluation of
Decision and
the decision to the decision to
Closure Process close the
close the
campuses and campuses and
the process of the process of
going about
going about
the closure is the closure is
absent,
vague or
inappropriate, incomplete.
or irrelevant. Evaluation of
the impact on
three specific
stakeholders is
weak or
marginal, with
gaps in
presentation.
Supporting
material is
often
confusing or
inappropriate.
the time of the the time of the
closures is
closures is
provided, but at clear and well
a cursory level. integrated.
Rudimentary Supporting
evaluation of material is of
the climate and above average
culture at
quality and
FBPS may
quantity.
contain some
inconsistencies.
Supporting
material is of
baseline
acceptable
quality and
quantity.
the time of the
closures is
methodical
and detailed.
A
comprehensive
evaluation of
both the
organizational
culture and
climate at
FBPS,
including
examples and
insights to
further
understanding,
is provided.
Supporting
material is of
exceptional
quality and
quantity.
Evaluation of Evaluation of Evaluation of
the decision to the decision to the decision to
close the
close the
close the
campuses and campuses and campuses and
the process of the process of the process of
going about the going about going about
closure is
the closure is the closure is
provided, but at clear and
thorough and
a cursory level. coherent.
provides
The analysis of Supporting
insight to
the decision
material is of further
and process
above average understanding.
may contain quality and
Supporting
some
quantity.
material is of
inconsistencies.
exceptional
Supporting
quality and
material is of
quantity.
baseline
acceptable
quality and
quantity.
10.0 %Social
Responsibilities
and Impact on
Stakeholders
Evaluation of Evaluation of Evaluation of Evaluation of Evaluation of
demonstrated demonstrated demonstrated demonstrated demonstrated
social
social
social
social
social
responsibilities responsibilities responsibilities responsibilities responsibilities
and the impact is vague or
is provided, but is clear and
is thorough
on three
incomplete.
at a cursory
well
and well
specific
Evaluation of level.
integrated. A integrated. A
stakeholders, is the impact on Rudimentary comprehensive thorough
absent,
three specific evaluation of evaluation of evaluation of
inappropriate, stakeholders is the impact on the impact on the impact on
or irrelevant. weak or
three specific three specific three specific
marginal, with stakeholders stakeholders is stakeholders,
gaps in
may contain provided.
including
presentation. some
Supporting
examples and
Supporting
inconsistencies. material is of personal
material is
Supporting
above average insights to
often
material is of quality and
further
confusing or baseline
quantity.
understanding,
inappropriate. acceptable
is provided.
quality and
Supporting
quantity.
material is of
exceptional
quality and
quantity.
10.0
Explanation of Explanation of An explanation Explanation of Explanation of
%Administration how the
how the
of how the
how the
how the
Closure Options administration administration administration administration administration
could have
could have
could have
could have
could have
handled the
handled the
handled the
handled the handled the
closure
closure
closure
closure
closure
according to according to according to according to according to
organizational organizational organizational organizational organizational
theories as
theories as
theories as
theories as
theories as
specified in the specified in the specified in the specified in specified in
assignment
assignment
assignment
the assignment the assignment
(one theory
(one theory
(one theory
(one theory
(one theory
from each of from each of from each of from each of from each of
the three
three
three
three
three
approaches) is approaches) is approaches) is approaches) is approaches) is
absent,
vague or
provided, but at clearly
thorough and
inappropriate, incomplete.
a cursory level. articulated and well
or irrelevant. Supporting
Supporting
well
integrated.
material is
material is of integrated.
Examples and
often
baseline
Supporting
personal
confusing or acceptable
material is of insights are
inappropriate.
above average used to further
quality and
quantity.
quality and
quantity.
understanding.
Supporting
material is of
exceptional
quality and
quantity.
10.0 %Plans for An
An
An
An
An
Future Direction identification identification identification identification identification
of FBPS
of one long- of one long- of one long- and
and
term and one term and one term and one justification of justification of
short-term plan short-term plan short-term plan the selection the selection
for the future for the future for the future of one long- of one longdirection of
direction of
direction of
and one short- and short-term
FBPS is
FBPS is vague FBPS is
term plan for plan for the
absent,
or incomplete. provided, but at the future
future
inappropriate, The
a cursory level. direction of direction of
or irrelevant. justification of The
FBPS are
FBPS are
the plans is
justification of clearly
thorough and
weak or
the plans is
articulated and wellmarginal.
satisfactory.
well
integrated.
Supporting
Supporting
integrated.
Examples and
material is
material is of Supporting
personal
often
baseline
material is of insight are
confusing or acceptable
above average used to further
inappropriate. quality and
quality and
understanding.
quantity.
quantity.
Supporting
material is of
exceptional
quality and
quantity.
10.0
A statement A statement A statement
A statement A statement
%Concluding
that integrates that integrates that integrates that integrates that integrates
Statement
the 4 functions the 4 functions the 4 functions the 4 functions the 4 functions
of management of
of management of
of
in order to
management in in order to
management management
revamp
order to
revamp
in order to
in order to
management at revamp
management at revamp
revamp
FBPS and
management at FBPS and meet management management
meet the
FBPS and
the
at FBPS and at FBPS and
recommended meet the
recommended meet the
meet the
goals is absent, recommended goals is
recommended recommended
inappropriate, goals is vague provided, but at goals is clearly goals is
or irrelevant. or incomplete. a cursory level. articulated and thorough and
Supporting
Supporting
well
wellmaterial is
material is of integrated.
integrated.
often
baseline
Supporting
Examples and
confusing or acceptable
inappropriate. quality and
quantity.
20.0
%Organization
and Effectiveness
7.0 %Thesis
Paper lacks
Thesis is
Thesis is
Development and any discernible insufficiently apparent and
Purpose
overall purpose developed or appropriate to
or organizing vague. Purpose purpose.
claim.
is not clear.
material is of
above average
quality and
quantity.
personal
insight are
used to further
understanding.
Supporting
material is of
exceptional
quality and
quantity.
Thesis is clear Thesis is
and forecasts comprehensive
the
and contains
development the essence of
of the paper. the paper.
Thesis is
Thesis
descriptive
statement
and reflective makes the
of the
purpose of the
arguments and paper clear.
appropriate to
the purpose.
8.0 %Argument Statement of Sufficient
Argument is Argument
Clear and
Logic and
purpose is not justification of orderly, but
shows logical convincing
Construction
justified by the claims is
may have a few progressions. argument that
conclusion.
lacking.
inconsistencies. Techniques of presents a
The conclusion Argument
The argument argumentation persuasive
does not
lacks
presents
are evident. claim in a
support the
consistent
minimal
There is a
distinctive and
claim made. unity. There justification of smooth
compelling
Argument is are obvious
claims.
progression of manner. All
incoherent and flaws in the
Argument
claims from sources are
uses
logic. Some logically, but introduction to authoritative.
noncredible
sources have not thoroughly, conclusion.
sources.
questionable supports the
Most sources
credibility.
purpose.
are
Sources used authoritative.
are credible.
Introduction
and conclusion
bracket the
thesis.
5.0 %Mechanics Surface errors Frequent and Some
Prose is
Writer is
of Writing
are pervasive repetitive
mechanical
largely free of clearly in
(includes
spelling,
punctuation,
grammar,
language use)
10.0 %Format
5.0 %Paper
Format (use of
appropriate style
for the major
and assignment)
enough that
mechanical
errors or typos mechanical
command of
they impede errors distract are present, but errors,
standard,
communication the reader.
they are not
although a few written,
of meaning.
Inconsistencies overly
may be
academic
Inappropriate in language
distracting to present. The English.
word choice or choice
the reader.
writer uses a
sentence
(register) or Correct and
variety of
construction is word choice varied sentence effective
used.
are present.
structure and sentence
Sentence
audiencestructures and
structure is
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figures of
correct but not language are speech.
varied.
employed.
Template is not Appropriate Appropriate
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used
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elements are
appropriately used, but some used.
fully used.
correct.
or
elements are Formatting is There are
documentation missing or
correct,
virtually no
format is rarely mistaken. A although some errors in
followed
lack of control minor errors formatting
correctly.
with
may be present. style.
formatting is
apparent.
5.0
Sources are not Documentation Sources are
Sources are Sources are
%Documentation documented. of sources is documented, as documented, completely
of Sources
inconsistent or appropriate to as appropriate and correctly
(citations,
incorrect, as assignment and to assignment documented,
footnotes,
appropriate to style, although and style, and as appropriate
references,
assignment
some
format is
to assignment
bibliography,
and style, with formatting
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etc., as
numerous
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format is free
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100 %Total
Weightage
Videos to help with your Week Two assignment – Classical Theory
Class, part of your assignment due in week 2 you will need to select one classical management theory
that will be applicable in managing the school. In your own words, describe your understanding of
Scientific, Administrative, and Bureaucratic management. Below are short videos that may help you:


Hi class!
As part of your assignment due in week 2 you will need to select one human relations management
theory that would be applicable in managing the school. Please share with me your understanding of
the Hawthorn Studies, Maslow’s hierarchy, McGregor’s theory X and Y. Below are some short videos
that can hopefully help:
Hawthorn Studies:

Maslow’s Hierarchy:
http://www.youtube.com/watch?v=LjArLRXMH58
McGregor’s theory X and Y:

Hi Class!
As part of your assignment due in week 2 you will need to select one modern management theory that
would be applicable in managing the school. Please describe your understanding of systems thinking
and contingency theory. Below are some short videos that will probably help you out.
Systems Theory:
Part 1: http://www.youtube.com/watch?v=IJxWoZJAD8k
Part 2: http://www.youtube.com/watch?v=UdBiXbuD1h4
Contingency Theory:
http://www.youtube.com/watch?v=ZTTcfbFU8G8
Freeman-Brown Private School Case Study
The following case study is based on true events. Names and identifying details have been
modified.
Freeman-Brown Private School (FBPS), based in Illinois, was founded in 1944 by the Brown
and Freeman families. Over the years, the school acquired a reputation as a leading academic
institution with an advanced curriculum. Parents described the school as having a highly
performing academic environment that provided a rigorous curriculum while fostering a safe,
family-oriented atmosphere in a place where community was valued. Not surprisingly, the
student population grew and the school opened multiple campuses in the metropolitan area
(Bristol, Culpeper, Richmond, Hampton, and Staunton). The Brown and Freeman families
eventually sold FBPS to the for-profit, Alabama-based Caudhill International Family of Schools
in 2007. The mission of the Caudhill group was to broaden the international focus of FBPS,
along with the nine other schools it owned (across the United States, Switzerland, and Mexico).
Even under the new ownership, the environment in the various FBPS campuses was still
described as achievement-oriented and supportive.
Milestones
•
1944 – Freeman-Brown Private School was founded by the Brown and Freeman families.
•
1944 – Inaugural opening established Hampton campus.
•
1969 – Culpeper campus was established.
•
1981 – Richmond campus was established.
•
2003 – Bristol campus was created.
•
2007 – Freeman-Brown Private Schools joined the Caudhill International Family of
Schools.
•
2008 – Culpeper campus relocated to Staunton campus.
•
2008 – The inaugural freshman class joined Freeman-Brown Preparatory High School.
•
2010 – Freeman-Brown Preparatory High School was designated an authorized
International Baccalaureate (IB) Programme School.
•
2012 – Freeman-Brown Preparatory (High) School graduated its first class in May.
•
2012 – Freeman-Brown’s new 6th-12th grade Middle and Upper School campus opened
in August in North Richmond.
•
2013 – The Upper School Athletic Complex and Student Center opened.
Within a year of Caudhill owning the school, parents noticed a subtle name change. The school,
which was previously known as “Freeman-Brown Private School,” was now “Freeman-Brown
Preparatory School.” This name change in itself did not seem to affect the school’s image or
© 2016. Grand Canyon University. All Rights Reserved.
functioning at an operational level, but it was an early indication of the strategic direction in
which the school would be heading.
In 2008, FBPS attempted to enter the high school business at its Culpeper campus, but that initial
attempt was not as successful as anticipated. This was probably a contributory factor to the
relocation of the high school to a new state-of-the-art campus in Richmond, known as the North
Richmond campus.
A high point for FBPS came in 2010 when it launched its International Baccalaureate
Programme (IB Programme). Its first IB graduating class was May of 2012. However, that same
year FBPS decided to close both the Culpeper and the Hampton campuses. At the time of the
Hampton closure, families were informed that low enrollment was the reason behind the closure
and that all other campuses would remain open. The economic recession in the United States
between 2005 and 2011 led to many organizations going out of business, and the education
sector was not exempt (U.S. Department of Labor, 2013).
In addition to the economic recession, private schools in Illinois have faced intense competition
from charter schools, which are independently run public schools. Between 2011 and 2013, two
top-rated charter schools opened campuses within 5 miles of the Staunton campus. Some FBPS
Staunton campus students transferred to those schools.
In 2013, FBPS sent an e-mail to parents in error, informing them that the Staunton campus (preK through middle school) would be discontinued. That e-mail was withdrawn on the same day,
and shortly afterwards, the head of the school retired. Caudhill appointed Dr. Audrina Murphy as
the new head of the school. Dr. Murphy, a well-educated and experienced administrator, worked
with “strategic planning experts” to create a niche and a new mission for the school. Dr. Murphy
embraced her new role and continuously assured parents that the Staunton campus would remain
open. Parents who attended the Parent Teacher Student Association (PTSA) meeting in midDecember 2013 affirmed that she offered assurances at the meeting.
January 2014
Winter break started on Monday, December 23, 2013, and students were scheduled to return to
school on Tuesday, January 7, 2014. On Monday, January 6, 2014, the Staunton campus
principal received information that the campus would close at the end of the semester, and this
news was conveyed to faculty and staff at the school. Only two campuses would remain open:
the Richmond and North Richmond campuses.
Parents were outraged, students were in disarray, and faculty and administration were in shock.
If parents had been informed earlier, it would have been possible for them to try to secure a spot
for their children at one of the schools nearby. However, open admissions at the surrounding
schools had closed earlier in December. Parents attempted to place their children on waiting lists,
but most lists had already filled up, some in excess of 800 students. Additionally, many local
schools had already completed their hiring for the following academic year, leaving FBPS
faculty and staff limited in employment options.
As it turned out, FBPS was not the only school closing campuses. That period was a difficult
time for schools in Illinois in general, with reports from the Center for Education Reform (2011)
reporting that between 2010 and 2011 the major reasons schools closure were financial,
mismanagement, and district-related issues.
2
Parent Meeting
Parents were invited to a meeting on January 8, 2014, to meet with the head of the school and a
Caudhill official. Parents invited the media to the meeting, but the media was denied access. At
the onset of the meeting, Dr. Murphy took the podium and began by praising the Staunton
campus and its community. These statements bothered some of the parents, who demanded to
know why the school was closing if it had all the positive attributes just attributed to it.
The meeting grew tense and heated. Parents felt betrayed because of the timing of the closure
announcement. Dr. Murphy stated that buses would be provided to shuttle children ages 2-12 to
the new locations. However, the closest campus would require a trip of 40-miles (minimum)
twice every day. This would not be a viable option for many parents, but the announcement
timing left them with few options.
Other parents tried to negotiate with the administration to run the school for one more academic
year so families would have enough time to transition their children. Neither the Caudill official
nor Dr. Murphy agreed to this proposed solution.
Some parents offered to pay more in terms of tuition, but administration again did not agree to
this proposal. Parents asked if the closure was due to financial reasons. Dr. Murphy replied that
finances were “not a factor” and the closure was for “demographic reasons.”
While Dr. Murphy stated that the reason for the closure of the two campuses was not financial in
nature, Moody’s analytics reported that the parent company (Caudill) was experiencing some
strain. The rating of Moody’s analytics is a representation of the analysts’ opinion of the
creditworthiness of an organization. From August 2012 to 2014, the corporate family rating
(CFR) went from B2 to Caa2 indicating a lack of confidence in the financial health of Caudill.
Moving Forward
Following the parent meeting in January, some families pulled their children out of FBPS
immediately, prior to the completion of the academic year. Those families received no financial
reimbursement as parents had signed a contract for the academic year. Other families decided to
withdraw from the school at the end of the semester. By June 2014, student population had
significantly diminished on the affected campuses.
Some of the students who remained at Staunton planned to transfer to surrounding schools. Few
decided to continue at the Richmond and North Richmond campuses. Others registered at
Allegiant Academy, a new nonprofit private school opened by parents previously affiliated with
Staunton. Kasey Luce, daughter of one of the FBPS founders, came out of retirement to become
principal of Allegiant Academy. In addition to her role as principal of the school, Luce was also
the president of the nonprofit corporation that owned the school.
Allegiant Academy began with an enrollment of about 100 students (pre-K-8 grade), rising to
120 students by the end of the year. Most of these students were from the Staunton campus
population. The school leased a church for its first year to house the school. Parents described
Allegiant Academy in positive terms with approximately 90% of families choosing to reenroll
for the 2015-2016 academic year.
3
References
Center for Education Reform. (2011). Appendix D. Closed charter schools by state. Retrieved
from https://www.edreform.com/wpcontent/uploads/2011/12/CER_FINALClosedSchools2011-1.pdf
U.S. Department of Labor. (2013). Travel expenditures during the recent recession, 2005–2011.
Retrieved from http://www.bls.gov/opub/ted/2013/ted_20130115.htm
4
Running head: FREEMAN-BROWN PRIVATE SCHOOL CASE
Freeman-Brown Private School Case
Student A. Sample
Grand Canyon University: MGT-420
February 5, 2017
FREEMAN-BROWN PRIVATE SCHOOL CASE
2
Freeman-Brown Private School Case
Your introduction goes here. Your introduction should be at least 3-5 sentences that
introduce the topic that you will discuss in your essay. Your introduction ends with a solid thesis
statement. A thesis statement provides an overview of what the rest of your paper will discuss.
Here is an example: Freeman-Brown Private School (FBPS) will be discussed in the context of
systems, organizational culture and climate, the closure process, social responsibility and
stakeholders, administration closure options, and plans for the future of FBPS. Use headings as
seen below to address each of the following.
Systems
Provide evaluation (an evaluation is a well-developed assessment) of the effectiveness of
FBPS as an open system and as a complex adaptive system during the time of the campus
closures. Before applying each term, define/cite them to demonstrate what they mean. Provide
specific examples, and integrate outside sources (cited material) to strengthen and support your
claims. Make sure each paragraph in this section is at least 3 sentences.
Organizational Culture and Climate
Provide evaluation of both the organizational culture and organizational climate
(define/cite each term, they are not the same) within FBPS during the time of closures. Provide
specific examples, and integrate outside sources (cited material) to strengthen and support your
claims. Make sure each paragraph in this section is at least 3 sentences.
Evaluation of Decision to Close and Closure Process
Provide an evaluation of the decision to close the campuses as well as the process that
was used. Provide specific examples, and integrate outside sources (cited material) to strengthen
and support your claims. Make sure each paragraph in this section is at least 3 sentences.
FREEMAN-BROWN PRIVATE SCHOOL CASE
3
Social Responsibilities and Impact on Stakeholders
Provide evaluation of the social responsibilities (define/cite what this means)
demonstrated by FBPS. Include thorough discussion of the impact on three specific stakeholder
groups (define/cite what a stakeholder is per a scholarly source). Provide specific examples, and
integrate outside sources to strengthen and support your claims. Make sure each paragraph in
this section is at least 3 sentences.
Administrative Closure Options
Explain how the administration could have handled the closure according to
organizational theory. Choose and discuss the application of one theory from each of the three
historical approaches (one classical, one behavioral, and one modern management). Within the
discussion of each theory, please first define/cite the theory, and explain how it is applicable
using specific, cited examples from the case study, and integrate outside sources to strengthen
and support your claims. Make sure each paragraph in this section is at least 3 sentences. (You
should have one paragraph for the discussion of each theory in this section – so this section will
be at least 3 paragraphs).
Plans for Future Direction
Identify and justify one long-term and one short-term plan for the future direction of
FBPS. Provide specific, cited examples from the case study, and integrate outside sources to
strengthen and support your claims of why these goals are needed. Make sure each paragraph in
this section is at least 3 sentences.
Concluding Statement
Every essay should have a solid conclusion. When you write a paper, you want to do
three things: tell the reader what you are going to tell them (introduction), tell them (the actual
FREEMAN-BROWN PRIVATE SCHOOL CASE
4
body of your essay), and then restate what you told them (conclusion). The conclusion should be
at least 3 sentences and summarize what you discussed in your essay. Within your summary you
need to integrate the four functions of management at FBPS in order to revamp management at
FBPS and meet the recommended goals. You will learn what these four functions are according
to the textbook(s) so the information should be cited.
FREEMAN-BROWN PRIVATE SCHOOL CASE
References
Schermerhorn, J. (2014). Exploring management (4th ed.). Hoboken, NJ: John Wiley and Sons.
ISBN-13: 97811118620199
Schermerhorn, J., & Uhl-Bien, M. (2014). Organizational behavior (13th ed.). Hoboken, NJ:
John Wiley and Sons. ISBN-13: 9781118517376
5

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