Header 1 - Lesson Page Title

Header 3 - Breaking a Section

All examples on this page are merely that, examples for discussion. We'll need to catalog a variety of content types and then create flexible styles accordingly. Feel free to suggest other necessary style types and comment on how we might

We would like to set up flexible variations for lists and ordered lists where you can just set a ul class="XXX" for different types of lists. If we can come up with the common kinds of lists, then we can use different icon types to give the student more of a clue of what kind of list it is: objectives, things they should be thinking about, simple content lists, etc.

• List of "objectives"
• We can apply different bullet styles to indicate different kinds of lists
• Objective List Number Three

Paragraph lorem ipsum dolor sit amet, consectetur adipiscing elit.

Header Four

• Lists Can be Simple with Arrows or Standard Bullets
• We can apply different bullet styles to indicate different kinds of lists
• Third List Item
• Even More List Items
  • Example of sublist formatting
  • list the tasks to be completed – outline, literature, your analysis, key actions and policy impacts, summary/conclusions…
  • More sublist

Post Your Thoughts

• List of things to think about for Forum posting
• We can use thought bubbles or dialogue icons to indicate forum tasks
• What is your impression of this typical work day?
• What strikes you as most important of the tasks identified in the exhibit of her Monday Schedule?
• Do you think it is possible for someone in Maria's position to plan a day like this without something unplanned interjecting itself?

Image Handling

We would like to set up a flexible CSS system for handling images so that you could use any combination of styles to arrange an image. As simple as class="align-right" or as complicated as class="align-right bordered shadowed". We'll need to accommodate full-column images and captions as well.

Image Aligned to the Right

• Self
• Ethics
• Communication
• Diversity
• Across cultures
• Teams
• Change

Recognizing the above competencies we agree that leaders/managers must know themselves (self); must behave in ethical ways toward customers, clients, employees and stakeholders (ethics); and that they must be in constant and open communication with those inside and outside the organization (communication). 

Image Aligned to the Left

Leadership/management of today’s organizations require recognition of and support for the variety of employee and customer cultures and values (diversity) and especially including those from other countries (across international cultures). 

Finally, leaders managers most often work with and through teams at all levels of the organization (group dynamics and team relations).  And most importantly, leading and managing adaptations both within the organization and between the organization and its environment (change).

Image align-right bordered shadowed

The Organization Behavior Division of the Academy of Management has define the topics in the field as follows:

 “organizational behavior is the study of individuals and groups within an organizational context and the study of internal processes and practices as they influence the effectiveness of individuals, teams and organizations" (Hellriegel and Slocum, 2011,p. 4)

Table

Even/Odd row styling can be applied with just tr and tr:nth-child(odd) classes

Table 1.1 Leadership and Management: A Comparison

Category	Leadership	Management
Model the Way	Leads by example Aligns values with actions Understands your personal value	Leads by remote control Tell people what to do
Inspire a Shared Vision	Imagines exciting possibilities Appeals to shared aspirations Paints big picture of what we aspire to be	Focus on day-to-day activities Does things right
Challenge the Process	Takes risk and learn from mistakes Searches for opportunities to change, grow, and improve Asks :What can we learn?"	Goes by the book Tight controls
Enable Others to Act	Fosters collaboration by building trust Actively listens to diverse points of view	Makes all decisions Directs and controls
Encourage from the Heart	Recognizes contributions from others Celebrates victories Is passionate about helping others grow	Little recognition of others' accomplishments Rewards not aligned with results

Source: Hellriegel, D. and Slocum, J.W.  (2011). Organizational Behavior, 13th Edition. Mason, OH: South-Western Cengage Learning, page 6.

Ordered Lists

We should also develop styles for ordered lists. Are there different kinds of numbered lists needed?

E-Reserves Practice:

Some of our readings are available on electronic reserves at the Penn State Library--this means they are available to you online.

1. Go to the Student Resources link on the left menu, and click on Library Reserves under the Penn State Library Tools menu.
2. Cick on Preview Activated Link.
3. Select one of the articles and click on the Details button next to it, and follow the direction to access the full text of the article.

Note: The articles are listed alphabetically by title! If you're feeling comfortable with this process, you may also want to download the remaining articles. Be sure to file them for later reading!

Other Ways to Callout Text

Highlighter and pulled text examples. We'll probably want to develop more of these for definitions, key concepts, quotations, etc.

It states that we attribute behavior to either internal or external factors. (Note: internal factors are sometimes referred to as dispositional factors, and external factors are sometimes referred to as situational factors).

Fundamental Attribution Errors

The fundamental attribution error is a term used to describe our tendency to attribute other people's behavior more so to internal causes and our own behavior more so to external causes.

People tend to understand their own behaviors as guided by external situational events - "depends on the situation" - simply because we are very aware of how much our situation is affecting us.

It is more difficult to understand how another person may feel in various situations.