Discuss Preserving a Positive Organizational Climate through Change

Discussion Board Forum Instructions

In Modules/Weeks 3, 4, 6, and 8, you will participate in a Discussion Board Forum based on concepts from the required reading for a given module/week, organizational situations from your own current, professional experience, and your own research. Each forum is completed in 2 parts: a thread and 2 replies to classmates’ threads. Below are the general requirements for each forum.

Note: The audio PointeCast lessons that are required for citing in both posts are not to be confused with the PowerPoint summaries from the textbook. Also, remember that a major theme of these lessons is how the biblical idea of covenant can provide a solid foundation for organizational leadership and behavior. When you cite them, make sure you build upon that major theme and apply it to the ideas in your posts.

Thread: Find a business problem from your own professional work experience or from peer-reviewed journal articles and apply 2 concepts in your thread from the required reading for that module/week. Each thread must be 500–750 words.

The following 4 sources must be included in your thread:

  • The textbook;
  • At least 1 peer-reviewed      journal article;
  • 1 passage of Scripture;      and
  • At least 1 reference from      the lesson presentation found in the corresponding modules/weeks in a      manner that captures the essential ideas of those lessons.

If you choose to research a professional situation, you must cite all sources you used in current APA format.

Replies: Provide 2 thoughtful replies to the threads of classmates. Each reply must include an analysis of your classmates’ threads, based on any experience from your own professional career (if applicable) that might be relevant. All replies must be 200–250 words. Also, be sure to integrate the required reading in a logical and relevant manner.

You must cite:

  • The textbook or at least      1 peer-reviewed journal article;
  • 1 passage of Scripture;      and
  • The audio lesson      presentation.

Submit your thread by 11:59 p.m. (ET) on Wednesday of the assigned module/week, and submit your replies by 11:59 p.m. (ET) on Sunday of the same module/week.

The only exception for the Sunday deadline will be discussion forum 4 in the final week of class, which will end on Friday. Peer replies will be due Friday 11:59 p.m. (ET) on the final day of class in Module 8.

Kristin Hamaker

Preserving a Positive Organizational Climate through Change_DB2


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Preserving a Positive Organizational Climate through Change

Virtuousness represents “what individuals and organizations aspire to be when they are at their very best” (Kinicki & Fugate, 2018, p. 281). Individuals, teams, and organizations must be at their very best amidst change to preserve a positive organizational climate.

“Organizational climate reflects employees’ beliefs about what they see going on at work and what is happening to them” (Kinicki & Fugate, 2018, p. 279). The employees’ perceptions of the climate or environment around them can range from inspiring (positive) to devastating (negative). An example of a negative climate is an organization supporting an abusive leader. An abusive leader can breed fear, negativity, and low performance. On the other hand, an organization that celebrates the heart and work of a virtuous leader and individuals will create a positive perception of the organizational climate.

The foundation for creating a great workplace and an environment for everyone to do their very best is the building of high-quality relationships. What is one way that can help build high-quality relationships? I believe it starts with a virtuous leader. “Virtuous leaders are more focused on the greater good than on self-interest” (Kinicki & Fugate, 2018, p. 281). The four components that make a virtuous leader are a focus on the greater good, trust, integrity, and forgiveness. Virtuous leaders treat everyone with honor, dignity, and respect. This type of leadership must be voluntary and have the overarching purpose of doing good. Having a Covenant perspective can help any leader become a virtuous leader. “Do not let any unwholesome talk come out of your mouths, but only what is helpful for building others up according to their needs, that it may benefit those who listen. And do not grieve the Holy Spirit of God, with whom you were sealed for the day of redemption. Get rid of all bitterness, rage and anger, brawling and slander, along with every form of malice. Be kind and compassionate to one another, forgiving each other, just as in Christ God forgave you.” (Ephesians, 4:29-32 New International Version). When a team is led by a virtuous leader, they help breed virtuous aspirations to the individuals in the group – “authentic leaders set high standards for moral and ethical behavior, they nurture honesty, integrity, and trust within the team, developing positive/upward spirals within the team, making it more virtuous (Rego, Vitoria, Magalhaes, Ribeiro, & Pina e Cunha, 2013).

When a new team is formed through an organizational restructure, a positive climate can be attainable through the aspiration of virtuousness, both through the leader and the individuals on the team. When the new team has both virtuous aspirations and a Covenant perspective, they can safeguard the overall group process. We learned in the audio lesson presentation that “mutual accountability, Hesed, affirms individuals to affirm the group. Hesed also helps with a smoother integration of the group process (forming-storming-norming-performing-adjourning)” (Fischer, 2012). Through mutual accountability and virtuous behaviors (focus on the greater good, trust, integrity, and forgiveness), the group can achieve high performance at a faster pace than groups that might not have virtuous aspirations and a Covenant perspective. The organizational output of virtuous leadership (and teamwork, in my opinion) can be an increase in financial performance, customer satisfaction, organizational climate, and subjective measures of organizational effectiveness one to two years later” (Kinicki & Fugate, 2018, p. 281).




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