Week 5 responses

Week5Discussion.Responses.RecognizingandAvoidingPlagiarism.docx

Kevin D.

Scenario

Sally is using paragraphs from an assignment of a prior, different, course to complete an assignment on the same topic.

Plagiarism Estimation

Initially, I wonder: is Sally plagiarizing? I think about how adding differentiating factors may prove more valuable for Sally’s assignment. I don’t consider Sally’s actions acceptable though I consider how Sally’s actions may be situationally applicable. I recognize Sally’s work as her own though understand Sally’s approach may require differentiation depending on the situation.

Strategy to Avoid Plagiarism

After reviewing Walden’s resources on plagiarism, I learn Sally is self-plagiarizing. I think to avoid self-plagiarizing one must be aware of what self-plagiarizing is, especially considering defining plagiarizing, in my experience, usually tends to be in consideration of another’s work as one’s own, not necessarily one’s own work. One strategy, I think sound to share so as to avoid plagiarism is from Walden’s resources about plagiarism, ask a/the teacher, preferably reasonably ahead of the due date, about the usage of the work one wants to proceed with, then address one’s work appropriately with the teacher’s advising.

Onward and Upward, Kevin Dufresne

References

Walden University Writing Center. (n.d.-b). Plagiarism prevention resource kit: HomeLinks to an external site.Links to an external site. . Retrieved from https://academicguides.waldenu.edu/writingcenter/plagiarism

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Dankel P.

For this week’s discussion, I chose the scenario where Sally used paragraphs from a previously submitted assignment. It was for another course, and she received a perfect grade of 100%. In her current assignment, she directly input the paragraphs without citing them. In this scenario, plagiarism would be considered. According to Walden University Student Affairs (n.d.-a), reusing your work is considered plagiarism and a violation of academic integrity. Walden’s student code of conduct advises that a student can reuse their work only if they cite the work and understand that the previous grade outcome should not be expected (Walden University, n.d.).

Walden University. (n.d.). Student conduct and responsibilities. In Student expectations & responsibilities. Walden University. Retrieved June 25, 2025, from https://academics.waldenu.edu/handbook/student-expectations/conduct-responsibilities#s-lg-box-29731116Links to an external site.

Walden University Student Affairs. (n.d.-a). Academic integrity: Overview.Links to an external site.Links to an external site. Retrieved from https://academicguides.waldenu.edu/studentaffairs/academicintegrity

Week5Discussion.Response.MotivationalTheoriesandModels.docx

Chelzea O

Motivational Theories and Reducing Turnover

Motivation plays a critical role in employee engagement, retention, and organizational performance. Two commonly studied motivational theories are Herzberg's Two-Factor Theory and Vroom's Expectancy Theory. While both provide useful insights into what drives employees, they differ in focus and application.

Comparison of Herzberg’s Two-Factor Theory and Vroom’s Expectancy Theory

Herzberg’s Two-Factor Theory distinguishes between hygiene factors (e.g., pay, policies, work conditions) and motivators (e.g., achievement, recognition, growth). According to Herzberg, the absence of hygiene factors can cause dissatisfaction, but only motivators lead to true job satisfaction and higher performance (Aamodt, 2016).

On the other hand, Vroom’s Expectancy Theory emphasizes the cognitive process behind motivation. It proposes that motivation is a function of an individual’s expectancy (belief that effort leads to performance), instrumentality (belief that performance leads to outcomes), and valence (value placed on those outcomes). Motivation occurs when all three components align (Aamodt, 2016).

Application to a Media Organization: Expectancy Theory as the Best Fit

Working for a major media company, I’ve seen firsthand how motivation can be impacted by misaligned expectations and unclear reward systems. In this fast-paced, deadline-driven environment, absenteeism and burnout can become common due to unclear growth paths and inconsistent recognition.

Expectancy Theory provides a clearer roadmap to address these challenges. For example, if producers know that consistently meeting deadlines and delivering high-quality content will lead to promotions or bonus pay (instrumentality), and they believe those rewards are attainable (expectancy), and they value them (valence), their motivation and attendance will likely increase.

In contrast, Herzberg’s model might be less effective in this setting because while improving hygiene factors like pay and office perks may reduce dissatisfaction, they don’t necessarily increase motivation or retention in a creative industry where achievement and recognition are dynamic.

Supporting Evidence

Nazir et al. (2016) found that organizational rewards significantly influence organizational commitment and reduce turnover intentions. This aligns with Vroom’s model, which connects perceived outcomes to effort and commitment. Applying this theory, the company could implement clearer performance-reward structures and career development plans, thereby reducing absenteeism and turnover.

Conclusion

While both Herzberg’s and Vroom’s theories offer useful perspectives, Expectancy Theory provides a more adaptable and performance-focused approach to reducing absenteeism and turnover within the media industry. By aligning effort with clear, valued rewards, organizations can more effectively motivate employees and retain top talent.

References

Aamodt, M. G. (2016). Industrial/Organizational Psychology: An Applied Approach (8th ed.). Cengage Learning.

Nazir, S., Shafi, A., Qun, W., Nazir, N., & Tran, Q. D. (2016). Influence of organizational rewards on organizational commitment and turnover intentions. Employee Relations, 38(4), 596–619.