| Course | MHRM 6801 Organizational Effectiveness and Leadership |
|---|---|
| Week | Week 6 |
| Paper type | Model application |
| Length | About 790 words, 5 pages |
| Format | APA 7 student paper |
| School | Walden University |
| Program | MS in Human Resource Management |
| Updated | October 2026 |
Free sample paper for MHRM 6801 Week 6
Sorting Five Weeks of Evidence Into Weisbord's Six Boxes: Which Boxes Bellamy's Findings Fill, Which They Leave Thin and Where the Formal and Informal Systems Part Company
Student Name
Walden University
MHRM 6801: Organizational Effectiveness and Leadership
Instructor Name
Month Day, Year
Sorting Five Weeks of Evidence Into Weisbord's Six Boxes: Which Boxes Bellamy's Findings Fill, Which They Leave Thin and Where the Formal and Informal Systems Part Company
Why a Model Now
Five weeks of evidence about Bellamy Moving & Storage arrived in the order it was found: a definition of effectiveness, one move followed end to end, eighteen months of records, a survey of uncertain reach and a test of how depot managers assign work. Evidence in that order cannot show what is missing or how findings relate. This paper sorts every finding into the six-box model of Weisbord (1976), which directs attention to six areas, from an organization's purposes and structure through its rewards, leadership and supporting mechanisms, and to the gap in each between the formal system, what is written down, and the informal system, what actually happens.
The Sorting
Table 1
Findings to Date Sorted Into Weisbord's Six Boxes
| Box | Formal system | Informal system | Evidence strength | |
|---|---|---|---|
| Purposes | Owners' goals: growth at newer depots, margin | Crews and customers judge by on-time, damage-free moves; working definition favors customers | Moderate | |
| Structure | Estimate, booking, dispatch, crew, claims as separate steps | Loading decisions made alone by crew chiefs; no return path from load to estimate or claims to estimator | Strong | |
| Relationships | Departments described as cooperating | Each department blames another for claims | Moderate | |
| Rewards | Estimators paid partly by commission on booked revenue; crews hourly | Not yet examined in detail | Thin | |
| Leadership | Managers rotate jobs fairly by stated policy | Early-morning changes send difficult jobs to newer crews through informal requests | Strong for newer depots | |
| Helpful mechanisms | Claims system, dispatch sheets, pulse survey | Survey reached few newer-depot crews and no Spanish speakers; claims data never reaches estimators | Strong | |
Composite organization. Evidence strength reflects the number and independence of sources.
Which Boxes Are Full and Which Are Thin
Three boxes are well filled: structure, leadership at the newer depots and helpful mechanisms. Each rests on records as well as observation. Two boxes, purposes and relationships, are moderately filled, mostly from interviews. One box, rewards, is nearly empty. The diagnosis so far has looked at how crews are paid and scheduled but not at how estimators are paid, even though estimators produce the number that every later step depends on. Weisbord (1976) argued that a box left unexamined is where diagnosticians most often miss the explanation, because people tend to look where they already suspect trouble.
Where Formal and Informal Part Company
Weisbord's model is most useful for showing where what is written and what happens diverge, and the table shows three places. In structure, the formal process has no step for checking an estimate once the crew sees the house, so the informal system fills that gap with a crew chief's on-the-spot judgment. In leadership, the formal policy of rotation coexists with an informal allocation through early-morning requests. In helpful mechanisms, the claims system records damage but does not connect it to the estimate, so the organization cannot learn from its own claims.
How the Boxes Connect
The boxes are not independent. Burke and Litwin (1992) distinguished transformational factors, such as leadership and culture, from transactional ones, such as structure, systems and rewards, and argued that changes in one affect the others. At Bellamy, a reward in one box, commission on booked revenue, may shape the structural problem in another, estimates that run low, which then shapes the leadership pattern in a third, as difficult jobs are passed along. These links are questions for next week, not conclusions.
What to Gather Next
The rewards box needs evidence: the estimators' commission plan, the share of their pay it represents and whether estimates by different estimators run short at different rates. The relationships box would benefit from a short facilitated conversation between estimators and crew chiefs.
What the Sorting Changes in the Plan
Before the sorting, the next step was going to be a deeper look at crew training, because the owners believe training explains the claims. The sorting argues for a different order. Training belongs in the leadership and helpful mechanisms boxes, which are already well filled and show every crew receiving the same training. The rewards box is empty, and it sits upstream of the estimate gap that appears in three other boxes. Examining the estimators' pay first offers the best chance of altering the diagnosis at the lowest cost, since the commission plan is a single document and the estimate records already exist.
Limits
The model organizes evidence but does not weigh it. Placing a finding in a box says where it belongs, not how much it matters, and Harrison (2005) warns that any model directs attention toward some features of an organization and away from others.
References
Burke, W. W., & Litwin, G. H. (1992). A causal model of organizational performance and change. Journal of Management, 18(3), 523-545. https://doi.org/10.1177/014920639201800306
Harrison, M. I. (2005). Diagnosing organizations: Methods, models, and processes (3rd ed.). Sage.
Weisbord, M. R. (1976). Organizational diagnosis: Six places to look for trouble with or without a theory. Group & Organization Studies, 1(4), 430-447. https://doi.org/10.1177/105960117600100405
The Walden MHRM 6801 Week 6 instructions
Week 6 asks you to apply a diagnostic model to the evidence you have gathered. Explain why a model is useful at this stage. Sort every finding into the model's categories, recording both the formal and informal systems where the model distinguishes them. Rate how strong the evidence is in each category. Identify which categories are full and which are thin, and explain why a thin category may hide the explanation. Note where formal and informal systems diverge. Treat connections between categories as questions, and say how the sorting changes your next steps. A single table with one row per category usually holds the sorting, followed by short sections on gaps and divergences.
How the MHRM 6801 Week 6 example is put together
The paper opens by explaining why evidence gathered in sequence needs organizing. A table places findings in Weisbord's six boxes with formal system, informal system and evidence strength. A section identifies three full boxes, two moderate and one nearly empty, citing Weisbord on unexamined boxes. A section describes three places where formal and informal systems diverge. A section uses Burke and Litwin to frame possible links between rewards, structure and leadership. Sections on what to gather next and how the plan changes follow, and a limits section cites Harrison. The evidence strength column is filled honestly, so the reader sees at once that rewards is the box resting on almost nothing.
Reading the MHRM 6801 Week 6 rubric
Model applications are graded on whether the model reveals something new. Sorting every finding consistently earns credit. Recording formal and informal systems shows understanding of the model's main insight. Rating evidence strength by category is weighted heavily, since it shows where the diagnosis is solid and where it guesses. Identifying an empty category and explaining its importance demonstrates analytical value. Treating connections as questions shows restraint. Changing the plan in response to the sorting shows the model was used, not just filled in. Applications that merely relabel findings without identifying gaps receive lower marks. Clear explanation of why an empty category matters, rather than simply noting it, earns credit.
Common MHRM 6801 Week 6 mistakes, and how to avoid them
Take every finding you have so far and write each on a separate line. Then assign each to one of the model's categories. For each category, write what the formal system says should happen and what the informal system shows actually happens. Count how many findings and sources each category has. Look at the categories with little or nothing in them and ask what you would find if you looked there. Then decide whether that changes what you investigate next. Many applications fill every box with something, even when the evidence is thin. If you want help placing a finding, send it to us. About three pages is typical, built around one table.
Get a MHRM 6801 Week 6 example written to your instructions
Include the Week 6 prompt, the rubric, and the model your instructor assigned, if one was named. Your earlier findings, even as rough notes, let the sample sort real evidence. The application is ready in 24 to 48 hours, first one free. Where evidence is missing for a box, the sample marks the gap instead of inventing content to close it.
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MHRM 6801 Week 6 questions, answered
Where can I find a free MHRM 6801 Week 6 sample paper?
The six-box model application is available here free of charge.
Which model does the MHRM 6801 Week 6 paper use?
Weisbord's six-box model, which covers six areas from purposes and structure to rewards and supporting mechanisms.
Which box is nearly empty?
Rewards, because estimators' pay had not yet been examined.
Where do formal and informal systems diverge?
In structure, leadership and helpful mechanisms.
How does the sorting change the plan?
It moves the estimators' commission ahead of crew training as the next thing to examine.