Monthly Archives: March 2023

For this journal, first review the Final Project Guidelines and Rubric document and post any questions to the General Questions Topic. Then review the Nimble Storage: Scaling Talent Strategy Amidst Hyper-Growth case study. 

In your journal, answer the following questions:

• What are some common concerns companies have that keep them from being more effective in the global market?
• In a global market, what should a company consider changing to better embody social and cultural norms and to become a more geocentric organization? Consider possible changes to the company’s technology, interpersonal policies, business practices, or other variables.

For additional details, please refer to the Journal Guidelines and Rubric document.

In your community there has been an increase in people being referred to local food pantries and applications food assistance. The local food pantry is being pushed to its limits in providing resources for families in need. Local contributions to the shelter are decreasing each month.

In a 1-2 page paper, address the following: How will you go about determining what is happening in the community and what is needed? Provide specific details.

Review spelling and grammar prior to submission. Please reference in-text citation and submit in APA format.

HR CHALLENGE: CONTEMPORARY ISSUE

Introduction

In your work as an HRM professional, you will often encounter situations where current events, issues, and technologies impact your work with the employees and systems in human resources. This assignment asks you to take a broad look at the human resources spectrum of topics and select a current, law-related topic. You will then analyze and assess the ethical ramifications of the issue in the workplace.

Scenario

Your supervisor has asked you to research some of the latest law-related trends in human resources so that the team can project ahead to scientific, technical, or social trends that might impact the workplace in the near future. This is intended to be a background research project—you will present your findings in a 3–4-page memorandum to your supervisor that might also be shared with other HRM executives.

Your Challenge

You are an HRM professional who is tasked with researching at least one law-related article about a current issue in human resources and writing a memorandum about the background research that you have completed.

Instructions

1. Write a memorandum to your supervisor describing and analyzing a contemporary scientific, technical, or social issue impacting the workplace. Select your issue from the list below. You may use the listed article as your required resource.

EEOC-Discrimination by Type

• U.S. Equal Employment Opportunity Commission. (n.d.). Discrimination by type. Retrieved from https://www.eeoc.gov/laws/types/index.cfm
• LEAP 2019: The top 10 lessons for HR.(2019). HR Specialist: Employment Law, 49(5), 5.

Age Discrimination

• How to avoid age bias when talking retirement with employees. (2014). HR Specialist, 12(1), 8.

Race/Color Discrimination

• U.S. Equal Employment Opportunity Commission. (n.d.). Race/color discrimination. Retrieved from https://www.eeoc.gov/laws/types/race_color.cfm
• Assigning black employees to black clients: Is that racial bias? (2010). HR Specialist, 8(1), 3.
• Hawkins, D. (2016, February 8). Racial discrimination – Title VII. Wisconsin Law Journal.

Inclusion and Diversity

• Bisco, J., Gradisher, S., & Mulholland, B. (2019). Women and diversity: Why the conversation must continue in financial services. Journal of Financial Service Professionals, 73(1), 72–84.
• Burnham, C., Puckett, B., & Deakins, O. (2017). In contentious times, reaffirm commitment to inclusion, diversity. HR Specialist, 15(2), 7.

Respect Culture

• Ahlrichs, K. (2018). Go beyond harassment best practices: Add respect to your culture. HR Specialist, 16(8), 8.

Whistle-Blowers

• Whistleblower at work? Protect, don’t reject. (2019). HR Specialist, 17(11), 3.

LGBTQ Protections

• Nagele-Piazza, L. (2019). Creating LGBTQ-inclusive workplace policies.HRNews.

Gun Violence at Work

• Are you prepared for gun violence at work? (2019). HR Specialist: Employment Law, 49(10), 1–2.

Social Media at Work

• Di Gangi, P. M., Johnston, A. C., Worrell, J. L., & Thompson, S. C. (2018). What could possibly go wrong? A multi-panel Delphi study of organizational social media risk. Information Systems Frontiers, 20(5), 1097–1116.

2. Research the topic you selected using the law-related article associated with the issue from the list. Support your assertions with citations from your course readings, workplace examples, and any relevant additional research.

3. Address the following elements in your issue synopsis:

• Describe your chosen contemporary scientific, technical, or social issue, including how it has impacted the workplace.
• Analyze how your issue influenced or could influence employee productivity in your own current or former organization. Be sure to keep the organization anonymous.
• Explain the impact of your issue from your perspective of an HRM executive.
• Assess how relevant legislation affects your issue in the workplace.
• Assess the ethical ramifications of your issue on HRM practices in the workplace.

4. Review the HR Challenge: Contemporary Issue Scoring Guide before submitting this assignment to ensure that you have thoroughly addressed the grading criteria.

Submission Requirements 

The deliverable for this assignment applies professional skills in Human Resources Management (HRM) to workplace situations which you will likely encounter in your day-to-day work in HRM. As part of your learning, we focus on the development of effective professional communication skills for the workplace.

• Length of paper: Your memorandum should be 3–4 double-spaced pages, including the resources page.
• Organization: Make sure that your assignment writing is well-organized, using headings and subheadings to organize content for the reader.
• Font and font size: Times New Roman, 12 point.
• Number of resources: A minimum of one law related article and any course readings.
• Evidence: Support your assertions with data and/or in-text citations. Use current APA format for in-text citations and create a reference list at the end of your documents. 
• APA formatting: Resources and in-text citations are formatted according to current APA style and formatting. 
• Written communication:
  • Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.
  • Write for a specific audience, using the vernacular of the profession.
  • Use spell-check and other tools to ensure correct spelling and grammar

Find an income statement or balance sheet for a business. Review the accounting concepts and the income statement or balance sheet to answer the following questions:

1. How is the business performing based upon your review? Is the business growing or declining, why?
2. Where is the business focusing the majority of its resources?
3. What advice would you offer to the owner or leadership of the business?

Read Case 9-1 

“IT Governance at University of the Southeast” and then answer the following questions. 

First, describe the IT governance system that was in place at the University of the Southeast using both decision rights and structure as the basis of governance. 

Second, what are the advantages and disadvantages of a centralized IT system?

Your answers should be in your own words, but should also incorporate (and cite) 

Your submission should be approximately be in APA format, three full pages, double spaced, running header, subheadings, in text citations and a reference list.

Supporting Document 2: Resistance Risk Mitigation Intervention Table

Overview

Using the same scenario from Identifying the Organizational Learning Issue, you realize that transitioning your organization to a learning environment may not be as easy as first imagined. You have encountered several resistance issues relating to the culture, psychological learning, organization structure, workforce commitment, and dissemination of knowledge. You decide to gather a decision-making team to assist in identifying the high or moderate resistance risks that may stop or slow down the process of this transition. The decision-making team must also recommend some mitigation intervention to lower the identified resistance risks to either moderate or low. For example, a high resistance risk can become moderate or low and moderate resistance risk can become low.

Your final product will be a table that identifies five issues related to the organization’s culture, psychological learning, organization structure, workforce commitment, and dissemination of knowledge. You must also provide a description of each resistance issue and rate the resistance risk before the mitigation intervention as either High (H) or Moderate (M). Then, you must provide a description of your team’s mitigation intervention and determine the resistance risk’s downgrade from High (H) to Moderate (M) or Low (L) and/or Moderate (M) to Low (L) after the mitigation intervention.
 

Instructions

Create a table in which you:

1. Determine one challenge in the culture that may cause a major resistance to the transition from individual learning to organizational learning. Next, recommend one mitigation intervention to downgrade the identified resistance in your table. Provide a rationale for your selected mitigation intervention.
2. Predict one psychological learning threat that may result from the transition and then provide one mitigation intervention to downgrade the identified resistance in your table. Provide a rationale for your selected mitigation intervention.
3. Assess the current organization structure as it relates to the free flow of knowledge, then specify one issue that may cause a major resistance to the transition. Provide one mitigation intervention to downgrade the identified resistance in your table. Provide a rationale for your selected mitigation intervention.
4. Critique the workforce commitment to this transition and predict one major resistance you may encounter. Next, provide a mitigation intervention to downgrade the identified resistance in your table. Provide a rationale for your selected mitigation intervention.
5. Propose one dissemination of knowledge issue with the recipients’ ability to absorb the knowledge and comprehend it into action (that is, motivating the recipient to share knowledge). Next, provide one mitigation intervention to downgrade the identified resistance in your table. Provide a rationale for your selected mitigation intervention.
6. Use the Resistance Risk Mitigation Intervention Table template located here. You may also use Microsoft Word or other equivalent software to create a table in an equivalent format for this supporting document.

The specific course learning outcome associated with this assignment is:

• Create a table to identify transition resistance risks and an intervention to mitigate each.

Get a quote at finance.yahoo.com for two different companies who are competitors of one another. Describe reasons why one of the comparable or “comps” trades at higher earnings multiple. What justifies the difference in “price?”

The successful submission will clearly and concisely address price differences between comparable companies.

 The requirements below must be met for your paper to be accepted and graded:

• Write between 750 – 1,250 words (approximately 3 – 5 pages) using Microsoft Word in APA style, see example below.
• Use font size 12 and 1” margins.
• Include cover page and reference page.
• At least 80% of your paper must be original content/writing.
• No more than 20% of your content/information may come from references.
• Use at least three references from outside the course material, one reference must be from EBSCOhost. Text book, lectures, and other materials in the course may be used, but are not counted toward the three reference requirement.
• Cite all reference material (data, dates, graphs, quotes, paraphrased words, values, etc.) in the paper and list on a reference page in APA style.

References must come from sources such as, scholarly journals found in EBSCOhost, CNN, online newspapers such as, The Wall Street Journal, government websites, etc. Sources such as, Wikis, Yahoo Answers, eHow, blogs, etc. are not acceptable for academic writing. 

Instructions:

1. Include an abstract 

2. An introduction: Overview what you will discuss

3. Body of your paper: APA format 2 Pages-Your of thoughts should be supported with key terms from library research.

4. Explain why each of the five interconnected leadership tasks that you picked is important to understand as a leader that is involved with the strategic planning process. 

5. Explain what each process means and what is involved.

The five Interconnected leadership tasks I picked:

1) Understanding the people involved, including oneself

2) Fostering collective leadership

3) Using dialogue and discussion

4) Making and implementing policy decisions

5) Enforcing norms, settling disputes, and managing residual conflict

• Write a minimum of two pages in which you recall team experiences you have had in which a team was effective and another in which it was not. Write a description of these teams and their tasks, paying particular attention to the behavioral expectations for which the team members held each other accountable.

The ground rules for a team are the spoken and unspoken functional rules and expectations that help or hinder the team in reaching a goal. Systems thinking can inform an analysis of team ground rules in that it addresses the interrelationships between people and departments, and the way things are done in an organization. Understanding the larger contexts in an organization can help you communicate with those affected by a problem or issue.

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By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 1: Apply change management interventions. o Describe how ground rules help an effective team perform and work well together.o Analyze prospective differences in ground rules for team members and tensions that may result.o Analyze how differences in unspoken ground rules and team members’ expectations cause conflict and damage performance.o Describe the effect of discussing ground rules as a method of team learning.• Competency 2: Analyze applications of change management principles. o Describe an effective team from a real-world experience, including the tasks of the team.o Describe the ground rules applied in an effective team.o Describe an ineffective team from a real-world experience, including the tasks of the team.o Explain the spoken or unspoken ground rules that describe expectations for behavior in an ineffective team.• Questions to Consider 

To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.

• Reflect on how team learning practices are used to support change in your organization (a current or previous workplace, or another type of organization with which you are involved). What elements do you recognize in your organization? Which methods might be useful to experiment with in your organization?• Think of a team experience you have had in which the team was effective. Write a description of this team and its tasks, paying particular attention to the behavioral expectations for which the team members held each other accountable (these might have been spoken or unspoken). List the ground rules and describe how the rules helped the team perform and work well together.

Think of an team experience you have had in which the team was not effective. Write a description of this team and its tasks, including the spoken or unspoken ground rules that describe the expectations for behavior on this team. Examine the possibility that some members held ground rules that others did not. How might this have been a source of tension? Analyze how this difference in what is expected of team members caused conflict and damaged performance. What effect could a dialogue about ground rules as a method of team learning have had for this group?

Your assessment should be a minimum of 2 pages in length, double-spaced.

Analysis of Ground Rules Scoring Guide

Analysis of Ground Rules Scoring Guide Grading Rubric

Criteria 

Non-performance 

Basic 

Proficient 

Distinguished 

Describe an effective team from a real-world experience, including the tasks of the team.

Does not describe an effective team from a real-world experience, or the tasks of the team. 

Describes an effective team from a real-world experience, but does not include the tasks of the team. 

Describes an effective team from a real-world experience, including the tasks of the team. 

Analyzes an effective team from a real-world experience, including the tasks of the team; and links analysis with discipline theories. 

Describe the ground rules applied in an effective team.

Does not describe the ground rules applied in an effective team. 

Describes the ground rules applied in an effective team but omits key elements. 

Describes the ground rules applied in an effective team. 

Describes the ground rules applied in an effective team and describes the consequences of not utilizing ground rules for team effectiveness. 

Describe how ground rules help an effective team perform and work well together.

Does not describe how ground rules help an effective team perform or work well together. 

Describes how ground rules help an effective team perform and work well together, but omits key elements. 

Describes how ground rules help an effective team perform and work well together. 

Describes how ground rules help an effective team perform and work well together; and describes consequences of a dysfunctional team, in regard to their performance and collegiality. 

Describe an ineffective team from a real-world experience, including the tasks of the team.

Does not describe an ineffective team from a real-world experience, or include the tasks of the team. 

Describes an ineffective team from a real-world experience, but does not include the tasks of the team. 

Describes an ineffective team from a real-world experience, including the tasks of the team. 

Analyzes an ineffective team from a real-world experience, including the tasks of the team; and supports statements with relevant real-world examples. 

Explain the spoken or unspoken ground rules that describe expectations for behavior in an ineffective team.

Does not explain the spoken or unspoken ground rules that describe expectations for behavior in an ineffective team. 

Explains the spoken or unspoken ground rules that describe expectations for behavior in an ineffective team but omits key elements. 

Explains the spoken or unspoken ground rules that describe expectations for behavior in an ineffective team. 

Explains the spoken or unspoken ground rules that describe expectations for behavior in an ineffective team; and describes consequences of misunderstanding spoken and unspoken ground rules on team effectiveness. 

Analyze prospective differences in ground rules for team members and tensions that may result.

Does not describe prospective differences in ground rules for team members or tensions that may result. 

Describes prospective differences in ground rules for team members and tensions that may result. 

Analyzes prospective differences in ground rules for team members and tensions that may result. 

Analyzes prospective differences in ground rules for team members and tensions that may result; and recommends strategies for preventing potential tension in an effective team. 

Analyze how differences in unspoken ground rules and team members” expectations cause conflict and damage performance.

Does not describe how the differences in unspoken ground rules or team members’ expectations cause conflict and damage performance. 

Describes how the differences in unspoken ground rules and team members’ expectations cause conflict and damage performance. 

Analyzes how the differences in unspoken ground rules and team members’ expectations cause conflict and damage performance. 

Analyzes how the differences in unspoken ground rules and team members’ expectations cause conflict and damage performance; and recommends strategies for preventing potential conflict and damage to team performance. 

Describe the effect of discussing ground rules as a method of team learning.

Does not describe the effect of discussing ground rules as a method of team learning. 

Describes the effect of discussing ground rules as a method of team learning but omits key elements. 

Describes the effect of discussing ground rules as a method of team learning. 

Analyzes the effect of discussing ground rules as a method of team learning; and recommends strategies for implementing results of ground rule discussions

Please read and respond to the attachment.

Note: Only up to 20% of the content in the written response can be quotes from third parties.