Monthly Archives: March 2023

  PLEASE READ THE INSTRUCTION ON THE ASSIGNMENT REQUIREMENT

Page requirement is 4-6 pages mgmt ip4

Path-goal theory focuses on the ability of leaders to motivate followers to achieve success. The theory built upon the foundation of expectancy theory that states followers will be motivated when they are confident that they can be successful in achieving the goal. However, there have been many instances related to social movements as far back as the 1700s when followers have been motivated against many odds and barriers with a low likelihood of success. When you look at social movements like the Abolition Movement, Women’s Rights Movement, Labor Movements, Civil Rights Movement, and even Occupy Wall Street, followers were highly motivated, and the likelihood of success was not evident.

• Do you think these social movements contradict the path-goal theory? Justify your  answer. 
• Formulate your own theory as to how these movements are able to motivate so many followers. Support your theory with scholarly research. 
• Why do you think so many of these movements are called “leaderless” movements? 

If you have little knowledge of our experience with social movements, please read the Unit Four Learning Material article by Nepstad & Bob, “When Do Leaders Matter? Hypotheses on Leadership Dynamics in Social Movements,” Mobilization, 2006

Supporting Lectures:

Review the following lectures:

• Discrimination in the Workplace
• Preventing or Defending Against Discrimination Claims

Discussion Questions

Before beginning work on this discussion forum, please review the link Doing Discussion Questions Right, the expanded grading rubric for the forum below, and any specific instructions for this topic.

Before the end of the week, begin commenting on at least two of your classmates’ responses. You can ask technical questions or respond generally to the overall experience. Be objective, clear, and concise. Always use constructive language, even in criticism, to work toward the goal of positive progress. Submit your responses in the Discussion Area.

Tasks

Choose one of the following questions:

Discussion Question 1

Betty is a female production line worker at TechLine. She is a single mother who is seven months pregnant with her fourth child. TechLine is considering moving Betty from the production line to office work. The move would eliminate Betty’s chance to make overtime pay. Advise TechLine on the discrimination issues involved.

Discussion Question 2

BT Electronics is experiencing a continuous boom in demand for its products. They are considering expanding from Monday through Friday, 8:00 am to 5:00 pm, to adding a second shift from 5:00 pm to midnight and weekend hours on Saturday and Sunday in order to meet product demand. Many of BT’s workers attend church services on Wednesday, Saturday, and Sunday, in addition to other church activities on weeknights. Advise BT Electronics on the discrimination issues involved.

To support your work, use your course and textbook readings and also use the South University Online Library. As in all assignments, cite your sources in your work and provide references for the citations in APA format.

Your initial posting should be addressed at 500–1000 words as noted in the attached PDF.

Instructions

Supporting Lectures:

Review the following lectures:

• Strategic Decisions in Organizational Design
• Organizational Structure

Introduction

For this assignment, consider that organizations must create a structure that is best adapted to its industry, goals, and resources. Managers rely on the structure to control outcomes, which involves monitoring and influencing employees to gain the highest productivity possible.

Tasks

Respond to the following:

• Analyze the pros and cons of both centralized and decentralized structures.
• Explain whether a decentralized structure would work for any organization. Why or why not?
• Evaluate how an organization can be effective when decisions in a decentralized structure are made by employees and not managers.
• Analyze how both centralized and decentralized structures influence innovation.
• Explain how both centralized and decentralized structures impact employee motivation.

To support your work, use your course and textbook readings and also use the South University Online Library. As in all assignments, cite your sources in your work and provide references for the citations in APA format.

Submission Details

• Create a 4–5-page Word document.
• Name your file as SU_HRM5090_W3_Project_LastName_FirstName.

Read the Global Giant Corporation case anlysis and follow the rubrics attached.

I live in a different time zone and my homework is due 6 hours from now. Please accept this homework if you can do it on time.

Create an initial post to attached discussion. 300 words, APA with citations

Application: Types of Crises/Disasters

What is a crisis? Crisis definition is fundamental to understanding types of crises or disasters. The definitions of crises and types of disasters are numerous. Most definitions involve perception and the loss of resources for dealing with a situation. Types of disasters include natural, man-made, organizational, and personal crises. By understanding the definition of crisis you will broaden your understanding of the types of disasters.

To prepare for this assignment:

• Review Chapter 1 in both of your course texts, Crisis Intervention Strategies and Crisis Management in the New Strategy Landscape, to understand the interplay of crisis definition and types of crises.
• Think about a crisis you have experienced and how this fits into a definition of crisis and a type(s) of crisis(es).
• Think about a crisis of which you are aware and consider how crisis perception and loss of resources for dealing with a crisis impact psychological responses and/or reactions to the situation.
• Think about various types of crises (e.g., natural disasters, school/workplace shootings, terrorism, military trauma, etc.) and their similarities and differences.
• Review Dr. Baron’s video program, “On the Road to . . . Peace of Mind,” and focus on the importance of training the trainers about responding to crisis planning with an understanding of local culture and traditions in mind. Then note the types of crises and disasters the training group might respond to. (Note: When Dr. Baron is talking about counselors in this particular film, she is referencing local lay people and not fully-trained counselors such as you and your colleagues.)
• Review Dr. Baggerly’s video program, “Disaster Mental Health and Crisis Stabilization for Children” and focus on the importance of training the trainers who work with children rather than adults. Then note the types of crises and disasters the training group might respond to.
• Review the various crisis-responding roles of national and international organizations you wrote about in this week’s Discussion and how these roles might differ depending on the type of crisis.

The assignment: (4–6 pages)

• Compare types of crises (e.g., natural disasters, school/workplace shootings, terrorism, military trauma, etc.), making sure to outline their similarities and differences.
• Describe the crisis-responding roles of national and international organizations for each type of crisis you discussed above.
• Then briefly describe any insights and/or conclusions you gained from completing this assignment.

HRIS Group term paper: 

The groups will be asked to write a paper based on an assigned case study. Paper must be between 7-10 pages not including cover page, table of content, reference page or any exhibits and must be APA format, double spaced, 12 pt. Times New Roman. and have at least 1 peer reviewed journal or article as a reference. Because this assignment will be a group project please indicate your name on the table of contents next to your work. You will be graded on both individual as well as group effort. 

The following outline is suggested:
Facts of the Case. This should include all those significant factors that impact the situation. 

Key Issues. Based on your analysis of the facts of the case, determine what issues are affecting the organization and determine what decisions need to be made.
Alternatives/Options. What alternatives/options exist for each of these issues? Generate a set of alternatives for each action and compare the pros and cons of each, including any problems expected in implementing each alternative. 

Recommendations. State what strategic changes the organization could make and justify your choices. Itemize specific actions needed to implement your strategy, including any required to overcome anticipated obstacles. 

Assessment 3
Overview

Complete a plan where you will identify three skills for development and reflect on your strengths and areas for growth as you move forward in your education and career.

What employability skills do you excel at? Which employability skills are more difficult for you? In this assessment, you will identify three of the skills that you would like to focus on and refine, and you will develop a plan to build those skills. As you think of which skills you would like to improve upon, consider choosing skills at varying levels. You might, for example, choose a skill that you are already strong in, but would like to continue exploring and building, as well as a skill where you might have more room for growth. Perhaps, you want to work on your ability to learn new technologies and be confident in dealing with technical challenges. Or, you find that you are usually productive but are looking for more effective ways to organize your time and plan your work activities. By completing this assessment, you will have a tangible plan for personal and professional development that you can review with the Career Center team.

Assessment Instructions

Overview

In this course, you have been learning how the 10 skills are an essential part of being successful in the future world of work. Your understanding of the skills has been refined, and now it’s time to reflect on your strengths and areas for growth again to develop a plan moving forward. For this assessment, you’ll identify three skills that you’d like to focus on and develop a plan for. As you think of which skills you’d like to improve upon, consider choosing skills at varying levels. You might, for example, choose a skill that you are already strong in, but would be excited to continue exploring and building upon, as well as a skill that you might have more room for growth in. At the end of the assessment, you’ll leave with the beginning of a tangible plan for personal and professional development that you can review with the Career Center team.

Preparation

Review the template you completed for the Reflecting on Your Skills, Goals, and Accomplishments assessment and the feedback you received from your faculty. Download the Skill Development Plan [DOCX]

 template for this assessment. Identify the three skills you plan to focus on and develop.

Instructions

Use the Skill Development Plan [DOCX] template to complete the following steps. You will repeat steps 1 through 5 for each of the three skills:

• Step 1: Identify strengths and areas of improvement for targeted professional skills. 
  • Identify the first targeted skill. Summarize your strengths and areas of improvement in this skill area. Then, identify your desired outcomes around this skill area and write a positive goal statement. Complete the Target Skill, Strengths, Areas of Improvement, Desired Outcome, and Goal Statement sections of the template.
• Step 2: Describe previous accomplishments that demonstrate professional skills.
• Step 3: Discuss specific strategies and practices that will be used to further develop professional skills. 
  • To complete Steps 2 and 3, specify the actions you can take to work toward your goals, with specific strategies and practices that you can apply. Identify any potential obstacles and challenges to achieving your goal. Complete the Practices for Growth, Action Steps, and Potential Obstacles/Challengessections of the template.
• Step 4: Identify supporters and resources that will contribute to the development of professional presence. 
  • Keeping your action plan in mind, identify trusted supporters and university resources that can help you in your skill development plan. Complete the Key Supporters and Supporting University Resources sections of the template.
• Step 5: Explain connections between skill development and personal, academic, and career goals. 
  • Reflect on the connections between skill development and your overall personal, academic, and professional goals. Complete the Benefits from Change/Connections to Personal, Academic, and Career Goals section of the template.
• Step 6: Write coherently with correct grammar, usage, and mechanics.

Additional Requirements

Your submission should also meet the following requirements:

• Written communication: Written communication is clear and complete and free from errors that detract from the overall message.
• Font and font size: Times New Roman, 12 point.

Competencies Measured

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

• Competency 1: Describe the importance and impact of key skills and behaviors that are necessary for success in the future of work. 
  • Identify strengths and areas of improvement for targeted professional skills.
• Competency 2: Analyze factors that contribute to professional presence.  
  • Identify supporters and resources that will contribute to the development of professional presence.
  • Describe previous accomplishments that demonstrate professional skills.
• Competency 3: Develop skills to support a successful learning experience and career. 
  • Discuss strategies and practices that will be used to further develop professional skills.
  • Explain connections between skill development and personal, academic, and career goals.
• Competency 4: Compose text that articulates meaning relevant to its purpose and audience. 
  • Write coherently with correct grammar, usage, and mechanics
• Skill Development Plan Scoring Guide
  Skill Development Plan Scoring Guide Criteria Non-performance Basic Proficient Distinguished Identify strengths and areas of improvement for targeted professional skills.Does not identify strengths nor areas for improvement.Identifies strengths and/or areas of improvement, but identification is unclear and/or areas or strengths are not identified.Identifies strengths and areas of improvement for targeted professional skills.Describes strengths and areas of improvement for targeted professional skills. Describe previous accomplishments that demonstrate professional skills.Does not identify previous accomplishments.Identifies but does not describe previous accomplishments that demonstrate professional skills.Describes previous accomplishments that demonstrate professional skills.Analyzes previous accomplishments that demonstrate professional skills. Discuss strategies and practices that will be used to further develop professional skills.Does not identify strategies nor practices that will be used to further develop professional skills.Identifies but does not discuss strategies and practices that will be used to further develop professional skills.Discusses specific strategies and practices that will be used to further develop professional skills.Discusses specific strategies and practices that will be used to further develop professional skills, providing clear examples of how these strategies and practices can be implemented. Identify supporters and resources that will contribute to the development of professional presence.Does not identify supporters nor resources.Identifies supporters and resources, but identification is unclear or disconnected to the goal.Identifies supporters and resources that will contribute to the development of professional presence.Identifies supporters and resources that will contribute to the development of professional presence, connecting the resources to goals. Explain connections between skill development and personal, academic, and career goals.Does not attempt to explain connections between skill development and goals.Attempts to explain connections between skill development and goals, but the explanation is unclear and/or personal, academic, or career goals are not explained.Explains connections between skill development and personal, academic, and career goals.Explains clear connections between skill development and personal, academic, and career goals, elaborating on how these skills will impact larger goals. Write coherently with correct grammar, usage, and mechanics.Writing is unclear as a result of poor organization, grammar, usage, or mechanics.Attempts to write coherently, but there are examples of incorrect grammar, usage, or mechanics. Writes coherently with correct grammar, usage, and mechanics.Writes coherently with organization and correct grammar, usage, and mechanics. 

 FFollow Rubric Please 

Community Assessment

For your first project assignment, you will be conducting a community assessment.

Begin by providing an overview of the community in which you live (large or small, urban or rural).  Then, complete the following:

1. Identify community demographics, including social, ethnic, and cultural diversity.
2. Use local papers and other media to identify and describe two social change concerns appropriate to the community.
3. Identify the main actors (different ones for each concern) who may be involved in participating in a policy development process to address the concerns. 
4. Identify the potential implementing actor (for-profit organization, non-profit, or government) or the combination of actors for each concern.
5. Draft a statement of public policy for each of the two social change concerns you have identified for the community, taking into consideration public policy elements. Refer to the resources in your Social Policy Toolbox for developing these statements.

Assignment Requirements

• Page Length: 3–5 double-spaced pages.
• Font and font size: Times New Roman, 12 point.
• Formatting: Present your paper in APA format. 
• Written communication: Written communication must reflect graduate-level writing skills and successfully convey the message.

Reference the resources provided in your Social Policy Toolbox as well as the assignment scoring guide to help you complete this assignment.

Submit your Community Assessment assignment in the assignment area.

Resources

• Community Assessment Scoring Guide.
• APA Style and Format.

You are to provide a paper (case studies) of a minimum of 2 pages and a maximum of 3 pages (not including your cover page, abstract, or reference page).

You need at least 3 references in addition to your text. The case study and the references are to be in APA format  

Tom a male employee approached HR stating he was concerned for his safety and the safety of other employees in his unit. Tom explained that on his assembly line there was bad blood between two female employees. Tina & Louise argued all day long in front of the other employees. Tina had made the comment several times that one day Louise was going to piss her off enough that she would blow her stuff/ass away. Tom stated that Tina was carrying a chrome 9-mm pistol in her jacket pocket in the workplace. When asked how Tom knew this, he stated that Tina showed him the pistol earlier in the day. Tom was concerned that if Tina pulled the gun out to shoot Louise would she stop there or possibly shoot others.

You,  as the Human Resources Director contacted the local police, explained the situation to them and asked for a police presence when confronting Tina in the work area. The police arrived with a female and male officer. Along with the HR Director they entered the work area where Tina and Louise worked, noticed Tina jacket hanging on the back of the chair. The HR Director approached the worktable asking everyone with the exception of Tina to leave. The HRD asked Tina if she was carrying a weapon on her. Tina indicated she was. The female officer instructed Tina to place her hands clearly visible on the table and to stand up while she pulled the chair back from her. The officer asked Tina which pocket the gun was in. Tina indicated in the right pocket. While the female officer placed her hands-on Tina, the male office reached in Tina’s right coat pocket and retrieved a chrome plated 9-mm hand gun.

The officer took the gun to another table and proceeded to unarm the gun. The officer stated the gun had a full magazine, a bullet in the chamber and that the safety lock was off. He said the gun was ready to be fired.

Tina was arrested by local police for unlawfully carrying a concealed weapon with intent to commit harm.

The employer terminated Tina for violation of Company Policy; possession of a weapons on company property.

The employer had a clear policy stating it was against company policy to have weapons on company property.  The company had posted signs at its entrance gates stating that weapons were not permitted on company property.

Tina filed a charge through the district court, claiming Sex Discrimination in the workplace.

Tina alleged that during dove season and/or deer season, it was a known fact that many male employees brought their shotguns and/or rifles onto company property so they could head out to their lease’s right after work.

Tina alleged that the shotguns and/or rifles were clearly visible in some vehicles (pick-up trucks) as they were placed in the rifle racks.

Tina also alleged that some male employees even purchased shotguns and/or rifles from each other on company property during their lunch break or after work hours in the company parking lot.

Tina alleged that senior management at her direct site was well aware of this practice and that some immediate supervisors participated in the behavior as well.

Tina named the male employees and supervisors who often brought their shotguns and/or rifles to work.

As HR director:  What would you have done?  How would you have handled this situation