Module 04: Discussion

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Chapter 11 outlines two philosophies; entitlement and performance.  To motivate employees toward organizational goals, leaders need to establish a guiding philosophy regarding total rewards system and communication of it.

Research compensation philosophies of entitlement versus performance.  Find an article or research study of one of these philosophies or both that outlines if the philosophy is working well or not working well.  Discussing the communicating pay philosophy is also a consideration.  

Please remember to share the URL (link) of your article or research study.

Discussion Board Directions:

• You will not be able to view your classmate’s posts until you post.
• Your initial post should be 2-3 paragraphs in length.
• Your initial post is due by Thursday. This allows you and your classmates time to read and reply.
• Make sure to demonstrate critical thinking and analysis by using research and personal work experiences.
• For full credit, you are required to respond to a minimum of two classmates. Please begin your reply by addressing the student by name. Your responses must be completed by Sunday at midnight.   
• Please refer to the rubric for the grading requirements. You can view the rubric by clicking on the wheel in the upper right corner and selecting “show rubric.”  

Savannah Gaulin

According to Mathis, et. al. (2020), the pay-for-performance philosophy assumes that compensation decisions reflect performances differences; therefore, pay raises or incentives are structured to reward quantity, quality, speed of work, and customer satisfaction among employees. By doing so, employees are motivated and direct their efforts towards organizational objectives in order to meet performance goals. The performance philosophy includes pay and raises based on performance, no raises for poor-performing employees, market-adjust pay scales, no raises for length of service or job tenure, and industry comparisons of total rewards (Mathis, et. al., 2020). This type of reward system is not typically used exclusively; however, if it is used alone it should reflect important outcomes to shareholders, customers, and employees.

Neeraja and Aman (2009) state that in most organizations today, performance appraisal and designing reward system has become a core area of attention for managing human resources to stimulate them to perform efficiently. In a study on the effect of performance pressure on stress appraisals, self-regulation, and behavior, both functional and dysfunctional outcomes are produced (Mitchell, et. al., 2019). Although performance appraisals may be an effective way to motivate employees, it can come with some consequences, including a significant source of stress for employees. The study showed that a focus on the negative aspects of performance pressure (difficulties of improving performance) prompts threat appraisals, which creates a taxing experience that depletes self-regulation and leaves these employees less able to control their behavior with social etiquette (leads them to act uncivilly), and a focus on the positive aspects of performance pressure (opportunities) prompts challenge appraisals, which engages a positive, self-reinforcing effect on self-regulation through engagement that promotes functional work behaviors (task proficiency, citizenship) (Mitchell, et. al., 2019).  Organizations that implement performance philosophies must be careful not to exert too much pressure and stress on their employees, or else it may result in a negative outcome for the organization.

We have all worked in a group or team at some point in our careers. A  team is brought together to achieve a common goal. The team needs to  have members who have complementary skills and who are committed to a  common purpose to achieve performance goals. However, teams don’t move  immediately toward performing, but instead evolve over time. There are  five stages of group and team development.

1. Forming – Getting oriented and getting acquainted. High degree  of uncertainty as members as they try to figure out who is in charge.
2. Storming – Personalities start to emerge, along with roles and conflicts within the group.
3. Norming – In the third stage conflicts are resolved, relationships developed, harmony and unity surfaces.
4. Performing – The members concentrate on solving problems and completing the assigned task.
5. Adjourning – Members prepare to disband. Some members may be reassigned, terminated from the group or the group is resolved.

Think about a time when you joined a new group . . . it could be at work, in a family setting or with a social group.

• Which of the five stages was the most challenging for the group to work through, and why?
• How might you have helped the group work through that stage  differently based upon what you know now about the five stages of group  and team development?

Course Name: RTM 150 (Outdoor Education)

Week 2- (Fill in the blank) Education

It was great digitally meeting you all! It is great to see that we are all we are all bringing different experience levels, and knowledge bases to the conversation for the semester! I appreciate you sharing the foundations of information that we will now build upon. 

For WEEK 2- Please read the attached article-

This 40 page article will serve as our hyper efficient historical guide, as well as introduce and define the various ‘______ Educations’ that we will encounter in future readings. This is one of the only articles/dense readings we will have this semester, I promise. 

These terms: Outdoor Education, Experiential Education, Adventure Education, Environment Education, Challenge Education, High Ropes Education, combinations of all of the above, and many more will be found in nearly all our future readings.

This reading is heavy on content but presents it in a focused, albeit simplified, format. All of the information contained herein is important and relevant. Please ‘actively read’ by taking notes and making annotations. You are always encourage to use google regarding unrecognized words and concepts that might be beneficial for proper reading comprehension.

Part One

After reading, please post one (1) question you have about the article in this discussion thread. 

Please tailor your question, and your answers to your own areas/fields/topics of interest as you ENGAGE and INTERACT with the article and other online resources at your disposal.

Part Two: 200 Words Total

Additionally, please answer two (2) of your classmates questions, by clicking ‘reply’ below their posted question. Answers should be at least one paragraph in length (100 words). You are also encouraged to reference and link outside readings, articles and resources in your answers to your peers!

NOTE: I have attached the student’s Questions for response in a separate file

The Fig Technologies Executive Leadership Council (ELC) has received several requests for transfer to the United States from nations of diminished tolerance. The ELC has asked you to develop a presentation briefly explaining the history of diversity-based legislation. In your presentation, describe the challenges of legislating diversity, and compare historical legislation of diverse populations to more recent diversity legislation. Also, explain how diversity legislation impacts ethnic, orientation, and gender groups as well as those of age, appearance, and perceived disability.

At least two additional resources should be used in addition to your textbook, one of which must come from the CSU Online Library. All sources should be cited and referenced properly using APA formatting. The presentation should consist of a title slide, a minimum of 10 slides of content, and a reference slide. Since this is a presentation, at least one slide should include a graphic or chart to present information.

When most people think about identifying a crisis or disaster, the first ones that come to mind are usually natural disasters like tsunamis, earthquakes, or draughts. Others may first think of wars, terrorism, or genocide. As counselor educators, you should be aware of all types of crisis that may occur, including business crises such as those that involve the global outsourcing of jobs or de-centralization of business functions. Political, personal, financial, or technological crises also are important categories to consider. For this Discussion, however, the focus is on the first types of crises mentioned—natural disasters and terrorist events.

Regardless of the type of crisis/disaster, the duration and intensity—or scope—of a crisis directs how your organization, community, or region will be impacted and the extent of the disaster response. The scope of a disaster also dictates whether an area is declared a disaster area by a nation’s leaders, whether assistance from outside your area will be needed, and the length of time necessary for disaster recovery efforts.

Another area counselor educators should investigate relates to the demographics of the crisis/disaster population. Knowing this information will inform you and first responders of cultural considerations involved. The U.S. Census Bureau Quick Facts provides age, gender, ethnicity, home ownership, language, median income, and education level for your state, county, and city. This demographic data may be explored online.

To prepare for this Discussion:

• Review Chapter 2 in your course text, Crisis Management in the New Strategy Landscape, focusing on the types of crisis trends presented.
• Review the article, “Crisis in Context Theory: An Ecological Model,” and consider the proposed model for understanding the impact of crises.
• Review the articles, “Latina Mothers’ Perceptions of Mental Health and Mental Health Promotion” and “Risk of Posttraumatic Stress Disorder and Depression in Survivors of the Floods in Bahir, India” to help you understand multicultural considerations related to crisis responding.
• Review the articles, “Disaster Response: Mental Health Effects among WTC Rescue and Recovery Workers” and “Rescuing the Rescuers: First Responders at Risk,” for examples of health provider responses.
• Review Chapter 3 of the video, The Soldier’s Heart, and consider the impact of combat on those in the military.
• Review the articles, “The Hierarchy of Needs and Care Planning in Addiction Services: What Maslow Can Tell Us about Addressing Competing Priorities?” and “Basic Need Status and Health-Promoting Self-Care Behavior in Adults.” Think about how basic need satisfaction is correlated to health-promoting, self-care behavior and how this relates to crisis management and response.
• Choose a natural disaster or terrorist activity that would affect your community to use for this assignment. Think about the ways in which it would affect your community. Please choose an event other than Hurricane Katrina.
• Review demographics online at the U.S. Census Bureau Quick Facts website to determine the characteristics of those who might be affected by this particular event. If you live outside the U.S., research your location.
• You should obtain data such as age, gender, ethnicity, home ownership, language, median income, and education level for your state, county, and city.

If managers could have just one wish, many would ask for a crystal ball. With this tool, there would never be any worry about risk. The manager could look into the crystal ball and know exactly what will happen with each decision. Unfortunately, we do not have this luxury and must use other tools and techniques to determine the risks we face for the decisions we make. Understanding the types of financial risks will be the focus of this week’s discussion question.

For this discussion question, you will prepare a 3–5 slide narrated PowerPoint presentation that addresses different types of financial risk. You will also discuss the implications for decision-making in healthcare organizations.

Use these questions to guide your development of the presentation:

• What is risk?
• What is financial risk as it relates to required return?
• What is stand-alone, corporate, and market risk?
• What is the relevance of risk measures in the financial decision-making process?

Instructions:

1. Your initial post must include your presentation attached.
2. Provide constructive feedback to each of your response posts. 

Each student will be responsible for completing 3 annotated bibliography assignments throughout the semester.  For each assignment, you are required to read two articles and complete an annotated bibliography for each article (scholarly/peer-reviewed journal articles). See syllabus for example.  

Introduction

Mentoring is an aspect that is often overlooked by both the leader and the employee looking to improve his or her career position. This discussion is designed to raise awareness for mentoring relationships and mentor planning.

Tasks

• Discuss your experience as a mentor and as one being mentored. If you do not have experience in either of these roles, describe how you would begin a mentoring relationship as a leader.
• If you have only been a mentee, please discuss how you would approach that relationship differently from the leader’s perspective.

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. Submit your document to this Discussion Area by the due date assigned. Be sure to cite your sources using APA format.

Please complete in detail

Common Assignment Requirements 

The purpose of this assignment is to demonstrate your comprehension of project planning as a key function for enabling PMO success and business outcomes. To satisfy this objective, address the following assignment key elements:

• In your own words including scholarly reference support, 
  • Define project planning in context of the PMO.
  • Describe the primary rationale for PMO project planning.
• Compare and contrast the project planning functions between Supportive and Controlling PMO types as described in the PMBOK Guide (6th ed.), Part 1 Section 2.4.4.3 page 48.
• Describe the application of PMO standards and metrics in PMO project planning.
• Summarize how the project planning enables PMO success while recognizing ethical considerations and challenges unique to an international PMO.

Option #1: PMO Planning Results Essay 

For the assignment Option #1, write an essay to address the Module 4 Common Assignment Requirements.

Submit your Module 4 Critical Thinking assignment as a single Microsoft Word document to the submissions area established for this purpose.

Your essay should address the following requirements:

• Your well-written PMO recommendation essay thesis should be 5 pages in length, which does not include the title, reference, or appendix pages. You need to add headings and subheadings associated with each of the bullet points listed in the common assignment requirements.
• Format your paper per the CSU Global Guide to Writing & APA (Links to an external site.) standards, which includes an introduction and conclusion.
• Include title and reference pages.
• In addition to your course textbook, cite at least four current (published within the past 5 years) scholarly resources (peer-reviewed, official governmental reports, and other scholarly sources) to support your suppositions, assertions, and conclusions. To enhance your learning experience, scholarly resources are available from the CSU Global library.
• Include an appendix for tables and figures as appropriate.

Please write clearly, concisely, and cohesively; use section level headers to organize the key elements of your thesis.

Consult the assignment template (Links to an external site.) for a more complete list of requirements. If you need assistance with your writing style or you need writing tips or tutorials, visit the CSU Global Writing Center (Links to an external site.). Review the grading rubric to see how you will be graded for this assignment.