Instructions

As the newly promoted vice president of human resources (HR), you are an influential member of the decision-making team that will select a country for global expansion. 

For this assignment, follow the instructions below.

• Develop a chart to compare and contrast the cultures of two specific countries to which your organization is looking to expand. The two countries must be on different continents, and you must use a minimum of 10 criteria from established cultural frameworks.
• Write a 500-word synopsis of how culture impacts HR management in a global organization.
• Identify two employment laws for each of the two countries you are considering for expansion.
• Explain the significance of the laws and how they differ from U.S. laws or laws in your state.
• Evaluate how each law could affect your hiring process and/or organization in general.
• Identify which of the two countries you will recommend for the global expansion of your organization. Write a 500-word synopsis in which you summarize why you selected that country.
• Explain how this choice will benefit your organization.
• Finally, develop a hiring strategy for the new location, taking into consideration what you have learned about the country’s laws and culture.

You must use at least three sources to support your project. All sources must be properly cited. Adhere to APA Style when creating citations and references for this assignment. 

1000 words minimum a question maximum 1500 words ( do not exceed the word count)

Only in-text citation required (no reference list)

3 questions have to be answered from the case study

I need it in 12 hrs of time

see details

In this Work Product Assessment, you will use information from the documents provided to demonstrate your ability to engage in personal and professional leadership planning.

Part I: Reflexive Self-Assessments

Read “On Becoming a Critically Reflexive Practitioner.” Pay particular attention to pages 407–412 and pages 418–424. The author argues that critically reflexive practitioners have the ability to “engage their own learning” and surface tacit knowing—thus enabling them to build self-awareness, enhance critical thinking skills, and rethink their conceptualizations of the world.

Consider the differences between critically reflexive means of learning, and traditional objectivist means of learning. Consider the implications of critical reflexive practice and praxis on the education and development of leaders.

With this information in mind, respond to the following prompts and questions:

1. Authentic Leadership Self-Assessment
   • Identify, through critical self-reflection, two strengths and two weaknesses that you have as a leader (or follower), with respect to a focus on the topics of authentic leadership and personal mastery. Be sure to provide some organizational context for each strength and weakness and disguise all names and organizations. (Approximately 300 words)
   • Explain how and why these leader or follower behaviors are indeed relative strengths and weaknesses, relative to documented leadership best practices and theoretical frameworks about the topics of authentic leadership and personal mastery. (Approximately 400 words)

     Note: For Part A, you must draw upon your experiences as a leader and/or a follower and analyze them as they relate to the topics of authentic leadership and personal mastery to achieve a praxis-oriented response (integrating theory with practice).

2. General Leadership Self-Assessment
   • Identify, through critical self-reflection, at least two strengths and two weaknesses that you have as a leader (or follower), with respect to any documented best practices or theoretical frameworks about leadership and/or followership that you choose. Be sure to provide some organizational context for each strength and weakness. (Disguise all names and organizations.) (Approximately 300 words)
   • Explain how and why these leader or follower behaviors are indeed relative strengths and weaknesses, relative to documented best leadership practices and theoretical frameworks about leadership and/or followership that you choose. (Approximately 400 words)

     Note: For Part B, you must draw upon your experiences as a leader and/or a follower and analyze them through the lenses of the chosen leadership best practices and theoretical frameworks to achieve a praxis-oriented response (integrating theory with practice).

Part II: Individual Leadership Goal Setting

Self-awareness is an important part of any process of self-improvement. In Part I of this Assessment, you used critical self-reflection to identify specific leadership and/or followership-oriented strengths and weaknesses.

In Part II of this Assessment, you will continue a process of self-reflection and you will identify three leadership-oriented goals that relate to your personal core values and principles, and that also relate to the strengths and weaknesses you articulated in Part I.

Understanding the relationship of core values and principles to goals is important because, unless important leadership goals derive from your values and principles, you are unlikely to buy into them, and others will perceive your goals as inauthentic and not worth committing to help you achieve.

1. Setting Leadership Goals
   • Read “On Setting Leadership Goals.” Consider the relationships between values, principles and both S.M.A.R.T. and B.H.A.G. types of goals. Then, consider your leadership strengths and weaknesses and respond to the following prompts.
   • Complete the “Dynamic Leadership Personal Values Survey.”

     This questionnaire will help you to identify and rank your key values. Be sure to answer all questions honestly, so that you can obtain the most accurate results. After taking the survey and reflecting on your results, determine the three character traits for which you scored highest. Then, rephrase them as values that are relevant to you in your professional life. For instance, if one of your strongest character traits is “critical thinking,” your value statement might be: “I value thinking critically about situations in my life.” (Note: The survey is not to be submitted.)

   • Using the information completed in step one above, complete the “Leadership Goals Template” as follows:
     • For each of your top three values that you identified in your “Dynamic Leadership Personal Values Survey,” identify three principles that emanate from each value (you will have a total of nine principles). For instance, if your value statement is “I value thinking critically about situations in my life,” your principle might be “It is important to fully understand a situation before making a decision.”
     • Finally, determine three goals that align with the three most important values, and the single most important principle associated with a particular value, that you have identified. For example, if your principle is, “It is important to fully understand a situation before making a decision,” then your goal might be: “Evaluate career opportunities in my city.”

       For one of the three goals, set a very hard-to-reach, stretch, or B.H.A.G. goal.

       Note: The leadership strengths and weaknesses you identified in Part I of this Assessment can help you determine, for now, how “feasible” a goal is.

Part III: Individual Leadership Action Plan and Final Reflections

Well-thought-out plans are critical for success, both for yourself and your organization. As psychologist and author Dr. Fitzhugh Dodson said, “Without goals, and plans to reach them, you are like a ship that has set sail with no destination.” (Dodson, n.d.).

In Parts I and II of this Assessment, you identified your leadership strengths and weaknesses and reflected on the important values and principles that have helped you develop leadership-oriented goals.

In this final part of this Assessment, you will take the three leader and/or follower goals that you have set for yourself and outline a general action plan that will help you achieve them.

1. Complete all three parts of the “Leadership Goals and Action Plan Worksheet”:
   • Part A: Values, Principles, and Goals
   • Part B: Leadership Action Plan
   • Part C: Reflection on Leadership Action Plan

SEE ATTACHMENT FOR INSTRUCTIONS PLEASE

 CASE 

Helen Bowers was stumped. Sitting in her office at the plant, she pondered the same questions she had been facing for months: how to get her company’s employees to work harder and produce more. No matter what she did, it didn’t seem to help much. 

Helen had inherited the business three years ago when her father, Jake Bowers, passed away unexpectedly. Bowers Machine Parts was founded four decades ago by Jake and had grown into a moderate-size corporation. Bowers makes replacement parts for large-scale manufacturing machines such as lathes and mills. The firm is headquartered in Kansas City and has three plants scattered throughout Missouri. 

Although Helen grew up in the family business, she never understood her father’s approach. Jake had treated his employees like part of his family. In Helen’s view, however, he paid them more than he had to, asked their advice far more often than he should have, and spent too much time listening to their ideas and complaints. When Helen took over, she vowed to change how things were done. In particular, she resolved to stop handling employees with kid gloves and to treat them like what they were: the hired help. 

In addition to changing the way employees were treated, Helen had another goal for Bowers. She wanted to meet the challenge of international competition. Japanese firms had moved aggressively into the market for heavy industrial equipment. She saw this as both a threat and an opportunity. On the one hand, if she could get a toehold as a parts supplier to these firms, Bowers could grow rapidly. On the other, the lucrative parts market was also sure to attract more Japanese competitors. Helen had to make sure that Bowers could compete effectively with highly productive and profitable Japanese firms. 

From the day Helen took over, she practiced an altogether different philosophy to achieve her goals. For one thing, she increased production quotas by 20 percent. She instructed her first-line supervisors to crack down on employees and eliminate all idle time. She also decided to shut down the company softball field her father had built. She thought the employees really didn’t use it much, and she wanted the space for future expansion. 

Helen also announced that future contributions to the firm’s profit-sharing plan would be phased out. Employees were paid enough, she believed, and all profits were the rightful property of the owner—her. She also had private plans to cut future pay increases to bring average wages down to where she thought they belonged. Finally, Helen changed a number of operational procedures. In particular, she stopped asking other people for their advice. She reasoned that she was the boss and knew what was best. If she asked for advice and then didn’t take it, it would only stir up resentment. 

All in all, Helen thought, things should be going much better. Output should be up and costs should be way down. Her strategy should be resulting in much higher levels of productivity and profits. 

But that was not happening. Whenever Helen walked through one of the plants, she sensed that people weren’t doing their best. Performance reports indicated that output was only marginally higher than before but scrap rates had soared. Payroll costs were indeed lower, but other personnel costs were up. It seemed that turnover had increased substantially and training costs had gone up as a result. 

In desperation, Helen finally had hired a consultant. After carefully researching the history of the organization and Helen’s recent changes, the consultant made some remarkable suggestions. The bottom line, Helen felt, was that the consultant thought she should go back to that “humanistic nonsense” her father had used. No matter how she turned it, though, she just couldn’t see the wisdom in this. People worked to make a buck and didn’t want all that participation stuff. 

Suddenly, Helen knew just what to do: She would announce that all employees who failed to increase their productivity by 10 percent would suffer an equal pay cut. She sighed in relief, feeling confident that she had finally figured out the answer.  

Instructions:

This week’s assignment is to create a project plan using industry-standard software. 

In this assignment, you will be creating a Work Breakout Structure (WBS), GANTT Chart, and Network Diagram for your project using the software application you have chosen. Please include:

At Least 30 Activities, each with

• Duration/Dates
• Predecessors
• Resources
• A Critical Path
• Include a copy of the source file from your application. In the case of Smartsheet, include detailed screenshots embedded in a Word file.

extra websites for software

 Basecamp – https://basecamp.com (tutorials at: https://basecamp.com/help/2/videos (Links to an external site.)) Freedcamp – https://freedcamp.com (tutorial at: https://youtu.be/6S0jb6CnnH0 (Links to an external site.)) Flow – https://www.getflow.com (tutorials at: https://www.getflow.com/support (Links to an external site.)) Wrike – https://www.wrike.com (tutorials at: https://help.wrike.com/hc/en-us/categories/201188625 (Links to an external site.)) 

Write a paper of 5–7 pages that describes the strategies that can facilitate a successful organizational transformation. Your description should be based on real life successes and documented research. Describe the change strategies as follows:

• Strategic: Driven by  environmental factors such as competition, technology, regulatory, and so forth 
• Incremental: Affecting portions of the organization to improve efficiency or effectiveness within  the strategic framework of the organization 
• Reactive: Changes made in response to a specific event or events 

Anticipatory: Changes made ahead of future events  

Scope Management and Health Checks

Your brother in-law is about to submit a scope statement to the town council for the July 4thparade and picnic he has volunteered to project manage. Your town has about 6,000 households, and this is the first time the town council gave a tentative approval for the parade and picnic. The council president thinks that about $1,500 can be allocated for the event. Since your brother in-law knows you are taking a project management class, he has asked that you to look over his draft scope statement. He knows that the scope statement should be professional so that the town council will see him as responsible and allocate the money for the parade and picnic. Here is his scope statement.

4th of July Parade and Picnic in Anytown, USA

Project Objective – to organize and hold both a parade and picnic from 10 a.m.-2 p.m. on July 4th

• Deliverables
• Parade security
• Picnic security
• Hour parade
• Hour picnic
• Local business sponsors
• Food Trucks
• Latrine Arrangement
• Advertisement
• Volunteer Coordination

Milestones

1. Get permits for closing the parade route to traffic
2. Finalize venue location (local school or park)
3. Police
4. Fire Department
5. Sponsorships
6. Latrines
7. Food trucks
8. Set-up
9. Clean-up

Technical Requirements

1. Parking for parade
2. Parking for picnic
3. Audio system for music
4. Traffic control

Limitations

1. Maximum 20 automobiles/floats
2. Insurance
3. Food trucks donate 10% to town council
4. Fire marshall
5. Strict adherence to time limit of 10 a.m-2 p.m.

Provide input to your brother-in-law on:

• the scope statement,
• scope creep prevention,
• stakeholder management,
• metrics for success,
• ways to recover the project should it become distressed,
• how and when he should perform health checks, and,
• any other items he should consider from a project management perspective.

Support your statements and conclusions using at least one current, peer-reviewed scholarly article.

See attachments 3 assignments

Communication Skills – E Portfolio

Hide Assignment InformationInstructions

E-Portfolio (20 points) – Outcome 1 – Due: Tues. July 14 by 11:59pm

This e-portfolio assessment is designed to be used as both a learning tool and as a professional portfolio that you can include in your resume or applications for jobs. You want to begin developing your portfolio ideas during Week 3, even though it is not due until Week 8. In this assignment you are asked to choose any three of the four HRMN 302 course outcomes and reflect on your learning in our class.

There are two distinct parts to this assignment. The first is your reflective ideas about your learning for three of the four course goals. The second is the actual creation of the E-portfolio on the Google Site. There is a partially completed portfolio provided for you at the very end of these instructions.

For directions on how to create an E-portfolio/Google Site go to url https://goo.gl/pIMkbu

The four course outcomes for HRMN 302 are:

1. Apply appropriate communication media and methods to various situational needs in organizational settings.
2. Apply communication theories to organizational communication challenges.
3. Recognize and respond constructively to cultural differences in communication.
4. Analyze and assess the communication dynamics of an organization through the completion of a communication audit.

Once your portfolio site is created, follow the specific instructions below.

Begin with an Introduction page, develop at least one page for each of the three outcomes you’ve selected. Be sure to include a Reference page at the end.

You will have a minimum of 5 pages. 

On each outcome page:

• Provide the specific course outcome you’ve selected.
• Explain in your own words and 1-2 paragraphs how each outcome relates to what you have learned in class.
• Post one artifact for each outcome (video, paper, chart, or any type of file you wish to use) and that demonstrates your mastery of each outcome. NOTE: the artifacts do not have to be newly created. You can use work you’ve developed previously.
• Explain, in detailed sentences and approx. 2-3 paragraphs how each artifact relates to the course outcome.

Here is an example of a partially completed portfolio:

https://sites.google.com/site/hrmnportfolio2011/

To Submit Your E-Portfolio for Grading:

Copy and paste your E-Portfolio url into a word document. Then post your 1 page word document to the assignment folder Communication Skills- E Portfolio 

Due DateJul 14, 2020 11:59 PMHide Rubrics

Rubric Name: Communication Skills E-Portfolio

This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.CriteriaMissing0 pointsBeginning4 pointsDeveloping4.667 pointsAccomplished5.334 pointsExemplary6.6667 pointsCriterion ScoreThree outcomes

Missing

The portfolio is missing three or more of the following:
course outcome 1, 2, or 3, one page for each outcome, an introduction
with the students name, citations

The portfolio is missing two of the following: course
outcome 1, 2, or 3, one page for each
outcome, an introduction with the students name, citations

The portfolio is missing one of the following: course
outcome 1, 2 or 3, one page for each outcome, an introduction with the students name, citations

Portfolio includes: three course outcomes, one
page for each outcome, an introduction with a title and student’s name, citations

/ 6.6667Content addresses the outcome

Missing

Portfolio is missing written content to explain each of the three outcomes or uses artifacts that do
not relate to the outcomes.

Portfolio content needs some clarification and a better
approach. Written details are provided. Content may be in a list and missing details to explain.

Portfolio features some discussion of key summary points, but requires some minor clarification. page content is not as logical or professionally presented as it should be

Portfolio provides details to fully describe the outcome as it relates to what was learned in class. content and format are logical and professional; appropriate amount of information is presented on each page

/ 6.6667Mechanics

Missing

Presentation has 4 or more typographical or grammatical errors; errors detract from the overall message

Presentation has three or less typographical or grammatical errors; errors do not detract from the overall message

There may be some errors in the amount of information presented on each slide; presentation
includes two typographical errors at most

There are no grammatical errors; proper formatting
is used throughout the presentation

/ 6.6667