Leadership Styles

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This week’s assignment is to create a Powerpoint presentation.  This presentation should be 12 – 15 slides long in addition to a cover page and a reference page.  Use bullets on most slides but each page should include a note section with at least 150 words in addition to the slide.  Cite your work, limit quotes, and edit your work well for spelling, grammar, and punctuation errors.  Quotes should always be rare and properly cited.  Slides or notes with excessive quotes will have deductions.  Use your own words.

Assignment – Examine Trait, Skills, Behavioral, Style, Situational, and Path-goal approaches/theories of leadership

Prepare a presentation as if you were a leadership instructor.  You are to prepare it so you will be able to teach a lesson to a class.   Using the six approaches/theories of leadership we have discussed in the first three weeks of class, document what the approach or theory is based on, how it is different than the others, and when it is best used.   Consider the strengths and weaknesses of each one.   Give examples of when each theory would work best.   For example, consider different positions like a construction plant manager or a school principal or a nurse. What approach would work best for different positions?   Incorporate that into your lesson.   Your goal is to have your audience (students) understand the six approaches and when to use them.

Do not copy definitions from the book.  Use your own words to get your students to understand the different aspects of the theories.  Use the 12 – 15 slides for the six approaches/theories, approximately two- three pages for each one.

Format:

Title Slide – Include a title page with your name, student number, title of your paper, course number, course name, & date.

Introductory Slide – Include a short introduction of your agenda/topics.

Length – 12 – 15 slides plus the title page and citation page. Make sure you have at least 150 words in the note section of each page.  Do not include any quotes in your notes.

Reference Page – Include at least two outside sources in addition to your textbook and other course articles on a separate reference page.  Use references with authors, not websites. All references must have citations within your paper.  Wikipedia is not an acceptable reference.

 
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Using T Test And ANOVA With Sun Coast Remediation Data Set

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Running head: INSERT TITLE HERE 1

INSERT TITLE HERE 17

 

Insert Title Here

Insert Your Name Here

Insert University Here

 

Sun Coast Remediation Course Project Guidance

 

Background

 

To help make a connection between business research and its use in the real world, this course will use an iterative course project. Throughout the term, you will serve as the health and safety director for Sun Coast Remediation (Sun Coast).

 

Sun Coast provides remediation services to business and governmental organizations. Most of their contracts involve working within contamination sites where they remove toxic substances from soil and water. In addition to the toxicity of the air, water, and soil their employees come into contact with, the work environment is physically demanding and potentially contributory to injuries involving musculoskeletal systems, vision, and hearing. Sun Coast genuinely cares about the health, safety, and well-being of their 5,500 employees, but they are also concerned about worker compensation costs and potential long-term litigation from injuries and illness related to employment.

 

Health and Safety Director Task

 

Sun Coast hired you last month to replace the previous health and safety director, who left to pursue other opportunities. This is a critical position within the company because there are many health and safety-related issues due to the nature of the work. The former health and safety director was in the midst of analyzing these issues through the implementation of a research project when she left the organization.

 

Throughout the term, you will use your knowledge of research methods to bring the research project to fruition. You will conduct a literature review, develop research questions and hypotheses, create the research design, test data, interpret data, and present the findings. Each unit will accomplish one of these tasks. It has already been decided that the business problems will be best addressed using a quantitative research methodology. You will not collect any data for this project. The former health and safety director had already collected the data, which is provided for you in an Excel spreadsheet.

 

Statistical Tools

 

You will conduct the data analysis using Microsoft Excel Toolpak. View these links for information: https://support.office.com/en-us/article/load-the-analysis-toolpak-in-excel-6a63e598-cd6d-42e3-9317-6b40ba1a66b4 and https://www.excel-easy.com/data-analysis/analysis-toolpak.html

 

Sun Coast Remediation Course Project Sections

 

Since this is a quantitative research study, there are specific steps that should be followed. The following is a template that will help you develop your project. (It is also provided as a template in Unit VII.) Use this information to guide your completion of the course project.

 

Table of Contents

Include the table of contents here. There is a tool for creating a table of contents in the References tab of the Microsoft Word tool bar at the top of the screen. Remember to delete this text and the instructions from the previous page before you begin.

 

Executive Summary

The executive summary will go here. The paragraphs are not indented, and it should be formatted like an abstract. The executive summary should be composed after the project is complete. It will be the final step in the project. Delete this text before you begin.

 

Sun Coast Remediation Course Project

Introduction

Note: The following introduction should remain in the research project unchanged. Delete this note before you begin.

Senior leadership at Sun Coast has identified several areas for concern that they believe could be solved using business research methods. The previous director was tasked with conducting research to help provide information to make decisions about these issues. Although data were collected, the project was never completed. Senior leadership is interested in seeing the project through to fruition. The following is the completion of that project and includes the statement of the problems, literature review, research objectives, research questions and hypotheses, research methodology, design, and methods, data analysis, findings, and recommendations.

Statement of the Problems

Note: The following statement of the problems should remain in the research project unchanged. Delete this note before you begin.

Six business problems were identified:

Particulate Matter (PM)

There is a concern that job-site particle pollution is adversely impacting employee health. Although respirators are required in certain environments, PM varies in size depending on the project and job site. PM that is between 10 and 2.5 microns can float in the air for minutes to hours (e.g., asbestos, mold spores, pollen, cement dust, fly ash), while PM that is less than 2.5 microns can float in the air for hours to weeks (e.g. bacteria, viruses, oil smoke, smog, soot). Due to the smaller size of PM that is less than 2.5 microns, it is potentially more harmful than PM that is between 10 and 2.5 since the conditions are more suitable for inhalation. PM that is less than 2.5 is also able to be inhaled into the deeper regions of the lungs, potentially causing more deleterious health effects. It would be helpful to understand if there is a relationship between PM size and employee health. PM air quality data have been collected from 103 job sites, which is recorded in microns. Data are also available for average annual sick days per employee per job-site.

Safety Training Effectiveness

Health and safety training is conducted for each new contract that is awarded to Sun Coast. Data for training expenditures and lost-time hours were collected from 223 contracts. It would be valuable to know if training has been successful in reducing lost-time hours and, if so, how to predict lost-time hours from training expenditures.

Sound-Level Exposure

Sun Coast’s contracts generally involve work in noisy environments due to a variety of heavy equipment being used for both remediation and the clients’ ongoing operations on the job sites. Standard ear-plugs are adequate to protect employee hearing if the decibel levels are less than 120 decibels (dB). For environments with noise levels exceeding 120 dB, more advanced and expensive hearing protection is required, such as earmuffs. Historical data have been collected from 1,503 contracts for several variables that are believed to contribute to excessive dB levels. It would be important if these data could be used to predict the dB levels of work environments before placing employees on-site for future contracts. This would help the safety department plan for procurement of appropriate ear protection for employees.

New Employee Training

All new Sun Coast employees participate in general health and safety training. The training program was revamped and implemented six months ago. Upon completion of the training programs, the employees are tested on their knowledge. Test data are available for two groups: Group A employees who participated in the prior training program and Group B employees who participated in the revised training program. It is necessary to know if the revised training program is more effective than the prior training program.

Lead Exposure

Employees working on job sites to remediate lead must be monitored. Lead levels in blood are measured as micrograms of lead per deciliter of blood (μg/dL). A baseline blood test is taken pre-exposure and postexposure at the conclusion of the remediation. Data are available for 49 employees who recently concluded a 2-year lead remediation project. It is necessary to determine if blood lead levels have increased.

Return on Investment

Sun Coast offers four lines of service to their customers, including air monitoring, soil remediation, water reclamation, and health and safety training. Sun Coast would like to know if each line of service offers the same return on investment. Return on investment data are available for air monitoring, soil remediation, water reclamation, and health and safety training projects. If return on investment is not the same for all lines of service, it would be helpful to know where differences exist.

Literature Review

After providing a brief introduction to this section, students should include the literature review information here. Important Note: Students should refer to the information presented in the Unit I Study Guide and the Unit I Syllabus instructions to complete this section of the project. Delete this before you begin.

Research Objectives

After providing a brief introduction to this section, students should include research objectives here. Students should compose short, direct statements about the objectives of the study. Research objectives should relate to the problems that have been identified above, and there should be one objective for each problem as shown in the example below. Important Note: Students should refer to the information presented in the Unit II Syllabus instructions to complete this section of the project. Delete this before you begin.

Example:

RO1: Determine if a person’s height is related to weight.

RO2:

RO3:

RO4:

RO5:

RO6:

Research Questions and Hypotheses

After providing a brief introduction to this section, students should state the research questions and hypotheses. Each research objective should have a corresponding research question and a null and alternative hypothesis as shown in the example below. In total, there should be six research questions and twelve hypotheses. Important Note: Students should refer to the information presented in the Unit II Study Guide and the Unit II Syllabus instructions to complete this section of the project. Delete this before you begin.

Example:

RQ1: Is there a relationship between height and weight?

H01: There is no statistically significant relationship between height and weight.

HA1: There is a statistically significant relationship between height and weight.

 

RQ2:

H02:

HA2:

 

RQ3:

H03:

HA3:

 

RQ4:

H04:

HA4:

 

RQ5:

H05:

HA5:

 

RQ6:

H06:

HA6:

Research Methodology, Design, and Methods

After providing a brief introduction to this section, students should detail the research design they have selected and why it is an appropriate research approach for addressing the business problems. Use the following subheadings to include all required information. Important Note: Students should refer to the information presented in the Unit III Study Guide and the Unit III Syllabus instructions to complete this section of the project. Delete this before you begin.

Research Methodology

Explain the research methodology chosen for this research project and provide rationale for why it is appropriate given the problems.

Research Design

Students should explain whether the research design is exploratory, causal, or descriptive. Provide rationale for the choice.

Research Methods

Students should describe the research methods used for this research study based on the research methodology, research design, and research questions, and provide a rationale as to why they were chosen. They might include a combination of experimentation, descriptive statistics, correlation, and causal-comparative methods.

Data Collection Methods

Students should specify how the data were most likely collected to test the hypotheses. Data collection methods include, but are not limited to, survey, observation, and records analysis.

Sampling Design

Students should briefly describe the type of sampling design that was most likely used for the data that were collected. Choices include, but are not limited to, random sample, convenience sample, etc. Explain your rationale for your sampling design selection(s).

Data Analysis Procedures

Students should specify the statistical procedures used to test each set of hypotheses from among correlation, regression, t test, and ANOVA. They should explain why each procedure was the most appropriate choice.

Example:

Correlation is the preferred procedure to use to test the RQ1 hypotheses since the interest is whether a relationship exists between an independent variable (IV) and dependent variable (DV). Correlation will indicate if there is a relationship between height (IV) and weight (DV), the strength of the relationship, and the direction of the relationship.

Data Analysis: Descriptive Statistics and Assumption Testing

After providing a brief introduction to this section, students should provide the Excel Toolpak results of their descriptive analyses. Frequency tables, histograms, and descriptive statistics tables should be cut and pasted from Excel directly into the final project document. Important Note: Students should refer to the information presented in the Unit IV Study Guide and the Unit IV Syllabus instructions to complete this section of the project. Delete this before you begin.

Correlation: Descriptive Statistics and Assumption Testing

Students should include this information here. Include frequency table, histogram, and descriptive statistics table. Evaluate and discuss the descriptive statistics and make an explicit statement about whether the assumptions for parametric statistical testing were met or not met. Delete these statements before you begin.

Simple Regression: Descriptive Statistics and Assumption Testing

Students should include this information here. Include frequency table, histogram, and descriptive statistics table. Evaluate and discuss the descriptive statistics, and make an explicit statement about whether the assumptions for parametric statistical testing were met or not met. Delete these statements before you begin.

Multiple Regression: Descriptive Statistics and Assumption Testing

Students should include this information here. Include frequency table, histogram, and descriptive statistics table. Evaluate and discuss the descriptive statistics and make an explicit statement about whether the assumptions for parametric statistical testing were met or not met. Delete these statements before you begin.

Independent Samples t Test: Descriptive Statistics and Assumption Testing

Students should include this information here. Include frequency table, histogram, and descriptive statistics table. Evaluate and discuss the descriptive statistics, and make an explicit statement about whether the assumptions for parametric statistical testing were met or not met. Delete these statements before you begin.

Dependent Samples (Paired-Samples) t Test: Descriptive Statistics and Assumption Testing

Students should include this information here. Include frequency table, histogram, and descriptive statistics table. Evaluate and discuss the descriptive statistics, and make an explicit statement about whether the assumptions for parametric statistical testing were met or not met. Delete these statements before you begin.

ANOVA: Descriptive Statistics and Assumption Testing

Students should include this information here. Include frequency table, histogram, and descriptive statistics table. Evaluate and discuss the descriptive statistics, and make an explicit statement about whether the assumptions for parametric statistical testing were met or not met. Delete these statements before you begin

Data Analysis: Hypothesis Testing

After providing a brief introduction to this section, students should provide the Excel Toolpak results of their hypothesis testing. The statistical output tables should be cut and pasted from Excel directly into the final project document. For the regression hypotheses, the students should display and discuss the predictive regression equations. Important Note: Students should refer to the information presented in the Units V and VI Study Guides and the Units V and VI Syllabus instructions to complete this section of the project. Delete this before you begin.

Correlation: Hypothesis Testing

Students should include this information here. Restate the null and alternative hypotheses, cut and paste the statistical output from Excel Toolpak, discuss the p-value in relation to alpha and explicitly accept or reject the null and alternative hypotheses. Delete these statements before you begin.

Simple Regression: Hypothesis Testing

Students should include this information here. Restate the null and alternative hypotheses, cut and paste the statistical output from Excel Toolpak, and interpret and explain the simple regression analysis results below the Excel output. Your explanation should include: multiple R, R square, alpha level, ANOVA F value, accept or reject the null and alternative hypotheses for the model, statistical significance of the x variable coefficient, and the regression model as an equation with explanation. Delete these statements before you begin.

Multiple Regression: Hypothesis Testing

Students should include this information here. Restate the null and alternative hypotheses, cut and paste the statistical output from Excel Toolpak, and interpret and explain the simple regression analysis results below the Excel output. Your explanation should include: multiple R, R square, alpha level, ANOVA F value, accept or reject the null and alternative hypotheses for the model, statistical significance of the x variable coefficients, and the regression model as an equation with explanation.

Independent Samples t Test: Hypothesis Testing

Students should include this information here. Restate the null and alternative hypotheses, cut and paste the statistical output from Excel Toolpak, discuss the p-value in relation to alpha and explicitly accept or reject the null and alternative hypotheses. Delete these statements before you begin.

Dependent Samples (Paired Samples) t Test: Hypothesis Testing

Students should include this information here. Restate the null and alternative hypotheses, cut and paste the statistical output from Excel Toolpak, discuss the p-value in relation to alpha and explicitly accept or reject the null and alternative hypotheses. Delete these statements before you begin.

ANOVA: Hypothesis Testing

Students should include this information here. Restate the null and alternative hypotheses, cut and paste the statistical output from Excel Toolpak, discuss the p-value in relation to alpha and explicitly accept or reject the null and alternative hypotheses. Delete these statements before you begin.

Findings

After providing a brief introduction to this section, students should discuss the findings in the context of Sun Coast’s problems and the associated research objectives and research questions. Important Note: Students should refer to the information presented in the Unit VII Study Guide and the Unit VII Syllabus instructions to complete this section of the project. Restate each research objective, and discuss them in the context of your hypothesis testing results. The following are some things to consider. What answers did the analysis provide to your research questions? What do those answers tell you? What are the implications of those answers? Delete these statements before you begin.

Example:

RO1: Determine if a person’s height is related to weight.

The results of the statistical testing showed that a person’s height is related to their weight. It is a relatively strong and positive relationship between height and weight. We would, therefore, expect to see in our population taller people having a greater weight relative to those of shorter people. This determination suggests restrictions on industrial equipment should be stated in maximum pounds allowed rather than maximum number of people allowed.

RO2:

RO3:

RO4:

RO5:

RO6:

Recommendations

After providing a brief introduction to this section, students should include recommendations here in paragraph form. This section should be your professional thoughts based upon the results of the hypothesis testing. You are the researcher, and Sun Coast’s leadership team is relying on you to make evidence-based recommendations. Delete these statements before you begin.

References

Include references here using hanging indentations, and delete these statements and example reference.

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Thousand Oaks, CA: Sage.

 
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Focus Of The Research Paper

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I am looking for someone to edit my paper for me ASPA. 82% of my paper is off the internet. 

 

Focus of the Research Paper

The Research Paper will be a comprehensive research review of the significant principles of management communications used to successfully achieve organizational objectives. For this assignment of a minimum of eight pages, you need to integrate material from the readings, multimedia, and class discussion boards, and also reflect on professional experience where possible. It is mandatory to include research from the classroom text as well as from six scholarly sources to support your views. Consider the validity of your resources carefully before using them in academic papers. Use at least one professional example to address the topics below.

The following components must be included in order for the paper to be complete:

 

  • Explain effective communication norms in a business setting.
  • Describe the role of interpersonal communication both as a manager and as an employee. What specific techniques have you used to overcome barriers to communication? Be sure to specify your role in the communication.
  • Explore the role of international and intercultural interpersonal communications in today’s global businesses.
  • Describe both verbal and nonverbal management communication.
  • Explain approaches for effective written management communication.
  • Analyze various approaches for engaging an audience during a presentation and encouraging active listening.
  • Describe effective methods of conflict resolution.
  • Analyze techniques for leading teams and group meetings.

 

Writing the Research Paper

The Research Paper:

  1. Must be eight to ten double-spaced pages in length (not including the title and reference pages), and formatted according to APA style as outlined.
  2. Must include a title page with the following:
    1. Title of paper
    2. Student’s name
    3. Course name and number
    4. Instructor’s name
    5. Date submitted
  3. Must begin with an introductory paragraph that has a succinct thesis statement.
  4. Must address the topic of the paper with critical thought.
  5. Must end with a conclusion that reaffirms your thesis.
  6. Must use at least six scholarly resources, including a minimum of three from the Ashford Online Library.
  7. Must document all sources in APA style, as outlined in the Ashford Writing Center.
  8. Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing Center.
 
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Multinational Management Case Study

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Read the attached case study, and submit answers to all the questions that follow the case study.

CASE DISCUSSION QUESTIONS

1. What are some important cultural differences between the Poles and the U.S. expatriates?

2. Using Hofstede’s and the 7d cultural dimension models, explain some of the cultural differences noted in the case.

3. What are some institutional explanations for how the Polish workers are reacting to U.S. management style?

4. How can the joint venture take advantage of the initial enthusiasm of the Polish managers to build a stronger organization?

5. What cultural adaptations would you suggest to the U. S. expatriate managers regarding their management styles?

APA style, double spaced, size 12 font, Times New Roman, 500 words minimum

 
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Hrm 6622 Assignment

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Part 2
Support Activities

Chapter 3:

Planning

McGraw-Hill Education

Copyright © 2015 by McGraw-Hill Education, All Rights Reserved.

 

Staffing Policies and Programs

Staffing System and Retention Management

Support Activities

Legal compliance

Planning

Job analysis

Core Staffing Activities

Recruitment: External, internal

Selection:
Measurement, external, internal

Employment:
Decision making, final match

Staffing Organizations Model

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Chapter Outline

  • Internal and External Influences
  • Organizational Strategy
  • Organizational Culture
  • Labor Markets
  • Technology
  • Human Resource Planning
  • Process and Example
  • Initial Decisions
  • Forecasting HR Requirements
  • Forecasting HR Availabilities
  • Reconciliation and Gaps
  • Staffing Planning
  • Staffing Planning Process
  • Core Workforce
  • Flexible Workforce
  • Outsourcing
  • Diversity Planning
  • Demography of the American Workforce
  • Business Case for Diversity
  • Planning for Diversity
  • Legal Issues
  • AAPs
  • Legality of AAPs
  • EEO and Temporary Workers

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Learning Objectives for This Chapter

  • Recognize external influences that will shape the planning process
  • Understand how strategic plans integrate with staffing plans
  • Become familiar with statistical and judgmental techniques for forecasting HR requirements and availabilities
  • Know the similarities and differences between replacement and succession planning
  • Understand the advantages and disadvantages of core workforce, flexible workforce, and outsourcing strategies for different groups of employees
  • Learn how to incorporate diversity into the planning process
  • Recognize the fundamental components of an affirmative action plan

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Discussion Questions for This Chapter

  • What are ways that the organization can ensure that KSAO deficiencies do not occur in its workforce?
  • What are the types of experiences, especially staffing-­related ones, that an organization will be likely to have if it does not engage in HR and staffing planning?
  • Why are decisions about job categories and levels so critical to the conduct and results of HRP?
  • What are the advantages and disadvantages of doing succession planning for all levels of management, instead of just top management?
  • What is meant by reconciliation, and why can it be useful as an input to staffing planning?
  • What criteria would you suggest using for assessing the staffing alternatives shown in Exhibit 3.14?
  • What problems might an organization encounter in creating an AAP that it might not encounter in regular staffing planning?

Ex. 3.1: Examples of External
Influences on Staffing

  • Organizational strategy
  • Current financial and human resources
  • Demand for products and/or services
  • Competitors and partners
  • Financial and marketing goals
  • Organizational culture
  • Expressed vision of executives
  • Degree of hierarchy and bureaucracy
  • Style of communication

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Ex. 3.1: Examples of External
Influences on Staffing

  • Labor markets
  • Labor demand
  • Labor supply
  • Labor shortages and surpluses
  • Employment arrangements
  • Technology
  • Elimination of jobs
  • Creation of jobs
  • Changes in skill requirements

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Exhibit 3.2 Internal Versus External Staffing

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Ex. 3.4: Major Workforce Trends

  • Continuing high cost of healthcare
  • Increased global competition for jobs, markets, and talent
  • Growing complexity of legal compliance
  • Large numbers of baby boomers leaving the workforce at around the same time
  • Economic growth of emerging markets
  • Greater need for cross-cultural understanding

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Discussion Questions

  • What are ways that the organization can ensure that KSAO deficiencies do not occur in its workforce?
  • What are the types of experiences, especially staffing-­related ones, that an organization will be likely to have if it does not engage in HR and staffing planning?
  • Why are decisions about job categories and levels so critical to the conduct and results of HRP?

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Overview: Human
Resource Planning

  • Process and Example
  • Initial Decisions
  • Forecasting HR Requirements
  • Forecasting HR Availabilities
  • Reconciliation and Gaps

Ex. 3.5: The Basic Elements
of Human Resource Planning

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Ex. 3.6: The Basic Elements
of Human Resource Planning

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HRP: Initial Decisions

  • Strategic planning
  • Linkages with larger organizational mission
  • Comprehensiveness
  • Planning time frame
  • Job categories and levels
  • What jobs will be covered by a plan?
  • Head count (current workforce)
  • Roles and responsibilities

3-*

HRP: Forecasting HR Requirements

  • Statistical techniques
  • Exh. 3.7: Examples of Statistical Techniques to Forecast HR Requirements
  • Judgmental techniques
  • “Top-down” approach
  • “Bottom-up” approach
  • Scenario planning
  • Incorporating manager judgment of potential future outcomes into statistical models

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HRP: Forecasting HR Requirements

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HRP: Forecasting HR Requirements

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HRP: Forecasting HR Requirements

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HRP: Forecasting HR Availabilities

  • Approach
  • Determine head count data for current workforce and their availability in each job category/level
  • Statistical techniques
  • Markov analysis
  • Limitations of Markov analysis

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Ex. 3.9 Use of Markov Analysis to Forecast Availabilities

Exhibit 3.10 Replacement Chart

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Exhibit 3.11 Succession Plan

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Human Resource Planning

  • Reconciliation and Gaps
  • Coming to grips with projected gaps
  • Likely reasons for gaps
  • Assessing future implications
  • Action Planning
  • Set objectives
  • Generate alternative activities
  • Assess alternative activities
  • Choose alternative activities

Ex. 3.12: Operational Format for Human Resource Planning

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Discussion Questions

  • What are the advantages and disadvantages of doing succession planning for all levels of management, instead of just top management?
  • What is meant by reconciliation, and why can it be useful as an input to staffing planning?

3-*

Staffing Planning Process

  • Staffing objectives
  • Quantitative objectives
  • Qualitative objectives
  • Generate alternative staffing activities
  • Staffing alternatives to deal with employee shortages and surpluses

Ex. 3.14 Staffing Alternatives to Deal With Employee Shortages

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Ex. 3.14 Staffing Alternatives to Deal With Employee Surpluses

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Discussion Questions

  • What criteria would you suggest using for assessing the staffing alternatives shown in Exhibit 3.14?

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Staffing Planning: Flexible Workforce

  • Advantages
  • Disadvantages
  • Two categories
  • Temporary employees
  • Independent contractors

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Exhibit 3.15: Factors to Consider When Choosing a Staffing Firm

  • Agency and its reputation
  • Types of workers
  • Planning and lead time
  • Services: recruiting, selection, training, wages and benefits, supervision
  • Worker effectiveness
  • Cost

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Staffing Planning: Outsourcing

  • Advantages
  • Disadvantages
  • Special issues
  • Employer concerns regarding working conditions
  • Loss of control over quality
  • Offshoring

3-*

Diversity Planning

  • The American workforce is highly diverse
  • Women make up ½ the labor force
  • Immigration
  • Civil Rights Legislation
  • Age
  • Business case for diversity strategies
  • Expanded talent pools
  • Better understand diverse customer base
  • Enhance creativity of teams
  • Reduce turnover

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Exhibit 3.16: Making the Business Case for Diversity

  • Legal and policy compliance
  • Avoid lawsuits, operational disturbances, and negative press
  • Staffing levels
  • Broader base of candidates, diverse KSAOs, flexibility, and retention
  • Employee attitudes and behavior
  • Engagement, justice, and cooperation
  • Product/service market
  • Increased insight into diverse customers, sensitivity, and community relationships

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Diversity Planning

  • Planning for diversity
  • Recruiting activities
  • Selecting schools and colleges to recruit from
  • Show commitment to diversity in recruiting efforts
  • Selection activities
  • Eliminate requirements not related to job performance
  • Include objective standards for judging candidate qualifications

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Legal Issues

  • Affirmative Action Plans (AAPs)
  • Guidelines for AAPs
  • Purpose is remedying past discrimination.
  • Definite underutilization of women and/or minorities
  • Should not penalize majority group members
  • Should be eliminated once goals have been achieved
  • All candidates should be qualified
  • Include organizational enforcement mechanisms
  • EEO and temporary workers

Ex. 3.18 Comparing Incumbency to
Availability

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Discussion Questions

  • What problems might an organization encounter in creating an AAP that it might not encounter in regular staffing planning?

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Ethical Issues

  • Issue 1
  • Does an organization have any ethical responsibility to share with all of its employees the results of its forecasting of HR requirements and availabilities? Does it have any ethical responsibility not to do this?
  • Issue 2
  • Identify examples of ethical dilemmas an organization might confront when developing an affirmative action plan (AAP).
 
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Personal Leadership Reflection Project- Due 2/24/19 By 13:00!

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USE THE ATTACHED WORKSHEET TO COMPLETE THE PROJECT!

4 PARAGRAPHS

OVERVIEW

Your final project in this course will be a reflection on yourself in your organization and at Southern New Hampshire University. You will analyze your own strengths, weaknesses, opportunities, and threats as they pertain to your own leadership skills as well as identify appropriate skills that contribute to influencing workplace productivity, engagement, and motivation. The final deliverable will be a plan with three goals and action steps that you have determined are the best fit for you as a leader.

In this assignment, you will demonstrate your mastery of the following course outcomes:

1) Explain how individual personality, perception, leadership styles, and self-concept influence human relations in informing the development of a personal Leadership philosophy

2) Explain how the communications process in leadership situations affects positive human relations

3) Illustrate how the relationship between motivation, stress, and time management influences workplace dynamics

4) Identify appropriate human interaction skills necessary for managers to positively influence productivity

ASSIGNMENT

Requirements:

Use the provided Personal Leadership Reflection Template to complete the final project.

Your personal leadership reflection must be 4 paragraphs (300–400 words) in length using the provided Personal Leadership Reflection Template. Sources should be cited according to APA style.

Instructions:

Based on your knowledge of human relations, you will write a paper addressing the different factors that have influenced your leadership philosophy, including personality, perception, leadership styles, and self-concept. In addition, you will examine how your leadership philosophy impacts your understanding of the communications process, workplace dynamics, and management skills.

Specifically, the following critical elements must be addressed:

1) Personality and Self-Concept: In this section, you will devote one detailed paragraph to your identified strengths and weaknesses as you consider future leadership opportunities. You may draw from your SWOT analysis in your responses. Please be sure to address the following in the two sections of your paragraph:

A. Strengths: Discuss the aspects of your personality and self-concept that serve as a particular strength as you consider your future leadership opportunities. Why are these important to you and to others you may be leading?

B. Areas of Improvement: Conversely, what aspects of your personality and self-concept may lead to difficulties in your future work as a leader? What areas of improvement have you identified?

2) Human Interaction Skills: In two paragraphs, you will identify at least two skills—drawing from your course readings and your own experiences—that can positively influence workplace productivity, engagement, and/or motivation. In your discussion of each skill, be sure to address the following questions underneath the skill:

A. Description of Skill: What is this skill, and how is it used in personnel management?

B. Engagement and Motivation: How specifically would this skill positively impact engagement or motivation?

C. Intended Impact: How specifically does this skill positively influence workplace productivity?

3)  Personal Development Plan: Finally, you will bring together your reflections on personality, self-concept, and human interaction skills in order to create actionable steps for your future as a leader. First, include a final paragraph answering the first prompt below. Then, identify three goals to enhance your skills as a leader.

A. First, reflect on how this experience has helped shape your personal leadership philosophy. Be specific.

B. Next, using the provided plan template, identify relevant goals to enhance your skills as a leader, action steps to achieving those goals, potential obstacles you may face, and a plan to overcome those obstacles

 
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IHP 525 Milestone Four Guidelines And Rubric Overview

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IHP 525 Milestone Four Guidelines and Rubric Overview: Your task is to help the organization answer their question by critically analyzing the data. You will run descriptive statistics and a statistical test, create a graph, interpret the results, and present the results and recommendations to non-technical decision makers in the form of a statistical report. Keep in mind that it is your job to do this from a statistical standpoint. Be sure to justify your conclusions and recommendations with appropriate statistical support. Prompt: In Milestone Three, you created a table listing the statistics you were going to complete to investigate your health question. In Milestone Four, you will actually complete these calculations. Specifically, you must address these critical elements: A. Graphs: In this section, you will use graphical displays to examine the data. 1. Create at least one graph that gives a sense of the potential relationship between the two variables that form your chosen health question. Include the graph and discuss why you selected it as opposed to others. B. Conduct an appropriate statistical test to answer your health question. C. Explain why this test is the best choice in this context. D. Analysis of Biostatistics: Use this section to describe your findings from a statistical standpoint. Be sure to: 1. Present key biostatistics from the graph(s) and statistical test and explain what they mean. Be sure to include a spreadsheet showing your work or a copy of your StatCrunch output as an appendix. 2. What statistical inferences or conclusions can you draw based on the results of your statistical test, descriptive statistics and graph? Justify your response.

 
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Discussion Topic- Serious Inquiries And Price Is Firm

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CASE 4.1 A Drill Sergeant at First

Mark Young is the head of the painting department in a large hospital; 20 union employees report to him. Before coming on board at the hospital, he had worked as an independent contractor. At the hospital, he took a position that was newly created because the hospital believed change was needed in how painting services were provided.

Upon beginning his job, Mark did a 4-month analysis of the direct and indirect costs of painting services. His findings supported the perceptions of his administrators that painting services were inefficient and costly. As a result, Mark completely reorganized the department, designed a new scheduling procedure, and redefined the expected standards of performance.

Mark says that when he started out in his new job he was “all task,” like a drill sergeant who didn’t seek any input from his subordinates. From Mark’s point of view, the hospital environment did not leave much room for errors, so he needed to be strict about getting painters to do a good job within the constraints of the hospital environment.

As time went along, Mark relaxed his style and was less demanding. He delegated some responsibilities to two crew leaders who reported to him, but he always stayed in close touch with each of the employees. On a weekly basis, Mark was known to take small groups of workers to the local sports bar for burgers on the house. He loved to banter with the employees and could take it as well as dish it out.

Mark is very proud of his department. He says he always wanted to be a coach, and that’s how he feels about running his department. He enjoys working with people; in particular, he says he likes to see the glint in their eyes when they realize that they’ve done a good job and they have done it on their own.

Because of Mark’s leadership, the painting department has improved substantially and is now seen by workers in other departments as the most productive department in hospital maintenance. Painting services received a customer rating of 92%, which is the highest of any service in the hospital.

Questions

1. From the behavioral perspective, how would you describe Mark’s leadership?

2. How did his behavior change over time?

3. In general, do you think he is more task oriented or more relationship oriented?

4. What score do you think he would get on Blake and Mouton’s grid?

STRENGTHS ______________________________________

The behavioral approach makes several positive contributions to our understanding of the leadership process. First, the behavioral approach marked a major shift in the general focus of leadership research. Before the inception of this approach, researchers treated leadership exclusively as a trait (see Chapter 2). The behavioral approach broadened the scope of leadership research to include the behaviors of leaders and what they do in various situations. No longer was the focus of leadership on the personal characteristics of leaders: It was expanded to include what leaders did and how they acted.

Second, a wide range of studies on leadership behavior validates and gives credibility to the basic tenets of the approach. First formulated and reported by researchers from The Ohio State University and the University of Michigan, and subsequently reported in the works of Blake and Mouton (1964, 1978, 1985) and Blake and McCanse (1991), the behavioral approach is substantiated by a multitude of research studies that offer a viable approach to understanding the leadership process.

Third, on a conceptual level, researchers of the behavioral approach have ascertained that a leader’s style consists primarily of two major types of behaviors: task and relationship. The significance of this idea is not to be understated. Whenever leadership occurs, the leader is acting out both task and relationship behaviors; the key to being an effective leader often rests on how the leader balances these two behaviors. Together they form the core of the leadership process.

Fourth, the behavioral approach is heuristic. It provides us with a broad conceptual map that is worthwhile to use in our attempts to understand the complexities of leadership. Leaders can learn a lot about themselves and how they come across to others by trying to see their behaviors in light of the task and relationship dimensions. Based on the behavioral approach, leaders can assess their actions and determine how they may want to change to improve their leadership behaviors.

CRITICISMS _______________________________________

Along with its strengths, the behavioral approach also has several weaknesses. First, the research on the behavioral approach has not adequately shown how leaders’ behaviors are associated with performance outcomes (Bryman, 1992; Yukl, 1994). Researchers have not been able to establish a consistent link between task and relationship behaviors and outcomes such as morale, job satisfaction, and productivity. According to Yukl (1994, p. 75), the “results from this massive research effort have been mostly contradictory and inconclusive.” He further pointed out that the only strong finding about leadership behaviors is that leaders who are considerate have followers who are more satisfied.

Another criticism is that this approach has failed to find a universal style of leadership that could be effective in almost every situation. The overarching goal for researchers studying the behavioral approach appeared to be the identification of a universal set of leadership behaviors that would consistently result in effective outcomes. Because of inconsistencies in the research findings, this goal was never reached. Similar to the trait approach, which was unable to identify the definitive personal characteristics of leaders, the behavioral approach has been unable to identify the universal behaviors that are associated with effective leadership.

A final criticism of the behavioral approach is that it implies that the most effective leadership style is the high–high style (i.e., high task and high relationship). Although some researchers (e.g., Blake & McCanse, 1991; Misumi, 1985) suggested that high–high managers are most effective, that may not be the case in all situations. In fact, the full range of research findings provides only limited support for a universal high–high style (Yukl, 1994). Certain situations may require different leadership styles; some may be complex and require high-task behavior, and others may be simple and require supportive behavior. At this point in the development of research on the behavioral approach, it remains unclear whether the high–high style is the best style of leadership.

 
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5CO02 1 And 2

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5CO02

Evidence-based practice

Learner Assessment Brief

Version 2021. 1 February 2021

 

Level 5 Associate Diploma in

▪ People Management

▪ Organisational Learning and Development

 

Please write clearly in block capitals.

Centre number

Learner number

Learner surname

Learner other names

 

Assessor name

Assessor signature

 

Internal quality assurer name

Internal quality assurer signature

 

Assignment start date

Assignment end date

Assignment submission date

Assignment re-submission date for

centre marking (only one re-submission

allowed)

 

Level 5 Associate Diploma

3

5CO02

Evidence-based practice

This unit assignment addresses the significance

of capturing robust quantitative and qualitative

evidence to inform meaningful insight to

influence critical thinking. It focuses on

analysing evidence through an ethical lens to

improve decision-making and how measuring

the impact of people practice is essential in

creating value.

 

CIPD’s insight

Evidence-based practice is about making better

decisions, informing action that has the desired

impact. An evidence-based approach to

decision-making is based on a combination of

using critical thinking and the best available

evidence. It makes decision makers less reliant

on anecdotes, received wisdom and personal

experience – sources that are not trustworthy

on their own.

It is important for People Practitioners to adopt

this approach because of the huge impact

management decisions have on the working

lives of people in all sorts of organisations

worldwide. Managers have an obligation to find

the best evidence when making important

decisions to strengthen the well-being of their

workers as well as ensuring their organisation’s

success.

Level 5 Associate Diploma

 

4

Case study

Your company has been invited to submit a briefing paper for a regional People Practice event that

will share insights and good practice on a range of people practice processes and practices. The

topic area that your manager has chosen is ‘evidence-based practice’ and has selected you to

represent the company by creating the briefing paper for the event.

In addition, your manager has asked you to analyse and review three sets of performance data in

readiness for the forthcoming heads of department meeting.

 

Preparation for the Tasks:

▪ At the start of your assignment, you are encouraged to plan your assessment work with

your Assessor and where appropriate agree milestones so that they can help you monitor

your progress.

▪ Refer to the indicative content in the unit to guide and support your evidence.

▪ Pay attention to how your evidence is presented, remember you are working in the People

Practice Team for this task.

▪ Ensure that the evidence generated for this assessment remains your own work.

 

You will also benefit from:

▪ Acting on formative feedback from your Assessor.

▪ Reflecting on your own experiences of learning opportunities and training and continuing

professional development.

▪ Reading the CIPD Insight, Fact Sheets and related online material on these topics.

 

Level 5 Associate Diploma

 

5

Task One: Briefing Paper

You have been asked to prepare a briefing paper that is to be given to people practitioners at a

regional event, to share insights and good practice. The paper needs to provide understanding of

approaches that can be taken to support effective critical thinking and decision-making within the

HR remit.

Your Briefing Paper needs to:

▪ provide an evaluation of the concept of evidence-based practice and assess how evidence-

based practice approaches can be used to support sound decision-making and judgments

for people practitioners across a range of people practices and organisational issues. (1.1)

▪ evaluate two micro and two macro analysis tools or methods that can be used in people

practice to explore an organisation’s micro and macro environment, and how those

identified might be applied to diagnose future issues, challenges and opportunities. (1.2)

▪ explain the principles of critical thinking and give examples of how you apply these yourself

when relating to your own and others’ ideas, to assist objective and rationale debate. (1.3)

▪ assess at least two different ethical theories and perspectives and explain how an

understanding of these can be used to inform and influence effective decision-making. (1.4)

▪ explain a range of decision-making approaches that could be used to identify possible

solutions to a specific issue relating to people practice. (2.3)

▪ as a worked example to illustrate the points made in 2.3, take this same people practice

issue, explain the relevant evidence that you have reviewed, and use one or more decision-

making tools to determine a recommended course of action, explaining the rationale for that

decision and identifying the benefits, risks and financial implications of the suggested

solution. (2.2 & 2.4)

▪ compare and contrast a range of different ways and approaches that are used to measure

financial and non-financial performance within organisations. (3.1)

 

It is essential that you refer to academic concepts, theories and professional practice for the tasks

to ensure that your work is supported by analysis. Please ensure that any references and sources

drawn upon are acknowledged correctly and supported by a bibliography.

 

Your evidence must consist of:

▪ Briefing paper (approximately 2900 words) refer to CIPD wordcount policy.

 

Level 5 Associate Diploma

 

6

Task two: Data analysis and review

In preparing for the forthcoming department heads meeting your manager has asked you to

prepare a range of information and interpretations for use at the meeting

Below are two sets of data that have been collected by a 360-degree review for Department ‘A’.

Table 1, is the feedback that has been elicited from employees on their line-managers and table 2

is from the customers that use the services and goods from Department A.

Use one analytical tool to review the two data sets to reveal any themes, patterns and trends (2.1).

Table 1.

360 Feedback from employees on their line-manager

(Department A total of 256responses were received, 32 did not respond).

Agreed that they were positively

supported by their line manager in

the role that they perform.

100 Disagreed that they were positively

supported by their line manager in

the role that they perform.

156

Agreed that performance targets

set by their line manager were

achievable.

45 Disagreed that performance targets

set by their line manager were

achievable.

211

Agreed that the amount of learning

and development that they

received helped them achieve

current and future working

practices.

95 Disagreed that the amount of

learning and development that they

received helped them achieve

current and future working

practices.

161

Agreed that their line manager was

empathetic to my work/life balance.

112 Disagreed that their line manager

was empathetic to my work/life

balance.

144

Agreed that their line manager

actively promotes their self-

development and career

progression.

68 Disagreed that their line manager

actively promotes their self-

development and career

progression.

188

Agreed that the line manager is

approachable.

37 Disagreed that the line manager is

approachable.

219

Agreed that their line manager

avoids bias in attitude and

treatment of people

86 Disagreed that their line manager

avoids bias in attitude and

treatment of people

170

Agrees that their line manager

resolves conflict amongst team

members.

102 Disagreed that their line manager

resolves conflict amongst team

members.

154

Agrees that their line manager

delegates authority and

independence.

6 Disagreed that their line manager

delegates authority and

independence.

250

Agrees that their line manager

communicates reasons for

changes and decisions.

11 Disagreed that their line manager

communicates reasons for

changes and decisions.

245

 

 

Level 5 Associate Diploma

 

7

Table 2.

360 Feedback from customers

(Department A total of 145 responses were received, 256 did not respond).

Agreed that the goods and services

on offer were value for money

101 Disagreed that the goods and

services on offer were value for

money

44

Agreed that delivery of products

and services were timely from point

of sale to delivery.

45 Disagreed that delivery of products

and services were timely from point

of sale to delivery.

100

Agreed that the quality of goods

and services were acceptable

114 Disagreed that the quality of goods

and services were acceptable

31

Agreed that customer services

were assessable and responsive to

all calls.

34 Disagreed that customer services

were assessable and responsive to

all calls.

111

Agreed that all complaints were

dealt with in. a timely and

professional manner

54 Disagreed that all complaints were

dealt with in. a timely and

professional manner

91

Agreed that they the after sales

services were good.

27 Disagreed that they the after sales

services were good.

118

Agreed that their initial enquiry was

handled in a timely and

professional manner.

3 Disagreed that their initial enquiry

was handled in a timely and

professional manner.

142

Agreed that on receipt of goods

that packaging was acceptable in

protecting the goods.

143 Disagreed that on receipt of goods

that packaging was acceptable in

protecting the goods.

2

Agreed that they would

recommend the company to a

friend or business

98 Disagreed that they would

recommend the company to a

friend or business

47

Agreed that the range of products

and services was sufficient to

satisfy their requirements.

31 Disagreed that the range of

products and services was

sufficient to satisfy their

requirements.

114

 

 

▪ From this analysis, graphically present your findings using three or more different methods

(3.3).

▪ Identify the key systems and data used within effective people practices, to give insights by

measuring work and people performance (3.2)

▪ Explain how people practices add value in an organisation and identify methods that might

be used to measure the impact of people practices (3.4)

 

 

 

Level 5 Associate Diploma

 

8

The annual performance reviews for Department ‘A’ last year were scored using a ratings scale

from 6 = high performer to 1= low performer.

Any employee scoring 4 and above received a £400.00 bonus in their monthly pay.

The budget allocation per department for bonuses last year was £75,000.

Figures from Department ‘A’ for last year were:

– 112 employees received a score of 6

– 98 employees received a score of 5

– 35 employees received a score of 4

– 43 employees received a score of 3 or below

 

▪ Using a variety of measurement tools and techniques and the data provided in tables 1, 2 &

3, explain the likely impact and value of these aspects of people practice currently in place

in Department ‘A’. What other people practice measures might usefully be employed in

Department ‘A’? (3.4)

 

Your evidence must consist of:

▪ Data analysis and review documents (approximately 1000) refer to CIPD wordcount policy.

 

Level 5 Associate Diploma

 

9

Assessment Criteria Evidence Checklist –

Use this as a checklist to make sure that you have included the required evidence to meet

the task. Please enter the evidence title and where it can be referred to. An example has

been provided for you.

 

Task 1 – Briefing paper

Assessment criteria

Evidenced

Y/N

 

Evidence reference

1.1 Evaluate the concept of evidence-based

practice including how it can be applied

to decision-making in people practice.

Briefing paper.

1.2 Evaluate a range of analysis tools and

methods including how they can be

applied to diagnose organisational

issues, challenges and opportunities.

 

1.3 Explain the principles of critical thinking

including how you apply these to your

own and others’ ideas.

 

1.4 Assess how different ethical perspectives

can influence decision making.

 

2.2 Review relevant evidence to identify key

insights into a people practice issue.

 

2.3 Explain a range of decision-making

processes to identify potential solutions

to a specific people practice issue.

 

2.4 Provide a rationale for your decision

based on evaluation of the benefits, risks

and financial implications of potential

solutions.

 

3.1 Appraise different ways organisations

measure financial and non-financial

performance.

 

Level 5 Associate Diploma

10

 

Task 2 – Data analysis and review

Assessment criteria

Evidenced

Y/N

 

Evidence reference

2.1 Interpret analytical data using

appropriate analysis tools and methods.

Data analysis and review

presentation

3.2 Scrutinise key systems and data used to

inform people practice in relation to

measures of work and people

performance calculations.

 

3.3 Collate key findings for stakeholders from

people practice activities and initiatives.

 

3.4 Measure the impact and value of people

practice using a variety of methods.

 

Level 5 Associate Diploma

11

Declaration of Authentication

Declaration by learner

 

I can confirm that this assessment is all my own work and where I have used materials from other sources, they have been properly acknowledged.

Learner name:

Learner signature:

Date:

Declaration by Assessor

 

I confirm that I am satisfied that to the best of my knowledge, the work produced is solely that of the learner.

 

Assessor name:

Assessor signature:

Date:

 

Level 5 Associate Diploma

12

5CO02

Evidence-based practice

Assessment Criteria marking descriptors.

Assessors will mark in line with the following assessment criteria (AC) marking descriptors, and will

indicate where the learner sits within the marking band range for each AC.

Assessors must provide a mark from 1 to 4 for each assessment criteria within the unit. Assessors

should use the mark descriptor grid as guidance so they can provide comprehensive feedback that

is developmental for learners. Please be aware that not all the mark descriptors will be present in

every assessment criterion, so assessors must use their discretion in making grading decisions.

The grid below shows the range for each unit assessment result based on total number of marks

awarded across all assessment criteria.

To pass the unit assessment learners must achieve a 2 (Low Pass) or above for each of the

assessment criteria.

The overall result achieved will dictate the outcome the learner receives for the unit, provided

NONE of the assessment criteria have been failed or referred.

Please note that learners will receive a Pass or Fail result from the CIPD at unit level. Referral

grades can be used internally by the centre.

Overall mark Unit result

0 to 23 Fail

24 to 30 Low Pass

31 to 39 Pass

40 to 48 High Pass

 

 

Level 5 Associate Diploma

13

Marking Descriptors

Mark Range Descriptor

1 Fail Insufficient demonstration of knowledge, understanding or skills (as appropriate) required to meet the AC.

Insufficient examples included, where required, to support answers.

Presentation and structure of assignment is not appropriate and does not meet the assessment brief.

2 Low Pass Demonstrates an acceptable level of knowledge, understanding or skills (as appropriate) required to meet the AC.

Sufficient and acceptable examples included, where required, to support answers.

Required format adopted but some improvement required to the structure and presentation of the assignment.

Answers are acceptable but could be clearer in responding to the task and presented in a more coherent way.

3 Pass

 

Demonstrates good knowledge, understanding or skills (as appropriate) required to meet the AC.

Includes confident use of examples, where required, to support each answer.

Presentation and structure of assignment is appropriate for the assessment brief.

Answers are clear and well expressed.

4 High Pass Demonstrates a wide range and confident level of knowledge, understanding or skill (as appropriate).

Includes strong examples that illustrate the point being made, that link and support the answer well.

Answers are applied to the case organisation or an alternative organisation.

Answers are clear, concise and well argued, directly respond to what has been asked.

The presentation of the assignment is well structured, coherent and focusses on the need of the questions.

Includes clear evidence of the use of references to wider reading to help inform answer.

 

 

Level 5 Associate Diploma

14

 

Marking grid

 

Task two: Assessment criteria Mark 1- 4

2.1 Interpret analytical data using appropriate analysis tools and methods.

3.2 Scrutinise key systems and data used to inform people practice in

relation to measures of work and people performance calculations.

 

3.3 Collate key findings for stakeholders from people practice activities and

initiatives.

 

3.4 Measure the impact and value of people practice using a variety of

methods.

 

Total for this task

 

 

Total marks for unit

 

Task 1 – Assessment criteria Mark 1 – 4

1.1 Evaluate the concept of evidence-based practice including how it can be

applied to decision-making in people practice.

 

1.2 Evaluate a range of analysis tools and methods including how they

can be applied to diagnose organisational issues, challenges and

opportunities.

 

1.3 Explain the principles of critical thinking including how you apply these

to your own and others’ ideas.

 

1.4 Assess how different ethical perspectives can influence decision making.

2.2 Review relevant evidence to identify key insights into a people practice

issue.

 

2.3 Explain a range of decision-making processes to identify potential

solutions to a specific people practice issue.

 

2.4 Provide a rationale for your decision based on evaluation of the benefits,

risks and financial implications of potential solutions.

 

3.1 Appraise different ways organisations measure financial and non-

financial performance.

 

Total for this task

 
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5pg- Forecasting And Planning

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Assignment Commentary

Chern’s has never examined its internal labor market. The company asks you to perform a transition analysis for full-time sales associates. It asks you to conduct relevant analyses to describe the internal labor market for its flagship store.

The probabilities listed in table A-5 (located in Additional Resources) are based on annual rates that are averaged over a span of three years. In other words, they are the average rate per year.

Assignment Response, provide a written response to the following:

· Summarize the flagship store’s internal labor market and highlight any trends or forecasted gaps based on the transition probability matrix in Table A-5.  To do this, provide a table with calculations followed be an explanation.

· Complete a Transition Probability Matrix

· Anticipated Surpluses

· Anticipated Shortages

· If Chern’s wants to keep its flagship store staffed with 140 full-time sales associates, how many full-time sales associates should it expect to have to hire from outside the company annually?

· Chern’s indicated, traditionally, 25 percent of the store’s job applicants for sales associate positions become job candidates, and 20 percent of the job candidates receive job offers, 75 percent of which are accepted. How many applicants it will need to generate each year to acquire the number of new hires you forecasted?

· Provide your calculations and the final number

Written Requirements

Your responses to assignments should be:

· submitted using MS word

· formatted in APA writing style

· title page, body, reference page

· double spaced

· one-inch margins all around

· use third person (recommendations include)

· do not use first person (I recommend or I think)

· essay questions or calculations should be addressed separately and should include separate headings

· use tables if appropriate for calculations

· text should be Times New Roman, black, 12-point font

 
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