Any Takers 1

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Choose from one of the following environmental topics that is an issue in your area.
  • Sustainable Urban Planning (South Eastern Rural Area)

Create a 10-15 slide PowerPoint Presentation. The presentation should provide a detailed description of a sustainability plan for your selected environmental issue. Include the following:

  • Introduce your choice. Explain why this issue is important for humans, wildlife and the environment.
  • Detailed description of the problem. Present specific details about your selection. This might include a specific habitat, ocean, species, forest, agricultural method, or energy source.
  • What are the social, economic, and environmental perspectives regarding your choice?
  • Explain how unsustainable human consumption has caused the problem. Describe the effects the problem is creating for people, wildlife, and the environment.
  • Present a plan or approach that is currently being used to address this problem, or a similar problem. Is the current strategy effective. Why or why not?
  • Your plan to reach sustainability. Consider the sustainability plans presented in the assigned reading, videos and the Gamescape Episodes.
  • Explain how your plan includes social, economic, and environmental perspectives.
  • Identify the stakeholders in your plan (local community residents, businesses, governmental agencies, non-profit organizations,etc.). What is the role of each of these groups in ensuring that the paln is successful?
  • Close by reviewing your plan and explain why you think it will be more successful than current actions.

Include speaker notes for each slide totaling 7500-1050 words total

Include supporting visuals, such as photos, diagrams, and/or graphs.

Include at least four outside sources. Two of the sources must be academic journal articles from the University’s library.

 
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Carbon Dioxide Lab

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Carbon Dioxide Lab
This week’s readings included a discussion surrounding the ongoing debate of whether or not to add carbon dioxide to the list of air pollutants regulated by the EPA (p. 546). Regardless of current policy, research shows that carbon dioxide is one of the central gases responsible for global climate change and its increase over time can be attributed to multiple environmental concerns.  The following lab will illustrate the dangers of carbon dioxide emissions and provide an introduction to modeling of future outcomes. To complete the lab for this week, follow the steps below:

  1. First, download the Carbon Dioxide Lab Reporting Form. All data will be reported and questions answered directly on this form.
  2. Secondly, open the Carbon Dioxide Lab Instructions, and follow the steps indicated.

When completed, save the Carbon Dioxide Lab Reporting Form as a Word document. No title page or headers are necessary; however, should you utilize any outside resources to complete the questions they should be properly cited according to on the reference page.

ATTACHED IS THE Carbon Dioxide Lab Reporting Form. ALSO THE Carbon Dioxide Lab Instructions,

EVERY PART OF THE CHART MUST BE FILLED AND EVERY QUESTION ASKED MUST BE ANSWERED!!!! ATTACHED IS THE GRADING FOR THIS ASSIGNMENT SO YOU KNOW WHAT IS EXPECTED!!!! ALSO ATTACHED ARE THE RESOURCES NEEDED!!! THE LAB NEEDED IS IN THE RESOURCES!!!! ATTACHED IS PAGE 546 CONCERNING THE EPA !!!! REMEMBER TO CITE WORK

 
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Ecology Online Simulation

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Measuring species interactions and resulting population changes can be challenging. It often requires intensive field work over several seasons and locations, extensive funding, and numerous skilled scientists. Simulations allow us to learn about species interactions and population dynamics through play and exploration. This ecological simulation is an opportunity to experiment with species interactions in order to learn about different potential outcomes. Responses to follow-up questions should be based on the simulation results and content from your textbook, as well as other scholarly or credible sources.  To complete the ecology laboratory assignment for this week, follow the steps below: •Read this week’s assigned chapters •Download and review the Ecology Laboratory Instructions (Links to an external site.)Links to an external site. and follow the steps indicated. •Download the Ecology Laboratory Reporting Form (Links to an external site.)Links to an external site.. All of the data will be reported and the questions answered directly on this form. This is the form that you will submit to Waypoint for grading.  When completed, save the Ecology Laboratory Reporting Form (Links to an external site.)Links to an external site. as a Word document. No title page or headers are necessary. If you include any outside resources to complete the questions, then they should be formatted according to APA

ATTACHED ARE THE CHAPTERS FOR THIS ASSIGNMENT. ATTACHED IS THE INSTRUCTIONS FOR THE LAB SIMULATOR ( ACCESS THE SIMULATOR FORM THE LINK PROVIDED HERE CLICK ECOLOGY AT THE TOP OF PAGE) ATTACHED IS THR REPORT FORM THAT MUST BE USED AND FILLED OUT….ALL PARTS MUST BE ANSWERED!!! ATTACHED IS THE GRADING RUBICS SO YOU KNOW WHAT EXACTLLY MUST BE INCLUDED IN THE REPORT!!!! USE IT!!!!! Kim woods contact me at baldisbest1971 a yahoo. cannot communicte with anyone through here!!!! willing to pay $18

 
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Aswer

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Name ___________________________________ Chapter 4 Investigation Worksheet

Chapter 4 Investigation Worksheet, page 2

Name _________________________ Chapter 4 Investigation Worksheet; page 3

To complete this worksheet, see the instructions in the textbook (Chapter 4 Investigation).

Table 1. Identification of Common Minerals

Examine the photograph of each mineral in the textbook (smaller versions are provided here), and note any conspicuous features you see. Identify each mineral by comparing the characteristics provided below with characteristics in the textbook (see Sections 4.3, 4.5, 4.8, and 4.9). If you are interested in viewing the actual mineral specimens, feel free to stop by my office.

image1.jpg Characteristics of this mineral: six-sided crystal, hardness of 7, conchoidal fracture instead of cleavage, partially transparent, does not effervesce with dilute HCl.

Mineral identification:
image2.jpg Characteristics of this mineral: hardness of 3, three directions of cleavage (cleaves into rhombs), partially transparent, effervesces with dilute HCl without being pulverized into a fine powder.

Mineral identification:
image3.jpg Characteristics of this family of minerals: very soft (but not listed on Moh’s Hardness Scale), feels sticky when wet, does not effervesce, can expand when wet. It is not talc or graphite.

Mineral identification:
image4.jpg Characteristics of this mineral: hardness of 2 (can be scratched with a fingernail), cream-colored to partially transparent, does not effervesce.

Mineral identification:
image5.jpg Characteristics of this mineral: sheet-silicate mineral with one dominant direction of cleavage (breaks into flakes and sheets), thin sheets are silvery gray and partially transparent, does not effervesce.

Mineral identification:
image6.jpg Characteristics and identification of these minerals: contain copper and include malachite (green copper-carbonate mineral), azurite (blue copper-carbonate mineral), and native copper (a metallic, copper-colored mineral).
image7.jpg Characteristics of this mineral: can be black, brown, silvery gray, or earthy red, but consistently has a red streak, can have a metallic or earthy luster, is nonmagnetic, and does not effervesce.

Mineral identification:
Table 2. Description of Each Part of House
Below is a description of the function of each part of a house. Use the characteristics of each mineral, and the uses of minerals in Section 4.14, to decide which minerals or materials can be used to build each part. Write the name of the mineral or material in the space provided.
Part of House Function Mineral or Geologic Material Used
Roof A roof is a barrier to rain and snow. Some type of mineral product is used to cover the plywood sheets on the roof.

 

  
Insulation To keep the house at a comfortable temperature, a material that slowly conducts heat is placed outside, inside, or within the exterior walls. Commonly, this material is fiberglass, which is produced by melting a common and inexpensive silicate rock and turning the melt into glass fibers.

 

  
Exterior walls The outside walls act as a barrier to rain and snow and to support the roof and rest of the structure.

 

  
Windows These let in visible light and other solar energy and provide visibility to the outside.

 

  
Electrical wiring A material that conducts electricity is used for electrical wiring. Most wire is made from a metal because metals are conductive and ductile (can be shaped easily into wire).

 

  
Plumbing Metal pipes are commonly used to carry fresh water into the house and from one part of the house to another.  
Inside of walls Interior walls separate the house into rooms, but commonly do not support the structure. They typically have vertical beams (called studs) of a strong material that supports sheets of wallboard that form the actual wall. The interior walls should be soft enough so holes can be cut for electrical outlets and switches.  
Cement slab Cement is used to make a fairly smooth, stable base for floor tile, wood, or carpet. It is also used as a foundation to support the walls.

 

  
Reference Page (you can print out this page for reference, but you will not turn it in)

The figure below identifies the different parts of a house. In Table 2, write the name of the mineral or material used to build each part of the house. Table 2 describes the function of each part of the house.

image8.jpg

AFTER COMPLETING THIS INVESTIGATION, CLICK ON MOODLE LINK “ASSIGNMENT #2A: MINERALS MULTIPLE CHOICE QUIZ” TO ANSWER 15 MULTIPLE-CHOICE QUESTIONS IN MOODLE. YOU DO NOT NEED TO TURN IN WORKSHEET, JUST ANSWER MULTIPLE CHOICE QUESTIONS WHICH ARE WORTH A TOTAL OF 40 POINTS.

Insulation: ___________

 

Roof: ______________

 

Exterior walls: __________

 

Windows:�__________

 

Cement: _____________

 

Electrical wiring:

______________

 

Inside walls: ___________

 

Plumbing: ____________

 
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Science Lab 101

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QUESTION 1

1. For the  HKPS station , what was the arrival of the  P wave  arrival time?  All waves arrived in the 3 o’clock hour so please omit that and simply put the minute and second information below.  Remember to use the website https://www.calculatorsoup.com/calculators/time/time-to-decimal-calculator.php to convert your minutes and seconds into units of just minutes (see announcement).

For example, if you said one of the earthquake waves arrived at 3 o’clock, 25 minutes and 45 seconds, omit the 3 o’clock (input 0 for hours), input 25 minutes and 45 seconds into the website above, and out would come 25.75 min (this is what you’d submit).  Another example is if you believe the earthquake wave came in at 3 o’clock, 32 min and 20 seconds, you would put 0 in for hours, 32 min, and 20 seconds into the website and get 32.3333 min (this is what you’d submit).

5 points   

QUESTION 2

1. For the  HKPS station , what was the arrival of the  S wave  arrival time?  All waves arrived in the 3 o’clock hour so please omit that and simply put the minute and second information below.  Remember to use the website https://www.calculatorsoup.com/calculators/time/time-to-decimal-calculator.php to convert your minutes and seconds into units of just minutes (see announcement).

For example, if you said one of the earthquake waves arrived at 3 o’clock, 25 minutes and 45 seconds, omit the 3 o’clock (input 0 for hours), input 25 minutes and 45 seconds into the website above, and out would come 25.75 min (this is what you’d submit).  Another example is if you believe the earthquake wave came in at 3 o’clock, 32 min and 20 seconds, you would put 0 in for hours, 32 min, and 20 seconds into the website and get 32.3333 min (this is what you’d submit).

5 points   

QUESTION 3

1. For the  INCN station , what was the arrival of the  P wave  arrival time?  All waves arrived in the 3 o’clock hour so please omit that and simply put the minute and second information below.  Remember to use the website https://www.calculatorsoup.com/calculators/time/time-to-decimal-calculator.php to convert your minutes and seconds into units of just minutes (see announcement).

For example, if you said one of the earthquake waves arrived at 3 o’clock, 25 minutes and 45 seconds, omit the 3 o’clock (input 0 for hours), input 25 minutes and 45 seconds into the website above, and out would come 25.75 min (this is what you’d submit).  Another example is if you believe the earthquake wave came in at 3 o’clock, 32 min and 20 seconds, you would put 0 in for hours, 32 min, and 20 seconds into the website and get 32.3333 min (this is what you’d submit).

5 points   

QUESTION 4

1. For the  INCN station , what was the arrival of the  S wave  arrival time?  All waves arrived in the 3 o’clock hour so please omit that and simply put the minute and second information below.  Remember to use the website https://www.calculatorsoup.com/calculators/time/time-to-decimal-calculator.php to convert your minutes and seconds into units of just minutes (see announcement).

For example, if you said one of the earthquake waves arrived at 3 o’clock, 25 minutes and 45 seconds, omit the 3 o’clock (input 0 for hours), input 25 minutes and 45 seconds into the website above, and out would come 25.75 min (this is what you’d submit).  Another example is if you believe the earthquake wave came in at 3 o’clock, 32 min and 20 seconds, you would put 0 in for hours, 32 min, and 20 seconds into the website and get 32.3333 min (this is what you’d submit).

5 points   

QUESTION 5

1. For the  MAJO station , what was the arrival of the  P wave  arrival time?  All waves arrived in the 3 o’clock hour so please omit that and simply put the minute and second information below.  Remember to use the website https://www.calculatorsoup.com/calculators/time/time-to-decimal-calculator.php to convert your minutes and seconds into units of just minutes (see announcement).

For example, if you said one of the earthquake waves arrived at 3 o’clock, 25 minutes and 45 seconds, omit the 3 o’clock (input 0 for hours), input 25 minutes and 45 seconds into the website above, and out would come 25.75 min (this is what you’d submit).  Another example is if you believe the earthquake wave came in at 3 o’clock, 32 min and 20 seconds, you would put 0 in for hours, 32 min, and 20 seconds into the website and get 32.3333 min (this is what you’d submit).

5 points   

QUESTION 6

1. For the  MAJO station , what was the arrival of the  S wave  arrival time?  All waves arrived in the 3 o’clock hour so please omit that and simply put the minute and second information below.  Remember to use the website https://www.calculatorsoup.com/calculators/time/time-to-decimal-calculator.php to convert your minutes and seconds into units of just minutes (see announcement).

For example, if you said one of the earthquake waves arrived at 3 o’clock, 25 minutes and 45 seconds, omit the 3 o’clock (input 0 for hours), input 25 minutes and 45 seconds into the website above, and out would come 25.75 min (this is what you’d submit).  Another example is if you believe the earthquake wave came in at 3 o’clock, 32 min and 20 seconds, you would put 0 in for hours, 32 min, and 20 seconds into the website and get 32.3333 min (this is what you’d submit).

5 points   

QUESTION 7

1. For the  HKPS station , what was the S-P time difference?  All waves arrived in the same hour so the time difference should only be in units of minutes and seconds.  Remember to use the website https://www.calculatorsoup.com/calculators/time/time-to-decimal-calculator.php to convert your minutes and seconds into units of just minutes (see announcement).

For example, if you said the S-P time difference was 6 minutes and 10 seconds, put 0 hours, 6 minutes, and 10 seconds into the calculator above and out would come 6.1667 min.  This is what you would input for your answer below

5 points   

QUESTION 8

1. For the  INCN station , what was the S-P time difference?  All waves arrived in the same hour so the time difference should only be in units of minutes and seconds.  Remember to use the website https://www.calculatorsoup.com/calculators/time/time-to-decimal-calculator.php to convert your minutes and seconds into units of just minutes (see announcement).

For example, if you said the S-P time difference was 6 minutes and 10 seconds, put 0 hours, 6 minutes, and 10 seconds into the calculator above and out would come 6.1667 min.  This is what you would input for your answer below

5 points   

QUESTION 9

1. For the  MAJO station , what was the S-P time difference?  All waves arrived in the same hour so the time difference should only be in units of minutes and seconds.  Remember to use the website https://www.calculatorsoup.com/calculators/time/time-to-decimal-calculator.php to convert your minutes and seconds into units of just minutes (see announcement).

For example, if you said the S-P time difference was 6 minutes and 10 seconds, put 0 hours, 6 minutes, and 10 seconds into the calculator above and out would come 6.1667 min.  This is what you would input for your answer below

5 points   

QUESTION 10

1. What is the distance from the epicenter of the earthquake for the  HKPS  seismic station?  Your answer should be in kilometers; however, you do not need to write the units in the answer below.

5 points   

QUESTION 11

1. What is the distance from the epicenter of the earthquake for the  INCN  seismic station?  Your answer should be in kilometers; however, you do not need to write the units in the answer below.

5 points   

QUESTION 12

1. What is the distance from the epicenter of the earthquake for the  MAJO  seismic station?  Your answer should be in kilometers; however, you do not need to write the units in the answer below.

5 points   

QUESTION 13

1. What is the latitude of your epicenter?  Round your answer to the nearest whole number.

5 points   

QUESTION 14

1. What is the longitude of your epicenter?   Round your answer to the nearest whole number.

5 points   

QUESTION 15

1. Would it be more beneficial, less beneficial, or irrelevant (meaning there is no benefit) to use more than 3 seismic stations?

    More beneficial
    Irrelevant
    Less beneficial

4 points   

QUESTION 16

1. Is the earthquake’s epicenter located near a plate boundary? If so, what type of plate boundary?

    Transform
    The epicenter is not near a plate boundary
    Divergent
    Convergent

4 points   

QUESTION 17

1. Which statement or statements are true about how  P waves  move through the Earth?

    P waves cause a displacement of the material its moving through perpendicular to the direction of its motion.
    P waves move through all layers of the Earth’s interior
    P waves are the second fastest seismic wave
    P waves move the fastest out of any seismic wave
    P waves do not travel through the liquid layer of the Earth
    P waves move particles parallel to the direction of propagation by a series of compressions and expansions

5 points   

QUESTION 18

1. Which statement or statements are true about how  S waves  move through the Earth?

    S waves cause a displacement of the material its moving through perpendicular to the direction of its motion.
    S waves do not travel through the liquid layer of the Earth
    S waves move particles parallel to the direction of propagation by a series of compressions and expansions
    S waves move through all layers of the Earth’s interior
    S waves move the fastest out of any seismic wave
    S waves are the second fastest seismic wave

5 points   

QUESTION 19

1. Label the three different types of faults seen below.  If you can’t see the image below, it is the same as in question 6 of the lab.

 

         –           A.           B.           C. The fault on the left is a ____________ fault.
         –           A.           B.           C. The fault in the middle is a ____________ fault.
         –           A.           B.           C. The fault on the right is a ____________ fault.

 
A. strike-slip
B. normal
C. reverse

 

 

4 points   

QUESTION 20

1. Which fault or faults can cause tsunamis?

    Normal Faults
    Reverse Faults
    Strike-Slip Faults

4 points   

QUESTION 21

1. Both large volcanic eruptions and earthquakes can cause tsunamis

True

 
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“Operations Strategy” Please Respond To The Following:

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Week 2 Discussion 2 Collapse

PART 1 PLEASE RESPOND IN 275 WORDS

ORIGINAL WORK, NO PLAGIARISM, 1 REFERENCE

“Operations Strategy” Please respond to the following:

•Choose two service companies that you are familiar with such as Facebook, eBay, and UPS, and apply them to Hill’s Strategy Development Framework. Note: Refer to Chapter 4 of the text for information on Hill’s Strategy Development Framework.

•For each company you chose in Part 1 of this discussion, compare and contrast each sector of the framework and determine which key area(s) provides a competitive advantage. Provide at least two examples to support your position.

PART 2 PLEASE RESPOND AND COMENT TO THIS DISCUSSION NO LESS THE 175 WORDS BASE ON 1 CREDIBLE RESORCE

Choose two service companies that you are familiar with such as Facebook, eBay, and UPS, and apply them to Hill’s Strategy Development Framework. Note: Refer to Chapter 4 of the text for information on Hill’s Strategy Development Framework.

Amazon and True Green Lawn care. I do not believe Hills strategy would benefit Amazon due to Jeff Bezos willingness to lose money in the short term in order to maximize profits down the road. With True Green, Hills development Framework, utilizing a superior product, valuing your customers and testing those techniques on a small sampling could allow for both a positive and a negative. While the lawn care business is only a 6-8 month a year revenue in most places due to winter, this frees up the company to further research and develop processes and control their overhead on a more linear path.

For each company you chose in Part 1 of this discussion, compare and contrast each sector of the framework and determine which key area(s) provides a competitive advantage. Provide at least two examples to support your position.

Amazon has a competitive advantage in both price point and customer service. I have not found any other company that has the “no arguments” policy that Amazon has. I have had a few issues with either late shipments or shipments not showing up and both times I received an apology, a full refund, and the product sent again at no cost to me. With True Green, in the event of crabgrass or excess dead spots, the company will come back out at no cost and take time to explain why the issues are occurring and how they will resolve the issue.

APA FORMAT, ORIGINAL WORK, NO PLAGIARISM, 1 REFERENCE PARTS, PART 1 PLEASE RESPOND IN 275 WORDS, PART 2 COMMENT TO THIS DISCUSSION NO LESS THE 175 (PLEASE AGREE WITH ONE OF THE STATEMENTS AND FIND ADDITIONAL INFORMATION)

 
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CIPD Level 3

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( Assignment – 3SCO Part B

This assignment must be submitted through Online Services

Written Assignment B (AC 3.1, 3.2) (750 plus 100 words)

Write a report, in your own words, describing the different behavioural responses employees may demonstrate when their organisations are experiencing change.

· Compare and contrast 3 different behavioural responses. (AC 3.1)

· Explain the role of the HR and L&D functions in your organisation in supporting individuals during organisation change. In particular, explain 3 ways HR and L&D support individuals (AC 3.2)

· Describe the learning process you went through in order to write this assignment: what you knew about responses to change and the HR and L&D role in supporting individuals before you attended module 3; what you learnt during the module; and what you learnt in preparing the assignment.

You should also include 3-5 references from up-to-date and relevant sources in order to support your findings. Please ensure that all reference sources are acknowledged correctly within the text and on a reference list provided.

NAME:  

 COHORT:  
COMPANY:  

 WORD COUNT  

Introduction: what are the different behavioural responses employees may demonstrate when their organisations are experiencing change? (100 words)

Type here…

Compare and contrast 3 different behavioural responses. (AC 3.1, 300 words)

Type here…

Explain the role of the HR and L&D functions in your organisation in supporting individuals during organisation change. In particular, explain 3 ways HR and L&D support individuals (AC 3.2, 350 words)

Type here…

Describe the learning process you went through in order to write this assignment: what you knew about responses to change and the HR and L&D role in supporting individuals before you attended module 3; what you learnt during the module; and what you learnt in preparing the assignment. (100 words)

Type here…

References

Type here…

image1.wmf

 

CIPD Diploma in HR Practice – © Oakwood International Ltd 2014. All rights reserved

 
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Public Speaking _ Speech Analysis

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Choose a famous speech to analyze and incorporate the following into the analysis.

1. Discuss who you think the intended audience is for the speech.

2. Provide three or more examples of figures and tropes used by the speaker. (See Chapter 8.) What effect do you think these had on the delivery of the speech?

3. Analyze the speech using the canons of rhetoric from this week’s lesson: invention, arrangement, delivery, and style. Did the speaker demonstrate a mastery of all four canons? Please provide specific examples.

Here is a list of famous speeches to choose from.

· Barbara Bush’s Commencement Speech at Wellesley College:https://www.youtube.com/watch?v=6VhmyA4Kd80 (Links to an external site.)Links to an external site. https://devryu.instructure.com/images/play_overlay.png

· Jim’s 1993 ESPY Speech from V Foundation for Cancer Research:https://www.youtube.com/watch?v=HuoVM9nm42E (Links to an external site.)Links to an external site. https://devryu.instructure.com/images/play_overlay.png

· “The Ballot or the Bullet,” Malcolm X:https://www.youtube.com/watch?v=8zLQLUpNGsc (Links to an external site.)Links to an external site. https://devryu.instructure.com/images/play_overlay.png

· “Inaugural Address,” John F. Kennedy:https://www.youtube.com/watch?v=P1PbQlVMp98 (Links to an external site.)Links to an external site. https://devryu.instructure.com/images/play_overlay.png

· “1976 DNC Keynote Address,” Barbara Jordan:https://www.youtube.com/watch?v=sKfFJc37jjQ (Links to an external site.)Links to an external site. https://devryu.instructure.com/images/play_overlay.png

· “I Have a Dream,” Martin Luther King: https://www.youtube.com/watch?v=_IB0i6bJIjw (access this video directly on YouTube)

· Mr. Rogers Lifetime Achievement Speech: https://www.youtube.com/watch?v=H5yFsFMm-Ow  (access this video directly on YouTube)

 
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Need Help In CIPD Level 5 Assignment

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5CO01

Organisational performance and culture in practice
Learner Assessment Brief – Task Two

Assessment ID / CIPD_5CO01_21_01

 

Level 5

Associate Diploma in

· People Management

· Organisational Learning and Development

Cohort number  
Centre number 8 7 5              
Learner/CIPD number                    
Learner surname/family name  
Learner other names  
   
Assessor name (1st submission)  
Assessor electronic signature  
Assessor name (2nd submission)  
Assessor electronic signature  
Assessor name (3rd submission)  
Assessor electronic signature  
   
Internal quality assurer name  
Internal quality assurer electronic signature  
   
Assignment start date  
Assignment end date  
Assignment submission date  
Assignment re-submission date for centre marking (2nd Submission)  
Assignment re-submission date for centre marking (3rd Submission)  

 

5CO01

Organisational performance and culture in practice

This unit assignment explores the connections between organisational structure and the wider world of work in a commercial context. It highlights the factors and trends, including the digital environment, that impact on business strategy and workforce planning, recognising the influence of culture, employee wellbeing and behaviour in delivering change and organisational performance.

CIPD’s insight

Workplace technology: the employee experience (July 2020)

Our research looks at technology adoption and use at work, in addition to the people profession’s role in supporting organisations and their workforce.

The COVID-19 pandemic has thrown a spotlight on technology as an enabler of work with many organisations turning to its use for flexible and remote working. However, these circumstances have also revealed other issues such as productivity, work–life balance, workforce engagement and wellbeing which must all be considered when new technology use is introduced in the workplace.

Taken together with the broader theme of increasing digitisation and technical advancement, organisations and people professionals need to understand how workplace technology is impacting their workforce if they are to drive and support the best outcomes for their people and business.

https://www.cipd.co.uk/knowledge/work/technology/workplace-technology-employee

 

Technology and the future of work (January 2021)

How artificial intelligence (AI), robots and automation are shaping the world of work, the ethical considerations and the role of people professionals.

Much has been said about the potential impact of AI, robots and automation on jobs and the future of work. A common view is that many jobs are at risk of being taken over by machines, potentially leading to large-scale job losses. Our research shows that while there are risks, there are at least as many opportunities to increase the number and quality of jobs. No doubt these technologies will change the nature of work as we know it. This change needs a proper people strategy led by people professionals.

This factsheet describes some of the technologies that are having an impact on the world of work. It looks at the ethical implications of using these technologies in the workplace and considers the role of people professionals in shaping the future of work for humans.

https://www.cipd.co.uk/knowledge/work/technology/emerging-future-work-factsheet

Level 5 Associate Diploma

Workforce planning (November 2020)

Explores the benefits of workforce planning, the activities involved and the stages of the workforce planning process.

Workforce planning is a core business process which aligns changing organisation needs with people strategy. It can be the most effective activity an organisation can engage in. It doesn’t need to be complicated and can be adjusted to suit the size and maturity of any organisation. It can provide market and industry intelligence to help organisations focus on a range of challenges and issues and prepare for initiatives to support longer term business goals.

This factsheet examines the concept of workforce planning. It distinguishes between strategic and operational workforce planning, ‘hard’ and ‘soft’ workforce planning, which work together to generate and analyse information before planning actions. It also explores the stages of the workforce planning process and highlights key issues and action points for implementation

https://www.cipd.co.uk/knowledge/strategy/organisational-development/workforce- planning-factsheet

Case study

You are a member of the People Practice team for a company, BMC that has recently purchased a large contemporary city centre licenced food premises in Manchester adding to its growing portfolio of acquisitions in Leeds, London, Nottingham and Glasgow. You have been asked to assist in preparing the managers for their forthcoming Strategic Management Planning meeting on implementing the new business strategy, by providing them with a presentation and a written report.

Currently the company operates a strict centralised policy to all its premises but during the COVID- 19 lockdown the CEO considers that the previous business strategy needs addressing and is open to new ideas and approaches to improve the business once trading resumes.

The CEO of BMC is also fully aware that the focus of the business has all too often neglected the people side of the business and is conscious that BMC has a legacy of high staff turnover and low employee satisfaction. Previously, response to this has not been high on the company’s agenda and the CEO is keen for the management team to appreciate the connections between organisational structure, strategy and the wider business environment and gain an understanding of organisational culture, behaviour and how people practices support the achievement of business goals and objectives.

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

Task Two – Presentation pack

The CEO has also asked you to prepare a presentation to the managers prior to their formal Strategic Management Planning meeting to position them for their meeting. The focus is to give theoretical understanding of organisational culture and workplace behaviour and how people practices should support the achievement of business goals and objectives. The presentation pack needs to include presentation slides and supporting notes.

The presentation must include presentation slides and supporting notes. You must include the relevant Assessment Criteria (AC) on each slide. For example (AC 2.1, AC 2.2) etc.:

· an explanation of the principles of different approaches, theories and models of organisational and human behaviour that illustrate the factors that can influence how individuals, groups and teams contribute to organisational success. (AC 2.1)

· an identification of the main drivers of change in organisations, and using at least two established models, an explanation of how people might experience change (AC 2.2)

· an explanation of the steps that can be taken to increase diversity and inclusion in your work, and the implications for a positive and inclusive culture of not taking these steps (AC 2.3)

· using examples from your experience and current good practice concepts, an explanation of the positive and negative ways in which people practices can affect organisational culture and behaviours. (AC 2.4)

· an assessment of the importance of wellbeing in the workplace and identification of the different factors affecting wellbeing that can impact physically and psychologically and upon relationships, affecting health, commitment and performance. (AC 2.5)

· a critical evaluation of your experience of work and how this illustrates and supports the concept and principles of employee lifecycle (AC 3.1)

· explains both the strategic and operational links and support between people practice and other organisational functions. (AC 3.2)

· explores the principles of different approaches for engaging with internal customers to establish their needs (AC 3.4)

· explains the key components of project planning strategies that can be used for ensuring projects are delivered in line with customer requirements. (AC 3.5)

 

 

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:

· Slide deck and presenter notes (approximately 2000 words, refer to CIPD word count policy) You must include the relevant Assessment Criteria (AC) on each slide. For example (AC 2.1, AC 2.2) etc.

· IMPORTANT NOTE: At Associate Level Referencing is mandatory – you must provide a reference where you have drawn from a secondary source; Harvard referencing is preferable.

All written reports, including PowerPoint presentation notes, must include an appropriate level of referencing

· This assessment must be submitted through Oakwood Online Services. Upload this Learner Assessment brief document AND your slide deck with presenter notes. Use this link: http://onlineservices.oakwoodinternational.co.uk/

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 2 – Presentation Pack

Assessment criteria

  

Evidenced Y/N

  

Evidence reference
2.1 Interpret theories and models which examine organisational and human behaviour.   Presentation pack.
2.2 Evaluate the drivers for change and basic models for how these changes are experienced.    
2.3 Explain how to build diversity and inclusion into your work in order to build a positive culture.    
2.4 Assess how people practices impact on organisational culture and behaviour.    
2.5 Assess the importance of well-being at work and the different factors which impact well-being.    
3.1 Critically evaluate the relationship between the employee lifecycle and your work.    
3.2 Assess how people practice connects with other areas of an organisation and supports wider people and organisational strategies.    
3.4 Discuss processes for consulting and engaging with internal customers to understand their needs.    
3.5 Explain the key components of planning strategies for ensuring that projects are delivered in line with customer requirements    

Declaration of Authentication

Declaration by learner – if this is not completed your assessment brief will be returned unmarked.

 

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 and referenced.
 

Learner name:
 

Learner signature:

We cannot accept a typed or e-signature. You need to scan or photograph your handwritten signature and insert the image here.

 

 

 

 

 

 
 

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:
 
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Hrm 6622 Week 5

/in /by

Part 4
Staffing Activities: Selection

Chapter 8:

External Selection I

McGraw-Hill/Irwin

Copyright © 2012 by The McGraw-Hill Companies, Inc., 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

  • Preliminary Issues
  • Logic of Prediction
  • Nature of Predictors
  • Development of the Selection Plan
  • Selection Sequence
  • Initial Assessment Methods
  • Resumes and Cover Letters
  • Application Blanks
  • Biographical Information
  • Initial Assessment Methods
  • References and Background Checks
  • Initial Interview
  • Choice of Methods
  • Legal Issues
  • Disclaimers
  • Reference Checks
  • Background Checks
  • Preemployment Inquiries
  • Bona Fide Occupational Qualifications

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Learning Objectives for This Chapter

  • Understand how the logic of prediction guides the selection process
  • Review the nature of predictors—how selection measures differ
  • Understand the process involved in developing a selection plan, and the selection sequence
  • Learn about initial assessment methods and understand how these methods are optimally used in organizations
  • Evaluate the relative effectiveness of initial assessment methods to determine which work best, and why
  • Review the legal issues involved in the use of initial assessment methods, and understand how legal problems can be avoided

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Discussion Questions for This Chapter

  • A selection plan describes which predictor(s) will be used to assess the KSAOs required to perform the job. What are the three steps to follow in establishing a selection plan?
  • In what ways are the following three initial assessment methods similar and in what ways are they different: application blanks, biographical information, and reference and background checks?
  • Describe the criteria by which initial assessment methods are evaluated. Are some of these criteria more important than others?
  • Some methods of initial assessment appear to be more useful than others. If you were starting your own business, which initial assessment methods would you use and why?
  • How can organizations avoid legal difficulties in the use of preemployment inquiries in initial selection decisions?

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Logic of Prediction: Past Performance Predicts Future Performance

  • Not specific enough to make selection decisions
  • Job titles
  • Number of years of experience
  • What counts is the specific types of experiences required and the level of success at each

*

 

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Nature of Predictors

  • Content
  • Sign: A predisposition thought to relate to performance (e.g., personality)
  • Sample: Observing behavior thought to relate to performance
  • Criterion: Actual measure of prior performance
  • Form
  • Speed vs. power: How many versus what level
  • Paper / pencil vs. performance: Test in writing or in behavior
  • Objective vs. essay: Much like multiple-choice vs. essay course exam questions
  • Oral vs. written vs. computer: How data are obtained

*

 

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Development of the Selection Plan:
Steps Involved

Develop list of KSAOs required for job

  • KSAOs are provided by job requirements matrix

For each KSAO, decide if it needs to be assessed in the selection process

Determine method(s) of assessment to be used for each KSAO

Ex. 8.3 Assessment Methods by Applicant Flow Stage

Initial assessment methods

Minimize the costs associated with substantive assessment methods by reducing the number of people assessed

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Discussion questions

  • A selection plan describes which predictor(s) will be used to assess the KSAOs required to perform the job. What are the three steps to follow in establishing a selection plan?

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Resumes and Cover Letters

  • Information provided is controlled by applicant
  • Information needs to be verified by other predictors to ensure accuracy and completeness
  • Major issues
  • Large number received by organizations
  • Falsification and misrepresentation of information
  • Lack of research exists related to
  • Validity or reliability
  • Costs
  • Adverse impact

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Overview of Application Blanks

  • Areas covered
  • Educational experience
  • Training
  • Job experience
  • Key advantage — Organization dictates information provided
  • Major issue — Information requested should
  • Be critical to job success and
  • Reflect KSAOs relevant to job
  • Sample application blank – Exh. 8.4

Sample Application for Employment

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Application Blanks

  • Areas of special interest
  • Educational requirements
  • Level of education
  • GPA
  • Quality of school
  • Major field of study
  • Extracurricular activities
  • Training and experience requirements
  • Licensing, certification, and job knowledge
  • Weighted application blanks are better
  • Unweighted correlation with performance from.10 to .20
  • Weighted correlations are substantially higher

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Biographical Information / Biodata

  • Personal history information of applicant’s background and interests
  • “Best predictor of future behavior is past behavior”
  • Past behaviors may reflect ability or motivation
  • Measures
  • Exh. 8.5: Examples of Biodata Items
  • Biodata compared with background checks
  • Background check
  • examines an applicant’s background
  • conducted through records checks and conversations with references
  • Biodata
  • used to predict future performance
  • information is collected by survey

8-*

Exhibit 8.5 Examples of Biodata Items

*

 

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Evaluation: Biographical
Information / Biodata

  • Test-retest reliability can be high: .60 to .90
  • Predictive validity moderate: r = .32 to .37
  • Issues
  • Generalizability beyond first group?
  • Although predictive validity exists, it is not clear
    what these inventories assess
  • Falsification can be a big problem

*

 

8-*

Reference Reports:
Letters of Recommendation

  • Problems
  • Inability to discern more-qualified from
    less-qualified applicants
  • Lack of standardization
  • Suggestions to improve credibility
  • Use a structured form
  • Use a standardized scoring key

*

 

8-*

Reference Reports: Reference Checks

  • Approach involves verifying applicant’s background via contact with
  • Prior immediate supervisor(s) or
  • HR department of current of previous companies
  • Roughly 8 of 10 companies conduct reference checks
  • Problems
  • Same as problems with letters of recommendation
  • Reluctance of companies to provide requested information due to legal concerns
  • Exh. 8.7: Sample Reference Check

8-*

Reference Reports: Background Testing

  • Method involves assessing reliability of applicants’ behavior, integrity, and personal adjustment
  • Type of information requested
  • Criminal history
  • Credit information
  • Educational history
  • Employment verification
  • Driver license histories
  • Workers’ compensation claims
  • Key issues
  • Limited validity evidence
  • Legal constraints on pre-employment inquiries

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Evaluation of Reference Reports

  • Predictive validity limited: r = .16 to .26
  • Validity depends on source providing information
  • HR department, coworker, or relative
  • Supervisors
  • What sources do you think work best?
  • Cost vs. benefit of approach must be considered

*

 

8-*

Initial Interview

  • Characteristics
  • Begins process of necessary differentiation
  • Purpose — Screen out most obvious cases of person / job mismatches
  • Limitation — Most expensive method
    of initial assessment
  • Video and computer interviews
  • Offers cost savings

8-*

Evaluation of Initial Interview

  • Minimal evidence exists regarding usefulness
  • Guidelines to enhance usefulness
  • Ask questions assessing most basic KSAOs
  • Stick to basic, fundamental questions suitable for making rough cuts rather than subjective questions
  • Keep interviews brief
  • Ask same questions of all applicants

Choice of Initial Assessment Methods

8-*

*

 

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Discussion questions

  • In what ways are the following three initial assessment methods similar and in what ways are they different: application blanks, biographical information, and reference and background checks?
  • Describe the criteria by which initial assessment methods are evaluated. Are some of these criteria more important than others?
  • Some methods of initial assessment appear to be more useful than others. If you were starting your own business, which initial assessment methods would you use and why?

8-*

Legal Issues

  • Disclaimers – Organization clearly identifies
    rights it wants to maintain
  • Employment-at-will
  • Verification consent
  • False statement warning
  • Reference checks
  • Preemployment inquiries
  • Federal laws and regulations
  • EEOC Guide to Preemployment Inquiries
  • ADA regulations
  • State laws and regulations

8-*

Legal Issues

  • Bona fide occupational qualifications – BFOQs
  • Discrimination based on sex, religion, or national origin, but not race or color, is permitted if it can be shown to be a BFOQ “reasonably necessary to the normal operation” of the business
  • Employer justifications
  • Inability to perform
  • Same-sex personal contact
  • Customer preference
  • Pregnancy or fertility

8-*

Discussion questions

  • How can organizations avoid legal difficulties in the use of preemployment inquiries in initial selection decisions?

8-*

Ethical Issues

  • Issue 1
  • Is it wrong to “pad” one’s résumé with information that, while not an outright lie, is an enhancement? For example, would it be wrong to term one’s job “maintenance coordinator” when in fact one simply emptied garbage cans?
  • Issue 2
  • Do you think employer have a right to check into applicants’ backgrounds? Even if there is no suspicion of misbehavior? Even if the job poses no security or sensitive risks? Even if the background check includes driving offenses and credit histories?

*

 
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