Reflex Systems Case Analysis

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Using the textbook: Daft, Richard L. & Marcic, Dorothy.
(2013).Understanding Management (8th ed.) Mason, OH:
South-Western-Cengage Learning. 13-978-1-111-58024-7 pg 432-433

 

Case of Critical Analysis

 

Reflex Systems

 

Questions:

 

1. What personality and behavior characteristics does Henry Rankin exhibit? Do you think these trait contribute to a good person job fit for him? If you were an executive coach hire to help Ranking be a better manager, what would you say to him? Why?

 

2. Doe Rankin display type A or type B behavior? What are the cause of stress for his team?

 

3. If you were Rankin, how would you have handled your team members (Sally Phillips, Bob Finley, and Lynne Johnston)? Be specific. What insights or behaviors would make Rankin a better manager?

 
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Case Study IV

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Chapter 7: Small Businesses and International Entrepreneurship

 

C H A P T E R C A S E

Aregak Micro-Credit Organization in Armenia

281

 

Mariam Yesayan, executive director of Aregak Micro-Credit, crossed Yerevan’s . Republic Square, walked a few steps down Abovyan Street, and turned in at Arami Street, heading

toward her office next to the Georgian Embassy. She reviewed in her mind the events of the last nine years since she had launched Aregak to provide small loans to low-income women in several small villages in Arme­ nia The loans were designed to assist them in starting up small entrepreneurial ventures. The nongovernmen­ tal organization (or NGO, the term often used to describe nonprofit organizations internationally) had met all of her expectations, but it was now 2006 and she knew she must decide whether to remain an NGO or apply to the Armenian government to be a licensed and regulated for-profit organization.

 

Background on Mariam Yesayan

Mariam Yesayan was a native Armenian who grew up in Yerevan, the capital of Armenia. Mariam was well­ educated, having received her education in the Arme­ nian public school system as well as attending Yerevan State University where she got a degree in education. She also·studied at the Gorki Institute of World Litera­ ture in Moscow, and received a degree in journalism. As was required during Soviet times, Mariam started working immediately. At the age of 21, she was well on her way-touching lives in Armenia. That year she began teaching at the Yerevan State University.

It was not until the collapse of the Soviet Union that NGOs started arriving in Armenia. The first two that Mariam worked for were ASDINOCA (Agency for Promoting Sustainable Development Initiatives) and the Save the Children organization. The main purpose of ASDI was to educate and train individuals so that they could make a living for themselves. Save the Children was worldwide, and Mariam worked for them in many different areas of Armenia. The organi­ zation strived to create short-term employment for families with the help of community involvement.

After ten years of working for’ the same NGO, Mariam felt she needed a radical change in her career. She yearned for more practical work and

 

more benefits for her family, so she began the search for a position that would help her meet those needs. Her quest ultimately led to her changing jobs every two years until she found one to her satisfaction. The jobs she had all dealt with U.S./AID programs and community development. Along the way, Mariam worked with companies like the World Bank and UMCOR (United Methodist Committee on Relief), which was the parent of the organization that she would later initiate.

 

Aregak Micro-Credit Organization

In 1996, Mariam Yesayan began working for UMCOR in Armenia. By the fall of 1997, she had established the Aregak Micro-Credit Organization to provide small loans to economically challenged women in three small villages north of Yerevan.

Her rationale in beginning this program was to supplant the aid programs that came into Armenia after the collapse of communism, which had become permanent t-1-andouts. Many of these pro­ grams, Mariam believed, made the people depen­ dent in the long term, and psychologically vulnerable . She believed that it was important to the self-worth of individual women to be empowered to become self-sustaining.

Armenians at this time were very depressed because of the earthquake of 1988 that killed 28,000 people and left many more homeless; by the embargo by Turkey and Azerbaijan, which stopped the flow of all oil and gas supplies into the country; and by the unemployment rate, which had reached 80 percent shortly after the fall of commu­ nism.1 After the earthquake, there was no electricity throughout the country for a long period of time, leav­ ing the people in darkness and heightening their sense of being cut off from the rest of the world.

In her earlier work with the United Nations, Mar­ iam had done research on sustainable projects to support vulnerable population groups, and this was her first acquaintance with microfinance programs. Bank loans at this time were neither accessible nor affordable.

 

282 Part 2 Strategy Content and Formulation for Multinational Companies

 

The Process for Developing Clients Mariam began the organization by applying for loans from UMCOR to fund small loans to prospect ive women entrepreneurs. She got three people to help her, and they all drove up to three small villages north of Yerevan. To make the women feel comfortable, they wore some of their oldest clothes and began conversations with the women to try to change their attitude about being dependent on other people or aid agencies.

They found that the best way to meet large groups of women in these villages was to show·up at some­ one’s business or home who had a television set and had women crowded around it, watching Brazilian or American soap operas such as Santa Barbara. In these places, they knew they had a captive audience. The psychological work with clients at this stage of development was important because the people faced depression about the high unemploym nt rate in the country, and they believed there was no longer light at the end of the tunnel-unless it was a train barreling toward them. The large Armenian eyes all looked vacant and without hope. Mariam and her coworkers began to talk to the women about developing small, sustainable businesses with the money Aregak would lend them. They were attempting to promote self-confidence and a belief in personalsuccess among the women. Mariam would say to the women, “We can create opportunities together.” Soon the women began to believe and filled

out the papers to apply for a loan.

When the women began to ask about what they would have to put up as collateral for the loan, Mariam replied that they would not need collateral; their own good name and character would be the only collateral they needed. One client said to Mariam, “If I use my car as collateral for a bank loan and I can’t pay the loan back, Imay lose my car, but I can do without it for a while and finally get another one. But if I lose my good character by not paying back the Aregak loan, I can never get that back.” The loans were negotiated at an interest rate between 20 and 25 percent, which was consistent with bank loan rates at the time.

Outcome of the Program Mariam could hardly wait for a month to pass until the time arrived for her and her coworkers to return to the villages where they had given loans to the women to collect the portion of the principal and interest that was due. She wondered

how many would be there to pay on their loans, so she arrived two hours early and waited. To her great joy, all of the women who had received loans came on time to repay that month’s portion. Mariam would later

discover that the default on the Aregak loans was only 2 percent over the entire nine years of operation. This

was encouraging because the people to whom Are­ gak had made loans did not have to pledge any col­ lateral for their credit.

Soon Aregak began offering assistance with business planning and credit consulting, which were programs that Armenian banks could not offer at that time. By 2006, the number of employees at Aregak had increased to 180; there were 27 service centers in Armenia and Nagorno Karabakh (a piece of Armenia cut off in Ajerbai­ jan); Aregak had developed over 21,000 clients (mostly but not exclusively women), they had over $9 million in their outstanding portfolio of loans, over 450 communi­ ties were being served, and approximately 35 scholar­ ships of $350 each were being offered to talented children of the entrepreneurs they had funded.

 

Alternative Sources of Financing in Armenia

In the early 1990s in Armenia, there was a crisis in the banking sector. Tuis was shortly after the time that the state bank had been abolished and private commercial banks were being established. The newly privatized banking sector was still underdeveloped and fragile. Because many citizens had been financially hurt by the failure of the Soviet banking system and a later currency collapse, they were mistrustful of all lending institutions. In addition, many of the private citizens who established commercial banks did not know how to give loans, and the people did not know how to apply for them.

Only in the late 1990s did banks start to operate independently and give loans, but they were still charging very high interest rates. In the late 1990s, banks were charging 40 percent interest per year. By early 2003, the rate had dropped to 24 percent, and then by October of 2003 it had finally dropped to 20 percent per year.

In addition to high interest rates, individuals and companies who applied for bank loans were required to secure the loans with collateral. They might have to pledge their house or car to secure the financing for their business. This meant that they could lose these valuable assets if they defaulted on their loans. It was very difficult for an Armenian man to get a bank loan at this time, and it was almost impos­ sible for a woman who possessed few assets.

By 2003, more than half of the private capital of Armenian banks belonged to foreign investors, and this percentage continued to increase. This trend indi­ cated that the Union of Armenian Banks was becom­ ing a regional financial center. Armenian financial legislation also assisted in the process by no longer

 

Chapter 7 Small Businesses and International Entrepreneurship

 

283

 

hindering CJ.mency circulation inside and outside the country, and there was no limitation on the free sale of currency. The downside was that domestic as well as foreign money was going abroad because it was diffi­ cult to make investments in such a risky country as Armenia had become.

 

The Microfinance Industry

Microfinance is said to have evolved as an economic development approach intended to benefit low­ income women and men. Included in microfinance are both financial and social improvements. Many industries provide education in financial literacy to their clients, training and investing in client confidence development, and teaching on entrepreneurship and management techniques. Thus “microfinance is not simply banking, it is a development tool.” 2

Although the exact number of microfinance institu­ tions remains a mystery, researchers are able to conclude that the number of such institutions in the early years of the twenty-first century was in the thousands, if not mil­ lions. In 2005, there were more than 600,000 institutions in Indonesia alone.3 The Microcredit Summit Campaign (MCS) annually published a collection of data, providing an analysis on the current position of the microfinance fight against poverty. According to the Microcredit Sum­ mit Campaign Report of 2005, 3,164 microcredit institu­ tions were reported to be serving over 92 million clients, the majority of which lived in Asia. Of those 92 million, nearly 67 million were among the world’s poorest popu­ lations when they took their first loan. The poorest popu­ lation was defined by the MCS as “those who are in the bottom half of those living below their nation’s poverty line, or any of the 1.2 billion [people] who live on less than US$1 a day adjusted for purchasing power parity (PpP).”4 As of 2004, it was estimated that approximately 333 million people were indirectly affected by the micro­ finance loans made to some of the world’s poorest popu­ lations, a number equivalent to the combined populations of Norway, the United Kingdom, Switzerland, the Nether­

lands, Spain, France, Germany, and ltaly.5 Some of the

largest and most developed microfinance programs included the Grameen Bank, ACCION, FINCA, Oppor­ tunity International, and PreCredit.6

The Consultative Group to Assist the Poor (CGAP), a donor consortium connected with the World Bank, said that in 2004 large development aid agencies promised about $1 billion to the micro­ finance industry. Additionally, many large amounts were provided by private donors. Other costs, such as technical support, were generally sought after at

 

low or even zero cost ( The Economist, November 2005).7 Typically, donors focused their support on microfinance institutions with goals to achieve finan­

cial sustainability and strong outreach. The industry began in the 1980s and has grown significantly in revenue, market share, and client population.

Remaining steady amid industry changes, however, clients continued to invest newly acquired funds and previously established talents into new trades. Clients could be found in both rural and urban areas, in both developed and developing countries. Generally, clients were self-employed, with work ranging from farming to cutting hair, repairing shoes to sewing handbags, street vending to craft making. Seeking to avoid gov­ ernment regulations and stipulations, many microfi nance institutions have remained self-regulated, nonprofit organizations in an effort to remain versatile. Their mission has been to show seemingly hopeless people that someone believed in them. For Mariam Yesayan and Aregak, this mission had been the source of motivation for service to their clients-far beyond profit or recognition. Often it was this simple confi­ dence lenders received that made them successful in doing something for which they had great talent. How­ ever, many struggling institutions have been forced to seek funding from the government, despite the fact that this put them at risk of being regulated. This was one of the difficult decisions Aregak faced.

Industry Servic: Women and Men More than

66 million people among the world’s poorest have been served by a microfinance institution. Of those, nearly 56 million were women-a total of 83.5 percent. Microcredit programs have generally marketed their services to female entrepreneurs. One reason for this has been that men in developing countries, or even developed countries, have been more likely to find employment without third-party assistance. Some

organizations, such as Pro Mujer, are solely “dedicated to women’s development through provision of credit.” 8 However, many institutions have also offered loans and

financial assistance to men, even in developed nations such as the United States.

NGOs and For-Profit Operations Many nongov­ ernmental organizations (NGO) specializing in micro­ finance have been faced with a major decision: to seek government funding and be subject to its regulations or to forego state assistance and remain self­ regulating. Some organizations have remained non­ profit, while others have chosen to become for-profit entities. In some cases, a nation’s government has required all microfinance institutions in that country to become regulated for-profit entities. In nations

 

i 284 Part 2 Strategy Content and Formulation for Multinational Companies

! !

where this is not a requirement (such as Armenia), organizations have still chosen to exchange their non­ governmental status for any or several reasons. The first such reason was the opportunity to mobilize sav­ ings. Most unregulated nongovernmental micro­ finance institutions around the world and in the United States have been unable to collect savings in order to prevent consumers from fraudulent activity. Second, most regulated microcredit programs have been able to tap into formal capital markets, including commer­ cial banks and global investment funds, which nor­ mally would not contribute to unregulated or · nongovernmental microcredit institutions. Finally,sub­ mitting to the government’s operational regulations supported governmental efforts to prevent scamming and poorly practiced programs from developing.

Government restrictions against NGOs typically included, but were not limited to, laws against non­

profits conducting financial transactions or a require­ ment for all money lending 1agencies to be state

owned. The controlling officials have indirectly cho­ sen to change ‘the mission of the organization from a service-oriented enterprise into a for-profit firm. Whether an organization became government regu­ lated or not determined the path of the organization. Microfinance in Developed Countries versus Developing Countries Microfinance institutions’ mar­ ket in developed nations has been fairly substantial. The Microcredit Summit Report 2005 stated that 3,044 microcredit programs reported doing work in the developing world, serving a total of more than 92 million clients. The 120 institutions that reported work in the ind!Jstrialized, developed world claimed to reach almost 233,000 people. Armenia fell into the “Europe and NIS (Newly Independent States)” cate­ gory, which was said to have 72 programs at work. According to Microcredit Summit Campaign Report 2005 statistics, approximately 3.5 million of the world’s poorest families lived within Europe and the Newly Independent States, yet only 60,000 of these families were reached by microcredit projects. In other words, as of 2005, only 1.7 percent of the poorest families living in Europe and the Newly Independent States, including Armenia, had been reached by established

microfinance institutions.9 According to Mariam

Yesayan, Aregak controlled about half of Armenia’s microfinance market, reaching about 10,000 clients.

 

The Decision

Mariam Yesayan walked past the Georgian Embassy next to her office and entered Aregak’s headquarters

 

at 42 Arami Street. She waved to the person sitting at the reception desk on the right and then began climb­ ing the stairs on the left to the third floor. After reaching her office, she put the materials she had worked on at home down on her desk and sat in her desk chair. She immediately continued the thoughts she had begun while walking across Republic Square. She knew she must decide soon whether to let Aregak retain the sta­ tus it had held as a nonprofit organization for the past nine years, or file papers to let it become a for-profit organization regulated by the government. She knew the decision was important because it would shape the strategy of the organization in the future.

 

C A S E D I S C U S S I O N Q U E S T I O N S

1. Summarize the process Mariam Yesayan used in approaching women about loan opportunities through Aregak.

2. Compare opportunities for funding for women entrepreneurs through the commercial banking system in Armenia with funding opportunities avail­ able to them through the Aregak program in the late 1990s.

3. Explain the reason for a default rate on loans of only 2 percent with Aregak in spite of the fact that the loans were not collaterized.

4. Discuss the importance of microfinance programs in the progress of developing nations.

5. In what way might Mariam Yesayan be considered a “social entrepreneur”?

6. Debate the issue of whether Mariam Yesayan should take steps to license Aregak as a nonprofit organization in Armenia, which would bring with it regulation by the government, or remain an NGO (nongovernmental organization) as it had been originally structured.

 

C A S E N O T E S

1 Benedetto, Joe. 2002. “Where will the jobs be?’ Design Engineer­ ing, April, 48(3): 14.

2Ledgerwood, J. 1999. Microfinance Handbook: An Institutional and Financial Perspective. Washington, D.C.: World Bank.

3Daley-Harris, S. (2005). Microcredit Summit Campaign Report 2005. http://www.microcreditsummit.org.

41bid. 51bid.

6Economist. 2005. ‘The hidden wealth of the poor: A survey of microfinance,’ and ‘From Charity to Business.’

71bid.

8Pro Mujer. http://www.promujer.org.

9Daley-Harris.

 
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A Leadership Model

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1. A leadership model _________.

a. is an explanation of some aspect of leadership

b. has practical value

c. is used when selecting the appropriate leadership style for a given situation

d. explains the variables and leadership styles to be used in a given contingency situation

2. The most powerful determinant of overall situational favorableness is __________.

a. task structure

b. locus of control

c. position power

d. leader−member relations

3. Which of the following best represents a situation in which a task-oriented leadership style

should be used?

a. A leader with weak power has good relations with a repetitive task worker.

b. A leader with weak power has good relations with a nonrepetitive task worker.

c. A leader with strong power has poor relations with a repetitive task worker.

d. A leader with weak power has poor relations with a repetitive task worker.

4. Before selecting one of the seven leadership styles on the leadership continuum, the

leader must consider which one of the following variables?

a. the situation

b. the leader’s personality

c. the followers’ preferred style for the leader

d. All of the above.

5. Based on the situational factors, the _________ leadership style provides high structure.

a. directive

b. supportive

c. participative

d. achievement-oriented

6. All seven questions in the normative leadership model ___________.

a. are always answered in the same order for important decisions

b. need not always be answered for certain decisions

c. are based on scientific research

d. can be nullified in the case of low employee motivation

7. All of the following are substitutes for leadership EXCEPT:

a. characteristics of followers.

b. characteristics of the task.

c. characteristics of the organization.

d. characteristics of the leader.

8. A characteristic of the organization that can substitute for leadership is ___________.

a. closely knit, cohesive work groups

b. invariant methodology

c. training

d. intrinsic satisfaction

9. Most day-to-day manager-employee interactions are based on _________ power.

a. legitimate

b. reward

c. coercive

d. referent

10. The use of referent power is appropriate for __________.

a. higher-level managers

b. experts

c. people with no position power

d. people with no personal power

11. Distortion of information includes ___________.

a. giving a biased interpretation of data

b. presenting false information

c. selective editing

d. All of the above.

12. To increase connection power, __________.

a. develop a network of information sources and gather information from them

b. follow the guidelines for using the coalition influencing tactic

c. project a positive self-concept

d. All of the above.

13. Because of political behavior, __________.

a. most important decisions are made by coalitions outside of the formal meeting in which

the decision is made

b. coalitions tend to break down over time

c. reciprocity is hard to establish due to lack of trust in organizations

d. None of the above.

14. Your one-minute self-sell should do all of the following EXCEPT:

a. identify your career field and key results you’ve achieved.

b. give the listener a sense of your background.

c. provide the direction of your next job.

d. identify your specific salary requirements.

15. __________ is a process in which two or more parties are in conflict and attempt to come

to an agreement.

a. Problem solving

b. Decision making

c. Negotiating

d. Influencing

16. During negotiations, which of the following should you do?

a. Ask questions to focus on meeting your needs.

b. Develop rapport and focus on the obstacles.

c. Ask for something in return.

d. You make the first offer to get the advantage.

17. As a general rule, to send difficult and unusual messages, use ___________.

a. detailed written communication channels

b. phone calls

c. rich oral channels

d. face-to-face oral channels

18. Which of the following is NOT a step in the oral message-sending process?

a. develop rapport

b. state your communication objective

c. transmit your message

d. check the receiver’s commitment

19. ___________ is the process of giving the speaker your undivided attention.

a. Listening

b. Analyzing

c. Checking understanding

d. Paraphrasing

20. Which of the following is NOT one of the guidelines you should use when getting feedback

on messages?

a. ask questions

b. be aware of nonverbal communication

c. verify the message

d. be open to feedback

21. Which of the following is NOT one of the coaching guidelines?

a. give praise and recognition

b. make feedback timely, but flexible

c. focus on the person, not the behavior

d. develop a supportive working relationship

22. Having employees assess their own performance is a part of ___________.

a. mentoring

b. analyzing

c. conflict resolution

d. coaching

23. Which of the following is typically NOT a mentor?

a. family

b. higher-level managers

c. immediate managers

d. peers

24. Which of the following is true about the avoiding conflict style?

a. should never be used

b. does not result in resolution of the conflict

c. often results in problems worsening

d. should be used if continuing the confrontation may result in retaliation or physical

harm

 

25. The _________ conflict style user assertively attempts to jointly resolve the conflict with

the best solution agreeable to all parties.

a. forcing

b. collaborating

c. accommodating

d. negotiating

 
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GHA Chapter-13

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Question 1

1.

Which of the following is an appropriate action for a supervisor to take in respect to unionization activities?

[removed]

attending union meetings when invited by workers

[removed]

encouraging employees to share unionization opinions

[removed]

sharing personal experiences about union involvement

[removed]

asking employees how they will vote in a union election

5 points

Question 2

1.

Arbitration means ending an impasse by ________.

[removed]

assisting the principals in reaching an agreement

[removed]

studying the issue in a dispute and suggesting a settlement

[removed]

making a public recommendation to a committee

[removed]

giving a third-party the power to determine and dictate the settlement terms

5 points

Question 3

1.

Which type of union security accounts for almost three-fourths of union contracts?

[removed]

preferential shop

[removed]

agency shop

[removed]

closed shop

[removed]

union shop

5 points

Question 4

1.

Which of the following best describes the purpose of the Wagner Act?

[removed]

guaranteeing each employee the right to bargain collectively free from interference and coercion

[removed]

making it illegal for a union to refuse to bargain in good faith with the employer

[removed]

allowing secret-ballot elections for determining whether a firm’s employees would unionize

[removed]

banning unions from preventing employees from exercising their guaranteed bargaining rights

5 points

Question 5

1.

What is the first step in the union drive process?

[removed]

obtaining authorization cards from employees

[removed]

making initial contact with employees

[removed]

holding an initial organization hearing

[removed]

campaigning for employee votes

5 points

Question 6

1.

When representatives of Ford’s management and autoworkers union meet to negotiate a labor agreement, which of the following is most likely occurring?

[removed]

collective bargaining

[removed]

featherbedding

[removed]

union salting

[removed]

certification

5 points

Question 7

1.

All of the following are examples of permissible bargaining items EXCEPT ________.

[removed]

indemnity bonds

[removed]

use of union label

[removed]

employee drug testing

[removed]

strikebreaker employment

5 points

Question 8

1.

Which of the following bans certain unfair labor practices and provides for majority rule and secret ballot elections?

[removed]

Landrum-Griffin Act

[removed]

Norris-LaGuardia Act

[removed]

Wagner Act

[removed]

Taft-Hartley Act

5 points

Question 9

1.

Hyper-Tech Enterprises manufactures mechanical parts used in air conditioning and heating units. The company employs over 300 workers at its Alabama facility. None of the Hyper-Tech employees belong to a union; however, management believes that unionization is in the near future. A representative of a local union has recently visited Hyper-Tech in an attempt to solicit members and have them sign authorization cards. Enough eligible employees have signed authorization cards to petition the NLRB for an election. Hyper-Tech’s top executives are considering fighting the unionization efforts.

Which of the following questions is LEAST relevant to the decision by Hyper-Tech to fight unionization efforts?

[removed]

How many Hyper-Tech employees were hired within the last year?

[removed]

What percentage of Hyper-Tech employees signed authorization cards?

[removed]

Does Hyper-Tech qualify for coverage by the National Labor Relations Board?

[removed]

What is the opinion of Hyper-Tech’s shareholders and creditors regarding unionization?

5 points

Question 10

1.

Union tactics designed to impede or disrupt production by encouraging employees to slow the pace of work, refuse to work overtime, and participate in sick-outs are called ________.

[removed]

espionage

[removed]

inside games

[removed]

lockouts

[removed]

strikes

5 points

Question 11

1.

Which term refers to a union organizing tactic by which union members are placed on non-union job sites?

[removed]

featherbedding

[removed]

union salting

[removed]

mediating

[removed]

picketing

5 points

Question 12

1.

Which intervention method listed below is the most definitive of all third-party interventions?

[removed]

fact finding

[removed]

mediation

[removed]

binding arbitration

[removed]

interest arbitration

5 points

Question 13

1.

Costco most likely has a reputation as being the “anti-Walmart” because the firm ________.

[removed]

provides regular annual training

[removed]

offers generous employee benefits

[removed]

pays above the minimum wage

[removed]

allows closed shop union security

5 points

Question 14

1.

Hyper-Tech Enterprises manufactures mechanical parts used in air conditioning and heating units. The company employs over 300 workers at its Alabama facility. None of the Hyper-Tech employees belong to a union; however, management believes that unionization is in the near future. A representative of a local union has recently visited Hyper-Tech in an attempt to solicit members and have them sign authorization cards. Enough eligible employees have signed authorization cards to petition the NLRB for an election. Hyper-Tech’s top executives are considering fighting the unionization efforts.

Which of the following, if true, best supports the suggestion that Hyper-Tech will lose an NLRB election?

[removed]

Surveys indicate that Hyper-Tech employees have high job satisfaction.

[removed]

Hyper-Tech managers have been told to share their opinions about unions with subordinates.

[removed]

Hyper-Tech managers have been told to avoid making promises to their subordinates.

[removed]

Only a fraction of Hyper-Tech employees voted in the election.

5 points

Question 15

1.

Which third-party intervention uses a neutral third party to assist the principals in reaching agreement?

[removed]

fact finding

[removed]

mediation

[removed]

binding arbitration

[removed]

nonbinding arbitration

5 points

Question 16

1.

Which of the following is most likely a false statement about union membership?

[removed]

Employees prefer nonunion workers, so they pay them higher wages than union workers.

[removed]

In an attempt to organize workers aggressively, seven big unions formed one federation.

[removed]

In some industries, unionization has been linked to improved employee performance.

[removed]

Both blue-collar and white-collar industries have union members.

5 points

Question 17

1.

In which human resource activity does a typical labor agreement NOT give the union a role?

[removed]

recruitment

[removed]

selection

[removed]

dismissal

[removed]

appraisals

5 points

Question 18

1.

Which of the following best describes a “yellow-dog” contract?

[removed]

Employers agree to abide by the guidelines of the local labor unions.

[removed]

As a condition of employment, an employee agrees not to join a union.

[removed]

Union members agree to the agency shop form of union security.

[removed]

As a condition of employment, an employee agrees not to picket.

5 points

Question 19

1.

Union authorization cards serve all of the following functions EXCEPT ________.

[removed]

subjecting the employee to union rules

[removed]

stating that the employee has applied for membership

[removed]

designating the union as a bargaining representative

[removed]

enabling employers to modify employment conditions

5 points

Question 20

1.

Which of the following best explains why union membership has fallen since 1955?

 

[removed]

Domestic companies are shifting from manufacturing to service-based operations.

[removed]

Union members earn less on average compared to non-union members.

[removed]

Union membership is too expensive for most blue-collar workers.

[removed]

Foreign-owned manufacturers will not hire union members.

 
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Case Study

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· Assignment 2: “The Coca-Cola Company Struggles with Ethical Crises”

Read “The Coca-Cola Company Struggles with Ethical Crises” case. Write a four to six (4-6) page paper in which you:

1. Delineate the ethical issues and dilemmas (as found in Chapter 3) the company faced.

2. Determine which of the issues/dilemmas you identified was the most significant. Explain your reasoning.

3. Determine what steps Coca-Cola should have taken to prevent the issues you identified from arising in the first place.

4. Analyze how Coca-Cola responded to the crisis and determine if this was the best possible response or not.

5. Include at least three (3) references, no more than three (3) years old, from material outside the course.

The format of the paper is to be as follows:

. Typed, double-spaced, Times New Roman font (size 12), one-inch margins on all sides (APA format).

. Type the question followed by your answer to the question.

. In addition to the four to six (4-6) pages required, a title page and a reference page is to be included. The title page is to contain the title of the assignment, your name, the instructor’s name, the course title, and the date. The reference page is to be APA format.

Note: You will be graded on the quality of your answers, the logic/organization of the report, your language skills, and your writing skills.

 
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OL 211 Milestones

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OL 211 Final Project Guidelines and Rubric

 

Many businesses and organizations large enough to require human resource management (HRM) will need someone that not only understands core human resource (HR) responsibilities, but also understands the vision and mission of the organization.

 

To align the core HR requirements of an organization with its strategic plan, you will conduct an HRM review of an organization in a case study. Be creative in assembling each of the individual components or HR tools to the HRM review so that they would be consistent with and add value to the organization. Complete the HRM review that illustrates how each of the HR tools plays a role in an organization’s overall strategic plan.

 

The project is divided into four milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Two, Three, Four, and Five. Your comprehensive proposal will be submitted in Module Seven.

 

This assessment addresses the following course outcomes:

 

·         Explain core concepts of human resource management common in today’s global workplace for promoting shared values throughout an organization

·         Describe human resource management practices and theories that align to and promote the organization’s vision, mission, and business

·         Illustrate the functions of a human resource manager for ensuring alignment with the organization’s strategic plan

·         Explain modern human resource concepts and principles that are essential in a changing work environment

 

Prompt

In this assessment, you will review the human resource management (HRM) in an organization through a case study. This case study will give you the opportunity to explore various roles and processes within the human resources profession. A key skill for any professional working in human resources is the ability to develop and implement processes that align with a company’s strategic plan and mission.

 

I.            HRM Functions and Practices

A.      Explain why the human resource (HR) function should be aligned with an organization’s strategic plan.

B.      Explain how current global conditions in this industry impact human resource management (HRM) practices within organizations.

 

II.            Staffing

A.      Describe a process to recruit and select new employees who are aligned with the organization’s vision and goals from the case study.

B.      Compare and contrast recruitment and selection of internal versus external candidates using best practices from the Society for Human Resource Management (SHRM) website. Refer to the Research and Metrics page for helpful resources. You may want to consider which method of recruitment would be most beneficial to this organization.

 

III.            Training

A.      Describe the components of a needs assessment used to determine the training requirements of the organization.

B.      Explain the importance of developing learning activities. Be sure to incorporate adult learning principles and methods of experiential learning from this course.

C.      Illustrate the value of a training needs assessment in an organization. Support your response.

D.      Describe the importance of creating SMART objectives for a training plan.

 

IV.            Compensation

A.      Describe the compensation philosophy. How does the market influence this philosophy?

B.      Determine the value of salary surveys and describe the advantages of discretionary benefits.

 

V.            Evaluation

A.      Determine the HRM’s role in the performance management process. How can you ensure the process aligns with the organization’s strategic plan?

B.      Differentiate between various performance appraisal systems. Provide an example where one would be more applicable.

C.      How do you identify best-suited appraisals for employee job duties? Support your response with an example.

D.      Identify a variety of performance rating scales that can be used in organizations that includes graphical scales, letter scales, and numeric scales. Describe each scale.

 

 

MILESTONES

Milestone One: Evaluating Strategic Talent Management Initiatives—Functions and Practices/Staffing

In Module Two, you will write a short paper that addresses Sections I and II of the Final Project document. This milestone will be graded with the Milestone One Rubric.

 

Milestone Two: Employee Development Processes

In Module Three, you will write a short paper that addresses Section III of the Final Project document. This milestone will be graded with the Milestone Two Rubric.

 

Milestone Three: Performance Management

In Module Four, you will write a short paper that addresses Section V of the Final Project document. This milestone will be graded with the Milestone Three Rubric.

 

Milestone Four: Compensation

In Module Five, you will write a short paper that addresses Section IV of the Final Project document. This milestone will be graded with the Milestone Four Rubric.

 

Final Submission: Human Resources Management review

 

In Module Seven, you will finalize and submit a paper that is comprised of all the milestone submissions with edits based on instructor feedback. This milestone will be graded with the Final Project Rubric below.

 

 

Milestone Deliverable Module Due Grading
1 Evaluating Strategic Talent Management Initiatives—Functions and Practices/Staffing Two Graded separately; Milestone One Rubric
2 Employee Development Processes Three Graded separately; Milestone Two Rubric
3 Performance Management Four Graded separately; Milestone Three Rubric
4 Compensation Five Graded separately; Milestone Four Rubric
  Final Submission: HRM review Seven Graded separately; Final Project Rubric (below)

 

Guidelines for Submission: Submit your human resource management review adhering to the following guidelines: minimum of 7 pages, double-spaced, using 12-point Times New Roman font and following APA 6th edition format.

 

Instructor Feedback: This activity uses an integrated rubric in Blackboard. Students can view instructor feedback in the Grade Center. For more information, review these instructions.

 

Critical Elements Exemplary(100%) Proficient(85%) Needs Improvement(55%) Not Evident(0%) Value
HRM Functions and Practices: Function Meets “Proficient” criteria and explanation is supported with evidence Explains why the human resource function should be aligned with an organization’s strategic plan Explains why the human resource function should be aligned with an organization’s strategic plan, but explanation is cursory or inaccurate Does not explain why the human resource function should be aligned with an organization’s strategic plan 8
HRM Functions and Practices: Global Conditions Meets “Proficient” criteria and explanation is clear and detailed Explains how current global conditions in the industry impact human resource management practices within organizations Explains how current global conditions in the industry impact human resource management practices within organizations, but explanation is cursory or has gaps in accuracy Does not explain how current global conditions impact human resource managementpractices within organizations 6
Staffing: Recruiting Meets “Proficient” criteria and description demonstrates a nuanced understanding of the relationship between recruiting and the organization’s vision and goals Describes a process to recruit and select new employees who are aligned with the organization’s vision and goals Describes a process to recruit and select new employees who are aligned with the organization’s vision and goals, but description is cursory or inaccurate Does not describe a process to recruit and select new employees who are aligned with the organization’s vision andgoals 6
Staffing: Candidates Meets “Proficient” criteria and establishes which method would be more beneficial for an organization based on the research Compares and contrasts recruitment and selection of internal versus external candidates using the Society for Human Resource Management website as resource Compares and contrasts recruitment and selection of internal versus external candidates but does not utilize the Society for Human Resource Management website as resource Does not compare and   contrast recruitment and selection of internal versus external candidates using the Society for Human Resource Management website as resource 6
Training: Needs Assessment Meets “Proficient” criteria and description is clear and detailed Describes the components of a needs assessment used to determine the training requirements of the organization Describes the components of a needs assessment used to determine the training requirements of the organization, but description is cursory or inaccurate Does not describe the components of a needs assessment used to determine the training requirements of the organization 6

 

Training: Learning Activities Meets “Proficient” criteria and exhibits keen insight into the needs of adult learners Explains the importance of developing learning activities, and incorporates adult learning principles and methods of experiential learning Explains the importance of developing learning activities, but does not incorporate adult learning principles and methods of experiential learning Does not explain the importance of developing learning activities 8
Training: Training Needs Assessment Meets “Proficient” criteria and uses scholarly research to contextualize claims Illustrates the value of a training needs assessment in an organization, and supports response Illustrates the value of a training needs assessment in an organization, but does not support response Does not illustrate the value of a training needs assessment 6
Training: SMART Meets “Proficient” criteria and description is clear and detailed Describes the   importance of creating SMART objectives for   a training plan Describes the importance of creating SMART objectives fora training plan, but description is cursory or inaccurate Does not describe the importance of creating SMART objectives for a training plan 6
Compensation:Compensation Meets “Proficient” criteria and description is clear and detailed Describes the compensation philosophy and describes how the market influences this philosophy Describes the compensation philosophy and describes how the market influences this philosophy, but description is cursory or inaccurate Does not describe compensation philosophy 8
Compensation: Salary Surveys Meets “Proficient” criteria and uses evidence to substantiate claims Determines the value of salary surveys, and   describes the advantages of discretionary benefits Determines the value of salary surveys but does not describe the advantages of discretionary benefits Does not determine the value of salary surveys 8
Evaluation: Performance Management Meets “Proficient” criteria and description is well supported and plausible Determines HRM’s role in the performance management process including how the process aligns with the organization’s strategic plan Determines HRM’s role in the performance management process, but does not include how the process aligns with the organization’s strategic plan Does not determine HRM’s role in the performance management process 8
Evaluation: Performance Appraisal Meets “Proficient” criteria and example is well supported and contextualized Differentiates between the trait, behavioral, and results-based performance appraisal systems, and provides an example where each would be most applicable Differentiates between the trait, behavioral, and results-based performance appraisal systems, but does not provide an example where each would be most applicable Does not differentiate between the trait, behavioral, and results- based performance appraisal systems 6
Evaluation: Best-Suited Appraisals Meets “Proficient” criteria and uses scholarly research to substantiate claims Determines how to identify best- suited appraisals for employee job duties, and supports response with an example Determines how to identify best- suited appraisals for employee job duties, but does not support response with an example Does not determine how   to identify best-suited appraisals for employee job duties 8
Evaluation: Performance Rating Scales Meets “Proficient” criteria and description is clear and contextualized Identifies a variety of performance scales that can be used in organizations and describes each Identifies a variety of performance scales that can be used in organizations, but does not describe each scale Does not identify a variety of performance scales that can be used in organizations 6

 

Articulationof Response Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-to-read format Submission has no major errors related to citations, grammar, spelling, syntax, or organization Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas 4
Earned Total 100%

 

 
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13PG- TRAINING PLAN REPORT

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Design the Training Plan; Use ADDIE Model

 

Using the ADDIE model, design a training plan based on the findings and training outcomes revealed in your TNA. The training plan should include the following, at a minimum:

 

Analysis

The Analysis section is a summary of your TNA ( TNA ATTACHED )

Include a paragraph describing the organization and training issue.

Discuss organizational and training goals and objectives, the target group, and the KSAs that should be expected of learners, which the training will address.

 

Design

Determine program format, length of training, and method of delivery.

What will be the costs, and what resources will be needed from the organization? A training plan budget is important because an organization needs to anticipate, plan and pay for the training costs. In the section, you will develop a spending plan that breaks down the costs of your proposed training plan. Consider the following cost categories for your budget table and report: Direct Costs, Indirect Costs, Preparation Costs, Developmental Costs, Participant compensation, Evaluation costs, Total Training Costs. Your budget will have two components, a formal report and a budget table.

 

Prepare a table with a proposal for your training.

 

Prepare a written budget report  Describe in detail each the costs associated for your organization training needs as it applies to your training plan. Explain all of the costs included in your budget table. Buget report should be included and NOT ON A SEPRATE REPORT.

Examples of budget report attached . .Do not copy !!!

 

Development

Describe what will be included in the program materials and activities. Consider communication tools, modules, learning aids, and assessment/evaluation tools.

 

Implementation

Give specifics on how you will implement and deliver training. Include any “train-the-trainer” pilots and plans for training.

 

Evaluation

In this section, you will develop a post-training evaluation plan. Evaluation is necessary for determining the overall effectiveness of a training program. Your evaluation plan should aim to measure learner performance. Evaluation will describe the success of the training program and lead to a plan for continuous improvement. You plan should include both a written report and the evaluation tool you would use for assessment.

 

Prepare an evaluation report Describe in detail how you will evaluate this training in terms of effectiveness. Explain how training will be assessed and evaluated. Describe the purpose of the evaluation tool. Address how overall training will be evaluated. List short- and long-term methods that ensure your training plan has translated into desired performance. Explain how it will bridge the organizational gaps identified in the TNA.

 

Include at least one evaluation tool together with your written evaluation plan. The tool should look professional and ready for your intended audience to complete.

 

Use APA formal report formatting for your Training Plan. Label each section with the following headings: Analysis, Design, Development, Implementation, and Evaluation. Use and cite a minimum of three resources to help you create your training plan. Include a cover page, citations page and in-text citations.

 

Submit everything together as one document.

 
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I Am Looking For Someone Who Is Real Expert For Philosophy, There Are Only 9 Questions Here

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I am looking for someone who is real expert for philosophy, there are only 9 questions here, I am taking summer philosophy class. If you are good for philosophy, I would like with you during whole semester.

 

1.    If you are on the Moon, what kind of rights do you not have?

A.    legal rights

B.     natural right

C.     moral rights

D.    ethical rights

2.    What do we call an action that you should not perform, or one that it would be immoral to perform?

A.    Permissible

B.     Impermissible

C.     Obligatory

D.    Inobligatory

3.    If a diabolical villain threatened to blow up a city unless you kill one innocent person, what would a Kantian say you have to do?

A.    Refuse to kill the innocent person

B.     Kill the villain

C.     Kill the innocent person

D.    Kill the innocent person if they would die in the city anyway

4.    If morality comes from a deity’s commands, then one of two things must be true. What are the two things [select two]

A.    The deity could have commanded anything and that thing would have been moral

B.     The deity commands things that are already moral

C.     The deity cannot command things that are not moral

D.    The deity can only command things that are not yet moral

5.    Which of these moral theorists would consider dogs to be persons?

A.    A Kantian

B.     A utilitarian

C.     A religious authoritarian

D.    A cultural relativist

6.    What, according to Friedman, is the most effective method of destroying a free market?

A.    Corporate Greed

B.     Social engineering

C.     Interfering foreign interests

D.    Regulations from the government

 

7.    The Separation Fallacy separates what two things?

A.    Business decisions and ethical decisions

B.     Moral decisions and ethical decisions

C.     Business decisions and legal decisions

D.    Moral decisions and legal decisions

 

8.    Corporate executives are not themselves stakeholders.

A.    True

B.     False

9.    The Triple Bottom Line theory focuses on three separate bottom lines, each concerned with:

A.    Sustainability

B.     Justice

C.     Responsibility

 

D.    Efforts

 
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HR Week 3 – Assignment

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40 Exercise: Evaluating the Recruiting Function

I. Objectives

A. To make you aware of the necessity of evaluating the efficiency and effectiveness of various recruitment sources.

B. To provide you with practice analyzing data, drawing conclusions, and planning a strategy to remedy identified problems or deficiencies.

C. To make you aware of the linkages among staff turnover, recruitment sources, recruitment methods, and adequate staffing.

II. Out-of-Class Preparation Time: 2 hours

III. In-Class Time Suggested: 45 minutes

IV. Procedures

Read the entire exercise, including the background on St. Vincent’s Hospital. Then, using the data provided in Exhibit 2.9, do the calculations on Form 2.5. A yield ratio is the number of applicants necessary to fill vacancies with qualified people. It is the relationship of applicant inputs to outputs at various decision points. For example, the yield ratio for all recruitment sources in Exhibit 2.9 shows that 273 nurse applicants were generated over the three-year period from 2007 to 2009. Since only 221 were classified as potentially qualified, the yield ratio is 273/221 or 1.24 to 1. The yield ratio for “potentially qualified” among “walk-ins” is 1.26 (53 ÷ 42). The average cost per nurse hired among “walk-ins” is $119.23 ($1,550 ÷ 13). Students should form groups of two to four students each and calculate the yield ratios for each recruitment source at each stage of the recruitment process on Form 2.5. These data show that the hospital needs to start with more than five times as many applicants as it needs to fill job openings and more than 13 times as many applicants as it hopes to have as above-average performers.

Do the calculations for Form 2.5 on your own prior to class. Think about the implications of these data for future recruitment at the hospital. Then, look at Exhibit 2.10 in conjunction with the background description and think about the implications for the recruiting process. During the class period, form groups of three to five, which will act as a consulting team for the hospital. With your group, discuss and answer the questions at the end of this exercise. At the end of the class period, have a spokesperson for each group discuss the group’s answers and rationale with the entire class.

Background

St. Vincent’s Hospital is a 260-bed hospital in a northeastern city affiliated with the Roman Catholic Church. The administrator is Sister Claire, a 56-year-old member of the Daughters of Charity religious order. During the last decade, the hospital operated with a nursing staff of approximately 450 registered nurses and experienced a nursing turnover rate of about 25 percent per year. The turnover rate was average for the city during this time period. However, it has accelerated to an average of 35 percent over the past three years.

These higher turnover rates have put additional pressure on the recruiting process to provide larger numbers of qualified candidates. However, Sam Barnett, director of human resources, has reported more difficulty locating qualified nurse candidates over the last three years. Barnett’s office has prepared the recruitment data shown in Exhibit 2.9. The data show that 273 applicants (from all sources) had to be screened to produce 52 qualified candidates who accepted a job offer. One year later, 19 of these 52 had left the hospital. The last column shows the direct and indirect costs of recruitment by source, including clerical time, supervisor time, and direct costs, such as travel and postage. The human resource department has also conducted a telephone survey of all the nurses they could locate who did not accept a job offer from the hospital during the most recent three-year period. Reasons for such rejections are shown in Exhibit 2.10.

Sister Mary Louise, the 62-year-old director of nursing service, has conducted all off-site recruitment for many years. This includes attending both the local Nursing Job Fair and the State Nursing Association Annual Meeting. She has begun to feel burned out as a result of all her external recruiting and internal evaluation of candidates over the years.

At a recent meeting, she suggested that an outside group (your group) be brought in to analyze the recruiting process, identify problems and opportunities, and suggest improvements. Sister Mary Louise and Barnett readily agreed to an outside consultant because they are aware of current nursing shortages due to declining nursing school enrollments. St. Vincent’s Hospital itself contributed to this enrollment decline by closing its own School of Nursing due to fewer applications and the high cost of operation.

Since recruitment of new nurses has begun to fall behind turnover of nurses employed at St. Vincent’s Hospital, the vacancy rate has begun to increase. Five years ago, only 11 percent of staff nursing positions were unfilled. This percentage has now increased to 23 percent. One result has been an exhausting workload on the existing nursing staff. In addition to increased turnover, the symptoms of staff burnout (i.e., stress, conflict, absenteeism) are becoming more evident.

Questions

1. How would you evaluate the nurse recruiting strategy currently being used by St. Vincent’s Hospital? Is the hospital using too few or too many recruiting sources? Why?

2. If you feel that the hospital is using too many recruitment sources, which ones would you eliminate and why?

3. What stage or stages in the recruitment process seem to be most amenable to improvements? What specific improvements would you suggest to decrease the yield ratios? Why?

 
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HRM 532

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Assignment 5: Sustainable Talent Management
Due Week 10 and worth 200 points

With the same talent management strategy in mind from Assignment 3, ATTACHED, write a six to eight (6-8) page paper in which you:

    • Determine which performance management process you will employ to measure employee talent.
    • Analyze the key concepts related to the talent pools and the talent review process.
    • Develop appropriate talent management objectives to measure functional expertise.
    • Assess the key elements of global talent management as they apply to your organization.
    • Recommend a process that optimizes a sustainable talent management process.
    • Use at least five (5) quality academic resources in this assignment. Note: Wikipedia and other Websites do not quality as academic resources.

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date.
  • The cover page and the reference page are not included in the required page length.

The specific course learning outcomes associated with this assignment are:

  • Determine the effects of leadership in the management of talent pools and the talent review process.
  • Compare and contrast the talent assessment and employee performance management processes.
  • Review the process of developing functional expertise and setting and measuring talent management objectives.
  • Discover how the management process affects global talent management.
  • Determine the organizational benefits of strategy-driven talent management and building a sustainable process.
  • Use technology and information resources to research issues in talent management.
  • Write clearly and concisely about talent management using proper writing mechanics.

 

Talent management strategy entails the entire process of recruitment to retain the employees. The processes involved in talent management are staff recruitment process, employee retention, performance appraisal, feedback, planning and development of a good organizational culture which supports talent development (Silzer & Dowell, 2010).

Formulate a talent management strategy to encompass the entire talent requirements of the organization.

Planning of talent management strategy starts with the alignment of organizational objectives, initiatives and goals with the staffing needs. Thus, talent management begins with aligning the business processes by allocating the right employees to the positions in which they qualify and where they can maximize on their abilities. This happens with employee recruitment whereby the company advertises the job offer then shortlists the applicants who qualify and are selected on the most suitable for the position. Since the hiring process is expensive, if a company aims to have the employee for long-term, they should also have a plan for personal development and corporate growth. This enables the employees to gain more knowledge and skills based on the type of job for which they are hired.

The approaches to personal development can entail coaching, mentoring sessions, training camps and having leaders who are role models. First, coaching can be done to train the staff on new processes and skills that will enable them to perform better in the event of outsourcing and will ensure the company can perform internal outsourcing of personnel. Secondly, the firm can put into place mentoring sessions which can be used to provide feedback to employees on their performance. This will help to improve performance in the areas most needed. In addition, good leadership is a way of enhancing corporate growth for the employees since the leaders act as role models. Therefore organizations must ensure that they have leaders who can be emulated by staff who are the potential future leaders of the company. The performance plan is also an important element of talent management strategy. Performance analysis helps to acknowledge and formulate solutions for poor performance of staff by nurturing a constructive discussion between the leaders and employees on the areas of performance. A review should be done monthly or quarterly based on the set target. This encourages employees to perform better in the suggested areas of improvement (Bickham, 2016).

Another component of talent management strategy is planning. This can include Human Resource planning, objective planning and strategic planning. Planning of goals is mainly aimed at ensuring that organizational resources are utilized maximally to increase revenue and to attain the strategic long-term goals. Through employee involvement in organizational planning, employees are able to set personal goals which are in line with the company’s goals. This helps to reduce conflict of interest in the workplace as employees are aware that attainment of corporate goals will drive them to achieve personal growth.

Finally, to maintain a talent management strategy the organization must have a diverse group of people. Diversity is accomplished by understanding the personnel capabilities, experiences, educational levels, skills and capacities. This will provide a clear insight to the critical gaps that should be worked on to ensure individual capacities align with the organizational goals. Diversity can be fostered by creating a learning workplace environment where staff and leaders are able to learn from each other to embrace diverse perspectives.

Determine the key components of talent management, including identifying, assessing, and developing talent.

In talent management, the employees strive to add value to the organization through business processes which involve sales, innovation and direct participation in serving the customers. Organizations should always seek to employ people who add value to their firm in order to meet their goals and to survive in the dynamic business environment. However, they also need to ensure that their staff is retained while recruiting new employees in an effort to safeguard business continuity. For this reason, organizations must ensure that they have integrated processes in place for training, retaining, and supporting their staff (Wellins, Smith & Erker, 2015). It is therefore, important to include identifying, assessing and talent development in the talent management process. The process starts with identification. This is when staff is recruited for shortlisting for a vacant position within the organization. In staff recruitment the Human Resource Manager must assess the outstanding skills that the candidate possesses which is determined by their resumes. Once a candidate has been identified they are then contacted for an interview wherein an assessment is done to determine if the candidate is a good fit for the company. The assessment may be in the form of one on one questions, situation analysis, or behavioral and personal testing.

The six components of talent management are strategic staff planning, talent training, acquisition and retention, performance analysis, employee motivation, career development and advancement, and succession planning (Silzer & Dowell, 2010). To begin with, the organization must develop employee planning by identifying the job requirements and the qualified personnel assigned to the role. Next, an organization must incorporate talent retention and acquisition. This is accomplished by hiring a diverse workforce with various talent and then cultivating the talent throughout the organization. Talent cultivation within the organization can be done through employee loyalty and motivation. The third component is performance management which allocates the right person and the characteristics of having the right person fit for the role. This helps to ensure that the business is able to attain its strategies through employee motivation, resulting in job satisfaction. The fourth component of motivation and learning allows staff the ability to acquire more skills which in turn enables them to gain more experience and knowledge while increasing growth impacts in the organization. The component of career development is in line with talent retention (Tan & Crowell, 2015). Because of the high cost of recruitment and training of new staff, it would benefit the organization to hire from within. With this, the organization can groom its current employees to be potential leaders giving staff the opportunity to experience career development which is also important to succession planning. Lastly, the component of succession planning requires the awareness of what talent already exists within the organization and to align long-term goals with current talent. When seeking to fill an open position, staff from within can be considered and placed into the role with the knowledge of how well performance has been demonstrated.

Examine how the talent management process is a strategy for a competitive advantage for your organization.

To compete in a dynamic environment requires the organization to have a competitive advantage over its competitors and employees are among the competitive advantage companies can have since skills cannot be imitated or duplicated (Bickham, 2016). Connecting the right staff with the right skills for a particular position requires the organization to have a good strategic talent management plan to ensure it recruits the right fit and assigns them to the right position all while retaining them in the organization.

Having the appropriate personnel supports the organization in gaining a clear understanding of their current state in the competitive market, identify the talent gaps and then to come up with the required actions to minimize them. By bridging the gaps, the organization is able to achieve a commanding competitive advantage given they are able to tap into their talent during the achievement of the organizational goals and objectives. In addition, a good talent management strategy helps in employee retention as organizations are able to treat their employees as their most important asset. Hence, through talent management strategy practices, there exist a low turnover rate given that employees do not portray self-interest, and so they are not outsourced by competitors (Silzer, Rob & Dowell, 2003). Therefore, organizations possess a competitive advantage by having systems put into place to empower employees through employee engagement, employee appraisal and employee satisfaction (DePaul, 2016).

In summary, for organizations that aim at achieving a competitive advantage, they should focus on implementing talent management strategies that enhances continuous performance through their employees. They can improve on employee performance by continuously engaging them in learning processes, mentorship programs, and cross-training programs and by training staff on leadership skills to qualify them to have the competencies for succession planning. Moreover, they should direct their training programs to a talent pool that meets the current and future needs of the business. There should also be an understanding of the strategic intention of the organization now and in the future before implementing any strategic capabilities.

Assess how the talent management strategy should change with the anticipation of the organization doubling in five to six (5-6) years.

Organizational strategies now solemnly rely on how compatible the human program and the talent management plan exists. Talent management is imperative to leadership since it has become extremely difficult for any organization to be successful without incorporating talent into its business model (Silzer & Dowell, 2010). With the anticipation to double in size, leadership is paramount for continued growth pattern. As organizations aim to position themselves for expansion and growth this will require good leaders who can be emulated as role models

and employees who have diverse talent and skill. Thus, talent management remains important since continuous talent replacement could hinder the achieved efforts. Furthermore, because employees are an organization’s primary asset, they are the principal agents of success in any organization. As a result, the talent management team should come up with a good talent management plan to ensure a solid foundation for business growth.

In the next 5-6 years, the assumption is that the marketplace will have a shortage of the high profile talented candidates due to the increasing demand for a talented workforce in the business setup (Tan & Crowell, 2015). With this, the talent management plan should aim at improving on their talent management practices to develop and nurture their internal workforce for future roles in the firm. In doing so, the organization will be able to build a good succession plan which fosters growth of the organization offering the staff a better view of what the company wants to achieve in the future in comparison to its current state.

 

References

Bickham, T. (2016). ATD Talent Management Handbook. Alexandria, VA: ATD Press

 

DePaul, G. (2016). Nine Practices of 21st Century Leadership: A guide for inspiring creativity,

 

innovation, and engagement. Boca Raton, FL: CRC Press, Taylor & Francis Group

 

 

Silzer, R., & Dowell, B. (2010). Strategy-driven talent management: A leadership imperative.

 

San Francisco: Jossey-Bass

 

 

Tan, W., & Crowell, B. (2015). Organizations and managers must reassess how they view career

 

Development, Association for Talent Development

 

Wellins, R., Smith, A., & Erker, S. (2015). Nine Best Practices for effective talent management

 

(White paper). Development Dimensions International Inc. Retrieved from

 

http://www.ddiworld.com/DDIWorld/media/white-papers

 

TALENT MANAGEMENT STRATEGY

 
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