The Grade

APA: 3 paragraphs, 300 words Due: 3/28/19

Module 4 Assignment: Strategizing for Sun City Boards

 

This assignment aligns with Learning Outcomes 1, 2, 3, and 4.

Prologue

Why does a business need to define its mission and engage in planning?

Dan Smith is a management consultant with the firm Business Advisors. He’s sitting in his office one day when the telephone rings. He picks it up and hears the voice of Tom Wilson, an old high school friend. “Hi Dan. This is Tom Wilson from Southside High. Remember me?” They discuss old times for a few minutes, and then Tom gets down to business.

“Dan, I need your help. I started a business several years ago, and we’re in trouble.”

Dan quickly searches his memory and recalls that Tom started a business called Sun City Boards several years ago selling high-end surfboards on the West Coast. Last Dan had heard, the business was doing well. “Yeah Tom. I remember when you started your shop, but I thought the business was growing successfully.”

Tom replies, “We did well the first couple of years, but things haven’t been good for a while now. We’re losing money, and I’m not sure how much longer I can keep the doors open.”

Dan assures Tom that he is happy to help and asks him to send a few items over to prepare for a trip to visit his operations. “Just send me a copy of your current business plan, financial forecasts, and annual operating budget.”

There’s a pause on the other end of the line, and then Tom says, “Well, I can send you our bank statements and invoices. We don’t have any of the other documents you’re asking about.”

Based on that response, Dan already has a good idea of the organization’s problem: an obvious lack of planning that never bodes well for a business.

In this module, you learned the importance of an organization establishing a clear vision and mission and how they guide the business planning cycle.The business plan is the roadmap that guides the organization to success.

Epilogue

Dan traveled to Tom’s operations on the West Coast and confirmed his suspicions that the problems the organization is facing are due to a lack of planning. Dan is meeting with Tom to report on his findings and to submit his recommendations.

“OK Tom, I’ve spent the last several days going through your operations and records, and I’m confident that there are actions you can take that will help turn around the business.”

Tom lets out a long sigh and says, “Dan, you have no idea how glad I am to hear that. So at a high level, what’s the problem?”

“In a nutshell, the problem with Sun City Boards is that you have lost your focus and there is no clear plan for moving forward.” Tom looks confused, so Dan explains. “When you started the business, what was your vision?”

Tom answers, “ To set people free from the earth … free to ride the waves .” [Vision statement]

“Perfect!” Dan responds. “And how were you going to do that?”

Tom thinks for a moment and then emphatically declares, “ We will strive to provide the absolute best in high-end surfboard design and production! ” [Mission statement]

Dan tells Tom that he has just created the vision and mission statements for Sun City Boards. He further explains:

“You have to start creating a focused plan that will help the organization deliver on its vision and mission. The reason your company is struggling is that there is no clear roadmap to success.”

Tom asks, “What do you mean?”

Dan continues, “When you started the company you were very successful because you focused on one key thing—making the best surfboards anyone had seen. As a result, everything your business did revolved around that core idea.”

Tom interrupts, “OK Dan, I think I see where you’re headed. When we started making money in the early days, I began to start expanding into other areas without a lot of thought. I listened to salespeople who came in and told me that I should branch out into low-end surf gear, then swimwear, then camping gear. Customers don’t know what we’re all about any more. And neither do my managers and employees.”

Dan can see Tom is getting his arms around the concept of vision and mission, so he moves on.

Next, he presents his recommendation that Tom and his key leaders should come together regularly to create, review and update Sun City’s business plan. This is new to the team, so he gives them a quick example:

1. Define Objectives: Sun City Boards should look to reduce noncore product lines and associated inventory. Minimum margin target is 35 percent across all remaining product lines.

2. Develop Premises: Monitor competitor’s plans to implement a new polymer board and determine potential impact to Sun City’s sales.

3. Evaluate Alternatives: Evaluate opportunity of opening new retail outlets along the West Coast. Also, explore international sales options for high-end surf boards.

4. Identify Resources: Analyze the level of capital necessary to achieve expansion goals and incorporate plan to close financial gaps in the annual budget.

5. Plan and Implement Tasks: Create a Gantt chart or other project planning tool that outlines the actions necessary to reach the goals outlined earlier.

6. Determine Tracking and Evaluation Methods: Create SMART goals for both managers and employees that align with direction the overall business plan provides.

Finally, Dan reminds Tom that the planning process is only a tool and that the plan should be regularly reviewed and updated. Dan warns him that planning is no substitute for taking action, but it is a guide for him and his team as to what actions should be taken.

This consulting project has reminded Dan how important it is for an organization to have a clear vision and mission to know where it’s headed. Likewise, the planning process is critical to know how it’s going to get there. The alternative is like trying to take a cross-country trip without a map—you don’t know where you might end up!

 

Preparation

Carefully read the background story of Sun City Boards presented above and review Module 4 Learning Unit: Introduction to Planning before beginning this assignment.

In this assignment, you’ll apply what you learned about planning to Sun City Boards and the management challenges its owner, Tom Wilson, faces. You’ll advise Tom on strategic management steps he and Sun City Boards should take to develop and implement their new strategy.

Module 4 Learning Unit: Introduction to Planning introduced several strategic planning tools to use at different stages of the strategic management process. As an advisor for Sun City Boards, your assignment is to select one of the following strategic management tools (SWOT analysis; PESTEL analysis, or Porter’s Five Forces) described in the module, explain how it works, and explain why it will be of value to Sun City Boards.

Your Task

Write a 300-word report describing the strategic management tool you chose and why you selected it. Explain how the tool works and why it will be of value. Your essay must include three properly referenced and defined terms from the module reading. Additionally, address the following questions:

· What is the purpose of the tool? What conclusions will it help Sun City Boards draw?

· How does the tool work? How does it measure the relevant factors, or how does it derive importance from them?(1)

 
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Organizational, Cultural And Control Variables Are Considered

QUIZ

Question 1 (2 points)

Organizational, cultural, and control variables are considered the ________ used by decision makers to effect change in their organization.

1) collaboration tools

2) managerial levers

3) events

4) IS

5) organization objectives

Question 2 (2 points)

The ____________ is a plan articulating where a business seeks to go and how it expects to get there.

1) vision statement

2) mission statement

3) stakeholder statement

4) stockholder statement

5) business strategy

Question 3 (2 points)

Which is not a question that can be used to understand organizational design?

1) Who holds the decision rights to critical decisions?

2) What are the characteristics, experiences, and skill levels of the people within the organization?

3) Where is the organization’s headquarters located?

4) What are the key business processes?

5) What is the culture of the organization?

Question 4 (2 points)

The “Managerial Levers” concept is useful for the following reasons:

1) Management can find what “levers” to push to force people to do what they want.

2) Management should not make a change unless they align multiple issues, such as tasks, measures, values, incentives, etc.

3) System investments need to be financially highly leveraged.

4) All of the above

5) None of the above

Question 5 (2 points)

A general manager should:

1) Rely on IS personnel to make IS decisions

2) Ignore how IS are used and managed

3) Have a deep technical knowledge of IS

4) Understand the use and consequences of technologies relevant to the business

5) Not be expected to ask or understand technology related questions

Question 6 (2 points)

When an organization qualifies its product or service in a way that allows it to appear unique in the marketplace, this is called:

1) Focus

2) Differentiation

3) Cost Leadership

4) Business Strategy

5) Mission

Question 7 (2 points)

Organizational, cultural, and control variables are considered the ____________ used by decision makers to effect change in their organization.

1) collaboration tools

2) managerial levers

3) events

4) IS

5) organization objectives

Question 8 (2 points)

Business strategies based on hypercompetition focus on customer satisfaction and profit maximization but also build in a component of business intelligence. Business intelligence helps an agile organization to:

1) Predict and respond to new opportunities

2) Use current information technologies less extensively

3) Manage internal challenges

4) React to supplier demands

5) Collaborate

Question 9 (2 points)

GE recognized that it could only sustain its competitive advantage for a limited time as competitors attempted to outmaneuver them.  What was the model that Welch applied to help solve this problem?

1) Destroy your organization

2) Grow your organization

3) Destroy your system

4) Grow your system

5) Destroy your business

Question 10 (2 points)

L.L. Bean is an online/catalog retail company that aggressively uses tools like instant messaging to communicate with customers regarding potential purchases and uses Facebook for branding activities. This use of technology supports which strategy?

1) IS strategy

2) Business strategy

3) Organizational strategy

4) Mission strategy

5) Social business strategy

Question 11 (2 points)

The managerial levers identifies the crucial, interrelated components for designing an organization. The components include all of the following EXCEPT:

1) Decision rights

2) Social media

3) Business processes

4) Incentives and rewards

5) Performance measurement and evaluation

Question 12 (2 points)

By using IS to achieve economies of scale and generate operating efficiencies, Walmart epitomizes which one of Porter’s generic strategies?

1) Differentiation

2) Focus

3) Cost leadership

4) Broad focus

5) Cost differentiation

Question 13 (2 points)

Through the use of various technologies, a ski resort tracks the slopes each customer skis and the times he or she skis them.  Skiers then have the ability to view this information online, and can choose to seamlessly share their accomplishments on Facebook. In addition, photographers positioned at the resort post pictures on Facebook for the skier. This ski resort has worked hard to develop a strong:

1) IS Strategy

2) Social business strategy

3) Business strategy

4) Organizational strategy

5) Customer strategy

Question 14 (2 points)

Technology guru Tim O’Reilly said this about the publishing industry: “To adapt, publishers need to cannibalize their own business, experimenting with new forms, new formats, and new business models.” This statement is consistent with:

1) Generic framework

2) Focus strategy

3) Hypercompetition

4) Direct strategy

5) Porter’s generic strategies

Question 15 (2 points)

While information systems can be used to gain a strategic advantage, they have inherent risks. Hershey Foods, for example, crippled its Halloween sales when its complex IS system failed to support its supply and inventory needs during peak production season. This is an example of which specific IS risk?

1) Awaking a sleeping giant

2) Implementing IS poorly

3) Demonstrating bad timing

4) Running afoul of the law

5) Mobile-based alternative removes advantages

Question 16 (2 points)

Suppose Zara has a linked supply chain with Silk City, a fabric supplier. Zara and Silk City use IT to seamlessly exchange data, communicating requirements as well as delivery expectations. The relationship between Zara and Silk City is best described as:

1) Strategic alliance

2) Co-opetition

3) Collaboration

4) Dependence

5) Competition

Question 17 (2 points)

Kodak was once the largest supplier of photographic film. In 2004 it was dropped from the Dow Jones Industrial Average after having been listed for 74 years. Kodak failed to use IT to fend off which one of the following of Porter’s 5 competitive forces?

1) Bargaining power of suppliers

2) Threat of substitute products

3) Potential threat of new entrants

4) Bargaining power of buyers

5) Industry collaboration

Question 18 (2 points)

Many companies like Zara use POS to capture information on what has sold, to whom and when. This use of technology to realize efficiencies supports which one of Porter’s value chain activities?

1) Outbound Logistics

2) Marketing & Sales

3) Operations

4) Service

5) Human resources

Question 19 (2 points)

Two automobile manufacturers are working together to develop hybrid technology. This type of relationship between the two automobile manufacturers is best described as:

1) Co-opetition

2) Strategic alliance

3) Competition

4) Collaboration

5) Business strategy

Question 20 (2 points)

The Nike + iPod Sports Kit is a sensor in your shoe that syncs with your iPod and provides details about your workout. This inter-organizational relationship affords both Nike and Apple a business advantage.  This relationship between Nike and Apple is best described as:

1) Strategic alliance

2) Co-opetition

3) Collaboration

4) Dependence

5) Competition

Question 21 (2 points)

A firm releases a new technology only to have a competitor implement a similar technology with more features and value to the consumer. This would be which type of risk?

1) Demonstrating bad timing

2) Awakening a sleeping giant

3) Mobile-based alternative removes advantages

4) Running afoul of the law

5) Implementing IS poorly

Question 22 (2 points)

Which of the following is NOT a primary activity of the Value Chain model?

1) Inbound Logistics

2) Operations

3) Outbound Logistics

4) Purchasing

5) Marketing and Sales

Question 23 (2 points)

This risks of using information resources include all of the following except:

1) Demonstrating bad timing

2) Awakening a sleeping giant

3) Implementing IS poorly

4) Missing cooperative opportunities

5) Failing to deliver what users want

Question 24 (2 points)

Which one of the following is not considered to be a primary activity of the value chain of a firm?

1) Inbound Logistics

2) Service

3) Sales & Marketing

4) Technology

5) Operations

Question 25 (2 points)

Which one of the following risks can threaten the IS of a company in a highly regulated industry such as financial services or health care?

1) Demonstrating bad timing

2) Awakening a sleeping giant

3) Mobile-based alternative removes advantages

4) Running afoul of the law

5) Implementing IS poorly

Question 26 (2 points)

Zara strategically uses information technologies to do all of the following EXCEPT:

1) Bring new products quickly to market, meeting customer demands

2) Support a continuous flow of information from stores to manufacturers to distributors

3) Maintain a rich, centralized repository of customer data

4) Build silos of responsibilities with limited interaction between store managers, designers and market specialists

5) Keep its inventory levels very low (relative to other retailers)

Question 27 (2 points)

Which model is best used to understand the ways in which information technologies allow a firm to both attain and sustain a competitive advantage?

1) Porter’s Competitive Forces

2) Porter’s Value Chain

3) The Information Systems Strategy Triangle

4) The Network Effect

5) The Resource-Based View

Question 28 (2 points)

The supply chain:

1) Points out the concept of weak link in an ordering process

2) Helps us understand how value is built inside a single firm.

3) Is composed of several value chains linked into a larger chain (a chain within a chain).

4) All of the above

5) None of the above

Question 29 (2 points)

The organizational structure of Tata Consulting Services (TCS) is a  ___________ organizational structure.

1) hierarchical

2) networked

3) matrix

4) flat

5) zero time

Question 30 (2 points)

This newer organizational design is designed to be highly flexible so that resources can be configured quickly to respond to changing demands.

1) Up time organization

2) Social networked organization

3) Hierarchical organization

4) Matrix organization

5) Elastic enterprise

Question 31 (2 points)

IS plays three important roles in management control processes.  These processes are data collection, evaluation, and _______________.

1) transformation

2) management

3) communication

4) implementation

5) conversion

Question 32 (2 points)

In which type of organizational design do middle managers do the primary information processing and communication function, telling subordinates what to do and then reporting the outcome to senior management?

1) Flat

2) Networked

3) Hierarchical

4) Matrix

5) Hybrid

Question 33 (2 points)

Cognizant’s organizational structure was ________, but realized as its organization grew and its services became more complicated that a __________ structure for the organization was more appropriate.

1) hierarchical, networked

2) matrix, networked

3) flat, matrix

4) hierarchical, matrix

5) flat, hierarchical

Question 34 (2 points)

Traditional organizations have one of four types of organizational design.  What are these four structure types?

1) Traditional, flat, matrix, technology

2) Hierarchical, flat, matrix, networked

3) Matrix, networked, flat, information

4) Matrix, flat, networked, traditional

5) Social, networked, matrix, hierarchical

Question 35 (2 points)

Which of the following is not an organizational design variable?

1) IT Infrastructure

2) Decision rights

3) Informal networks

4) Structure

5) Formal reporting relationships

Question 36 (2 points)

Effective, cross-cultural communication in today’s global and “flattened” world is:

1) Easy to achieve

2) Difficult to achieve

3) Of little consequence to the organizational strategy

4) Achieved by using the best available technologies

5) No longer an issue for managers

Question 37 (2 points)

All of the following help to develop informal networks that play an important role in an organization EXCEPT for:

1) Job rotation

2) Company softball team

3) Virtual communities

4) Performance reviews

5) Attendance at a conference

Question 38 (2 points)

Organizational design is all about making sure that _________ are properly allocated, reflecting the structure of formal reporting relationships.

1) decision rights

2) business processes

3) values

4) incentives

5) IS

Question 39 (2 points)

A matrix organization:

1) Can involve multiple bosses and multiple teams

2) Requires quite a bit of communication to be successful

3) Were rare for quite a while but have become more common in recent years

4) All of the above

5) None of the above

Question 40 (2 points)

At Zara, decision rights for ordering have been granted to whom?

1) Regional managers

2) Headquarters

3) Store managers

4) Central production

5) The commercial team

 

Question 41 (ESSAY)

Consider the brief description of the elastic enterprise. What is an example of a control system that would be critical to manage for success in the elastic enterprise? Why?

An elastic organization is an agile and responsive organization that can configure resources and people quickly. Such organizations are flexible so that they can quickly respond to changing customer demand. Elastic enterprises are able to add partners quickly so that they can quickly respond to customer needs. They create a platform and common interface that reduce effort and friction of partnering (Pearlson et. al., 2019). In today’s dynamic environment, elastic enterprises display remarkable competitive agility and growth capacity.

A control system that enable people, process, and technology to respond quickly is very critical to manage for success in the elastic enterprise. One such control is customer feedback system. A customer feedback system collects customer feedback, and helps the elastic enterprise to understand what customers want. This enables the organization to quickly respond to customer demand. An organization can also analyze customer feedback to sense changing customer taste and preferences. This information can be used to develop products that satisfy customer’s changing needs. An organization can also use customer feedback to analyze and improve its supply chain. With improved supply chain, an organization can create more value for its customers.

References

Pearlson, K. E., Saunders, C. S. &Galletta, D. F. (2019). Managing and Using Information Systems: A Strategic Approach. (6th ed.). John Wiley & Sons.

 
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Human Research Paper

Write a 4-page research paper, titled Pay for Performance Controversial in APA 7 format using the terms, concepts, and theories in the chapters provided on the main points below (they become Level One Headings).

Choose any U.S. based business entity and answer the 3 points below:

1. Identify how an organization could measure the effectiveness of their pay-for-performance plans (provide examples to support your ideas or concepts).

2. Discuss the disadvantages of using a pay-for-performance plan from an employee’s perspective.

3. Discuss the disadvantages of using a pay-for-performance plan from an employer’s perspective.

Format:

-Double-spaced, 4 pages not counting the title, Abstract, and reference pages

-Title Page: Pay for Performance Controversial

-Abstract

-Introduction

-The body of the paper addresses the main points of your discussion

-Headings used to organize the body of the paper

-Conclusion

-Reference page with 5 references and properly cited in the text

 
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HRM Question

Anyone specializing in human resource management-required courses?

Employee training and development

Employment law for business

Global Human Resource management

Contemporary Issues in Human Resource management

 

 Faculty Contact Telaireus Herrin telaireus.herrin@faculty.umuc.edu

 Course Description Prerequisite: HRMN 300. Recommended: HRMN 367. A comprehensive study of global human resource management. The objective is to demonstrate intercultural competencies; identify trends in the globalized workforce; and analyze policies, practices, and functions in global human resources. Topics include global staffing, training, compensation, and evaluation.

 Course Introduction Human resource management is one of the world’s fastest growing fields and presents unprecedented opportunity for global advancement. The global human resource management course prepares you to deal with all aspects of human resources within the worldwide context, including US-based organizations doing business internationally and non-US-based organizations operating worldwide.

Global Human Resource Management (HRMN 467) is a comprehensive study of global human resource management. On completion of this course, you will be able to demonstrate intercultural competencies, identify trends in the globalized workforce, and analyze policies, practices, and functions in global human resources. To do this, you will design a strategic staffing plan that includes recruiting, training, compensation, and evaluation. You will also complete a reflective exercise to assess your intercultural competencies and discuss current trends in global human resources.

 Course Outcomes After completing this course, you should be able to:

• demonstrate the intercultural competencies of an effective citizen

• distinguish national and global culture and the impact they have on the globalized workforce in order to contribute to human resource practices across countries and cultures

• identify the key challenges and trends in the changing globalized workforce in order to implement effective human resource practices

• analyze and assess global human resource policies, practices, and functions in order to meet an organization’s goals and objectives while maintaining the values and traditions of the local culture

 Course Materials Click to access your course materials information (http://webapps.umuc.edu/UgcmBook/BPage.cfm? C=HRMN%20467&S=7381&Sem=2195)

Adelphi · Syllabus ·

HRMN 467 7381 Global Human Resource Management (2195) HRMN-467 Summer 2019 Section 7381 3 Credits 06/17/2019 to 08/11/2019

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 Class Guidelines Contacting your Faculty Member

You can use the Pager feature within the classroom to send a message to your faculty member.

Click the Classroom Walkthrough Videos link below, and then click The Pager link, to view a how-to video on how to use the Pager function within the classroom:

Classroom Walkthrough Videos Link (http://www.umuc.edu/students/leo/videos.cfm)

Within the Content section of your classroom, view the Start Here section or Additional Course Information section within the Syllabus to learn more about contacting your faculty member.

Additional Information

Effective Writing Center:

For help with written assignment, please check out the EWC resources and advising options. http://www.umuc.edu/writingcenter/writingadvising/http://www.umuc.edu/writingcenter/writingadvising/ (http://www.umuc.edu/writingcenter/writingadvising/)

 Grading Information

Conferences/Class Participation 25%

International HRM Case Study Assignment 1 25%

International HRM Case Study Assignment 2 25%

International HRM Case Study Assignment 3 25%

Total 100%

You should be familiar with the expectations of online etiquette and civility, acceptable use of computing resources, and the use of social media.

Access these resources for information:

Primer on online etiquette – Five rules of respectful online communication Acceptable use – Guidelines for proper use of university computing resources and Google services Code of Conduct – The Dos and Don’ts of acceptable student behavior Code of Civility – Guidelines for promoting a positive, collegial atmosphere Social Media Policy – Policies and guidelines for participation in social media

 Project Descriptions

 Academic Policies ACADEMIC INTEGRITY

University of Maryland University College (UMUC) has adopted a Philosophy of Academic Integrity (https://www.umuc.edu/current- students/learning-resources/academic-integrity/philosophy.cfm)to guide the university’s commitment to a culture of academic

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integrity and authentic education encompassing a set of dispositions and behaviors that are socially beneficial, educationally critical, and professionally necessary.

All members of the University community must maintain the highest level of integrity across the academic experience. For students, intellectually honest academic work represents independent analysis, acknowledges all sources of information that contribute to the ideas being explored, and ensures the ability to engage in life and work authentically. Your instructor is your primary resource for how to uphold the highest ethical standards in the context of this course’s specific requirements.

Your instructor and other UMUC staff may use Turnitin or other technology resources to support the development and assessment of authentic student writing. To learn more about Turnitin, the feedback it provides, and your options regarding the inclusion of your work in the Turnitin database, visit University guides for Turnitin at umuc.edu/library/libresources/turnitin-students.cfm (https://www.umuc.edu/library/libresources/turnitin.cfm) and http://sites.umuc.edu/library/libresources/turnitin.cfm#studentcopyright (http://sites.umuc.edu/library/libresources/turnitin.cfm#studentcopyright).

Additional resources to support you in authentic learning are available at umuc.edu/academicintegrity (https://www.umuc.edu/current-students/learning-resources/academic-integrity/index.cfm).

CLASSROOM CIVILITY

Students are expected to work together cooperatively, and treat fellow students and faculty with respect, showing professionalism and courtesy in all interactions. Please review the Code of Civility for more guidance on interacting in UMUC classrooms: https://www.umuc.edu/students/support/studentlife/conduct/code.cfm (https://www.umuc.edu/students/support/studentlife/conduct/code.cfm).

POLICIES AND GUIDELINES

UMUC is committed to ensuring that all individuals are treated equally according to Policy 040.30 Affirmative Action, Equal Opportunity, and Sexual Harassment (https://www.umuc.edu/policies/adminpolicies/admin04030.cfm).

Students with disabilities who need accommodations in a course are encouraged to contact the Office of Accessibility Services (OAS) at accessibilityservices@umuc.edu, or call 800-888-UMUC (8682) or 240-684-2287.

The following academic policies and procedures apply to this course and your studies at UMUC.

150.25 Academic Dishonesty and Plagiarism (https://www.umuc.edu/policies/academicpolicies/aa15025.cfm) – The University expects all members of the university community—students, faculty, and staff—to share the responsibility and authority to report known acts of academic misconduct. Report suspected academic misconduct to your instructor. All cases of academic misconduct will be addressed in accordance with Policy 150.25.

This policy also states that faculty may determine if the resubmission of coursework from previous classes (whether or not taken at UMUC), partially or in its entirety, is acceptable or unacceptable. Faculty communicate these expectations to students in writing. If you are unclear about the reuse of your prior work, consult with your instructor.

151.00 Code of Student Conduct (https://www.umuc.edu/policies/studentpolicies/stud15100.cfm)

170.40

170.41

170.42

The following policies describe the requirements for the award of each degree:

Degree Completion Requirements for the Graduate School (https://www.umuc.edu/policies/academicpolicies/aa17040.cfm)

Degree Completion Requirements for a Bachelor’s Degree (https://www.umuc.edu/policies/academicpolicies/aa17041.cfm)

Degree Completion Requirements for an Associate’s Degree (https://www.umuc.edu/policies/academicpolicies/aa17042.cfm)

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170.71 Policy on Grade of Incomplete (https://www.umuc.edu/policies/academicpolicies/aa17071.cfm) – The mark of I is exceptional and considered only for certain courses. Students who have completed 60% of their coursework with a grade of B or better for graduate courses or C or better for undergraduate courses and request an I before the end of the term. The mark of I is not available for noncredit courses.

170.72 Course Withdrawal Policy (https://www.umuc.edu/policies/academicpolicies/aa17072.cfm) – Students must follow drop and withdrawal procedures and deadlines available at https://www.umuc.edu/ (https://www.umuc.edu/) under Academic Calendar.

130.80 Procedures for Review of Alleged Arbitrary and Capricious Grading (https://www.umuc.edu/policies/academicpolicies/aa13080.cfm) – appeals may be made on final course grades as described herein.

190.00 Intellectual Property (https://www.umuc.edu/administration/policies-and-reporting/policies/research/intellectual-property.cfm) – All university faculty, staff, and students must comply with University guidelines on the use of copyrighted material. Uploading UMUC or faculty copyrighted material without authorization degrades and corrupts the integrity of the teaching and learning experience and is a potential violation of UMUC policy and copyright law. You must obtain permission to post UMUC or other’s copyrighted material to third-party websites, including social learning network sites. UMUC reserves the right to take appropriate action to remove copyrighted material uploaded without authorization.

205.06 Calculation Of Grade-Point Average (GPA) for Inclusion on Transcripts and Transcript Requests (https://www.umuc.edu/policies/academicpolicies/aa20506.cfm) – Note: Undergraduate and Graduate Schools have different Grading Policies (i.e. The Graduate School does not award the grade of D). See Course Syllabus for Grading Policies.

270.00 Acceptable Use (https://www.umuc.edu/administration/policies-and-reporting/policies/fiscal-and-business-affairs/acceptable- use.cfm) – The security of the online classroom is critical to ensuring a strong culture of academic integrity and authentic education at the University. It is a violation of the University’s policies for anyone to share logon, password, and any other secure information about a UMUC online account, including credentials required to access the online learning environment.

GRADING

According to UMUC’s grading policy, the following marks are used:

Undergraduate Graduate

A 90-100 90-100

B 80-89 80-89

C 70-79 70-79*

D 60-69 N/A**

F 59 or below 69 or below

FN Failure-Non attendance Failure-Non attendance

G Grade Pending Grade Pending

P Passing Passing

S Satisfactory Satisfactory

U Unsatisfactory Unsatisfactory

I Incomplete Incomplete

4 of 8

 

 

AU Audit Audit

W Withdrew Withdrew

* The grade of “B” represents the benchmark for The Graduate School. Students must maintain a Grade Point Average (GPA) of 3.0 or higher. Classes where final grade of C or F places a student on Academic Probation must be repeated. ** The Graduate School does not award the grade of D.

COURSE EVALUATION SURVEY

UMUC values its students’ feedback. You will be asked to complete an online evaluation toward the end of the term. The primary purpose of this evaluation process is to assess the effectiveness of classroom instruction in order to provide the best learning experience possible and make continuous improvements to every class. Responses are kept confidential. Please take full advantage of this opportunity to provide your feedback.

LIBRARY SUPPORT

Extensive library resources and services are available online, 24 hours a day, seven days a week at https://www.umuc.edu/library/index.cfm (https://www.umuc.edu/library/index.cfm) to support you in your studies. The UMUC Library provides research assistance in creating search strategies, selecting relevant databases, and evaluating and citing resources in a variety of formats via its Ask a Librarian service at https://www.umuc.edu/library/libask/index.cfm (https://www.umuc.edu/library/libask/index.cfm).

EXTERNAL LINK DISCLAIMER

This course may contain links to external sites neither owned nor maintained by UMUC. UMUC bears no responsibility for the accuracy, legality, or content of external sites or for that of subsequent links. In addition, the terms of use, security policies, and privacy policies may differ from those of UMUC. Contact the external site for answers to questions regarding its content, terms of use, and policies.

LEARNING MANAGEMENT SYSTEM SUPPORT

Those requiring technical assistance can access Help@UMUC Support directly in LEO under the Help menu. Additional technical support is available 24 hours a day, seven days a week via self-help and live chat at https://www.umuc.edu/help (https://www.umuc.edu/help) or by phone toll-free at 888-360-UMUC (8682).

SYLLABUS CHANGES

All items on this syllabus are subject to change at the discretion of the Instructor and the Office of Academic Affairs.

 Class & Assignment Schedule

Class Week Activities and Due Dates Due Date

5 of 8

 

 

Week 1

Introduction / Definitions / Expectations and Global Environment and its Challenges

Read:

Introduction to Global HR

Do/Due:

Post Introduction Conference/class participation Complete Academic Integrity Module

Concepts:

National and organizational culture Macro/micro cultures Challenges of a globalized workforce Demographic trends Intercultural competence Intercultural communications Global vs national vs international vs multinational

Discussion Responses due: 6/23/19

 

Week 2

Staffing, Recruiting, and Selecting

Read:

Global HR and Culture

Do/Due:

Conference/class participation

Concepts:

Challenges of a globalized workforce Recruitment/staffing Global hiring practices

 

Discussion Responses due: 6/30/19

 

Week 3

Issues in International HR

Read:

Staffing Internationally

Do/Due:

Conference/class participation Part 1 of Case Study Due

Concepts: International HR Considerations

Discussion Responses due: 7/7/19

Assignment 1, Case Study due: 7/7/19

6 of 8

 

 

Week 4

Compensation and Benefits

Read:

Expatriate Adjustment

Do/Due:

Conference/class participation

Concepts:

Expatriate Adjustment

Discussion Responses due: 7/14/19

 

Week 5

Evaluation and Performance Management

Read:

Global Compensation

Do/Due:

Conference/class participation Part 2 of Case Study Due

Concepts:

International Compensation Practices Total Rewards Practices

Discussion Responses due: 7/21/19

Assignment 2, Case Study due: 7/21/19

Week 6

Global Employee Relations

Read:

Global Employee Relations Issues International HRM Considerations

Do/Due:

Conference/class participation

Concepts:

Health and Safety Security Global labor management

Discussion Responses due: 7/28/19

 

Week 7

Global Competency

Read:

Expatriate Training

Do/Due:

Conference/class participation Part 3 of Case Study Due

Concepts:

International negotiations Conflict management Global leadership/management

 

Discussion Responses due: 8/4/19

Assignment 3, Case Study due: 8/4/19

7 of 8

 

 

Week 8

Global HR by Regions

Read:

Expat Insider 2017 Report HRM in Europe HRM in Japan HRM in India

Do/Due:

Conference/class participation

Discussion Responses due: 8/11/19

 

8 of 8

 

  • HRMN 467 7381 Global Human Resource Management (2195) HRMN-467
    • Faculty Contact
    • Course Description
    • Course Introduction
    • Course Outcomes
    • Course Materials
    • Class Guidelines
    • Grading Information
    • Project Descriptions
    • Academic Policies
    • Class & Assignment Schedule
 
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Case Study Historical Financial Analysis Lululemon

BUSI 690

Case Study: Historical Financial Analysis Assignment Instructions

Overview

Complete a case study of ABC Corporation. You will find the case in the case section of the text.

A formal, in-depth case study analysis requires you to utilize the entire strategic management process. Assume you are a consult asked by the ABC Corporation to analyze its external/internal environment and make strategic recommendations. You must include exhibits to support your analysis and recommendations.

Instructions

The completed case study must include these components, with portions to be submitted over several modules as the Case Study: Matrices Assignment, the Case Study: Historical Financial Analysis Assignment, and the Case Study: Projections, NPV, Compilation Assignment.

· Cover page (must include the company name, your name, the date of submission, and a references page; the document must follow current APA guidelines)

· A total of 12 – 15 pages (for all three parts, combined) of narrative text, this does not include the financial statements, reference pages, or matrices

· Reference page (follow current APA guidelines)

· Historical Financial Statements, Proforma Financial Statements, NPV Calculations and a Cost Sheet for the strategy in an Excel document

· Matrices, which must be exhibits/attachments in the appendix and not part of the body of the analysis (The Strategy Club has excellent templates/examples for exhibits and matrices).

Your Case Study: Historical Financial Analysis Assignment paper must include:

1. Historical Financial Statements (Income Statement, Balance Sheet and Statement of Cash Flows) from the 3 most current years for the firm. These should be downloaded from the SEC website. The financial statements must include horizontal (shown between the years) and vertical analysis (shown to the right of the last year of historical data).

2. Ratio analysis for the ratios shown on Table 1 in the Guide to Case Analysis (CA) of the textbook:

a. Profitability ratios

b. Liquidity ratios

c. Leverage ratios

d. Activity ratios

e. Price-to-earnings ratio

f. The changes between years are included in the calculations.

3. Competitor ratios to compare with the ratios that were calculated in item 2. These should be included on the same tab as the ratio analysis for the firm.

4. Financial analysis should include comparisons to the firm’s main competitor as well as to the industry. How does the financial position of the firm influence the strategic direction of the company? This section should not be used to define what each ratio is rather it should clearly provide analysis based on the calculations as to the strategic choices and implications of the firm’s financial position. A compare and contrast with the main competitor should be included in this section of narrative.

Place the results of Case Study: Historical Financial Analysis, in the Case Study: Historical Financial Analysis submission link in Module 6: Week 6.

Options to Download SEC Financial Data into Excel Spreadsheets:

There are two ways to pull financial data in Excel format from the SEC site, depending on how recent the information is.

 

OPTION 1: For filings that are a year or two old

· Go to www.sec.gov.

· In the Filings & Forms box, click on Search for Company Filings.

· Then click on Company or fund name, ticker symbol, CIK (Central Index Key), file number, state, country, or SIC (Standard Industrial Classification).

· Enter either a company name or ticker symbol into the appropriate box. (Note: it may be easier to use a ticker symbol because this guarantees you have the right company.) Choose Find Companies.

 

· On the next screen, select the appropriate filing or filter by filing type (10-K).

· Newer filings have two button options: Documents and Interactive Data. Select Interactive Data if that is an option.

 

· Once in Interactive Data, select financial statements. A drop-down box will appear in the left-hand column. Select the statement that you want. Then, click View Excel Document above the left-hand column.

·

OPTION 2: For older filings

 

· Follow the steps in Option 1 to get to the company filing screen. Since Interactive Data will not be available, click on Documents.

· There will be several options. Find the link containing the full filing. This is usually the first link but not always. For a 10-K filing look for a link titled 10-K.

 

 

· Open Excel. Click on the Data tab in the ribbon and select From Web, the second icon from the left.

· A web browser will open up. Copy the link from the company 10-K and insert it into the New Web Query browser that opened up. Click Go to be taken to the filing. (Note: The browser sometimes runs slow.)

· Find the financial tables you wish to import. Above the tables you should see a yellow box with a black arrow pointing to the right. Click on each box corresponding with each financial table that you wish to import. The box will turn green with a check mark.

· Once all desired tables are selected, click the Import button at the bottom right of the web browser.

· You will be taken back into the Excel spreadsheet with an Import Data box open. To import the data, select either a cell in the existing worksheet or New Worksheet and click OK.

· Data will be uploaded into Excel. Note that this process does a poor job of formatting the tables. Brackets indicating negativity and currency symbols are often placed in adjacent cells, necessitating manual entry. For year-over-year analysis across multiple filings be careful to ensure that financial sheet items line up with one another.

 
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Project Management

PMI® Case Study

COLORADO SPRINGS WELCOME HOME PARADE:

Project Management Helps Welcome the Troops Home

 

 

With a short amount of time and limited budget, the city of Colorado

Springs, Colorado, USA, planned a parade to welcome home troops

returning from Iraq. The parade was perhaps the largest in Colorado

Spring’s history, and the largest celebration of its kind in the county.

Using project management competencies found in PMI’s de facto guide

to the project management profession, A Guide to the Project

Management Body of Knowledge (PMBOK® Guide)—Third Edition, the

project team planned and executed the parade successfully in spite of

limited time and budget.

Background

Colorado Springs is home to multiple branches of the military and six

major bases, including Fort Carson and the Air Force Academy. The

town decided to plan a welcome home parade for its soldiers who had

been deployed to Iraq. Around 11,000 troops had been sent to Iraq for

year-long rotations, and were to return in March 2004.

The parade was scheduled for 5 June 2004. All floats and participants

were required to have a patriotic theme. Multiple teams came together

to plan the event.

The project management team was lead by O’Donnell & O’Donnell LLP,

which had experience with parade planning in addition to fundraising,

which would prove to be an important part of this project.

The City Council of Colorado Springs also donated city resources and

personnel to the project, including the assistant city manager, who

was the main link between the city and the project team. Providing the

team with daily access to city officials ensured key communication

throughout the project.

In addition to the project team, the city also established a

management team committee, composed of stakeholders and

representatives from each local military base. These two teams met

regularly to give status reports, offer or ask for assistance, and

determine the next steps in the project. This open forum for

communication fostered a greater understanding for each party’s role

in the project and what the end result would be. All high level changes

were made by the committee, while the detail changes were made by

the project team.

Challenges

The two major challenges of this project were the lack of money to

fund the parade and the limited timeframe to complete the project.

 

 

Security and safety also stood as risks to the event.

The project team faced the challenge of raising all funds for the

parade, as the city could not finance the event. The event budget and

reimbursement for their services would come only from the donations

and sponsorship money raised. The city capped the fee amount

O’Donnell & O’Donnell could charge them, and also established a

separate account for the event so they could accurately track finances.

Last minute changes also posed a challenge. Project stakeholders from

Fort Carson requested the troops be fed lunch after the parade. The

city raised the fee caps, but the project team had to include catering,

organization and clean-up in an already tight schedule.

Solutions

In order to combat the limited budget and timeframe, the project team

used every stakeholder’s resources, asking what each organization

could contribute to the event. The project was then approached in

reverse order; the scope of a project is typically established before the

resources, but the project team had to establish resources to

determine project scope.

Although the city could not contribute monetarily to the project, it

offered in-kind services by having every city department participate.

In addition to those workers, the project team used its own volunteer

base of 35-40 people. Many of the sponsoring organizations also

offered their services at reduced fees or free of charge. In return,

sponsors and donors received a banner and viewing stand at the

parade for their contributions.

The team used project management competencies throughout the

project to:

coordinate a donation of 40 buses from city transportation

department to transport the 6,000 soldiers participating in the

parade;

work with city police to arrange parking for buses;

coordinate with city engineers to control traffic lights to minimize

convoy’s effect on city traffic flow;

inform town in advance of any road closures or delays caused by

parade preparations; and

overcome challenge of providing last-minute lunch to troops by

securing free food and service through local restaurant franchise,

 

 

using local park as venue and volunteers from Chamber of

Commerce to help serve food.

In addition, risk management techniques were used to anticipate and

prevent potential problems:

the team held meetings with local fire and police departments

and management committees to discuss risk responses;

police responded to traffic congestion by finding alternate routes

for cars during parade;

the fire department positioned rescue crews along route in case

of an emergency; and

paramedics passed out water to prevent dehydration

Results

The parade consisted of 22 floats, 23 fire trucks and eight marching

bands, including the U.S. Army Field Band from Fort Meade, Md. Many

antique military aircraft and other vehicles took part in the parade,

and over 65,000 people came to watch the historical event and show

their support for the troops.

The public communications department for the city took care of all

publicity and interviews at no cost; three local television stations and

six local radio stations held live broadcasts from the parade and

related events; and photographers from local newspapers were on

site. The White House even issued a statement about the event, which

was read at the parade and on all local broadcasts.

Project management techniques enabled the project team to

coordinate the event, raise funds and accommodate last minute

changes within a remarkably short time frame. As a result, the

Colorado Springs Welcome Home Parade was the largest event of its

kind ever held in Colorado Springs.

Key Achievements

The project team organized and executed all aspects of the

event such as fund raising, the coordination of soldiers and

aircraft, and planning a lunch reception for 9,000 people, all

within a five month time period.

The project team executed the parade under the allocated

budget, and the city manager donated excess funds to military

charities.

 

 

Create the necessary documents to organize, plan and complete a project based on the Colorado Springs Welcome Home Parade Case

Project Charter Project __________________ Date ___________

Scope Overview

Business Case

Background (optional)

Milestone Schedule and Deliverables
Milestone

Completion Date

Stakeholder

Acceptance Criteria

Current State

Future State

Ultimate Goal

Risks and Assumptions
Project Risks and Assumptions

Risk Owner

Contingency Plans

1.

2.

3.

4.

Stakeholders
Stakeholders

Interest in Project

Primary:

Others:

Resources Required

· Funding _____________

· People ______________

· Equipment ___________

· Other _______________

Team Operating Principles

· _________________

· _________________

· _________________

Lessons Learned

· ________________

· ________________

· ________________

Commitment

Sponsor

Department / Organization

Signature

Project Manager

Department / Organization

Signature

Core Team Members

Department/ Organization

Signature

 

 
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For Baber Makayla – BZ420 Human Resources Management – Assignment 4

Part A

 

As the new human resource manager of a multimillion-dollar service organization, you have been provided with a job description for new responsibilities.

 

For this assignment, please provide the following.

  1. A synthesis of three (3) environmental influences that affect the organization quantifying their impact and providing potential solutions for negative and positive influences.

 

  1. Create a brief job description for a specific job of your choice outlining the roles and responsibilities of this position. Next, design an employee-training program and outline its implementation for this position. Finally, provide an evaluation of the design and implementation of the employee-training program you have created.

 

Part B

You operate a small advertising agency.  You employ two secretaries, a graphic designer, three sales representatives, and an office coordinator.

 

  1. Construct a multi-tiered approach for compensation for each position. What types of criteria would you consider when determining how to compensate each position?  Describe two (2) considerations for each position. Students may choose to present information in a spreadsheet or table format for organization and interpretative purposes.

     

  2. Evaluate the process and the associated outcomes for the approach you constructed. Defend the choices you have made including the type of compensation plan chosen for each position.

 

 
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Conflict Identification And Resolution

Use the attached information provided.

 

We live in a very complex and culturally diverse society. When we bring individuals together from diverse backgrounds in a work environment conflict can arise when expectations are not realized or met. Rather than hoping conflict will go away, this paper will explore and identify the reasons for conflict and how to successfully address them in a team environment.

Write a four- to five-page paper (excluding title and reference pages) assessing the components of conflict. The following need to be addressed within your paper:

  1. Describe a conflict within an organization or team with which you are familiar.
  2. Identify and describe the source(s) and level of the conflict and support with evidence.
  3. Describe the steps taken to resolve the conflict or, if it is an ongoing conflict, propose steps to resolve the conflict.
  4. Describe a minimum of three conflict outcomes that could reasonably occur as a result of the conflict resolution. Support your reasoning for each possible outcome.

Your paper must use a minimum of three scholarly sources, in addition to the textbook, your paper must be formatted according to APA style as outlined in the Ashford Writing Center.

 
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6.1 – Twelve Angry Men

Assignment 6.1 – Twelve Angry Men

Revisit the video of Twelve Angry Men

· Based on the assigned reading in Week 6, who used power to sway others?

· What was the outcome? What role did emotions play in the negotiation process?

· List and discuss all emotions that you can identify.

· What role did culture play in the negotiation process?

· Analyze the situation using the concepts of power, emotions, and culture, and write at least a one-page paper describing how these three theories apply to and impact the outcome of the negotiation among the jurors.

· if you Google 12 Angry Men 1957 you can get a free version.

Folks,

The directions for completion of the original analysis on the movie 12-Angry Men are as follows:

Use the video “Twelve Angry Men” as a case study and analyze how influence and persuasion played a role in the outcome of this trial. Henry Fonda negotiates with each of the 11 jurors. Pick three pairs of negotiations and analyze the dynamics. Fonda should be in two of the pairs. Write a three-to-four page paper that addresses at least the following:

 

· The interests of the parties involved

· What negotiation styles are used?

· The relationship dynamics (emotions, face, and ethics)

· The resources and constraints

· The bargaining objectives and issues (interests)

· The BATNA

· The issue of social influence and persuasion

Many students failed to address all seven concepts. Some of you wrote an analysis of the movie as a whole and failed to address the three pairs of negotiations. Many overcomplicated an already complex assignment. Most everyone missed the correct answer to BATNA.

The course designer made a mistake and I apologize for not catching it. No one was penalized for the flawed instructions. Some of you caught the mistake and read ahead and completed the assignment correctly. Here was the error. Bullet number two had you address negotiation styles which is covered in Reardon (2005) chapter four. The reading of that chapter was not assigned in week-4 so unless you read ahead, you could not complete the assignment accurately. As a result many students guessed at what a negotiation style was and confused it with “conflict styles.”

In reality the correct term should have been “negotiation strategies” which points to what we have been discussing: a) distributive and b) integrative strategies which is a process. Negotiation styles are a type of behavior, not a process. Reardon (2005) actually coins the term negotiation styles by combining behavior assessments characteristics like DISC, TKI, and FIRO-B into a description on how folks normally behave in a negotiation environment.

In 12-Angry Men, the jury as a whole did not have a BATNA because the jury as a whole was not negotiating with another person or group. The parties of each pair of negotiations had a BATNA, which were all the same … vote their consciousness. Voting what they believed was the correct vote may have resulted in a hung jury or a unanimous verdict … but a hung jury was not the BATNA because the jurors didn’t have control over how the other jurors voted. Remember you must have complete control over the action you take in order for it to be a BATNA. BATNA is not a negotiation option … it is the “single best” action you can take AFTER the negotiation fails.

I have attached Pete’s analysis. It is not perfect, but it is an excellent example of how to logically address many issues in a complex analysis in a clear and concise manner. Some of you got lost in the storytelling of the movie and I fear as a result, did not address all seven concepts of the assignment. Pete’s process is not the only option. I included Cristin’s paper as well so you can see another technique of logical flow that purposely addressed all seven concepts.

This week make sure you address all of the project criteria as you reanalyze the movie 12-Angry Men.

“Twelve Angry Men” by Reginald Rose
DESCRIPTIONS OF JURORS

FOREMAN

A small, petty man who is impressed with the authority he has and handles himself quite formally. Not overly bright, but dogged.

JUROR NUMBER TWO

A meek, hesitant man who finds it difficult to maintain any opinions of his own. Easily swayed and usually adopts the opinion of the last person to whom he has spoken.

JUROR NUMBER THREE

A very strong, very forceful, extremely opinionated man within whom can be detected a streak of sadism. A humorless man who is intolerant of opinions other than his own and accustomed to forcing his wishes and views upon others.

JUROR NUMBER FOUR

Seems to be a man of wealth and position. A practiced speaker who presents himself well at all times. Seems to feel a little bit above the rest of the jurors. His only concern is with the facts in this case, and he is appalled at the behavior of the others.

JUROR NUMBER FIVE

A naïve, very frightened young man who takes his obligations in this case very seriously, but who finds it difficult to speak up when his elders have the floor.

JUROR NUMBER SIX

An honest but dull-witted man who comes upon his decisions slowly and carefully. A man who finds it difficult to create positive opinions, but who must listen to and digest and accept those opinions offered by others which appeal to him most.

JUROR NUMBER SEVEN

A loud, flashy, glad-handed salesman type who has more important things to do than to sit on a jury. He is quick to show temper, quick to form opinions on things about which he knows nothing. Is a bully and, of course, a coward.

JUROR NUMBER EIGHT

A quiet, thoughtful, gentle man. A man who sees all sides of every question and constantly seeks the truth. A man of strength tempered with compassion. Above all, a man who wants justice to be done and will fight to see that it is.

JUROR NUMBER NINE

A mild, gentle old man, long since defeated by life and now merely waiting to die. A man who recognizes himself for what he is and mourns the days when it would have been possible to be courageous without shielding himself behind his many years.

JUROR NUMBER TEN

An angry, bitter man. A man who antagonizes almost at sight. A bigot who places no values on any human life save his own. A man who has been nowhere and is going nowhere and knows it deep within him.

JUROR NUMBER ELEVEN

A refugee from Europe who had come to this country in 1941. A man who speaks with an accent and who is ashamed, humble, almost subservient to the people around him, but who will honestly seek justice because he has suffered through so much injustice.

JUROR NUMBER TWELVE

A slick, bright advertising man who thinks of human beings in terms of percentages, graphs, and polls and has no real understanding of people. A superficial snob, but trying to be a good fellow.

Act I

Fade in on a jury box. Twelve men are seated in it, listening intently to the voice of the JUDGE as he charges them. We do not see the JUDGE. He speaks in slow, measured tones and his voice is grave. The camera drifts over the faces of the JURYMEN as the JUDGE speaks and we see that most of their heads are turned to camera’s left. SEVEN looks down at his hands. THREE looks off in another direction, the direction in which the defendant would be sitting. TEN keeps moving his head back and forth nervously. The JUDGE drones on.

JUDGE. Murder in the first degree—premeditated homicide—is the most serious charge tried in our criminal courts. You’ve heard a long and complex case, gentlemen, and it is now your duty to sit down to try and separate the facts from the fancy. One man is dead. The life of another is at stake. If there is a reasonable doubt in your minds as to the guilt of the accused … then you must declare him not guilty. If, however, there is no reasonable doubt, then he must be found guilty. Whichever way you decide, the verdict must be unanimous. I urge you to deliberate honestly and thoughtfully. You are faced with a grave responsibility. Thank you, gentlemen.

(There is a long pause.)

CLERK (droning.) The jury will retire.

(And now, slowly, almost hesitantly, the members of the jury begin to rise. Awkwardly, they file out of the jury box and off camera to the left. Camera holds on the jury box, then fades out.)

(Fade in on a large, bare, unpleasant-looking room. This is the jury room in the county criminal court of a large Eastern city. It is about 4:00 P.M. The room is furnished with a long conference table and a dozen chairs. The walls are bare, drab, and badly in need of a fresh coat of paint. Along one wall is a row of windows which look out on the skyline of the city’s financial district. High on another wall is an electric clock. A washroom opens off the jury room. In one corner of the room is a water fountain. On the table are pads, pencils, ashtrays. One of the windows is open. Papers blow across the table and on to the floor as the door opens. Lettered on the outside of the door are the words “Jury Room.” A uniformed GUARD holds the door open. Slowly, almost self-consciously, the twelve JURORS file in. The GUARD counts them as they enter the door, his lips moving, but no sound coming forth. Four or five of the JURORS light cigarettes as they enter the room. FIVE lights his pipe, which he smokes constantly throughout the play. TWO and TWELVE go to the water fountain, NINE goes into the washroom, the door of which is lettered “Men.” Several of the JURORS take seats at the table. Others stand awkwardly around the room. Several look out the windows. These are men who are ill at ease, who do not really know each other to talk to, and who wish they were anywhere but here. SEVEN, standing at the window, takes out a pack of gum, takes a piece, and offers it around. There are no takers. He mops his brow.)

SEVEN (to SIX). Y’know something? It’s hot. (SIX nods.) You’d think they’d at least air-condition the place. I almost dropped dead in court.

(SEVEN opens the window a bit wider. The GUARD looks them over and checks his count. Then, satisfied, he makes ready to leave.)

GUARD. Okay, gentlemen. Everybody’s here. If there’s anything you want, I’m right outside. Just knock. (He exits, closing the door. Silently they all look at the door. We hear the lock clicking.)

FIVE. I never knew they locked the door.

TEN (blowing nose). Sure, they lock the door. What did you think?

FIVE. I don’t know. It just never occurred to me.

(Some of the JURORS are taking off their jackets. Others are sitting down at the table. They still are reluctant to talk to each other. FOREMAN is at head of table, tearing slips of paper for ballots. Now we get a close shot of EIGHT. He looks out the window. We hear THREE talking to TWO.)

THREE. Six days. They should have finished it in two. Talk, talk, talk. Did you ever hear so much talk about nothing?

TWO (nervously laughing). Well … I guess … they’re entitled.

THREE. Everybody gets a fair trial. (He shakes his head.) That’s the system. Well, I suppose you can’t say anything against it.

(TWO looks at him nervously, nods, and goes over to water cooler. Cut to shot of EIGHT staring out window. Cut to table. SEVEN stands at the table, putting out a cigarette.)

SEVEN (to TEN). How did you like that business about the knife? Did you ever hear a phonier story?

TEN (wisely). Well, look, you’ve gotta expect that. You know what you’re dealing with.

SEVEN. Yeah, I suppose. What’s the matter, you got a cold?

TEN (blowing). A lulu. These hot-weather colds can kill you.

(SEVEN nods sympathetically.)

FOREMAN (briskly). All right, gentleman. Let’s take our seats.

SEVEN. Right. This better be fast. I’ve got tickets to The Seven Year Itch tonight. I must be the only guy in the whole world who hasn’t seen it yet. (He laughs and sits down.) Okay, your honor, start the show.

(They all begin to sit down. The FOREMAN is seated at the head of the table. EIGHT continues to look out the window.)

FOREMAN (to EIGHT). How about sitting down? (EIGHT doesn’t hear him.) The gentleman at the window. (EIGHT turns, startled.)

FOREMAN. How about sitting down?

EIGHT. Oh, I’m sorry.

(He heads for a seat.)

TEN (to SIX). It’s tough to figure, isn’t it? A kid kills his father. Bing! Just like that. Well, it’s the element. They let the kids run wild. Maybe it serves ‘em right.

FOREMAN. Is everybody here?

TWELVE. The old man’s inside.

(The FOREMAN turns to the washroom just as the door opens. NINE comes out, embarrassed.)

FOREMAN. We’d like to get started.

NINE. Forgive me, gentlemen. I didn’t mean to keep you waiting.

FOREMAN. It’s all right. Find a seat.

(NINE heads for a seat and sits down. They look at the FOREMAN expectantly.)

FOREMAN. All right. Now, you gentlemen can handle this any way you want to. I mean, I’m not going to make any rules. If we want to discuss it first and then vote, that’s one way. Or we can vote right now to see how we stand.

SEVEN. Let’s vote now. Who knows, maybe we can all go home.

TEN. Yeah. Let’s see who’s where.

THREE. Right. Let’s vote now.

FOREMAN. Anybody doesn’t want to vote?

(He looks around the table. There is no answer.)

Okay, all those voting guilty raise your hands.

(Seven or eight hands go up immediately. Several others go up more slowly. Everyone looks around the table. There are two hands not raised, NINE’s and EIGHT’s. NINE’s hand goes up slowly now as the FOREMAN counts.)

FOREMAN. . . . Nine . . . ten . . . eleven . . . That’s eleven for guilty. Okay. Not guilty? (EIGHT’s hand is raised.) One. Right. Okay. Eleven to one, guilty. Now we know where we are.

THREE. Somebody’s in left field. (To EIGHT) You think he’s not guilty?

EIGHT (quietly). I don’t know.

THREE. I never saw a guiltier man in my life. You sat right in court and heard the same thing I did. The man’s a dangerous killer. You could see it.

EIGHT. He’s nineteen years old.

THREE. That’s old enough. He knifed his own father. Four inches into the chest. An innocent nineteen-year-old kid. They proved it a dozen different ways. Do you want me to list them?

EIGHT. No.

TEN (to EIGHT). Well, do you believe his story?

EIGHT. I don’t know whether I believe it or not. Maybe I don’t.

SEVEN. So what’d you vote not guilty for?

EIGHT. There were eleven votes for guilty. It’s not so easy for me to raise my hand and send a boy off to die without talking about it first.

SEVEN. Who says it’s easy for me?

EIGHT. No one.

SEVEN. What, just because I voted fast? I think the guy’s guilty. You couldn’t change my mind if you talked for a hundred years.

EIGHT. I don’t want to change your mind. I just want to talk for a while. Look, this boy’s been kicked around all his life. You know, living in a slum, his mother dead since he was nine. That’s not a very good head start. He’s a tough, angry kid. You know why slum kids get that way? Because we knock ‘em on the head once a day, every day. I think maybe we owe him a few words. That’s all.

(He looks around the table. Some of them look back coldly. Some cannot look at him. Only NINE nods slowly. TWELVE doodles steadily. FOUR begins to comb his hair.)

TEN. I don’t mind telling you this, mister. We don’t owe him a thing. He got a fair trial, didn’t he? You know what that trial cost? He’s lucky he got it. Look, we’re all grownups here. You’re not going to tell us that we’re supposed to believe him, knowing what he is. I’ve lived among ‘em all my life. You can’t believe a word they say. You know that.

NINE (to TEN very slowly). I don’t know that. What a terrible thing for a man to believe! Since when is dishonesty a group characteristic? You have no monopoly on the truth—

THREE (interrupting). All right. It’s not Sunday. We don’t need a sermon.

NINE. What this man says is very dangerous—

(EIGHT puts his hand on NINE’s arm and stops him. Somehow his touch and his gentle expression calm the old man. He draws a deep breath and relaxes.)

FOUR. I don’t see any need for arguing like this. I think we ought to be able to behave like gentlemen.

SEVEN. Right!

FOUR. If we’re going to discuss this case, let’s discuss the facts.

FOREMAN. I think that’s a good point. We have a job to do. Let’s do it.

ELEVEN (with accent). If you gentlemen don’t mind, I’m going to close the window. (He gets up and does so.) (Apologetically) It was blowing on my neck. (TEN blows his nose fiercely.)

TWELVE. I may have an idea here. I’m just thinking out loud now, but it seems to me that it’s up to us to convince this gentleman—(indicating EIGHT)—that we’re right and he’s wrong. Maybe if we each took a minute or two you know, try it on for size—

FOREMAN. That sounds fair enough. Supposing we go once around the table.

SEVEN. Okay, let’s start it off.

FOREMAN. Right. (To TWO) I guess you’re first.

TWO (timidly). Oh. Well … (Long pause) I just think he’s guilty. I thought it was obvious. I mean nobody proved otherwise.

EIGHT (quietly). Nobody has to prove otherwise. The burden of proof is on the prosecution. The defendant doesn’t have to open his mouth. That’s in the Constitution. The Fifth Amendment. You’ve heard of it.

TWO (flustered). Well, sure, I’ve heard of it. I know what it is. I … what I meant … well, anyway, I think he was guilty.

THREE. Okay, let’s get to the facts. Number one, let’s take the old man who lived on the second floor right underneath the room where the murder took place. At ten minutes after twelve on the night of the killing he heard loud noises in the upstairs apartment. He said it sounded like a fight. Then he heard the kid say to his father, “I’m gonna kill you.” A second later he heard a body falling, and he ran to the door of his apartment, looked out, and saw the kid running down the stairs and out of the house. Then he called the police. They found the father with a knife in his chest.

FOREMAN. And the coroner fixed the time of death at around midnight.

THREE. Right. Now what else do you want?

FOUR. The boy’s entire story is flimsy. He claimed he was at the movies. That’s a little ridiculous, isn’t it? He couldn’t even remember what pictures he saw.

THREE. That’s right. Did you hear that? (To FOUR) You’re absolutely right.

TEN. Look, what about the woman across the street? If her testimony doesn’t prove it, then nothing does.

TWELVE. That’s right. She saw the killing, didn’t she?

FOREMAN. Let’s go in order.

TEN (loud). Just a minute. Here’s a woman who’s lying in bed and can’t sleep. It’s hot, you know. (He gets up and begins to walk around, blowing his nose and talking.) Anyway, she looks out the window, and right across the street she sees the kid stick the knife into his father. She’s known the kid all his life. His window is right opposite hers, across the el tracks, and she swore she saw him do it.

EIGHT. Through the windows of a passing elevated train.

TEN. Okay. And they proved in court that you can look through the windows of a passing el train at night and see what’s happening on the other side. They proved it.

EIGHT. I’d like to ask you something. How come you believed her? She’s one of “them” too, isn’t she?

(TEN walks over to EIGHT.)

TEN. You’re a pretty smart fellow, aren’t you?

FOREMAN (rising). Now take it easy.

(THREE gets up and goes to TEN.)

THREE. Come on. Sit down. (He leads TEN back to his seat.) What’re you letting him get you all upset for? Relax.

FOREMAN. Let’s calm down now. (To FIVE) It’s your turn.

FIVE. I’ll pass it.

FOREMAN. That’s your privilege. (To SIX) How about you?

SIX (slowly). I don’t know. I started to be convinced, you know, with the testimony from those people across the hall. Didn’t they say something about an argument between the father and the boy around seven o’clock that night? I mean, I can be wrong.

ELEVEN. I think it was eight o’clock. Not seven.

EIGHT. That’s right. Eight o’clock. They heard the father hit the boy twice and then saw the boy walk angrily out of the house. What does that prove?

SIX. Well, it doesn’t exactly prove anything. It’s just part of the picture. I didn’t say it proved anything.

FOREMAN. Anything else?

SIX. No.

(SIX goes to the water fountain.)

FOREMAN (to SEVEN). All right. How about you?

SEVEN. I don’t know, most of it’s been said already. We can talk all day about this thing but I think we’re wasting our time. Look at the kid’s record. At fifteen he was in reform school. He stole a car. He’s been arrested for mugging. He was picked up for knife-fighting. I think they said he stabbed somebody in the arm. This is a very fine boy.

EIGHT. Ever since he was five years old his father beat him up regularly. He used his fists.

SEVEN. So would I! A kid like that.

THREE. You’re right. It’s the kids. The way they are—you know? They don’t listen. (Bitter) I’ve got a kid. When he was eight years old he ran away from a fight. I saw him. I was so ashamed. I told him right out, “I’m gonna make a man out of you or I’m gonna bust you up into little pieces trying.” When he was fifteen he hit me in the face. He’s big, you know. I haven’t seen him in three years. Rotten kid! You work your heart out . . . (Pause) All right. Let’s get on with it. (Looks away, embarrassed.)

FOUR. We’re missing the point here. This boy—let’s say he’s a product of a filthy neighborhood and a broken home. We can’t help that. We’re not here to go into the reasons why slums are breeding grounds for criminals. They are. I know it. So do you. The children who come out of slum backgrounds are potential menaces to society.

TEN. You said it there. I don’t want any part of them, believe me.

(There is a dead silence for a moment, and then FIVE speaks haltingly.)

FIVE. I’ve lived in a slum all my life—

TEN. Oh, now wait a second!

FIVE. I used to play in a back yard that was filled with garbage. Maybe it still smells on me.

FOREMAN. Now let’s be reasonable. There’s nothing personal—(FIVE stands up.)

FIVE. There is something personal!

(Then he catches himself and, seeing everyone looking at him, sits down, fists clenched.)

THREE (persuasively). Come on, now. He didn’t mean you, feller. Let’s not be so sensitive….

(There is a long pause.)

ELEVEN. I can understand his sensitivity.

FOREMAN. Now let’s stop the bickering. We’re wasting time. (To EIGHT) It’s your turn.

EIGHT. All right. I had a peculiar feeling about this trial. Somehow I felt that the defense counsel never really conducted a thorough cross-examination. I mean, he was appointed by the court to defend the boy. He hardly seemed interested. Too many questions were left unasked.

THREE (annoyed). What about the ones that were asked? For instance, let’s talk about that cute little switch-knife. You know, the one that fine up-right kid admitted buying.

EIGHT. All right. Let’s talk about it. Let’s get it in here and look at it. I’d like to see it again, Mr. Foreman.

(The FOREMAN looks at him questioningly and then gets up and goes to the door. During the following dialogue the FOREMAN knocks, the GUARD comes in, the FOREMAN whispers to him, the GUARD nods and leaves, locking the door.)

THREE. We all know what it looks like. I don’t see why we have to look at it again. (To FOUR) What do you think?

FOUR. The gentleman has a right to see exhibits in evidence.

THREE (shrugging). Okay with me.

FOUR (to EIGHT). This knife is a pretty strong piece of evidence, don’t you agree?

EIGHT. I do.

FOUR. The boy admits going out of his house at eight o’clock after being slapped by his father.

EIGHT. Or punched.

FOUR. Or punched. He went to a neighborhood store and bought a switch-knife. The storekeeper was arrested the following day when he admitted selling it to the boy. It’s a very unusual knife. The storekeeper identified it and said it was the only one of its kind he had in stock. Why did the boy get it? (Sarcastically) As a present for a friend of his, he says. Am I right so far?

EIGHT. Right.

THREE. You bet he’s right. (To all) Now listen to this man. He knows what he’s talking about.

FOUR. Next, the boy claims that on the way home the knife must have fallen through a hole in his coat pocket, that he never saw it again. Now there’s a story, gentlemen. You know what actually happened. The boy took the knife home and a few hours later stabbed his father with it and even remembered to wipe off the fingerprints.

(The door opens and the GUARD walks in with an oddly designed knife with a tag on it. FOUR gets up and takes it from him. The GUARD exits.)

FOUR. Everyone connected with the case identified this knife. Now are you trying to tell me that someone picked it up off the street and went to the boy’s house and stabbed his father with it just to be amusing?

EIGHT. No. I’m saying that it’s possible that the boy lost the knife and that someone else stabbed his father with a similar knife. It’s possible.

(FOUR flips open the knife and jams it into the table.)

FOUR. Take a look at the knife. It’s a very strange knife. I’ve never seen one like it before in my life. Neither had the storekeeper who sold it to him.

(EIGHT reaches casually into his pocket and withdraws an object. No one notices this. He stands up quietly.)

FOUR. Aren’t you trying to make us accept a pretty incredible coincidence?

EIGHT. I’m not trying to make anyone accept it. I’m just saying it’s possible.

THREE (shouting). And I’m saying it’s not possible.

(EIGHT swiftly flicks open the blade of the switch-knife and quickly jams it into the table next to the first one. They are exactly alike. There are several gasps and everyone stares at the knife. There is a long silence.)

THREE (slowly, amazed). What are you trying to do?

TEN (loud). Yeah, what is this? Who do you think you are?

FIVE. Look at it! It’s the same knife!

FOREMAN. Quiet! Let’s be quiet!

(They quiet down.)

FOUR. Where did you get it?

EIGHT. I got it last night in a little junk shop around the corner from the boy’s house. It cost two dollars.

THREE. Now listen to me! You pulled a real smart trick here, but you proved absolutely zero. Maybe there are ten knives like that, so what?

EIGHT. Maybe there are.

THREE. The boy lied and you know it.

EIGHT. He may have lied. (To TEN) Do you think he lied?

TEN (violently). Now that’s a stupid question. Sure he lied!

EIGHT (to FOUR). Do you?

FOUR. You don’t have to ask me that. You know my answer. He lied.

EIGHT (to FIVE). Do you think he lied?

(FIVE can’t answer immediately. He looks around nervously.)

FIVE. I … I don’t know.

SEVEN. Now wait a second. What are you, the guy’s lawyer? Listen, there are still eleven of us who think he’s guilty. You’re alone. What do you think you’re going to accomplish? If you want to be stubborn and hang this jury he’ll be tried again and found guilty, sure as he’s born.

EIGHT. You’re probably right.

SEVEN. So what are you going to do about it? We can be here all night.

NINE. It’s only one night. A man may die.

(SEVEN glances at NINE for a long while, but has no answer. EIGHT looks closely at NINE and we can begin to sense a rapport between them. There is a long silence. Then suddenly everyone begins to talk at once.)

THREE. Well, whose fault is that?

SIX. Do you think maybe if we went over it again? What I mean is—

TEN. Did anyone force him to kill his father? (To THREE) How do you like him? Like someone forced him!

ELEVEN. Perhaps this is not the point.

FIVE. No one forced anyone. But listen—

TWELVE. Look, gentlemen, we can spitball all night here.

TWO. Well, I was going to say—

SEVEN. Just a minute. Some of us’ve got better things to do than sit around a jury room.

FOUR. I can’t understand a word in here. Why do we all have to talk at once?

FOREMAN. He’s right. I think we ought to get on with it.

(EIGHT has been listening to this exchange closely.)

THREE (to EIGHT). Well, what do you say? You’re the one holding up the show.

EIGHT (standing). I’ve got a proposition to make.

(We catch a close shot of FIVE looking steadily at him as he talks. FIVE, seemingly puzzled, listens closely.)

EIGHT. I want to call for a vote. I want you eleven men to vote by secret ballot. I’ll abstain. If there are still eleven votes for guilty, I won’t stand alone. We’ll take in a guilty verdict right now.

SEVEN. Okay. Let’s do it.

FOREMAN. That sounds fair. Is everyone agreed?

(They all nod their heads. EIGHT walks over to the window, looks out for a moment and then faces them.)

FOREMAN. Pass these along.

(The FOREMAN passes ballot slips to all of them, and now EIGHT watches them tensely as they begin to write.)

(Fade out)

Act II
Fade in on same scene, no time lapse. EIGHT stands tensely watching as the JURORS write on their ballots. He stays perfectly still as one by one they fold the ballots and pass them along to the FOREMAN. The FOREMAN takes them, riffles through the folded ballots, counts eleven and now begins to open them. He reads each one out loud and lays it aside. They watch him quietly, and all we hear is his voice and the sound of TWO sucking on a cough drop.

FOREMAN. Guilty. Guilty. Guilty. Guilty. Guilty. Guilty. Guilty. Guilty. Guilty.

(He pauses at the tenth ballot and then reads it.) Not Guilty. (THREE slams down hard on the table. The FOREMAN opens the last ballot.) Guilty.

TEN (angry). How do you like that!

SEVEN. Who was it? I think we have a right to know.

ELEVEN. Excuse me. This was a secret ballot. We agreed on this point, no? If the gentleman wants it to remain secret—

THREE (standing up angrily). What do you mean? There are no secrets in here! I know who it was. (He turns to FIVE.) What’s the matter with you? You come in here and you vote guilty and then this slick preacher starts to tear your heart out with stories about a poor little kid who just couldn’t help becoming a murderer. So you change your vote. If that isn’t the most sickening—

(FIVE stares at THREE, frightened at this outburst.)

FOREMAN. Now hold it.

THREE. Hold it? We’re trying to put a guilty man into the chair where he belongs—and all of a sudden we’re paying attention to fairy tales.

FIVE. Now just a minute—

ELEVEN. Please. I would like to say something here. I have always thought that a man was entitled to have unpopular opinions in this country. This is the reason I came here. I wanted to have the right to disagree. In my own country, I am ashamed to say—

TEN. What do we have to listen to now—the whole history of your country?

SEVEN. Yeah, let’s stick to the subject. (To FIVE) I want to ask you what made you change your vote.

(There is a long pause as SEVEN and FIVE eye each other angrily.)

NINE (quietly). There’s nothing for him to tell you. He didn’t change his vote. I did. (There is a pause.) Maybe you’d like to know why.

THREE. No, we wouldn’t like to know why.

FOREMAN. The man wants to talk.

NINE. Thank you. (Pointing at EIGHT) This gentleman chose to stand alone against us. That’s his right. It takes a great deal of courage to stand alone even if you believe in something very strongly. He left the verdict up to us. He gambled for support and I gave it to him. I want to hear more. The vote is ten to two.

TEN. That’s fine. If the speech is over, let’s go on.

(FOREMAN gets up, goes to the door, knocks, hands GUARD the tagged switch-knife and sits down again.)

THREE (to FIVE). Look, buddy, I was a little excited. Well, you know how it is. I … I didn’t mean to get nasty. Nothing personal. (FIVE looks at him.)

SEVEN (to EIGHT). Look, supposing you answer me this. If the kid didn’t kill him, who did?

EIGHT. As far as I know, we’re supposed to decide whether or not the boy on trial is guilty. We’re not concerned with anyone else’s motives here.

NINE. Guilty beyond a reasonable doubt. This is an important thing to remember.

THREE (to TEN). Everyone’s a lawyer. (To NINE) Supposing you explain what your reasonable doubts are.

NINE. This is not easy. So far, it’s only a feeling I have. A feeling. Perhaps you don’t understand.

TEN. A feeling! What are we gonna do, spend the night talking about your feelings? What about the facts?

THREE. You said a mouthful. (To NINE) Look, the old man heard the kid yell, “I’m gonna kill you.” A second later he heard the father’s body falling and he saw the boy running out of the house fifteen seconds after that.

TWELVE. That’s right. And let’s not forget the woman across the street. She looked into the open window and saw the boy stab his father. She saw it. Now if that’s not enough for you …

EIGHT. It’s not enough for me.

SEVEN. How do you like him? It’s like talking into a dead phone.

FOUR. The woman saw the killing through the window of a moving elevated train. The train had five cars, and she saw it through the windows of the last two. She remembers the most insignificant details.

(Cut to close shot of TWELVE who doodles a picture of an el train on a scrap of paper.)

THREE. Well, what have you got to say about that?

EIGHT. I don’t know. It doesn’t sound right to me.

THREE. Well, supposing you think about it. (To TWELVE) Lend me your pencil.

(TWELVE gives it to him. He draws a tick-tack-toe square on the same sheet of paper on which TWELVE has drawn the train. He fills in an X, hands the pencil to TWELVE.)

THREE. Your turn. We might as well pass the time.

(TWELVE takes the pencil. EIGHT stands up and snatches the paper away. THREE leaps up.)

THREE. Wait a minute!

EIGHT (hard). This isn’t a game.

THREE (angry). Who do you think you are?

SEVEN (rising). All right, let’s take it easy.

THREE. I’ve got a good mind to walk around this table and belt him one!

FOREMAN. Now, please. I don’t want any fights in here.

THREE. Did ya see him? The nerve! The absolute nerve!

TEN. All right. Forget it. It don’t mean anything.

SIX. How about sitting down.

THREE. This isn’t a game. Who does he think he is?

(He lets them sit him down. EIGHT remains standing, holding the scrap of paper. He looks at it closely now and seems to be suddenly interested in it. Then he throws it back toward THREE. It lands in center of table. THREE is angered again at this, but FOUR puts his hand on his arm. EIGHT speaks now and his voice is more intense.)

EIGHT (to FOUR). Take a look at that sketch. How long does it take an elevated train going at top speed to pass a given point?

FOUR. What has that got to do with anything?

EIGHT. How long? Guess.

FOUR. I wouldn’t have the slightest idea.

EIGHT (to FIVE). What do you think?

FIVE. About ten or twelve seconds, maybe.

EIGHT. I’d say that was a fair guess. Anyone else?

ELEVEN. I would think about ten seconds, perhaps.

TWO. About ten seconds.

FOUR. All right. Say ten seconds. What are you getting at?

EIGHT. This. An el train passes a given point in ten seconds. That given point is the window of the room in which the killing took place. You can almost reach out of the window of that room and touch the el. Right? (Several of them nod.) All right. Now let me ask you this. Did anyone here ever live right next to the el tracks? I have. When your window is open and the train goes by, the noise is almost unbearable. You can’t hear yourself think.

TEN. Okay. You can’t hear yourself think. Will you get to the point?

EIGHT. The old man heard the boy say, “I’m going to kill you,” and one second later he heard a body fall. One second. That’s the testimony, right?

TWO. Right.

EIGHT. The woman across the street looked through the windows of the last two cars of the el and saw the body fall. Right? The last two cars.

TEN. What are you giving us here?

EIGHT. An el takes ten seconds to pass a given point or two seconds per car. That el had been going by the old man’s window for at least six seconds, and maybe more, before the body fell, according to the woman. The old man would have had to hear the boy say, “I’m going to kill you,” while the front of the el was roaring past his nose. It’s not possible that he could have heard it.

THREE. What d’ya mean! Sure he could have heard it.

EIGHT. Could he?

THREE. He said the boy yelled it out. That’s enough for me.

NINE. I don’t think he could have heard it.

TWO. Maybe he didn’t hear it. I mean with the el noise—

THREE. What are you people talking about? Are you calling the old man a liar?

FIVE. Well, it stands to reason.

THREE. You’re crazy. Why would he lie? What’s he got to gain?

NINE. Attention, maybe?

THREE. You keep coming up with these bright sayings. Why don’t you send one in to a newspaper? They pay two dollars.

(EIGHT looks hard at THREE and then turns to NINE.)

EIGHT (softly). Why might the old man have lied? You have a right to be heard.

NINE. It’s just that I looked at him for a very long time. The seam of his jacket was split under the arm. Did you notice that? He was a very old man with a torn jacket, and he carried two canes. I think I know him better than anyone here. This is a quiet, frightened, insignificant man who has been nothing all his life, who has never had recognition—his name in the newspapers. Nobody knows him after seventy-five years. That’s a very sad thing. A man like this needs to be recognized. To be questioned, and listened to, and quoted just once. This is very important.

TWELVE. And you’re trying to tell us he lied about a thing like this just so that he could be important?

NINE. No, he wouldn’t really lie. But perhaps he’d make himself believe that he heard those words and recognized the boy’s face.

THREE (loud). Well, that’s the most fantastic story I’ve ever heard. How can you make up a thing like that? What do you know about it?

NINE (low). I speak from experience. (There is a long pause, then the FOREMAN clears his throat.)

FOREMAN (to EIGHT). All right. Is there anything else?

(EIGHT is looking at NINE. TWO offers the FOREMAN a box of cough drops. The FOREMAN pushes it away.)

TWO (hesitantly). Anybody … want a cough … drop?

FOREMAN (sharply). Come on. Let’s get on with it.

EIGHT. I’ll take one. (TWO almost gratefully slides him one along the table.) Thanks. (TWO nods and EIGHT puts the cough drop in his mouth.)

EIGHT. Now. There’s something else I’d like to point out here. I think we proved that the old man couldn’t have heard the boy say, “I’m going to kill you,” but supposing he really did hear it? This phrase: how many times has each of you used it? Probably hundreds. “If you do that once more junior, I’m going to murder you.” “Come on, Rocky, kill him!” We say it every day. This doesn’t mean that we’re going to kill someone.

THREE. Wait a minute. The phrase was “I’m going to kill you,” and the kid screamed it out at the top of his lungs. Don’t try and tell me he didn’t mean it. Anybody says a thing like that the way he said it—they mean it.

TEN. And how they mean it!

EIGHT. Well, let me ask you this. Do you really think the boy would shout out a thing like that so the whole neighborhood would hear it? I don’t think so. He’s much too bright for that.

TEN (exploding). Bright! He’s a common, ignorant slob. He don’t even speak good English.

ELEVEN (slowly). He doesn’t even speak good English.

(TEN stares angrily at ELEVEN, and there is silence for a moment. Then FIVE looks around the table nervously.)

FIVE. I’d like to change my vote to not guilty.

(THREE gets up and walks to the window, furious, but trying to control himself.)

FOREMAN. Are you sure?

FIVE. Yes. I’m sure.

FOREMAN. The vote is nine to three in favor of guilty.

SEVEN. Well, if that isn’t the end. (To FIVE) What are you basing it on? Stories this guy—(indicating EIGHT)—made up! He oughta write for Amazing Detective Monthly. He’d make a fortune. Listen, the kid had a lawyer, didn’t he? Why didn’t his lawyer bring up all these points?

FIVE. Lawyers can’t think of everything.

SEVEN. Oh brother! (To EIGHT) You sit in here and pull stories out of thin air. Now we’re supposed to believe that the old man didn’t get up out of bed, run to the door, and see the kid beat it downstairs fifteen seconds after the killing. He’s only saying he did to be important.

FIVE. Did the old man say he ran to the door?

SEVEN. Ran. Walked. What’s the difference? He got there.

FIVE. I don’t remember what he said. But I don’t see how he could run.

FOUR. He said he went from his bedroom to the front door. That’s enough, isn’t it?

EIGHT. Where was his bedroom again?

TEN. Down the hall somewhere. I thought you remembered everything. Don’t you remember that?

EIGHT. No. Mr. Foreman, I’d like to take a look at the diagram of the apartment.

SEVEN. Why don’t we have them run the trial over just so you can get everything straight?

EIGHT. Mr. Foreman—

FOREMAN (rising). I heard you.

(The FOREMAN gets up, goes to the door during following dialogue. He knocks on door, GUARD opens it, he whispers to GUARD, GUARD nods and closes door.)

THREE (to EIGHT). All right. What’s this for? How come you’re the only one in the room who wants to see exhibits all the time?

FIVE. I want to see this one, too.

THREE. And I want to stop wasting time.

FOUR. If we’re going to start wading through all that nonsense about where the body was found . . .

EIGHT. We’re not. We’re going to find out how a man who’s had two strokes in the past three years, and who walks with a pair of canes, could get to his front door in fifteen seconds.

THREE. He said twenty seconds.

TWO. He said fifteen.

THREE. How does he know how long fifteen seconds is? You can’t judge that kind of thing.

NINE. He said fifteen. He was positive about it.

THREE (angry). He’s an old man. You saw him. Half the time he was confused. How could he be positive about … anything?

(THREE looks around sheepishly, unable to cover up his blunder. The door opens and the GUARD walks in, carrying a large pen-and-ink diagram of the apartment. It is a railroad flat. A bedroom faces the el tracks. Behind it is a series of rooms off a long hall. In the front bedroom is a diagram of the spot where the body was found. At the back of the apartment we see the entrance into the apartment hall from the building hall. We see a flight of stairs in the building hall. The diagram is clearly labeled and included in the information on it are the dimensions of the various rooms. The GUARD gives the diagram to the FOREMAN.)

GUARD. This what you wanted?

FOREMAN. That’s right. Thank you.

(The GUARD nods and exits, EIGHT goes to FOREMAN and reaches for it.)

EIGHT. May I?

(The FOREMAN nods. EIGHT takes the diagram and sets it up on a chair so that all can see it. EIGHT looks it over. Several of the JURORS get up to see it better. THREE, TEN, and SEVEN, however, barely bother to look at it.)

SEVEN (to TEN). Do me a favor. Wake me up when this is over.

EIGHT (ignoring him). All right. This is the apartment in which the killing took place. The old man’s apartment is directly beneath it and exactly the same. (Pointing) Here are the el tracks. The bedroom. Another bedroom. Living room. Bathroom. Kitchen. And this is the hall. Here’s the front door to the apartment. And here are the steps. (Pointing to front bedroom and then front door.) Now the old man was in bed in this room. He says he got up, went out into the hall, down the hall to the front door, opened it and looked out just in time to see the boy racing down the stairs. Am I right?

THREE. That’s the story.

EIGHT. Fifteen seconds after he heard the body fall.

ELEVEN. Correct.

EIGHT. His bed was at the window. It’s—(looking closer)—twelve feet from his bed to the bedroom door. The length of the hall is forty-three feet, six inches. He had to get up out of bed, get his canes, walk twelve feet, open the bedroom door, walk forty-three feet, and open the front door—all in fifteen seconds. Do you think this is possible?

TEN. You know it’s possible.

ELEVEN. He can only walk very slowly. They had to help him into the witness chair.

THREE. You make it sound like a long walk. It’s not.

(EIGHT gets up, goes to the end of the room, and takes two chairs. He puts them together to indicate a bed.)

NINE. For an old man who uses canes, it’s a long walk.

THREE (to EIGHT.) What are you doing?

EIGHT. I want to try this thing. Let’s see how long it took him. I’m going to pace off twelve feet—the length of the bedroom. (He begins to do so.)

THREE. You’re crazy. You can’t re-create a thing like that.

ELEVEN. Perhaps if we could see it … this is an important point.

THREE (mad). It’s a ridiculous waste of time.

SIX. Let him do it.

EIGHT. Hand me a chair. (Someone pushes a chair to him.) All right. This is the bedroom door. Now how far would you say it is from here to the door of this room?

SIX. I’d say it was twenty feet.

TWO. Just about.

EIGHT. Twenty feet is close enough. All right, from here to the door and back is about forty feet. It’s shorter than the length of the hall, wouldn’t you say that?

NINE. A few feet, maybe.

TEN. Look, this is absolutely insane. What makes you think you can—

EIGHT. Do you mind if I try it? According to you, it’ll only take fifteen seconds. We can spare that. (He walks over to the two chairs now and lies down on them.) Who’s got a watch with a second hand?

TWO. I have.

EIGHT. When you want me to start, stamp your foot. That’ll be the body falling. Time me from there. (He lies down on the chairs.) Let’s say he keeps his canes right at his bedside. Right?

TWO. Right!

EIGHT. Okay. I’m ready.

(They all watch carefully. TWO stares at his watch, waiting for the second hand to reach sixty. Then, as it does, he stamps his foot loudly. EIGHT begins to get up. Slowly he swings his leg over the edges of the chairs, reaches for imaginary canes, and struggles to his feet. TWO stares at the watch. EIGHT walks as a crippled old man would walk, toward the chair which is serving as the bedroom door. He gets to it and pretends to open it.)

TEN (shouting). Speed it up. He walked twice as fast as that.

(EIGHT, not having stopped for this outburst, begins to walk to simulated forty-foot hallway.)

ELEVEN. This is, I think, even more quickly than the old man walked in the courtroom.

EIGHT. If you think I should go faster, I will.

(He speeds up his pace slightly. He reaches the door and turns now, heading back, hobbling as an old man would hobble, bent over his imaginary canes. They watch him tensely. He hobbles back to the chair, which also serves as the front door. He stops there and pretends to unlock the door. Then he pretends to push it open.)

EIGHT (loud). Stop.

TWO. Right.

EIGHT. What’s the time?

TWO. Fifteen … twenty … thirty … thirty-one seconds exactly.

ELEVEN. Thirty-one seconds.

(Some of the JURORS adlib their surprise to each other.)

EIGHT. It’s my guess that the old man was trying to get to the door, heard someone racing down the stairs, and assumed it was the boy.

SIX. I think that’s possible.

THREE (infuriated). Assumed? Now, listen to me you people. I’ve seen all kinds of dishonesty in my day … but this little display takes the cake. (To FOUR) Tell him, will you?

(FOUR sits silently. THREE looks at him and then he strides over to EIGHT.)

THREE. You come in here with your heart bleeding all over the floor about slum kids and injustice but you make up these wild stories, and you’ve got some soft-hearted old ladies listening to you. Well I’m not. I’m getting real sick of it. (To all) What’s the matter with you people? This kid is guilty! He’s got to burn! We’re letting him slip through our fingers here.

EIGHT (calmly). Our fingers? Are you his executioner?

THREE (raging). I’m one of them.

EIGHT. Perhaps you’d like to pull the switch.

THREE (shouting). For this kid? You’d bet I’d like to pull the switch!

EIGHT. I’m sorry for you.

THREE (shouting). Don’t start with me.

EIGHT. What it must feel like to want to pull the switch!

THREE. Shut up!

EIGHT. You’re a sadist.

THREE (louder). Shut up!

EIGHT (strong). You want to see this boy die because you personally want it—not because of the facts.

THREE (shouting). Shut up!

(He lunges at EIGHT, but is caught by two of the JURORS and held. He struggles as EIGHT watches calmly.)

THREE (screaming). Let me go! I’ll kill him. I’ll kill him!

EIGHT (softly). You don’t really mean you’ll kill me, do you?

(THREE stops struggling now and stares at EIGHT. All the JURORS watch in silence as we fade out.)

Act III
Fade in on same scene. No time lapse. THREE glares angrily at EIGHT. He is still held by two JURORS. After a long pause, he shakes himself loose and turns away. He walks to the windows. The other JURORS stand around the room now, shocked by his display of anger. There is silence. Then the door opens and the GUARD enters. He looks around the room.

GUARD. Is there anything wrong, gentlemen? I heard some noise.

FOREMAN. No. There’s nothing wrong. (He points to the large diagram of the apartment.) You can take that back. We’re finished with it.

(The GUARD nods and takes the diagram. He looks curiously at some of the JURORS and exits. The JURORS still are silent. Some of them slowly begin to sit down. THREE still stands at the window. He turns around now. The JURORS look at him.)

THREE (loud). Well, what are you looking at?

(They turn away. He goes back to his seat now. Silently the rest of the JURORS take their seats. TWELVE begins to doodle. TEN blows his nose, but no one speaks. Then, finally—)

FOUR. I don’t see why we have to behave like children here.

ELEVEN. Nor do I. We have a responsibility. This is a remarkable thing about democracy. That we are … what is the word? … Ah, notified! That we are notified by mail to come down to this place and decide on the guilt or innocence of a man we have not known before. We have nothing to gain or lose by our verdict. This is one of the reasons why we are strong. We should not make it a personal thing.

(There is a long, awkward pause.)

TWELVE. Well—we’re still nowhere. Who’s got an idea?

SIX. I think maybe we should try another vote. Mr. Foreman?

FOREMAN. It’s all right with me. Anybody doesn’t want to vote?

(He looks around the table.)

SEVEN. All right, let’s do it.

THREE. I want an open ballot. Let’s call out our votes. I want to know who stands where.

FOREMAN. That sounds fair. Anyone object? (No one does.) All right. I’ll call off your jury numbers.

(He takes a pencil and paper and makes marks now in one of two columns after each vote.)

FOREMAN. I vote guilty. Number two?

TWO. Not guilty.

FOREMAN. Number Three?

THREE. Guilty.

FOREMAN. Number Four?

FOUR. Guilty.

FOREMAN. Number Five?

FIVE. Not guilty.

FOREMAN. Number Six?

SIX. Not guilty.

FOREMAN. Number Seven?

SEVEN. Guilty.

FOREMAN. Number Eight?

EIGHT. Not guilty.

FOREMAN. Number Nine?

NINE. Not guilty.

FOREMAN. Number Ten?

TEN. Guilty.

FOREMAN. Number Eleven?

ELEVEN. Not guilty.

FOREMAN. Number Twelve?

TWELVE. Guilty.

FOUR. Six to six.

TEN (mad). I’ll tell you something. The crime is being committed right in this room.

FOREMAN. The vote is six to six.

THREE. I’m ready to walk into court right now and declare a hung jury. There’s no point in this going on any more.

SEVEN. I go for that, too. Let’s take it into the judge and let the kid take his chances with twelve other guys.

FIVE (to SEVEN). You mean you still don’t think there’s room for reasonable doubt?

SEVEN. No I don’t.

ELEVEN. I beg your pardon. Maybe you don’t understand the term “reasonable doubt.”

SEVEN (angry). What do you mean I don’t understand it? Who do you think you are to talk to me like that? (To all) How do you like this guy? He comes over here running for his life, and before he can even take a big breath he’s telling us how to run the show. The arrogance of him!

FIVE (to SEVEN). Wait a second. Nobody around here’s asking where you came from.

SEVEN. I was born right here.

FIVE. Or where your father came from … (He looks at SEVEN, who doesn’t answer but looks away.) Maybe it wouldn’t hurt us to take a few tips from people who come running here! Maybe they learned something we don’t know. We’re not so perfect!

ELEVEN. Please—I am used to this. It’s all right. Thank you.

FIVE. It’s not all right!

SEVEN. Okay, okay, I apologize. Is that what you want?

FIVE. That’s what I want.

FOREMAN. All right. Let’s stop the arguing. Who’s got something constructive to say?

TWO (hesitantly). Well, something’s been bothering me a little … this whole business about the stab wound and how it was made, the downward angle of it. You know?

THREE. Don’t tell me we’re gonna start that. They went over it and over it in court.

TWO. I know they did—but I don’t go along with it. The boy is five feet eight inches tall. His father was six two. That’s a difference of six inches. It’s a very awkward thing to stab down into the chest of someone who’s half a foot taller than you are. (THREE jumps up, holding the knife.)

THREE. Look, you’re not going to be satisfied till you see it again. I’m going to give you a demonstration. Somebody get up.

(He looks around the table. EIGHT stands up and walks towards him. THREE closes the knife and puts it in his pocket. They stand face to face and look at each other for a moment.)

THREE. Okay. (To TWO) Now watch this. I don’t want to have to do it again. (He crouches down now until he is quite a bit shorter than EIGHT.) Is that six inches?

TWELVE. That’s more than six inches.

THREE. Okay, let it be more.

(He reaches into his pocket and takes out the knife. He flicks it open, changes position in his hand, and holds the knife aloft, ready to stab. He and EIGHT look steadily into each other’s eyes. Then he stabs downward, hard.)

TWO (shouting). Look out!

(He stops just as the blade reaches EIGHT’s chest. THREE laughs.)

SIX. That’s not funny.

FIVE. What’s the matter with you?

THREE. Just calm down. Nobody’s hurt, are they?

EIGHT (low). No. Nobody’s hurt.

THREE. All right. There’s your angle. Take a look at it. Down and in. That’s how I’d stab a taller man in the chest, and that’s how it was done. Take a look at it and tell me if I’m wrong.

(TWO doesn’t answer. THREE looks at him for a moment, then jams the knife into the table and sits down. They all look at the knife.)

SIX. Down and in. I guess there’s no argument.

(EIGHT picks the knife out of the table and closes it. He flicks it open and, changing its position in his hand, stabs downward with it.)

EIGHT (to SIX). Did you ever stab a man?

SIX. Of course not.

EIGHT (to THREE). Did you?

THREE (loud). No, I didn’t!

EIGHT. Where do you get all your information about how it was done?

THREE. What do you mean? It’s just common sense.

EIGHT. Have you ever seen a man stabbed?

THREE (pauses and looks around the room nervously). No.

EIGHT. All right. I want to ask you something. The boy was an experienced knife fighter. He was even sent to reform school for knifing someone, isn’t that so?

TWELVE. That’s right.

EIGHT. Look at this. (EIGHT closes the knife, flicks it open, and changed the position on the knife so that he can stab overhanded.) Doesn’t it seem like an awkward way to handle a knife?

THREE. What are you asking me for?

(EIGHT closes the blade and flicks it open, holds it ready to slash underhanded.)

FIVE. Wait a minute! Give me that. (He reaches out for the knife.)

EIGHT. Have you ever seen a knife fight?

FIVE. Yes, I have.

EIGHT. In the movies?

FIVE. In my backyard. On my stoop. In the vacant lot across the street. Too many of them. Switch-knives came with the neighborhood where I lived. Funny I didn’t think of it before. I guess you try to forget those things. (Flicking the knife open.) Anyone who’s ever used a switch-knife would never have stabbed downward. You don’t handle a switch-knife that way. You use it underhanded.

EIGHT. Then he couldn’t have made the kind of wound which killed his father.

FIVE. No. He couldn’t have. Not if he’d ever had any experience with switch-knives.

THREE. I don’t believe it.

TEN. Neither do I. You’re giving us a lot of mumbo jumbo.

EIGHT (to TWELVE). What do you think?

TWELVE (hesitantly). Well … I don’t know.

EIGHT (to SEVEN). What about you?

SEVEN. Listen. I’ll tell you something. I’m a little sick of this whole thing already. We’re getting nowhere fast. Let’s break it up and go home. I’m changing my vote to not guilty.

THREE. You’re what?

SEVEN. You heard me. I’ve had enough.

THREE. What do you mean, you’ve had enough? That’s no answer.

ELEVEN (angry). I think perhaps you’re right. This is not an answer. (To SEVEN) What kind of man are you? You have sat here and voted guilty with everyone else because there are some theater tickets burning a hole in your pocket. Now you have changed your vote for the same reason. I do not think you have the right to play like this with a man’s life. This is an ugly and terrible thing to do.

SEVEN. Now, wait a minute … you can’t talk like that to me.

ELEVEN (strong). I can talk like that to you! If you want to vote not guilty, then do it because you are convinced the man is not guilty. If you believe he is guilty, then vote that way. Or don’t you have the … the guts—the guts to do what you think is right?

SEVEN. Now listen …

ELEVEN. Is it guilty or not guilty?

SEVEN (hesitantly). I told you. Not … guilty.

ELEVEN (hard). Why?

SEVEN. I don’t have to—

ELEVEN. You have to! Say it! Why?

(They stare at each other for a long while.)

SEVEN (low). I … don’t think … he’s guilty.

EIGHT (fast). I want another vote.

FOREMAN. Okay, there’s another vote called for. I guess the quickest way is a show of hands. Anybody object? (No one does.) All right. All those voting not guilty, raise your hands.

(TWO, FIVE, SIX, SEVEN, EIGHT, NINE, and ELEVEN raise their hands immediately. Then, slowly, TWELVE raises his hand. The FOREMAN looks around the table carefully and then he too raises his hand. He looks around the table, counting silently.)

FOREMAN. Nine. (The hands go down.) All those voting guilty.

(THREE, FOUR, and TEN raise their hands.)

FOREMAN. Three. (They lower their hands.) The vote is nine to three in favor of acquittal.

TEN. I don’t understand you people. How can you believe this kid is innocent? Look, you know how those people lie. I don’t have to tell you. They don’t know what truth is. And lemme tell you, they—(FIVE gets up from table, turns his back to it, and goes to window)—don’t need any real big reason to kill someone either. You know, they get drunk, and bang, someone’s lying in the gutter. Nobody’s blaming them. That’s how they are. You know what I mean? Violent! (NINE gets up and does the same. He is followed by ELEVEN.)

TEN. Human life don’t mean as much to them as it does to us. Hey, where are you going? Look, these people are drinking and fighting all the time, and if somebody gets killed, so somebody gets killed. They don’t care. Oh sure, there are some good things about them, too. Look, I’m the first to say that. (EIGHT gets up, and then TWO and SIX follow him to the window.)

TEN. I’ve known a few who were pretty decent, but that’s the exception. Most of them, it’s like they have no feelings. They can do anything. What’s going on here?

(The FOREMAN gets up and goes to the windows, followed by SEVEN and TWELVE.)

TEN. I’m speaking my piece, and you—Listen to me! They’re no good. There’s not one of ‘em who’s any good. We better watch out. Take it from me. This kid on trial … (THREE sits at table toying with the knife and FOUR gets up and starts for the window. All have their backs to TEN.)

TEN. Well, don’t you know about them? Listen to me! What are you doing? I’m trying to tell you something….

(FOUR stands over him as he trails off. There is a dead silence. Then FOUR speaks softly.)

FOUR. I’ve had enough. If you open your mouth again, I’m going to split your skull.

(FOUR stands there and looks at him. No one moves or speaks. TEN looks at him, then looks down at the table.)

TEN (softly). I’m only trying to tell you …

(There is a long pause as FOUR stares down at TEN.)

FOUR (to all). All right. Sit down everybody.

(They all move back to their seats. When they are all seated, FOUR then sits down.)

FOUR (quietly). I still believe the boy is guilty of murder. I’ll tell you why. To me, the most damning evidence was given by the woman across the street who claimed she actually saw the murder committed.

THREE. That’s right. As far as I’m concerned, that’s the most important testimony.

EIGHT. All right. Let’s go over her testimony. What exactly did she say?

FOUR. I believe I can recount it accurately. She said that she went to bed at about eleven o’clock that night. Her bed was next to the open window, and she could look out of the window while lying down and see directly into the window across the street. She tossed and turned for over an hour, unable to fall asleep. Finally she turned toward the window at about twelve-ten and, as she looked out, she saw the boy stab his father. As far as I can see, this is unshakable testimony.

THREE. That’s what I mean. That’s the whole case.

(FOUR takes off his eyeglasses and begins to polish them, as they all sit silently watching him.)

FOUR (to the JURY). Frankly, I don’t see how you can vote for acquittal. (To TWELVE) What do you think about it?

TWELVE. Well . . . maybe . . . there’s so much evidence to sift.

THREE. What do you mean, maybe? He’s absolutely right. You can throw out all the other evidence.

FOUR. That was my feeling.

(TWO, polishing his glasses, squints at clock, can’t see it. SIX watches him closely.)

TWO. What time is it?

ELEVEN. Ten minutes of six.

TWO. It’s late. You don’t suppose they’d let us go home and finish it in the morning? I’ve got a kid with mumps.

FIVE. Not a chance.

SIX (to TWO). Pardon me. Can’t you see the clock without your glasses?

TWO. Not clearly. Why?

SIX. Oh, I don’t know. Look, this may be a dumb thought, but what do you do when you wake up at night and want to know what time it is?

TWO. What do you mean? I put on my glasses and look at the clock.

SIX. You don’t wear them to bed.

TWO. Of course not. No one wears eyeglasses to bed.

TWELVE. What’s all this for?

SIX. Well, I was thinking. You know the woman who testified that she saw the killing wears glasses.

THREE. So does my grandmother. So what?

EIGHT. Your grandmother isn’t a murder witness.

SIX. Look, stop me if I’m wrong. This woman wouldn’t wear her eyeglasses to bed, would she?

FOREMAN. Wait a minute! Did she wear glasses at all? I don’t remember.

ELEVEN (excited). Of course she did. The woman wore bifocals. I remember this very clearly. They looked quite strong.

NINE. That’s right. Bifocals. She never took them off.

FOUR. She did wear glasses. Funny. I never thought of it.

EIGHT. Listen, she wasn’t wearing them in bed. That’s for sure. She testified that in the midst of her tossing and turning she rolled over and looked casually out the window. The murder was taking place as she looked out, and the lights went out a split second later. She couldn’t have had time to put on her glasses. Now maybe she honestly thought she saw the boy kill his father. I say that she saw only a blur.

THREE. How do you know what she saw? Maybe she’s far-sighted.

(He looks around. No one answers.)

THREE (loud). How does he know all these things?

(There is silence.)

EIGHT. Does anyone think there still is not a reasonable doubt?

(He looks around the room, then squarely at TEN. TEN looks down and shakes his head no.)

THREE (loud). I think he’s guilty.

EIGHT (calmly). Does anyone else?

FOUR (quietly). No. I’m convinced.

EIGHT (to THREE). You’re alone.

THREE. I don’t care whether I’m alone or not! I have a right.

EIGHT. You have a right.

(There is a pause. They all look at THREE.)

THREE. Well, I told you I think the kid’s guilty. What else do you want?

EIGHT. Your arguments. (They all look at THREE.)

THREE. I gave you my arguments.

EIGHT. We’re not convinced. We’re waiting to hear them again. We have time.

(THREE runs to FOUR and grabs his arm.)

THREE (pleading). Listen. What’s the matter with you? You’re the guy. You made all the arguments. You can’t turn now. A guilty man’s gonna be walking the streets. A murderer. He’s got to die! Stay with me.

FOUR. I’m sorry. There’s a reasonable doubt in my mind.

EIGHT. We’re waiting.

(THREE turns violently on him.)

THREE (shouting). Well, you’re not going to intimidate me! (They all look at THREE.) I’m entitled to my opinion! (No one answers him.) It’s gonna be a hung jury! That’s it!

EIGHT. There’s nothing we can do about that, except hope that some night, maybe in a few months, you’ll get some sleep.

FIVE. You’re all alone.

NINE. It takes a great deal of courage to stand alone.

(THREE looks around at all of them for a long time. They sit silently, waiting for him to speak, and all of them despise him for his stubbornness. Then, suddenly, his face contorts as if he is about to cry, and he slams his fist down on the table.)

THREE (thundering). All right!

(THREE turns his back on them. There is silence for a moment and then the FOREMAN goes to the door and knocks on it. It opens. The GUARD looks in and sees them all standing. The GUARD holds the door for them as they begin slowly to file out. EIGHT waits at the door as the others file past him. Finally he and THREE are the only ones left. THREE turns around and sees that they are alone. Slowly he moves toward the door. Then he stops at the table. He pulls the switch-knife out of the table and walks over to EIGHT with it. He holds it in the approved knife-fighter fashion and looks long and hard at EIGHT, pointing the knife at his belly. EIGHT stares back. Then THREE turns the knife around. EIGHT takes it by the handle. THREE exits. EIGHT closes the knife, puts it away and, taking a last look around the room, exits, closing the door. The camera moves in close on the littered table in the empty room, and we clearly see a slip of crumpled paper on which are scribbled the words “Not guilty.”)

 
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Unit 6 Human Resource Management Assignment

Assignment Details

In this Assignment, through the Google performance measurement case study, you will engage in developing the following professional competencies:

· Obtain and process information

Managing Talent: How Google Searches for Performance Measures

If there’s one thing Google knows, it’s how to use software to wade through massive amounts of data and find what is most relevant. So it should come as no surprise that when the information technology powerhouse wanted to develop better managers, it started by looking at the data. As it turns out, Google found plenty to learn. Like most businesses, Google had files of data about managers— results of performance reviews, surveys measuring employee attitudes, and nominations for management awards. Unlike most businesses, Google figured out how to analyze all that data to come up with a profile of the kind of manager whose team is most successful.

The company’s people analytics group (which brings together psychologists, MBAs, and data-mining experts) analyzed 10,000 observations about managers in terms of more than 100 variables, looking for patterns. The initial finding was a surprise to some at a company that had once operated without managers: teams with good managers outperform teams with bad managers. But what makes a good manager? Under the leadership of Google’s HR vice president, Laszlo Bock, the company distilled its findings into a list of the behaviors that get results:

1. Be a good coach.

2. Empower your team. Do not micromanage.

3. Express interest in team members’ success and personal well-being.

4. Don’t be a sissy: Be productive and results-oriented.

5. Be a good communicator, and listen to your team.

6. Help your employees with career development.

7. Have a clear vision and strategy for the team.

8. Have key technical skills so you can help advise the team.

Allen, F. E. (2011, March 13). Google figures out what makes a great boss. Forbes. Retrieved from  http://www.forbes.com/sites/frederickallen/2011 /03/13/google-figures-out-what-makes-a-great-boss/

Perhaps those points sound obvious. But keep in mind that someone hired as a programming or analytic whiz and later promoted to a managerial role might not have given much thought to, say, cultivating the ability to express interest in team members’ success, which ranks far above technical skills. Seeing this on a list identifies the behavior as something statistically related to superior performance not just in general, but at Google specifically.

Furthermore, this is a behavior that can be measured (for example, by asking employees if their supervisor expresses interest in them), and it can be learned by managers who want to improve. By building performance measures in the eight key areas, Google was able to evaluate its managers’ performance and identify those who needed to improve in particular areas. It developed training programs in the eight types of desired behavior. Before and after providing performance appraisals, training, and coaching, Google conducted surveys to gauge managers’ performance. It measured a significant improvement in manager quality for 75 percent of its lowest-performing managers. But Bock isn’t resting on that success. Google intends to keep crunching the data, in case the criteria for a successful Google manager change at some point in the future. One thing is for sure: Google will continue to follow the data.

Answer the three questions below in a 2–3 page paper. Follow the project guidelines below.

Questions

1. Describe the five criteria for effectiveness of a performance management system and summarize how Google’s approach to performance management meets these criteria.

2. Identify errors that could arise in the way Google collects performance data on managers. Describe how it could minimize these errors.

3. Describe the steps or activities that might be involved in Google’s performance management process.

Requirements:

1. Use the Case Study Template here (also available in Course Documents) to format your paper.

2. Complete a 2–3 page paper (not including the title and reference pages).

3. Answer each question thoroughly.

4. Demonstrate your understanding of the information presented in the weekly reading assignments by defining terms, explaining concepts, and providing detailed examples to illustrate your points.

5. Include at least two references from your reading assignments, or other academic sources, to reinforce and support your own thoughts, ideas, and statements using APA citation style.

 
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