Week 6 Hs210

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Part I• Download the Filing Medical Records Template from Course Documents.• Review ALL 30 names listed on the template and place in correct alphabetical filing order using all 30 names.• Use the following format: LAST NAME, FIRST NAME (e.g., CLAIRE, JENNIFER).Please use this template to answer the questions below in essay format. The minimum word count for the three questions of Part 1 is 300 words total (or 100 words per question). A reference citation is required. Answer the following questions (100 words or more each question)1. Why are medical records important?2. Discuss the pros and cons for the various filing methods? Be sure to include information regarding potential time involved, staffing, and spacing 3. Discuss and explain the five basic filing steps. Include why each step(releasing, indexing, etc.) is important. Part II 1. Download the Patient Referral Form Template from Course Documents. 2. Save the document as YourFirstLastName_PatientReferralForm.pdf 3. Open YourFirstLastName_PatientReferralForm.pdf and complete this referral form based on the information provided on the top. Note that you may need to click “sign” on the form in order to be able to enter information and also to save the completed form. 4. Save and Submit YourFirstLastName_PatientReferralForm.pdf to the Dropbox. For this Assignment, you will be completing an outpatient referral form for Jessica Smith (SS# 999-88- 7777). Jessica is being referred by Dr. Hector Jones for a stat outpatient endoscopy procedure at Mercy Hospital with Dr. Robert Hughes. Jessica’s diagnosis is acute peptic ulcer for an unspecified site (ICD9- 533.0). Jessica is insured with BlueCross/BlueShield and her date of birth is 01/01/1970. Dr. Jones has requested that Jessica’s treatment notes be included with the referral form along with a copy of her insurance card. Dr. Jones has also requested that Jessica be contacted at 608-555-1212 when the referral form is ready for pick up.Â

 
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Financial Health

Instructions

Attach Assignment # 1 here

Assessment #2: Case Study of a health care organization’s financial health (12.5%)

In this assessment you will select an organization and evaluate its financial health based on ratio analysis. You will be graded on based on your understanding of the ratios, the accuracy of your calculations, the validity of you conclusions and your ability to clearly communicate your analysis. To complete this assignment, follow these steps.

  1. Select a health care firm from the following website.

http://www.advocatehealth.com/financialreports

  1. Examine the financial statements for your company.
  2. Review Chapter 5 and 17 in the text and from the financial ratios in Chapter 5, choose the five that you believe will provide the best insight into your organization’s financial condition.
  3. Calculate the ratios you have selected
  4. Write a short paper in the following format:
    1. Cover page with your name, class/section and instructor’s name
    2. For each ratio, in a paragraph: define the ratio, explain what it measures, why you chose it, show your calculation and explain what the ratio tells you about your organization’s health.
    3. Write a conclusion about your organization’s financial condition based on your ratio analysis.
    4. Use APA, use 2-3 citations and references, including your textbooks
    5. Review the Video

You will be graded base on the following rubric:

90-100 80-89 70-79 0 Points
The student demonstrates a thorough understanding of the meaning of the rations chosen and their applicability to the organization being analyzed. The student demonstrates a reasonable but not complete understanding of the meaning of the rations chosen and their applicability to the organization being analyzed. The student demonstrates a limited understanding of the meaning of the rations chosen and their applicability to the organization being analyzed. The student does not demonstrate an understanding of the meaning of the ratios or how they can be used to assess the organization’s financial condition.
All 5 of the rations are calculated accurately 3 -4 of the rations are calculated accurately 1 – 2 of the rations are calculated accurately None of the ratios are calculated accurately.
The student draws accurate conclusions for each of the ratios and for the overall financial health of the organization. The student draws some accurate conclusions for each of the ratios and for the overall financial health of the organization. There are a few mistakes The student draws few accurate conclusions for each of the ratios and for the overall financial health of the organization. There are several mistakes The student’s conclusions for each of the ratios are inaccurate and the overall conclusion on the financial health of the organization is not valid.
Writing quality: Writes clearly, concisely, and with few errors. Easy to understand. Writing quality: Writes with some errors but the paper can be readily understood. Writing quality: paper includes numerous errors. Requires some effort to understand. Writing quality: The paper is poorly written and is difficult to understand.

Attachments

 
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A PLUS WORK

1. Discuss the workforce planning process. After discussing each step, explain what would happen if an organization did not follow the workforce planning process. Explain from the perspective of the employer and the employees. (210 Words)

 

2. Based on the reading in this unit, there are many external sources of information that firms can tap into to forecast the demand for their product. Discuss the five most common types of information that can be used to evaluate general business trends in the economy. Provide an example for each. (210 Words)

 

3. Within staffing planning, there are three questions that need to be addressed. Identify and discuss each question and its components in detail. (210 Words)

 

4. Part of forecasting a firm’s labor supply requires an understanding of current and future skill and competency trends in the labor market. Compare and contrast forecasting the internal labor market and the external labor market. Be certain to discuss key components used within each process. (210 Words)

 

APA CITATION

 

REFERENCE:

 

Phillips, J. M., & Gully, S. M. (2015). Strategic staffing (3rd ed.). Upper Saddle River, NJ: Pearson

 
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Performance And Productivity Standards And Monitoring In HIM Services

Your HIM department is implementing an EHR system, which requires  document imaging (scanning) of dictated reports, H & P, discharge  summaries, and OP reports. Scanning began six weeks ago and you have  been tracking your employee’s actual production during those first six  weeks (see the table below). Using the data in the table calculate an  internal benchmark. Evaluate and support how this data can be used to  provide feedback to employees and positively impact performance for the  next six weeks. Prepare a report for your Vice President outlining the  productivity of your “prep team” for their first six weeks and  supporting a recommendation for staffing for the next six weeks based on  expected performance compared to the internal benchmark and the known  workload of 394524 pages to be prepped.

This is a new function for your department and you want to be able  to compare your internal productivity benchmark to an external benchmark  as you move forward and plan for the staffing for the coming year.  Research external productivity standards and guidelines for scanning,  two possible sources are listed below.

Utilize the AHIMA article Benchmarking Imaging:Making Every Image Count in Scanning Programs, by Rose Dunn, RHIA, CPA, FACHE, FHFMA, found on the AHIMA website to provide a source for external benchmark and suggested KPI’s as a starting benchmark.

Develop a plan to monitor, evaluate and report on overall scanning  productivity overall using key performance indicators (KPI) at, at least  three points in the process.( You may use prepping as one or select  three new ones). The plan should address how and where each KPI you  select can be linked to the workflow and why the KP you select is  important to the monitoring and potentially improving productivity.

Prepping Stage

 Employee Actual Production/Number  of Pages Prepped Hours Worked     George 95,850 235     Laura  102, 050 240     Karen 94, 340 240     Average         Stretch Goal: midpoint between the  calculated group average and the average of the highest producer.

 
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HRIS Plan Summary

Assignment 4: Phase IV – Plan Summary

Due Week 10 and worth 280 points

 

At this stage, you have a solid understanding of the problem the company is facing and you have provided a solution for your client. Now, you want Gladwell Grocery Stores to accept your project plan. Mr. Bell likes your idea and would like you to present your project plan to the executive board.

 

Use the feedback from your instructor on previous assignments, the textbook, and any other resources provided in the course and create a professional project plan that you will be presenting to the executive board of Gladwell Grocery Store.

 

Please include the following elements:

· Table of Contents

· Executive Summary

· Introduction to the Problem

· Business Analysis

· Proposal Overview

· HRIS Type and Comparison

· Recommendation for an HRIS Vendor

· Project Management Roadmap

· Conclusion

 

Please do not simply copy and paste Phases 1-3. The previous phases were considered raw data, and now you will be summarizing and finalizing your findings. You want to apply critical thinking to describe the data you have obtained.

 

Write a four to six (4-6) page paper in which you:

1. Identify the current issue that the business is facing and propose an HRIS solution. Introduce the HR function that you chose as the focus of your business proposal, and explain the potential benefit for the business if that function is addressed.

2. Propose a type of HRIS for the organization in the scenario. Discuss the function that the HRIS serves, and identify how that system will solve the business issue.

3. Compare and contrast at least two (2) HRIS vendors. Based on this comparison, make a case for the one (1) vendor that you recommend for your client.

4. Create a project management roadmap for the client with projected timelines. Discuss the costs associated with the implementation, justifying your claims with HR metrics and cost benefit analysis.

5. Use at least (4) quality academic resources in this assignment. Note: Wikipedia and similar Websites do not qualify as academic resources.

 
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Critique Of Training Design

CRITIQUE OF TRAINING DESIGN

This assignment gives you an opportunity to critique a training proposal and to recommend a better training design. Assignment Due Sunday, July 1, 2018. 

Suggestions: 

Review the use of instructional design models such as ADDIE. Review the TM criteria. Review APA guidelines on levels of headings. Review academic sources on organization factors which support T&D including transfer of training.

Suggestions:

Consistently use required topics as headings to organize the materials. Follow APA guidelines. Balance information from the company with authoritative third-party views. Cite specific company practices which illustrate academic models and theories being applied. Focus on the required topics.

The Scenario

This scenario is adapted from:

Noe, R. A. (2013). Employee training and development (6th ed.). New York, NY: McGraw-Hill Irwin.

You are the human resource generalist for College Inn, a chain of modestly-priced hotels located in the Southeastern United States. Each hotel has 100 to 150 rooms, a pool, and a full service restaurant. The hotels are located near the exit ramps of major highways in three Southeastern college towns: Raleigh, NC; Columbia, SC; and Athens, GA. You just received the attached memo from the vice president of operations asking for your opinion about some training he is contracting for with outside consultants. There is no training manager for College Inn, so the vice president often contacts you for help with training in the Operations division.

YOUR TASK

Prepare a 2-3 page memo to the vice president of operations that critiques the proposed training.

  • Identify all problems related to the proposed training and discuss why these items are problems. Hint: You might want to review the competencies TD professionals should possess. The Association for Talent Development (ATD) Competency Model (https://www.td.org/Certification/Competency-Model) is a good resource.
  • Give your recommendations for improving the training design and  explain how your revised design will address the VP’s expectations regarding the training.
  • Describe at least two ways managers can support the training. Hint: You might want to review the Transfer of Learning Matrix that is listed in the Week 4 Required  Reading-Transfer of Learning area.

The vice president values your opinion but also likes to know what other experts have to say, so support your statements and opinions with citations from appropriate sources. The vice president is not familiar with training and development terminology, so provide definitions for key concepts and theories that you believe apply to this situation. Don’t forget to cite the source(s) of your definitions.

Your memo should be two to three single-spaced pages, excluding the cover and reference pages. Please use one inch margins and a font size of at least 11 points.

Include a minimum of five references in your memo. Cite reputable sources such as the readings and resources posted in our classroom, and articles published in academic or practitioner journals within the last ten years.

The websites of consulting firms and blogs are not appropriate sources for this assignment. Put your references on a separate page and use APA format for all citations, quotations, and references.

You might be tempted to propose conducting a detailed needs assessment but remember that the VP has already conducted a needs assessment and is eager to get started with the training. The VP mentions an article by Ross Tartell; the article can be found via the UMUC library:

Tartell, R. (2014). Use focus groups for rapid needs analysis. Training, 51(2), 14.

You might also want to read a bit about service recovery. Here are two articles that are available through the library:

Kim, T., Yoo, J. J-E., & Lee, G. (2012). Post-recovery customer relationships and customer partnerships in a restaurant setting. International Journal of Contemporary Hospitality Management, 24(3), 381-401.
doi: 10.1108/09596111211217879

Komunda, M., & Osarenkhoe, A. (2012). Remedy or cure for service failure? Effects of service recovery on customer satisfaction and loyalty. Business Process Management Journal, 18(1), 82-103. doi: 10.1108/14637151211215028

Please see attachment for the grading criteria for this assignment.

The memo from the vice president of operations follows the grading criteria.

 
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Week 6 Project

Individual Paper– Each student will choose three cases, each from a different chapter, from the readings in weeks 3 and 4 (Chapters 7, 8, 9, 10, 11, and 12). No students on a team will choose the same cases and there should be no duplicate cases.  A Reference page should be provided. (100 points)

  • Your responses should be well-rounded and analytical, and should not just provide a conclusion or an opinion without explaining the reason for the choice. For full credit, you need to use the material from the week’s lectures, text and/or discussions when responding to the questions.
  • Utilize the case format below:
  1. Read and understand the case. Show your Analysis and Reasoning and make it clear you understand the material. Be sure to incorporate the concepts of the chapter we are studying to show your reasoning. Dedicate at least one sub-heading to each following outline topic:
    • Facts [Summarize only those facts critical to the outcome of the case]
    • Issue [Note the central question or questions on which the case turns]
    • Explain the applicable law(s). Use the textbook here. The law should come from the same chapter as the case. Be sure to use citations from the textbook including page numbers.
    • Holding  [How did the court resolve the issue(s)? Who won?]
    • Reasoning [Explain the logic that supported the court’s decision]
  2. Dedicate 1 sub-heading to each of the case questions immediately following the case. First, restate the question and then fully answer.
  3. Conclusion. This should summarize the key aspects of the decision and also your recommendations on the court’s ruling
  4. Include citations and a reference page with your sources. Use APA style citations and references.
 
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2 Page Answer To This Question, Case Study In Attachments

Religious Discrimination and Racial Harassment: What Ever Happened to MarShawn DeMur?

By Gwendolyn M. Combs, Ph.D.

EMployMEnt laW student workbook

 

 

Project team

Author: Gwendolyn M. Combs, Ph.D.

SHR M project contributors: Bill Schaefer, SPHR Nancy A. Woolever, SPHR

External contributor: Sharon H. Leonard

Editor: Katya Scanlan, copy editor

Design: Terry Biddle, graphic designer

© 2009 Society for Human Resource Management. Gwendolyn M. Combs, Ph.D.

Note to Hr faculty and instructors: SHR M cases and modules are intended for use in HR classrooms at universities. Teaching notes are included with each. While our current intent is to make the materials available without charge, we reserve the right to impose charges should we deem it necessary to support the program. However, currently, these resources are available free of charge to all. Please duplicate only the number of copies needed, one for each student in the class.

For more information, please contact: SHR M Academic Initiatives 1800 Duke Street, Alexandria, VA 22314, USA Phone: (800) 283-7476 Fax: (703) 535-6432 Web: www.shrm.org/education/hreducation

09-0093

 

 

© 2009 Society for Human Resource Management. Gwendolyn M. Combs, Ph.D. 1

Case Introduction

The diversity of the domestic and global workforce is increasing due to the growing number of immigrants and the expansion of global operations. The management of religious differences and the interface of varying religious beliefs and management practices are profound concerns for many organizations and human resource professionals. Religious communities may be quite different in beliefs and practices, and this can influence employee interaction with formal and informal work practices and social norms. Additionally, response to religious differences can sometimes be intertwined with racial biases and attitude predispositions. This case will depict a particular organizational situation involving an employee’s religious beliefs and the resulting allegations of racial harassment and religious discrimination. (Note: The people and facts in this case are fictitious and do not represent any known party, organization, religion or situation.)

Organizational Profile Treton Communications, Inc. is a public giant in the telecommunications industry. Headquartered in Eastern Michigan, Treton offers a range of wireless and wireline communications services to consumers, businesses and government users. In addition to its headquarters campus, Treton has call centers and regional operations throughout the United States. The company’s gross revenue was $20 billion in 2007, with 30,000 employees worldwide. Two years ago, Treton expanded its operations with the opening of its Midwest facility and plans to add two more facilities in Southern and Northwestern locations in the United States. These new facilities offer many Treton employees exciting opportunities for advancement.

The Midwest facility is located in Chenworth, Kansas. It currently employs 360 workers, with plans to reach a full workforce complement of 800 employees within three years. Chenworth’s demographics indicate a population that is predominantly white, with 7 percent racial/ethnic minorities. The demographics of the 360 employees of the Midwest facility similarly reflect a 5 percent racial/ethnic minority representation.

Employee Relations Treton takes pride in its non-union status and strives to develop policy and implement programs that demonstrate its strong company culture of employee development and empowerment, procedural and operational integrity, and ethical decision-making. To sustain its culture and values, Treton has policies, procedures and guidelines that articulate its expectations of employee and employer behaviors. Promoting and facilitating workforce diversity is a guiding principle for Treton. The organization has written policies and directives regarding workforce diversity, equal employment opportunity/nondiscrimination and workplace harassment.

 

 

2 © 2009 Society for Human Resource Management. Gwendolyn M. Combs, Ph.D.

Principal Individuals

The Situation MarShawn DeMur has worked for Treton for six years. He started as a management intern working summers while attending college. After graduation, he was hired as a customer service supervisor overseeing three technicians in one of the large customer service centers in Detroit, Michigan.

DeMur was encouraged by a manager at the Michigan center to apply for a promotion and transfer to the newly opened Midwest facility. DeMur, who is African American, had questions about the demographics of the location and the facility but decided to apply for an operations manager position at the Kansas facility. The operations manager position reported to the facility director, Clive Jenkins. DeMur was selected for an interview with Jenkins. During the interview, Jenkins discussed company philosophy and his vision that the facility would operate as “one big happy family.” Employees would be evaluated on their strengths and productivity, and the benefits of diversity in all areas would be maximized. Jenkins assured DeMur that if hired, the management team would help him with his transition.

The day after the interview, Jenkins invited DeMur to attend his church to meet new people and get acquainted with others in the city. He was told that several facility employees were church members. Jenkins invited DeMur to his home for a casual dinner after church services. Most of the dinner guests were church members, with a few other community people in the mix. It was a pleasant affair where DeMur exchanged contact information with several people and received pledges from others to look out for him if he relocated. DeMur thought the new job would be a good career change, especially with such a supportive group of people. He was offered the position, accepted the job and moved to Kansas.

DeMur started his new position with enthusiasm. He interacted well with co- workers and subordinates and demonstrated high technical competence in his work. Jenkins often complimented Demur on his ideas and work ethic. His first annual performance appraisal was superior in all areas. DeMur liked his job and saw great potential for advancement in the company.

Before he had accepted his new job and moved to Kansas, DeMur decided to become a member of the Church of International Spirituality. The existence of a small African-American congregation of Internationalists in Chenworth, Kansas, influenced DeMur’s decision to take the promotion and relocate. Although the Internationalist congregation in Chenworth was comprised of only 80 people,

MarShawn DeMur (a.k.a. Maalick)

Employee filing the complaint

Clive Jenkins Midwest facilities director and MarShawn’s supervisor

Marta Ford Midwest facility human resources director, EEO and diversity compliance officer

Judith Dixon Corporate vice president for EEO and diversity

 

 

© 2009 Society for Human Resource Management. Gwendolyn M. Combs, Ph.D. 3

they held regular worship services and offered spiritual education classes. The Internationalists were regarded as a new-age religious group. They required members to commit to strict restrictions on diet, appearance, methods of worship and other areas of conduct. DeMur was quite committed to Internationalist beliefs. He was often found reading Internationalist materials on his work breaks and during lunch period.

The final step to become an Internationalist was a five-day intensive spiritual preparation and confirmation process. Participation in this religious practice required DeMur to be away from work for a week. He approached Jenkins about this need and requested a week of vacation to attend the final process for church membership. Jenkins inquired about the reason for the time off. He asked many questions about the Internationalist religion and admitted that he was not familiar with the religious group. He raised several questions about the authenticity of the religion. During the conversation, Jenkins told DeMur, “You know I am a religious person, but what you describe sounds quite strange. I need some information on this so-called religion before I can make a decision to give you a week off. We are quite busy, you know! I have been wondering about what I have seen you reading, and, frankly, some of your workers have asked me about the pamphlets you leave around your office.” Although DeMur was disturbed by the conversation, he complied with the request for information. Jenkins reluctantly granted the time off.

A few days before DeMur was to leave for his vacation, several employees approached him and asked about his “so-called” religion. They told DeMur that the members of his new congregation were considered strange by others in the city. Many called them voodooists and partakers of witchcraft and sorcery. DeMur countered these remarks by providing more correct information about the Internationalist religion. He wondered about the source of his co-worker’s perceptions. Despite this, DeMur left to attend his week-long confirmation ceremony excited about meeting other Internationalists.

Internationalists were required to change their names after confirmation to reflect their changed position based on spiritual doctrine. DeMur was given the spiritual name of Maalick and was required to use it at all times. When Maalick returned to work, he stopped by the HR department to complete the paperwork to formally change his name. He spoke with HR director, Marta Ford, about the questions his co-workers asked him about his religious beliefs. Ford assured him that his name change would be recognized and reflected in company records and told him not to worry about his co-workers. Maalick proceeded with his normal duties and began to sign correspondence with the name Maalick.

When he entered his department the next day, he noticed strange looks from his co-workers. As he greeted them, they simply nodded their heads, laughed and immediately walked away. When he entered his office, Maalick found it decorated with dolls with pins sticking out of various body parts, witch hats and containers of incense. On the wall behind his desk was a picture of Africa decorated with strange letterings and symbols. Maalick was astonished and immediately called Jenkins and

 

 

4 © 2009 Society for Human Resource Management. Gwendolyn M. Combs, Ph.D.

asked that he come to his office. When Jenkins saw the office, he laughed and said, “Well DeMur—or shall I say Maalick—I must say you have some admirers. As an American with African roots, you should have expected some lighthearted ribbing about your conversion to that strange religion of yours. Even you must admit that they do some weird things.” Maalick replied, “No, I must say that I did not expect this!” Jenkins recognized that Maalick was angry and upset over the incident and promised to handle the situation.

Over the next several months, Maalick received a series of notes left on his desk and car referencing black cats, black magic, requests for palm readings and notices about the disappearance of MarShawn DeMur. Not wanting to cause any problems or be labeled as a troublemaker, Maalick ignored these incidents, thinking that people would tire of the pranks and things would die down. However, on one occasion, he found on his desk several sheets of what appeared to be chants with a title at the top that read “Prayers for Black Folk.” Next to the pages was a book titled Mystical Practices from the Negro Experience. Maalick immediately took the materials to the HR department and met with Ford. Ford told Maalick, “I have been out of the office a lot helping with the staffing of the new Northwestern facility and had no idea you were having these kinds of problems. Do you have any idea who is responsible for these actions?”

“No I don’t,” said Maalick.

“This is not the type of behavior that is condoned at Treton. Don’t worry, I will handle this immediately. I am so sorry about all of this,” said Ford.

After Maalick left her office, Ford called a meeting of all department heads and informed them of the situation. Ford immediately sent an e-mail to all facility employees, reminding them of Treton’s policies regarding discrimination and harassment and the penalties associated with such actions. By the end of the day, all department heads met with their employees with specific warnings and orders for the behaviors to cease and desist. The days following were a bit tense in the office but calm. Maalick was relieved to not find any more notes or messages.

Ford visited with Maalick on several occasions to ensure that he was not continuing to experience any problems. Maalick was happy to report that, in his opinion, all was well. On Ford’s last visit, Maalick took the opportunity to ask about two new systems manager openings. Promotion to a systems manager position would assist Maalick’s career goals for advancement with Treton. Ford sent Maalick the position description and encouraged him to apply. After reviewing the systems manager job requirements, Maalick believed that he had more than a good chance at a promotion. He spoke with Jenkins about the job duties and requirements and expressed his interest in the position. Maalick was informed that at that time, only one of the vacancies would be filled. The second vacancy would be filled within the next six months. These positions also reported to Jenkins.

Maalick applied for the position and was interviewed by Jenkins. The job was given to an outside candidate, Charles Bartlett. Maalick later discovered that Bartlett

 

 

© 2009 Society for Human Resource Management. Gwendolyn M. Combs, Ph.D. 5

was a member of Jenkins’ church. Given Maalick’s perception of his qualifications and excellent performance record, he wondered if there were factors other than qualification that influenced the decision not to promote him. He also recalled Jenkins’ conduct at the company holiday party where he joked about Maalick’s conversion to the Internationalist faith. Maalick filed a formal complaint with Ford, alleging religious discrimination and racial harassment. As required by Treton policy, Ford reported the particulars of the complaint to Judith Dixon, vice president for EEO and diversity, at the corporate office. The next afternoon, Dixon was at the Chenworth facility meeting with Ford and Jenkins.

Questions for Discussion Identify and describe the specific issues Maalick encountered in the workplace. 1. Do the actions of other workers at Treton represent discrimination and harassment? What elements of law are important for Treton to consider?

Evaluate the actions of the HR director, Marta Ford, in response to Maalick’s 2. situation. What could she have done to prevent the situation and what more could she do to ensure that this type of situation would not occur in the future?

How would you characterize Clive Jenkins’ behavior and response to 3. this situation?

What resolution to this situation might Judith Dixon suggest?4.

What are the broader implications of this situation for Treton? What 5. type of organizational review might Dixon initiate or suggest from a corporate perspective?

 

 

6 © 2009 Society for Human Resource Management. Gwendolyn M. Combs, Ph.D.

EEO/Anti-Discrimination Treton Communications, Inc. is an Equal Employment Opportunity employer. Policies of the company prohibit discrimination against an applicant or employee on the basis of race, color, religion, sex/gender (including pregnancy), national origin, age, disability, marital status or veteran status. The company will conform to the spirit as well as the letter of all applicable laws and regulations.

The policy of equal employment opportunity and anti-discrimination applies to all company facilities, employees and conditions of employment, including but not limited to hiring; promotion; transfer; evaluation; termination; layoff; training and accessibility to training; working conditions; wages and salary; employee benefits; and application of policies. Managers and supervisors at all levels have the responsibility to ensure equal employment opportunity. Managers and supervisors will be held accountable for achieving the adherence to this policy, and their annual performance will be evaluated in terms of this as well as other major organizational goals.

Diversity Employees at Treton Communications, Inc. are critical to creating and sustaining the organization’s competitive advantage. Diversity and inclusion are top priorities, and the company strives to maximize the benefits derived from the incorporation of diverse perspectives. It is Treton’s position that a diverse workforce contributes to our strengths as a world-class provider of telecommunication services and enhances our ability to anticipate and satisfy the needs of our customers and clients. We leverage the benefits of diversity through our employee policies and practices, community investment and outreach.

Harassment Harassment is a form of employment discrimination that violates one or more of the following: Title VII of the Civil Rights Act of 1964, the Age Discrimination in Employment Act of 1967 (ADEA) and the Americans with Disabilities Act of 1990 (ADA). Harassment is defined as unwelcome verbal or physical conduct based on race, color, religion, sex (including same-gender harassment and gender identity harassment), national origin, age, disability or retaliation. Harassment becomes unlawful when:

Enduring the offensive conduct becomes a condition of continued 1) employment, or;

The conduct is severe or pervasive enough to create a work environment 2) that a reasonable person would consider intimidating, hostile or abusive.

Treton Communications, Inc. EEO/Anti-Discrimination/Diversity/Harassment Policy Revised 2007

 

 

© 2009 Society for Human Resource Management. Gwendolyn M. Combs, Ph.D. 7

Harassing behavior might be exhibited by anyone in the workplace, including management and supervisory staff, co-workers and peers, vendors/suppliers, contractors and subcontractors, or customer and clients. Victims of harassment can be anyone affected by the conduct, not just the individual at whom the offensive conduct is directed.

Internal Compliance Employees at all levels, persons engaged in activities on the premises of Treton or persons who represent the company in any capacity are required to comply with the letter and spirit of this policy and all applicable and associated laws and regulations. Any employee or representative of Treton who believes that he or she:

Has been discriminated against;1)

Is the target of harassment;2)

Is being required to participate in unlawful discrimination and/or harassment 3) and/or;

Has witnessed unlawful discrimination and/or harassment;4)

Should seek guidance from his or her supervisor, other management/supervisory personnel or the facility/location compliance officer. To the extent possible, all information will be maintained on a confidential basis. When a supervisor/manager is notified or is aware of discrimination or harassment, he or she must notify the facility compliance officer. The compliance offer for the Midwest facility is Marta Ford, Director of Human Resources, Office 356, Phone 884-765-1234, e-mail martaford@treton.com.

Violation of Policy Violations of these policies, regardless of whether an actual law has been violated, will not be tolerated. The company will investigate every issue that is brought to its attention as relating to these policies and will take appropriate disciplinary action, up to and including termination of employment.

 

 

8 © 2009 Society for Human Resource Management. Gwendolyn M. Combs, Ph.D.

Treton Midwest Facility Organizational Chart (Abbreviated)

Vice President EEO & Diversity

(Corporate)

Operations Managers

Operations Supervisors

Assistant Programmers Accountants Clerks

Human Resources & EEO Diversity

Systems Managers Financial Officer

Vice President Human Resources

(Corporate)

Vice President Facilities

(Corporate)

Midwest Facility Director

 

 

SHrm members can download this case study and many others free of charge at here. If you are not a SHrm member and would like to become one, please visit www.shrm.org/join.

 

 

1800 Duke Street Alexandria, VA 22314-3499

 

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Write An Appropriate Proposal—Internal, Solicited Sales, Or Unsolicited Sales (Chapter 13 Exercise 6 )

Chapter 13 exercise 6

Write an appropriate proposal—internal, solicited sales, or unsolicited sales—based on the information contained in one of the following two articles (in the textbook). Assume that your or your prospective customer’s company or community faces a problem similar to one discussed in one of these articles. Use as much of the information in the article as you need, and add any details of your own that you think are necessary. This exercise can be done as an individual or a collaborative assignment.

Clear depiction of chosen article

Follows clear structure for proposal

Clearly follows eight guidelines for a successful proposal (p. 524-525)

Professional tone, language, grammar usage

 
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Informative Speech Outline

Need a 1-2 page outline (See attached Word document for the sample should look like this)

 

Use this week to complete a one- to two-page typed outline for your Week 5 Informative Speech. Be sure to consider key ideas from the reading as you plan your speech: selecting a topic you are enthused about, creating a solid thesis, conducting good, thorough credible research, and so forth. (See Chapters 5 and 6 attached)

This outline is designed to help you structure and detail your speech and plan for delivery in front of an audience, whether it be a live audience or a recorded presentation. Having the outline completed well before the presentation due date provides you with ample opportunity to practice and ample time to review your performance and make changes as needed. Although a live audience is not required for this speech, it is always a great idea to practice in front of someone in order to get some feedback. (With a small amount of instruction, even children will tell you if you are saying “um” a lot, or moving around too much, talking too long, etc.)

Your topic should be strictly informative, where you are passing along information to your audience while remaining objective; for example, this is not the speech to take a stance or insert your opinions.

 
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