Technical Writing

Final Assignment

Final Assignment 2

REQUIRED RETAKE INSTRUCTIONS

ENG121: Business and Technical Writing

Name: NumberExam: 50024 Grade: 35%

Date: February 9, 2015 Evaluator: J.D

Dear Student,

The grade you earned on this assignment was below passing. However, you now have another chance to earn a passing grade for this exam. Whatever score you earn on the retake will be posted as the final score for this exam (up to the highest possible retake grade of 70%).

1. Within the next four weeks, prepare a completely revised assignment. You may not just make a clean copy of your work correcting only grammar and spelling errors. Instead, address the issues indicated by the evaluator, as well as apply the revision and editing strategies taught in your study materials, including

· adding specific details which you make up in order to clarify and support your statements

· deleting unnecessary information

· reorganizing for logical flow

2. Review the study materials for this exam, especially samples in the unit that show the correct format, as well as the information given in the exam instructions. Contact the school with any questions about the requirements.

3. Review your graded exam, including the comments and the corrections. In particular, take note of those areas on the evaluation sheet where you scored Fair or lower. These indicate areas on which to improve.

4. Be sure to enclose or attach this sheet when you submit your retake assignment, so we can properly credit your record. For online submission, copy just this form and paste as the first page of your retake exam. If you do not include this form, up to ten points may be deducted from your exam grade.

Business Technical Writing

Company Address?

Date?

Inside Address?

Salutation?

 

Phoenix Advertising is a company established in North Carolina. According to the information given, it is evident that the branch under the report is facing a number of challenges, which need to be attended to with immediate effect. Recently, two top management employees left the company to a competing firm, there as well are also threatening to leave the company .

Background

From the reports evaluated, there are factors that are leading to reassignment of the employees to rival companies. From the case scenario presented, it is evident that the top management fails to involve the junior employees as make most of the important decisions without consulting them. When the employees feel left out, they hardly perform, as they feel ignored most of the time. Secondly, the company focuses on increasing their levels of profitability. Hence, it is taking a lot of work from all potential clients without necessarily evaluating the accounts and the workload. This causes the employees responsible for working for ling hours with minimal compensation. In my opinion, this could be the reason for low morale and decrease in production.

 

Firstly, there is weak leadership, which fails to involve employees at all levels in the company. This can be seen from the way the management take lots work from all different clients without necessarily evaluating the accounts and workload. Secondly, there is poor communication between all levels. The top management does communicate with junior employees, and it fails to encourage their work and efforts. This is the reason they end up editing their work without consulting them. Further, the company is contracting more clients than it can handle with the current personnel.

 

The top management of the company should embrace real leadership and administration. To be precise, the management should and must effectively communicate with employees on all their levels. This could be achieved best by outlining their roles and responsibilities. It should also provide better means of evaluation and reporting of every employee. The heads of various departments should also work closely with their employees at make any changes in their works with their consultations in order to value their efforts at different levels (Schein, 1985).

Further, due to the increased volumes of workload, the management should also offer enough compensation to all employees by paying them for any overtime work from them. This could be achieved by improving the terms of the contract. Additionally, the company should provide an excellent working environment where the employees are comfortable. The management should also aim at improving human capital through ore training and development. This is because in the world of advertising, technology is changing the dynamics day by day. A specific timeline should be set in order to ensure that all these goals and objectives are achieved on time. The company also has to take considerations of the competitive environment where it is operating on. Hence, losing their clients to their competitors can be a threat, and the company should look into this in time.

Proposal

In order to accomplish my plan at Roanoke, I will need a team of people who will work with different divisions in order to bring the best output. All the employees will be from the company. Sales and marketing representatives of the enterprise, customer relation’s officers, editors, ICT persons, and the technical personnel have the right skills to carry out the tasks. Most of them are in the middle stage of career development. For this reason, they are aware of all their roles and responsibilities.

Every employee will be assigned a particular a role that he or is supposed to achieve within the set timeline. Department’s heads are expected to oversee the implementation of each phase of the project. Progress reports should also be done and evaluated on a timely basis before the project is complete. My role in this task is to supervise all operations and ensure that all the responsible parties play their part well by ensuring that they perform different functions and responsibilities in the right way.

Schedule

A schedule of how the project will be conducted and the specific timelines will also be set in order to ensure that the project is completed on time. Depending on the role and input of different employees and departments, all the work will be divided, and a deadline set in very case. Reports should be availed in time in order to assess the level of progress of the project and improve the evaluation process.

Staffing

All the employees involved in the project will come from the company from different departments. However, in case there will be a need for additional employees, the budget will take care of their costs.

Budget

Item Cost
Employees in concerned departments – $4000
New and loss of employees – $1500
Travelling expenses – $2200
Advertising – $5000
Labor and Equipment – $7000
Miscellaneous expenses – $2500

Request for Authorization

After the project has been completed, all the reports will be assessed and evaluated before being handed over to the top management. Later, the top management will authorize my department to give the final project to the client.

Closing line?

Signature block?

Evaluation of 050024: “Final Examination”

 

Skill Realized Skill Developing Skill Emerging Skill

Not

Evident

Introduction (Did you identify one problem, qualifications-purpose?):

5 4.5 4 3.5 2 1 0
Background (Did you provide detailed proof cause-effect, bulleted objectives?):

15 14 13 12 11 4 0
Proposal (How complete and clear did you develop each objective?):

20 19 18 17 16 5 0
Schedule (Is there a specific date/time period indicated for each objective?):

5 4.5 4 3.5 3 1 0
Staffing (Are specific in-house personnel matched to each task-objective and their qualifications described?):

10 9 8.5 8 7.5 4 0
Budget (Is budget in columns, readable, cover all costs?):

5 4.5 4 3.5 2 1 0
Request for authorization (How well did you persuade team to adopt plan within specific time frame?): 5 4.5 4 3.5 3 1 0
Audience, coherence, tone (Did you maintain a professional tone as part of company team and develop information logically?):

10 9 8.5 8 7.5 4 0
Grammar, sentence structure, and mechanics (How well did you edit and proofread to ensure correct application of standard written conventions for American English?):
15 14 13 12 11 8 0
Format (Did you correctly include/format the letter, headings, font, justification, header info?):

10 9 8.5 8 7.5 2 0

EXAM GRADE, DATE, EVALUATOR: 35%, February 9, 2015, J.D.

NOTE: The numbers on this scoring grid do not show points awarded or deducted but reflect how well you met the criteria. The numbers merely guide the instructor in calculating a final score that fits appropriately within the Penn Foster grading scale (which is given in your online Student Handbook).

· Skill Realized scores indicate grades in the A to high-B range.

· Skill Developing scores reflect grades in the mid-B to C range.

· Skill Emerging scores designate grades in the D to F range.

�Awkward wording.

�Incorrect wording.

�This section should contain your qualifications to prepare this proposal, and summarize the benefits of your plan.

�The Background section must persuade the executive team that a dire need exists. Summarize the field investigation of your chosen problem. Include specific numbers and percentages (facts and figures) with explanations to show how you determined each cause contributed to the problem. End this section with a bulleted list of the key phases (stages) you’ll develop in the proposal section to solve the causes. Phrase each stage as a key action goal.

�Develop the steps needed to solve the problem. Use a phrase or word for each goal and italicize it. (You’ll have to use the same phrases or words in the Schedule and Budget sections.) Then write at least one paragraph for each goal, outlining what actions are involved in that phase. Develop detailed, clear-cut solutions to the underlying issues and causes you identified in the Background section. Describe how each phase will address the issue.

�Using a column format, you need to mention the schedule/deadline for each phase.

�Mention the people who would be held responsible for the implementation of EACH phase of your proposal along with their qualifications.

�You need to mention the cost phase-wise.

�The Authorization section must suggest a time frame for the approval of your plan. Provide assurance that your proposal will achieve your goal. Summarize the problems at the Roanoke Branch and describe the benefits of your plan for Roanoke branch, their clients, and Phoenix Advertising as a whole.

 
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HTM520 Week 8 Case Study 4 Case Study 4 Timeshare Exchange Fair (A)

HTM520 week 8 Case Study 4

Click the link above to submit your assignment.

Students, please view the “Submit a Clickable Rubric Assignment” in the Student Center.

Instructors, training on how to grade is within the Instructor Center.

Case Study 4: “Timeshare Exchange Fair (A)”

Due Week 8 and worth 100 points

 

Read the case study titled, “Timeshare Exchange Fair (A)”, located in Casepack HTM 520: Strategic Planning in Hospitality and Tourism.

 

Write a two to three (2-3) page paper in which you:

1.      Analyze the major reasons why and how timeshares evolved into timeshare exchange fairs. Predict the main impact that such and evolution will have on the hospitality and tourism industry in the next 10 years.

2.      Examine both the seven (7) factors that influence the functioning of the exchange and the impact of each factor on an exchange fair. Determine which of the seven (7) factors you believe impacts exchange fairs the most. Provide a rationale for your response.

 

Your assignment must follow these formatting requirements:

·         Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.

·         Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

 

The specific course learning outcomes associated with this assignment are:

·         Analyze interorganizational relationships and management resources in order to successfully implement strategies.

·         Use technology and information resources to research issues in strategic planning in hospitality and tourism.

·         Write clearly and concisely about strategic planning in hospitality and tourism using proper writing mechanics.

 

Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric.

 

 

 
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Look Thru All Documents And Input Anyon Spreat Sheet Provided With Line Number From Stroy Line

DEPARTMENT OF THE AIR FORCE Thomas N. Barnes Center for Enlisted Education (AETC) Maxwell AFB, AL 36118

1 Jan 13

Certified Current 13 Nov 14

AIRMAN LEADERSHIP SCHOOL STUDENT GUIDE

PART I COVER SHEET

LESSON TITLE: EA02, JOINT ORGANIZATION

TIME: 2 Hours

METHOD: Experiential

LESSON REFERENCES: Air Force Pamphlet (AFPAM) 36-2241. Professional Development Guide, 1 October 2013. Airman, Official magazine of the U.S. Air Force, The Book 2011, Washington, DC: Air Force

Office of Public Affairs. Volume LV, Number 3, 2011.

Bartolotto, LTC John K. “The Origin and Developmental Process of the National Security Strategy.” Research Project, US Army War College, 3 May 2004.

Centers for Disease Control and Prevention Web site. “Military Protocol: Uniformed Services.” http://www.cdc.gov/od/occp/officership/military_protocol.htm

Department of Defense (DOD) Directive 5100.1. Functions of the DoD and Its Major Components, 21 December 2010.

Joint Publication (JP) 1. Doctrine for the Armed Forces of the United States, 02 March 2007, Incorporating Change 1, 20 March 2009.

U.S. Africa Command official Web site. “About the Command.” http://www.africom.mil/index.asp

U.S. Air Force official public Web site. “Mission Part One: From the Signal Corps to the Air Corps.” http://www.airforce.com/learn-about/history/part1/

U.S. Army official public Web site. “Soldier Life.” http://www.goarmy.com/soldier-life/being- a-soldier/living-the-army-values.html

U.S. Central Command official Web site. “About CENTCOM.” http://www.centcom.mil/

U.S. Coast Guard official Web site. “United States Coast Guard Core Values & Creed.” http://www.uscg.mil/hq/cg3/cg3pcx/corevalues.asp

U.S. Department of Defense official public Web site. “DOD at a Glance.” http://www.defense.gov/pubs/almanac

U.S. Department of Defense official public Web site. “Unified Command Plan.”

 

 

http://www.defense.gov/home/features/2009/0109_unifiedcommand

U.S. European Command official Web site. “About EUCOM.” http://www.eucom.mil/

U.S. Navy official Web site. “Honor Courage Commitment.” http://www.navy.mil/navydata/navy_legacy_hr.asp?id=193

U.S. Northern Command official Web site. “About USNORTHCOM.” http://www.northcom.mil/home.html

U.S. Pacific Command official Web site. “About.” http://www.pacom.mil/

U.S. Southern Command official Web site. “About Us.” http://www.southcom.mil/AppsSC/index.php

U.S. Special Operations Command official Web site. “About USSOCOM.” http://www.socom.mil/SOCOMHome/Pages/default.aspx

U.S. Transportation Command official Web site. “About USTRANSCOM.” http://www.transcom.mil/

U.S. Strategic Command official Web site. “Organization.” http://www.stratcom.mil/

ADDITIONAL REFERENCES: The Joint Electronic Library: http://www.dtic.mil/doctrine

The Defense Link Home page: http://www.defenselink.mil STUDENT PREPARATION: Reading assignments (approx 5,600 words) and homework assignment (total time, approximately 45 minutes).

PART IA GENERAL LEARINING OUTCOME: Students who graduate from Airman Leadership School are prepared to perform first-level supervisory responsibilities, effectively lead individuals and work center teams as evidenced by their comprehension of Joint Organization.

SUPPORTS: The Joint Organization lesson supports the following AF Institutional Competencies:

1. Enterprise Perspective – Government organizations and processes 2. Enterprise Perspective – Enterprise Structure and Relationships

The Joint Organization lesson supports the following Basic EJPME Learning Areas: 1. National Military Capabilities and Organization 2. Armed Forces Overview

TERMINAL COGNITIVE OBJECTIVE: Know the concepts of national, military, and joint organization structure.

C1_EA02SG – 2

 

 

EA02SG – 3

TERMINAL COGNITIVE SAMPLES OF BEHAVIOR

1. List the combatant commands

2. State:

a. Origin of national security

3. USAF structure (MAJCOMS)Recall:

a. Organization for national security

b. How defense organizations fit into the overall (national security/government) structure

c. Joint Chiefs of Staff (JCS) organization, role, and function

d. Two distinct chains of command

i. Operational

ii. Administrative

e. Purpose, roles, and functions of (i – viii)

i. President

ii. Secretary of Defense (SecDef)

iii. National Security Council (NSC)

iv. Chairman Joint Chiefs of Staff (CJCS)

v. Combatant Commanders (CCDR)

vi. Joint Force Commanders (JFC)

vii. Service Component Commanders

viii. Combat Support Agencies

f. Relationships (chain of command) of (i – viii)

i. President

ii. Secretary of Defense (SecDef)

iii. National Security Council (NSC)

iv. Chairman Joint Chiefs of Staff (CJCS)

v. Combatant Commanders (CCDR)

vi. Joint Force Commanders (JFC)

vii. Service Component Commanders

viii. Combat Support Agencies

g. Roles and responsibilities of each Air Force major command (MAJCOM)

i. Air Force Material Command (AFMC)

ii. AF Space Command (AFSPC)

iii. AF Reserve Command (AFRC)

iv. Air Education Training Command (AETC)

v. Pacific Air Forces (PACAF)

 

 

 

EA02SG – 4

h. Primary roles and functions of sister services

i. Army

ii. Navy

iii. Marine Corps

iv. Coast Guard

i. Core values of sister services

i. Army

ii. Navy/Marine Corps

iii. Coast Guard

j. General customs and courtesies of sister services

i. Army

ii. Navy/Marine Corps

iii. Coast Guard

k. Uniform and rank insignias of sister services

i. Army

ii. Navy

iii. Marine Corps

iv. Coast Guard

4. Match combatant commands with their:

a. Primary functional area of responsibility

b. Geographic area of responsibility

5. Explain the importance of each MAJCOM‘s role (i.e. unique way it supports national security)

a. Air Force Material Command (AFMC)

b. AF Space Command (AFSPC)

c. AF Reserve Command (AFRC)

d. Air Education Training Command (AETC)

e. Pacific Air Forces (PACAF)

AFFECTIVE OBJECTIVE: Value Joint Organization concepts and their impact on

NCO, unit, and mission effectiveness.

 

 

 

EA02SG – 5

PART IB

LESSON OUTLINE:

CONTENT

INTRODUCTION: Attention, Motivation, and Overview

MP1. Head of the Class Challenge

MP2. Homework Review

MP3. Pop Quiz

CONCLUSION: Summary, Remotivation, and Closure

PART II

STUDENT READING

NATIONAL MILITARY CAPABILITIES AND ORGANIZATION

The Origin of National Security

Today, ―national security‖ is a collective term encompassing both national defense and

foreign relations of the United States, but it wasn‘t until 1943, during World War II, that

the term ―national security‖ came into full usage in US political discourse. Since the end

of World War II, each administration has sought to develop and perfect a reliable set of

executive procedures and institutions to manage national security policy. Congress

stepped into the debate by passing the National Security Act in 1947, which, among other

things, created the National Security Council (NSC) under the chairmanship of the

President to coordinate foreign policy and defense policy and to reconcile diplomatic and

military commitments and requirements. The next precedent came in 1972 when the

Nixon administration made official statements of National Security Strategy (NSS) in a

State of the World Report.

The Nixon administration‘s precedent became law in 1986 with the Goldwater-Nichols

Department of Defense (DoD) Reorganization Act, which required the President to report

regularly to Congress and the American people on the NSS. Congress‘ mandate tasked the

Executive Branch to publish a NSS and in 1987 the first document called, “The National

Security Strategy of the United States” was published by the Reagan administration. 1

Organization for National Security

The ability of the United States to achieve its national strategic objectives is dependent on

the effectiveness of the US Government employing the instruments of national power.

These instruments of national power (diplomatic, informational, military, and economic)

are normally coordinated by the appropriate government officials, often with advice from

the NSC. They are the tools the United States uses to apply its sources of power, including

its culture, human potential, industry, science and technology, academic institutions,

geography, and national will. 2

 

 

EA02SG – 6

How Defense Organizations Fit Into the Overall Structure

The DoD is responsible for the military component of the NSS. 3 The DoD is a cabinet-

level organization. Reporting to it are the three military departments (Army, Navy and Air

Force) and 16 defense agencies. The four armed services are subordinate to their military

departments. The Marine Corps is a second armed service in the Department of the Navy. 4

The Armed Forces serve under the civilian control of the President who is the Commander

in Chief. 5 The Secretary of Defense (SecDef) is the principal assistant to the President in

all matters relating to the DoD. All functions in the DoD and its component agencies are

performed under the authority, direction, and control of the SecDef. 6 The SecDef is

responsible to the President for creating, supporting, and employing military capabilities. 7

The Joint Chiefs of Staff

The Joint Chiefs of Staff (JCS) consists of the Chairman of the Joint Chiefs of Staff

(CJCS), Vice Chairman of the Joint Chiefs of Staff (VCJCS), and the Service Chiefs: US

Army Chief of Staff, Chief of Naval Operations, US Air Force Chief of Staff,

Commandant of the Marine Corps, and the Chief of the National Guard Bureau. The Joint

Staff supports the JCS and constitutes the immediate military staff of the SecDef. 8

The CJCS is the principal military advisor to the President, the NSC, and the SecDef. 9 The

other members of the JCS also provide advice if and when requested by the President,

NSC, or SecDef. Their main function is to advise the CJCS with regards to their

respective service. 10

 

The Commandant of the Coast Guard may be invited by the CJCS or the Service Chiefs to

participate in meetings or to discuss matters of mutual interest to the Coast Guard and the

other services. 11

 

Two Distinct Branches of the Chains of Command

The President and SecDef, with assistance from the CJCS, exercise authority and control

of the Armed Forces through two distinct branches of the chain of command (see Figure

1). 12

 

Operational Branch: used to employ forces and begins with the President, through the

SecDef, and onto the combatant commanders (CCDRs). Orders are normally

conveyed to the CCDRs by the CJCS under the authority and direction of the SecDef.

Conversely, reports from CCDRs are normally submitted to the SecDef through the

CJCS who acts as the spokesman for the CCDRs. 13

 

Administrative Branch: Used to recruit, organize, train, and equip forces. It also

begins with the President, through the SecDef, but proceeds to the Secretaries of the

military departments. 14

The Secretaries exercise administrative control through the

commanders of the service component commands assigned to combatant commands.

They go through the Service Chiefs (as determined by the Secretaries) for forces not

assigned to the combatant commands. 15

 

 

 

EA02SG – 7

 

Figure 1 Chain of Command and Control

 

 

 

EA02SG – 8

Combatant Commanders

A combatant command (COCOM) is a command with a broad continuing mission under a

single commander and composed of significant assigned components of two or more

military departments that are established and so designated by the President, through the

SecDef with the advice and assistance of the CJCS. 16

The commander of a COCOM is

referred to as the combatant commander (CCDR). A COCOM (command authority)

provides full authority to organize and employ commands and forces as the CCDR

considers necessary to accomplish assigned missions. Operational control is inherent in a

COCOM. 17

 

COCOMs are established in the Unified Command Plan (UCP) by the President, through

the SecDef and with the advice and assistance of the CJCS. The UCP is a classified

document that sets forth basic guidance to all CCDRs. It establishes their missions,

responsibilities, and force structure, delineates the general geographical area of

responsibility for geographic combatant commanders (GCCs), and specifies functional

responsibilities for functional combatant commanders (FCCs). 18

Common functions of a

CCDR are shown in Figure 2.

 

Figure 2. Common Functions of a Combatant Commander

Joint Force Commanders

Joint Force Commander (JFC) is a general term applied to a CCDR, subunified

commander, or Joint Task Force (JTF) commander authorized to exercise combatant

command (command authority) or operational control over a joint force. 19

A JTF is

established when the mission has a specific limited objective. JTFs are established on

geographical areas or functional basis depending on the mission and when the mission

does not require overall centralized control of logistics.

 

 

EA02SG – 9

Service Component Commanders

A Service component command, assigned to a CCDR, consists of a Service component

CDR and the Service forces (such as individuals, units, detachments, and organizations,

including the support forces) that have been assigned to that CCDR. Service component

CDRs have responsibilities that derive from their roles in fulfilling the Services‘ support

function. The JFC also may conduct operations through the Service component CDRs. 20

 

Combat Support Agencies

In addition to the military Services, a number of DoD agencies provide combat support or

combat service support to joint forces and are designated as combat support agencies

(CSAs). Included among CSAs are the:

Defense Intelligence Agency (DIA)

National Geospatial-Intelligence Agency (NGA)

Defense Information Systems Agency (DISA)

Defense Logistics Agency (DLA)

Defense Contract Management Agency (DCMA)

Defense Threat Reduction Agency (DTRA), and

National Security Agency (NSA).

These CSAs provide CCDRs specialized support and operate in a supporting role.

Executive authority over these CSAs resides with the SecDef. 21

 

There are currently nine combatant commands—six are geographically organized and three

are functionally organized. 22

 

Geographically Organized

Combatant Commands (GCC)

Functionally Organized

Combatant Commands (FCC)

US Africa Command (USAFRICOM)

US Central Command (USCENTCOM)

US European Command (USEUCOM)

US Northern Command (USNORTHCOM)

US Pacific Command (USPACOM)

US Southern Command (USSOUTHCOM)

US Special Operations Command (USSOCOM)

US Transportation Command (USTRANSCOM)

US Strategic Command (USSTRATCOM)

Table 1. The Combatant Commands

Geographic Combatant Commands

GCCs are assigned a geographic Area of Responsibility (AOR) within which their

missions are accomplished with assigned and/or attached forces. Specific responsibilities

of each GCC vary but all GCCs are responsible to:

 deter attacks against the United States, its territories, possessions and bases, and employ appropriate force should deterrence fail; and

 carry out assigned missions and tasks and plan for and execute military operations,

 

 

EA02SG – 10

as directed, in support of strategic guidance.

 

US Africa Command (USAFRICOM) 23

 

Headquarters: Kelley Barracks, Stuttgart, Germany

US Africa Command is responsible for US military relations with 53 African countries,

including the islands of Cape Verde, Equatorial Guinea, and Sao Tome and Principe, along

with the Indian Ocean islands of Comoros, Madagascar, Mauritius, and Seychelles. US

Central Command maintains its traditional relationship with Egypt, though USAFRICOM

coordinates with Egypt on issues relating to Africa security.

USAFRICOM better enables the DoD to work with other elements of the US government

and others to achieve a more stable environment where political and economic growth can

take place. USAFRICOM is committed to supporting US government objectives through

the delivery and sustainment of effective security cooperation programs that assist African

nations build their security capacity to enable them to better provide for their own defense.

US Central Command (USCENTCOM) 24

 

Headquarters: MacDill AFB, Florida

US Central Command‘s AOR is the Middle East, Egypt, and Central Asia.

With national and international partners, USCENTCOM promotes cooperation among

nations, responds to crises, deters or defeats state and nonstate aggression, and supports

development and, when necessary, reconstruction in order to establish the conditions for

regional security, stability, and prosperity.

US European Command (USEUCOM) 25

 

Headquarters: Stuttgart, Germany

US European Command‘s AOR covers almost one-fifth of the planet, including all of

Europe, large portions of Asia, parts of the Middle East and the Arctic and Atlantic

Oceans. The command is responsible for US military relations with NATO and 51

countries on two continents with a total population of close to a billion people.

USEUCOM conducts military operations, international military partnering, and

interagency partnering to enhance transatlantic security and defend the United States

forward.

US Northern Command (USNORTHCOM) 26

 

Headquarters: Peterson AFB, Colorado

US Northern Command conducts homeland defense, civil support, and security

cooperation to defend and secure the United States and its interests.

USNORTHCOM‘s AOR includes air, land, and sea approaches and encompasses the

continental United States, Alaska, Canada, Mexico and the surrounding water out to

approximately 500 nautical miles. The commander of USNORTHCOM is responsible for

theater security cooperation with Canada, Mexico, and the Bahamas.

USNORTHCOM plans, organizes, and executes homeland defense and civil support

 

 

EA02SG – 11

missions, but has few permanently assigned forces. The command is assigned forces

whenever necessary to execute missions as ordered by the President or SecDef.

The commander of USNORTHCOM also commands the North American Aerospace

Defense Command (NORAD), a bi-national command responsible for aerospace warning,

aerospace control, and maritime warning for Canada, Alaska, and the continental United

States.

USNORTHCOM‘s civil support mission includes domestic disaster relief operations that

occur during fires, hurricanes, floods, and earthquakes. Support also includes counter-drug

operations and managing the consequences of a terrorist event employing a weapon of

mass destruction. The command provides assistance to a Primary Agency when tasked by

the DoD. Per the Posse Comitatus Act, military forces can provide civil support but cannot

become directly involved in law enforcement.

In providing civil support, USNORTHCOM generally operates through established Joint

Task Forces subordinate to the command. An emergency must exceed the capabilities of

local, state, and federal agencies before USNORTHCOM becomes involved. In most

cases, support will be limited, localized, and specific. When the scope of the disaster is

reduced to the point that the Primary Agency can again assume full control and

management without military assistance, USNORTHCOM will exit, leaving the on-scene

experts to finish the job.

US Pacific Command (USPACOM) 27

 

Headquarters: Camp H. M. Smith, Hawaii

US Pacific Command‘s AOR encompasses about half of the earth‘s surface, stretching

from the waters off the west coast of the US to the western border of India and from

Antarctica to the North Pole.

USPACOM protects and defends, in concert with other US Government agencies, the

territory of the United States, its people, and its interests. With allies and partners,

USPACOM is committed to enhancing stability in the Asia-Pacific region by promoting

security cooperation, encouraging peaceful development, responding to contingencies,

deterring aggression, and when necessary, fighting to win. This approach is based on

partnership, presence, and military readiness.

US Southern Command (USSOUTHCOM) 28

 

Headquarters: Miami, Florida

US Southern Command is responsible for providing contingency planning, operations, and

security cooperation for Central and South America, the Caribbean (except US

commonwealths, territories, and possessions), and Cuba, as well as for the force protection

of US military resources at these locations. USSOUTHCOM is also responsible for

ensuring the defense of the Panama Canal and canal area.

Functional Combatant Commands

FCCs support (or can be supported by) GCCs or may conduct assigned missions

independently. Primary responsibilities of the three FCCs are as follows:

 

 

 

EA02SG – 12

US Special Operations Command (USSOCOM) 29

 

Headquarters: MacDill AFB, Florida

The US Special Operations Command is the Unified Combatant Command charged with

overseeing the various Special Operations Commands of the Army, Air Force, Navy and

Marine Corps of the United States Armed Forces.

USSOCOM conducts several covert and clandestine missions, such as unconventional

warfare, foreign internal defense, special reconnaissance, psychological operations, civil

affairs, direct action, counter-terrorism and war on drugs operations. Each branch has a

Special Operations Command that is unique and capable of running its own operations, but

when the different Special Operations Forces need to work together for an operation,

USSOCOM becomes the joint component command of the operation.

US Transportation Command (USTRANSCOM) 30

 

Headquarters: Scott AFB, Illinois

As the single manager of America’s global defense transportation system, USTRANSCOM

is tasked with the coordination of people and transportation assets to allow the US to

project and sustain forces, whenever, wherever, and for as long as they are needed.

US Strategic Command (USSTRATCOM) 31

 

Headquarters: Offutt AFB, Nebraska

US Strategic Command is charged with space operations (such as military satellites),

information operations (such as information warfare), missile defense, global command

and control, intelligence, surveillance, and reconnaissance (ISR), global strike and strategic

deterrence (the United States nuclear arsenal), and combating weapons of mass

destruction.

 

THE UNITED STATES AIR FORCE MAJOR COMMAND STRUCTURE

Most units of the Air Force are assigned to a specific major command (MAJCOM), led by

a general officer. MAJCOMs have extensive functional responsibilities. MAJCOMs may

be subdivided into numbered air forces (NAFs) with each NAF responsible for one or

more wings or independent groups.

Wings are the primary units of the working Air Force and are responsible for maintaining

an Air Force base or carrying out a specific mission. Wings may be commanded by a

general officer or a colonel. There are different types of wings, based on objective:

operational, air base, or specialized mission.

Wings typically contain an operations group, a maintenance group, a support group and a

medical group, with each group having several squadrons.

The majority of individual officers and Airmen are assigned to a squadron, which may be

composed of several flights.

Additionally, there are other types of organizations in the Air Force structure such as

centers, field operating agencies, and direct reporting units. 32

 

 

 

EA02SG – 13

Air Combat Command (ACC)

Headquarters: Langley AFB, Virginia

Air Combat Command organizes, trains, equips and deploys combat ready forces to

support combatant commanders around the globe. Additionally, ACC provides the air

component headquarters to USNORTHCOM, USSOUTHCOM, and USCENTCOM and

supports the in-place air components of USEUCOM and USPACOM. ACC also provides

air defense forces to North American Aerospace Defense Command. To accomplish the

objectives of the National Defense Strategy, ACC operates fighter, attack, bomber,

intelligence, surveillance and reconnaissance (ISR), combat search and rescue, battle-

management, electronic-combat, and unmanned aircraft system platforms. In addition,

ACC conducts information operations and provides command, control, communications,

and intelligence systems to theater commanders and combat forces. 33

 

Air Education and Training Command (AETC) 34

 

Headquarters: Randolph AFB, Texas

Air Education and Training Command develops America‘s Airmen for tomorrow. With a

vision to deliver unrivaled air, space and cyberspace education and training, the command

recruits Airmen and provides basic military training, initial and advanced technical

training, flying training, medical training, space and missile training, cyber training, and

professional military and degree-granting professional education. The command also

conducts joint, readiness and Air Force security assistance training.

AETC sustains the combat capability of the operational Air Force by providing highly

trained and motivated Airmen and manages mobility and contingency tasking support for

combatant commanders.

Air Force Global Strike Command (AFGSC) 35

 

Headquarters: Barksdale AFB, Louisiana

Activated Aug. 7, 2009, this is the Air Force‘s newest command.

AFGSC develops and provides combat-ready forces for nuclear deterrence and global

strike operations—safe, secure, effective—to support the President of the United States

and combatant commanders.

AFGSC is responsible for organizing, training, and equipping the Air Force‘s three

intercontinental ballistic missile wings, two B-52 Stratofortress wings and the only B-2

Spirit wing. The three weapons systems make up two-thirds of the nation‘s strategic

nuclear triad by providing the land-based and airborne nuclear deterrent forces.

Air Force Materiel Command (AFMC) 36

 

Headquarters: Wright-Patterson AFB, Ohio

Air Force Materiel Command delivers war-winning technology, acquisition support,

sustainment, and expeditionary capabilities to the warfighter.

AFMC conducts research, development, and test and evaluation, and provides acquisition

management services and logistics support necessary to keep Air Force weapon systems

ready for war.

 

 

EA02SG – 14

Air Force Reserve Command (AFRC) 37

 

Headquarters: Robins AFB, Georgia

Air Force Reserve Command provides personnel to augment the active duty community to

carry out the warfighting mission with approximately 14% of the total force while

spanning a wide variety of missions such as: space, flight testing, special operations, aerial

port operations, civil engineering, security forces, intelligence, military training,

communications, mobility support, transportation, and services. AFRC also conducts two

missions no one else does in the DoD: fixed-wing aerial spray missions to kill mosquitoes

in the aftermath of natural disasters and the Hurricane Hunters who monitor hurricanes for

the National Weather Service. 38

 

Air Force Space Command (AFSPC)

Headquarters: Peterson AFB, Colorado

Air Force Space Command is responsible for organizing, training, and equipping mission-

ready space and cyberspace forces and capabilities for North American Aerospace Defense

Command, US Strategic Command, and other combatant commands world-wide.

AFSPC oversees Air Force network operations to provide capabilities in, through, and

from cyberspace, manages a global network of satellites, and is responsible for space

system development and acquisition. The command executes spacelift to launch satellites

with a variety of expendable launch systems and operates them to provide space

capabilities in support of combatant commanders around the clock. AFSPC also provides

positioning, navigation, timing, communications, missile warning, weather and intelligence

warfighting support.

AFSPC personnel operate sensors that provide direct attack warning and assessment to US

Strategic Command and North American Aerospace Defense Command. The command

develops, acquires, fields, operates, and sustains space systems and fields and sustains

cyber systems. 39

 

Air Mobility Command (AMC)

Headquarters: Scott AFB, Illinois

Air Mobility Command provides airlift and aerial refueling for all of America‘s armed

forces. They also provide aeromedical evacuation and Global Reach Laydown (GRL).

GRL strategy uses resources from various organizations and brings them together to form

those deployed organizations required to achieve the specific objectives of any particular

mobility operation. These resources are also used to expand already existing AMC

presence or establish AMC presence and infrastructure where none exists.

Additionally, AMC has many special-duty and operational support aircraft and plays a

crucial role in providing humanitarian support at home and around the world. 40

 

 

 

 

 

EA02SG – 15

Pacific Air Force (PACAF)

Headquarters: Joint Base Pearl Harbor-Hickam, Hawaii

Pacific Air Force provides USPACOM integrated expeditionary Air Force capabilities to

defend the homeland, promote stability, dissuade/deter aggression, and swiftly defeat

enemies.

PACAF organizes, trains, equips, and maintains resources prepared to conduct a broad

spectrum of air operations—from humanitarian relief to decisive combat employment—in

DoD‘s largest area of responsibility.

PACAF also conducts multinational exercises and hosts international exchange events to

foster partnerships for regional security and stability. 41

 

US Air Forces in Europe (USAFE)

Headquarters: Ramstein Air Base, Germany

US Air Forces in Europe executes the USEUCOM mission with forward-based air power

to provide forces for global operations, ensure strategic access, assure allies, deter

aggression and build partnerships.

USAFE builds and maintains partnerships, promotes regional stability, provides forces for

global operations, supports combatant command missions, sustains forward-based

infrastructure, ensures strategic access to US forces, assure allies and deter aggression. 42

 

Air Force Special Operations Command (AFSOC)

Headquarters: Hurlburt Field, Florida

Air Force Special Operations Command is responsible to US Special Operations

Command for the readiness of Air Force special operations forces to conduct the war on

terrorism and to disrupt, defeat, and destroy terrorist networks that threaten the United

States, its citizens, and interests worldwide.

The command‘s mission areas include shaping and stability operations, battlefield air

operations, information operations, intelligence, surveillance and reconnaissance (ISR),

specialized air and space mobility, precision engagement, and agile combat support. 43

 

 

ARMED FORCES OVERVIEW

Primary Roles of the Services to organize, train, equip, and provide forces. 44

 

The Department of the Army is the nation‘s principal land force and promotes national

values and interests by conducting military engagement and security cooperation, deterring

aggression and violence, and should deterrence fail, compelling enemy behavioral change

or compliance. The Army includes land combat, service forces, aviation, water transport,

and space and cyberspace forces. The Army is organized, trained, and equipped primarily

for prompt and sustained combat incident to operations on land, and to support the other

military services and joint forces. The Army is responsible for the preparation of land

forces necessary for the effective prosecution of war and military operations short of war.

The Army contributes forces through a rotational, cyclical readiness model that provides a

predictable and sustainable supply of modular forces to the combatant commands and a

 

 

EA02SG – 16

surge capacity for unexpected contingencies. 45

 

The Department of the Navy is composed of the Navy and the Marine Corps. They

provide sea, land, air, space, and cyberspace forces, both combat and support, with the

capabilities necessary to operate and support the other military services and joint forces.

The Navy and Marine Corps comprise the nation‘s principal maritime force. The Marine

Corps serves as a versatile, all-purpose, fast response task force capable of quick action in

areas requiring emergency intervention using both ground and air combat elements while

relying on the Navy to provide the sea combat elements. The Navy employs the global

reach, persistent presence through forward-stationed and rotationally-based forces, and

operational flexibility to secure the nation from direct attack. Along with the Marine

Corps, they also secure strategic access and retain global freedom of action, strengthen

existing and emerging alliances and partnerships, establish favorable security conditions,

deter aggression and violence by state, non-state, and individual actors, and should

deterrence fail, prosecute the full range of military operations in support of US national

interests. 46

 

The Coast Guard is a unique military service residing within the Department of

Homeland Security (DHS) while simultaneously providing direct support to the DoD.

During peacetime, the Coast Guard protects the maritime economy and environment,

defends US maritime borders, and conducts search and rescue missions. They also provide

port and waterway security, drug interdiction, migrant interdiction, marine safety, and

other law enforcement missions. Upon the declaration of war or when the President

directs, the Coast Guard will operate under the authority of the Department of the Navy

and will continue to do so until the President transfers the Coast Guard back to the DHS by

executive order. 47

 

Core Values of the Sister Services

At this stage in your career, you are no doubt familiar with the Air Force core values:

Integrity First, Service Before Self, and Excellence In All We Do. They are at the heart of

who we are and shape us as a Service. Below are the core values of our sister Services.

Take a moment to learn them. Consider the differences and similarities between our core

values and those of our brethren.

Army: Loyalty, Duty, Respect, Selfless Service, Honor, Integrity, Personal Courage 48

 

Navy/Marines: Honor, Courage, and Commitment 49

 

Coast Guard: Honor, Respect, Devotion to Duty 50

 

Special Note: Why do I need to know the core values and other customs and courtesies of

our sister services? Great question! There are two reasons. First, the Chairman of the

Joint Chiefs of Staff directed all services to incorporate joint information into its EPME

curriculum. The learning outcomes, objectives, and samples of behavior for this lesson

come straight out of CJCSI 1805.01A, 1 October 2010. Second, as members of the

Profession of Arms (POA), it is our responsibility to advance the POA which includes

knowing certain things about our sister services’ functions, capabilities, and customs and

courtesies.

 

 

 

EA02SG – 17

General Customs and Courtesies of the Services 51

 

Executing appropriate customs and courtesies in a joint environment can be a challenge. It

is expected that errors will be made, but through sincere effort and practice you can

decrease mistakes, mitigate embarrassment, increase your credibility, and strengthen unit

cohesion.

Salutes are exchanged among members of all the uniformed services: Army, Navy, Air

Force, Marines, Coast Guard, Public Health Service, and the National Oceanographic and

Atmospheric Administration (NOAA).

Saluting when not in uniform and uncovered is not usually performed by members of the

Navy or Marine Corps. You may see this practice in the Army and/or the Air Force. If an

officer is saluted when not in uniform or in uniform and not covered, tradition dictates that

the officer does not return the salute. Instead, the officer may greet the person saluting

with “‘Good morning,‘ ‗Good afternoon,‘ or ‗Good evening‘‖ depending on the situation.

If you approach someone who is senior to you and you are in civilian attire, do not salute.

Instead, say “Good morning sir or ma‘am.‖

―Saluting the Colors‖ refers to paying tribute to the United States Flag. There are two

daily ceremonies in which uniformed service personnel salute the Colors, Reveille, and

Retreat. US Army installations generally play (or sound) Reveille as the flag is raised near

sunrise, though its exact time varies from base to base. On board US Navy, Marine Corps,

and Coast Guard facilities, the flag is generally raised at 0800 while the National Anthem

or the bugle call To the Colors is played. On some US military bases, Reveille is

accompanied by a cannon shot. Evening Colors, also known as Retreat is sounded by the

Bugler at sundown each evening during the flag-lowering ceremony at all naval stations,

marine barracks, naval or marine camps, and aboard ship. Prior to the beginning of the

ceremony, Attention is sounded by the Bugler. After a short pause he sounds Evening

Colors. Upon completion of Evening Colors the Bugler sounds Carry On. When a band is

present at the ceremony the National Anthem follows Evening Colors in the ceremony and

is followed by Carry On sounded on the bugle. On US Army bases, the bugle call Retreat

is sounded just before the actual lowering of the flag. At the last note of this call a cannon

is fired. Then, if a band is present, the National Anthem will be played. In the absence of

a band, the bugle call ―To the Colors‖ is substituted.

If you are outdoors during Reveille or Retreat, stop what you are doing, face the flag or the

direction in which Colors are being held, come to the position of attention and render a

hand salute. On US Army installations it is customary to stop your vehicle, get out, come

to the position of attention, and render a hand salute if Colors or Retreat is sounded. On

Naval, Coast Guard, and Air Force installations and Colors or Retreat is sounded, stop

your vehicle and sit at attention until the last note of the music is sounded; then you may

proceed. If you are in doubt as to sit at attention or exit your vehicle, it is better to be

formal than disrespectful. Therefore it is recommended that you exit your vehicle, face in

the direction where Colors are being held, come to the position of attention and render a

hand salute.

When in uniform and boarding any Naval vessel where the national ensign (flag) is flying,

halt at the gangway, face aft, and salute the ensign. Then turn to the officer of the day

(OOD), salute, and say, ―I request permission to come aboard, sir/ma‘am.‖ If you are

 

 

EA02SG – 18

boarding a ship other than your own, also state the purpose of your visit. The OOD returns

both salutes and says, ―Come aboard‖ or a similar expression. When you leave a ship, the

order of saluting is reversed. Salute the OOD first and say, ―I request permission to leave

the ship, sir/ma‘am.‖ After receiving permission, face and salute the ensign (if it is flying)

and depart.

Uniform and Rank Insignia

Knowing the uniform and rank insignia of your joint teammates is a must. Properly

recognizing other military members and rendering salutes when appropriate is at the heart

of military courtesy. Addressing members by their rank i.e. “Good morning Petty Officer

Jones” or “Good afternoon 1st Sergeant Smith” is a show of respect and strengthens the

profession of arms. The charts in Figures 3 and 4 show enlisted and officer ranks for all

the US Armed Services. Public Health Service and NOAA officer ranks are equivalent to

the Navy and the Coast Guard.

 

 

EA02SG – 19

Figure 3. Rank Insignia of the United States Armed Forces – Enlisted

52

 

 

EA02SG – 20

 

Figure 4. Rank Insignia of the United States Armed Forces – Officers 53

 

 

 

EA02SG – 21

HOMEWORK

Part I: List the other eight Combatant Commands using the format (#1) below.

1. US Africa Command (USAFRICOM) 5. ____________________________

2. ____________________________ 6. ____________________________

3. ____________________________ 7. ____________________________

4. ____________________________ 8. ____________________________

9. ____________________________

Part II: Fill in the boxes on the map with the appropriate geographical Combatant

Command responsible for each AOR. Note: Combatant Commands may be used once,

more than once or not at all.

 

1

5

3

2 6

4

7

EA02SG – 22

Part III. Match a combatant command from the list in Part I with its description below

and indicate your answer by writing the name of the command on the line provided. Note:

A Combatant Command may be used once, more than once or not at all.

8. Tasked with the coordination of people and transportation assets to allow the US to project and sustain forces, whenever, wherever, and for as long as they are needed

_______________________________

9. Responsible for US military relations with NATO and conducts military operations, international military partnering, and interagency partnering to enhance

transatlantic security and defend the United States forward

_______________________________

10. Conducts several covert and clandestine missions, such as unconventional warfare, foreign internal defense, special reconnaissance, psychological operations, civil

affairs, direct action, counter-terrorism and war on drugs operations

_______________________________

11. Plans, organizes and executes homeland defense and civil support missions

_______________________________

12. Charged with space operations, information operations, missile defense, global command and control, and intelligence, surveillance, and reconnaissance

_______________________________

13. AOR includes Egypt

_______________________________

 

EA02SG – 23

Acronym Glossary

ACC Air Combat Command

AETC Air Education and Training Command

AFGSC Air Force Global Strike Command

AFMC Air Force Materiel Command

AFRC Air Force Reserve Command

AFSOC Air Force Special Operations Command

AFSPC Air Force Space Command

AMC Air Mobility Command

AOR area of responsibility

CCDR combatant commander

CDR commander

CSA combat support agency

CJCS Chairman of the Joint Chiefs of Staff

DCMA Defense Contract Management Agency

DIA Defense Intelligence Agency

DISA Defense Information Systems Agency

DLA Defense Logistics Agency

DoD Department of Defense

DoDD Department of Defense directive

DTRA Defense Threat Reduction Agency

EJPME enlisted joint professional military education

GRL global reach laydown

ISR intelligence, surveillance, and reconnaissance

JCS Joint Chiefs of Staff

JFC joint force commander

JTF joint task force

MAJCOM major command

NAF numbered air force

NGA National Geospatial-Intelligence Agency

NMS national military strategy

NCO noncommissioned officer

NOAA National Oceanographic and Atmospheric Administration

NSC National Security Council

NSA National Security Agency

NSS National security strategy

OOD Officer on duty

PACAF Pacific Air Force

SecDef Secretary of Defense

USAFE US Air Forces in Europe

USAFRICOM United States Africa Command

USCENTCOM United States Central Command

USEUCOM United States European Command

USNORTHCOM United States Northern Command

USPACOM United States Pacific Command

USSOCOM United States Special Operations Command

USSOUTHCOM United States Southern Command

USSTRATCOM United States Strategic Command

USTRANSCOM United States Transportation Command

UCP Unified Command Plan

VCJCS Vice Chairman of the Joint Chiefs of Staff

 

 

EA02SG – 24

NOTES

1 Research Project, The Origin and Developmental Process of the National Security Strategy, 3 May 2004, 2-3.

2 Joint Publication 1, Doctrine for the Armed Forces of the United States, 02 March 2007, x.

3 Ibid., III-1.

4 U.S. Department of Defense official public Web site, ―DOD at a Glance,‖

http://www.defense.gov/pubs/almanac/ (accessed 5 March 2011). 5 Joint Publication 1, Doctrine for the Armed Forces of the United States, 02 March 2007, i.

6 Ibid., III-1.

7 Ibid., II-2.

8 Ibid., III-3.

9 Ibid., III-3.

10 Ibid., III-4.

11 Ibid., III-4.

12 Ibid., II-4.

13 Ibid., II-4.

14 Ibid., II-4.

15 Ibid., II-6.

16 Ibid., GL-11.

17 Ibid., GL-5.

18 Ibid., GL-11.

19 Ibid., GL-8.

21 Ibid., II-7.

22 U.S. Department of Defense official public Web site, ―Unified Command Plan,‖

http://www.defense.gov/home/features/2009/0109_unifiedcommand/ (accessed 5 March 2011). 23

U.S. Africa Command official Web site, ―About the Command,‖ http://www.africom.mil/index.asp (accessed

5 March 2011). 24

U.S. Central Command official Web site, ―About Centcom,‖ http://www.centcom.mil/ (accessed 5 March

2011). 25

U.S. European Command official Web site, ―About EUCOM,‖ http://www.eucom.mil/ (accessed 5 March

2011). 26

U.S. Northern Command official Web site, ―About USNORTHCOM,‖ http://www.northcom.mil/home.html

(accessed 5 March 2011). 27

U.S. Pacific Command official Web site, ―About,‖ http://www.pacom.mil/ (accessed 5 March 2011). 28

U.S. Southern Command official Web site, ―About Us,‖ http://www.southcom.mil/AppsSC/index.php

(accessed 5 March 2011). 29

U.S. Special Operations Command official Web site, ―About USSOCOM,‖

http://www.socom.mil/SOCOMHome/Pages/default.aspx (accessed 5 March 2011). 30

U.S. Transportation Command official Web site, ―About USTRANSCOM,‖ http://www.transcom.mil/

(accessed 5 March 2011). 31

http://www.stratcom.mil/ 32

Airman, Official magazine of the U.S. Air Force, The Book 2011, Washington, DC: Air Force Office of

Public Affairs, Volume LV, Number 3, 2011, 3. 33

Ibid., 6. 34

Ibid., 7. 35

Ibid., 8. 36

Ibid., 9. 37

Ibid., 10. 38

Ibid., 10. 39

Ibid., 11. 40

Ibid., 12. 41

Ibid., 14. 42

Ibid., 15.

 

 

EA02SG – 25

43

Ibid., 15. 44

Joint Publication 1, Doctrine for the Armed Forces of the United States, 02 March 2007, xiii. 45

Department of Defense Directive 5100.1, Functions of the DoD and Its Major Components, 21 December

2010, 29. 46

Ibid., 30 thru 31. 47

Ibid., 32 thru 33. 48

U.S. Army official public Web site, ―Soldier Life,‖ http://www.goarmy.com/soldier-life/being-a-

soldier/living-the-army-values.html (accessed 5 March 2011). 49

U.S. Navy official Web site, ―Honor Courage Commitment,‖

http://www.navy.mil/navydata/navy_legacy_hr.asp?id=193 (accessed 5 March 2011). 50

U.S. Coast Guard official Web site, ―United States Coast Guard Core Values & Creed,‖

http://www.uscg.mil/hq/cg3/cg3pcx/corevalues.asp (accessed 5 March 2011). 51

Centers for Disease Control and Prevention Web site, ―Military Protocol: Uniformed Services,‖

http://www.cdc.gov/od/occp/officership/military_protocol.htm (accessed 5 March 2011). 53

Ibid., inside back cover.

 
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Case Study 5

Case Study 5 due Friday @ 11:59pm

 

The statements in each Case Study must be at least 3-5 pages of text, supported by at least 1 scholarly source, with an APA-formatted references list and in-text citations. Absolutely NO PLAGIARISM.

 

Chapter 13, “Applications: Evaluating Staffing Process Results”: answer questions 1–4.

 

  1. Determine the yield ratios (offer receivers/applicants, new hires/applicants), time lapse or cycle times (days to offer, days to start), and retention rates associated with each recruitment source.
  2. What is the relative effectiveness of the three sources in terms of yield ratios, cycle times, and retention rates?
  3. What are some possible reasons for the fact that the three sources differ in their relative effectiveness?
  4. What would you recommend Dexter do differently in the future to improve his evaluation of the staffing process?
 
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Report #4- World Measurement – REPOST

World Measurement is the global leader in product testing for safety.  The recent problem with Chinese-made toy products (for example, Mattel recalled 19 million toys with evidence of lead paint) combined with the global recession has caused a 7% decline in sales and 12% in net profits.  The president of the company, Lewis Jacobs, is convinced that he must get concessions from the workers if World Measurement is to compete effectively with increasing foreign competition.  In particular, Jacobs is displeased with the cost of employee benefits.  He doesn’t mind conceding a competitive wage increase (maximum 3%), but he wants the total compensation package to cost 3% less.  

 

The current costs are shown in Exhibit 1 (attached).  Your assistant has surveyed other companies that are obtaining concessions from employees.  You also have data from a consulting firm that indicates employee preferences for different forms of benefits (see Exhibit 2 attached).  Based on all this information, you have two possible concession packages that you can propose, labeled “Option 1” and “Option 2” (see Exhibit 3 attached).

 

Please analyze and answer each of the questions below.  It is not necessary for you to type the question itself.  Your assignment should be 3-4 pages long, double-spaced, using 12-point font, excluding cover page, attachments, etc.

 

1.  Cost out these packages given the data in Exhibit 1 and the information obtained from various insurance carriers and other information sources (see Exhibit 4 attached).

2.  Which package should you recommend to Jacobs?  Why?

3.  Which of these strategies do you think will require less input from employees in terms of their reactions?  Why?

 

Keep in mind that, while there no “absolutely correct” answers to these questions, this is not an opportunity for opinion alone.  Grading will reflect your reasoning and critical thinking skills, your ability to integrate what you have assimilated from course material, the clarity of your response and its appearance.  Please see the rubric posted under the “Resources” tab in the main menu of the course for additional guidelines on grading.

 
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Bayside Memorial Hospital Is Considering Purchasing A New MRI Machine. Based On The Cash Flow Analysis Above Would You Recommend That The Healthcare Facility, Bayside Memorial Hospital, Purchase An MRI Machine? In Your Analysis Please Review The Following

HS440 Unit 6:Finance For Health Care ASSIGNMENT

HS440 Unit 6 Assignment: The Impact of Financial and Strategic Planning .

Unit Outcomes Addressed in this Assignment:

 Describe the key components of a financial plan
 Define financial and strategic planning
 Explain the difference between a simple budget and a flexible budget
 Describe the use of variance analysis in the budget creation process

Course Outcome assessed/addressed in this Assignment:

HS440-5: Explain the methodologies and processes used in preparing budgets for health care organizations.
Gel-6.6: Apply research to the field of study.
Utilizing your textbook and the Kaplan Resource Library:
HS440:Finance For Health Care ASSIGNMENT

 Bayside Memorial Hospital is considering purchasing a new MRI machine.

 

1. Based on the cash flow analysis on the attached doc. file below  would you recommend that the healthcare facility, Bayside Memorial Hospital, purchase an MRI machine?

 

2. In your analysis please review the following concepts: incremental cash flow, sunk cost, opportunity cost, strategic value, inflation effects. (These are the assignment instructions, allowing students to master the key components of the rubric including :

 

i. Describe the key components of a financial plan define financial and strategic planning;

 

ii. explain the difference between a simple budget and a flexible budget;

 

iii. and describe the use of variance analysis in the budget creation process

Requirements
 Responses to the questions should be written in a clear, detailed manner and observe the conventions of Standard American English (correct grammar, punctuation, etc.).
 Follow APA formatting for the title and reference page, as well as APA formatting within the paper itself (Times New Roman 12-point font and properly double spaced).
 The minimum page limit is 2 pages or 600 words.
 The maximum page limit is 4 pages or 1200 words.
 Information should be summarized in your own words with appropriate APA formatting and citation style of in-text citations in the body of the text to acknowledge the source(s) of information.
 Include at least one reference. The course textbook may count towards the reference requirement for this Assignment. All references will follow APA format.
 Follow the conventions of Standard American English (correct grammar, sentence structure, punctuation, etc.).
 Your work should display superior content, organization, style, and mechanics.
 For additional support, utilize the Kaplan Writing Center and review the document entitled, “Writing Center Resources,” found in Doc sharing.

 

Please this assignment should be 1000-1200 words, must be strictly on topic, original, and well detailed contributions to the quality of the discussion by making frequent 3-4 informed scholar references.

 
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****For Prof Tutor Only****

Accounting:

Accounting for Managers:

Case Study Part 1, Due March 19th, 2017

Comprehensive Project, Part I

A. Research and then describe your company’s primary business activities. Include:

1.      A brief historical summary,

2.      A list of competitors,

3.      The company’s position within the industry,

4.      Recent developments within the company or industry,

5.      Future direction, and

6. Other items of significance to your corporation.

B. Include information from a variety of resources. For example:

1. Consult the Form 10-K filed with the SEC.

2.      Review the Annual Report and especially the Letter to Shareholders

3. Explore the corporate website.

4.      Select at least two significant news items from recent business periodicals

C. Submit a written report that is 2-4 pages long. The report should be well written with introductory and concluding paragraphs. References must be appropriately cited. Be sure to address all of the points in Section A above, using all of the resources listed in Section B. Format: Double-spaced, one-inch margins, using a 12-point Times New Roman font. Include a complete bibliography.

 

Prior to beginning this activity, you should review:

1. Schoenebeck and Holtzman (2013). Interpreting and Analyzing Financial Statements (6th ed.)

Chapter 5: Statement of Cash Flow’s

2. Fraser and Ormiston (2013). Understanding Financial Statements (10th ed.)

Chapter 4: Statement of Cash Flows

3.      Module 5 Powerpoint [PDF File Size 3.91 Mb]

 

Case Study Part 2, Due March 26th, 2017

Comprehensive Project, Part II:

The purpose of the second part of the comprehensive project is to compute financial statement ratios.

A.    Based on formulas given in Appendix B, compute the following ratios in Excel for two years.

1.      Debt ratio

2.      Gross profit margin

3.      Free cash flow

4.      Times interest earned

5.      Accounts receivable turnover

6.      Inventory turnover

B.     Prepare a DuPont Analysis of ROE for two years, including computations of

1.      Return on Sales

2.      Asset Turnover

3.      Return on Assets

4.      Financial Leverage

5.      Return on Equity

C.     Briefly evaluate the ratio trends. Indicate on your worksheet whether each ratio is:

1.      stronger / weaker

2.      quicker /slower

3.      more / less liquid

4.      more / less risk

D.    Submit a report. Write a 2-4 page report evaluating trends in all of the above ratios. Discuss whether your company’s profitability, efficiency, liquidity, and solvency are improving or deteriorating.

Format: Double-spaced, one-inch margins, using a 12-point Times New Roman font.

Prior to beginning this activity, you should review:

1.      Schoenebeck and Holtzman (2013). Interpreting and Analyzing Financial Statements (6th ed.)

o    Chapter 6: Specific Accounts

 

Case Study Part 3, Due April 2nd, 2017

Comprehensive Project Part III:

The purpose of the third part of the comprehensive project is to use resources available to obtain industry averages for commonly used ratios. Additionally you will compare company ratio results to industry averages.

A.    Obtain the four-digit primary SIC (Standard Industrial Classification) Code and industry title for your company. Record the primary SIC code and industry title at the top of the Ratio Analysis Worksheet.

B.     Obtain industry averages for commonly used ratios in the current period. Industry average information is reported by industry title or SIC code.

C.     Look up the following industry-average ratios:

1.      Current ratio

2.      Debt ratio

3.      Gross profit margin

4.      Times interest earned

5.      Accounts receivable turnover

6.      Inventory turnover

7.      Return on Sales

8.      Asset Turnover

9.      Return on Assets

10.  Financial Leverage

11.  Return on Equity

Note that some industry averages may not apply to your company.

D.    Submit a report. Write a 2-4 page report comparing the above ratios to industry averages. Discuss whether your company’s profitability, efficiency, liquidity, and solvency are better than, or worse then, its peers. Format: Double-spaced, one-inch margins, using a 12-point Times New Roman font.

Prior to beginning this activity, be sure you review:

·         Schoenebeck and Holtzman (2013). Interpreting and Analyzing Financial Statements (6th ed.)

o    Chapter 7: The Accounting Cycle

 

 

Case Study Part 4, Due April 9th, 2017

Final Written Paper

The final written paper requires you to prepare a well-written titled “Would You Advise a Friend to Invest in This Company?” based upon your research and analysis of this company’s financial information. You should identify 3-5 significant points that justify your conclusion. Support your points with a comprehensive explanation incorporating sound reasoning.

Your final written paper should be 4-5 pages long. The report should be well written with introductory and concluding paragraphs. References must be appropriately cited. Format: Double-spaced, one-inch margins, using a 12-point Times New Roman font.

Prior to beginning this activity be sure you review:

·         Schoenebeck and Holtzman (2013). Interpreting and Analyzing Financial Statements (6th ed.)

 

o    Chapter 8: Comprehensive Review

Change Management

Case Study: Green Mountain Resort, Due March 5th, 2017 (*Scan Case Study)

Green Mountain Resort was not expected to be in business for very long, not that anyone was making predictions. In this case study, you will review various change images, issues related to turnover, and conclusions that can be drawn from an organization in turmoil. Finally, you will recommend changes that will address these challenges.

Review the following case study from your textbook: Case Study Green Mountain Resort (Dis)solves the Turnover Problem. Then, review the Case Analysis Rubric for assistance on how to write a case. Your case should be of sufficient length to address the issues and at least 3–5 pages, not including the title page and bibliography. Submit a Word document using correct APA formatting (6th edition).

Term Project: Outline, Due March 5th, 2017

In this module, you will submit an outline of this project.

In your outline, be sure to include the following elements:

•  1–2 paragraphs describing a brief overview of the project
•  Your intended thesis statement
•  An outline of the proposed project (For example, introduction, key points, conclusion, etc.)

In addition, be sure to demonstrate a clear understanding of the organization to be studied, the challenge requiring a change intervention, and the change strategy that will address the challenge as discussed.

Additionally, detail any issues or challenges you foresee related to the term project along with any assistance that your instructor can provide in the coming weeks.

Term Project: Final Submission, Due April 9th, 2017

You submitted an outline for your term project and got your instructor’s feedback and approval on the subject and direction for your thesis. In Module 7, you completed writing your paper.

In this module, before you submit your term paper, be sure that you have covered all necessary information and have adhered to the outline you submitted in Module 2.

Your research paper should be of 7–10 pages and should include a cover page, introduction, body, conclusion, and reference list. Be sure that your paper adheres to the APA format and writing style (6th edition).

 

Case Study: Problems at Perrier, Due March 12th, 2017 (*Scan Case Study)

The ability to identify the key elements of employee resistance to change is fundamental to actually reducing the resistance to change. This case study discusses a vicious struggle underway for the soul of the business and is an outstanding example of how the need for change can impact the core nature of nearly every aspect of the organization.

To begin this assignment, from your textbook, review the Case Study: Problems at Perrier. Then, review the Case Analysis Rubric for information on how to write this case study analysis in addition to what points you should include.

Your case study analysis should be of sufficient length to address the issues and at least 3–5 pages, not including the title and bibliography pages. Submit a Word document using correct APA formatting.

Case Study: Tyco, Due April 2nd, 2017 (*Scan Case Study)

Tyco is a multinational corporation that deals with industries from hospital suppliers to fire sprinklers. To some, Tyco epitomized the excesses that could occur from success. Some executives plundered the company for personal gain, which affected its very survival and the employment of thousands of employees. The organization’s culture required substantive change. In this assignment, you will review and write a case study analysis on how Tyco overcame the frustration of its employees and communicated needed change throughout the organization.

Review the following case study from your textbook: Case Study: Tyco. The case study references the six change images discussed in the course materials and seeks to understand how change management strategies can affect turnover. Subsequently, review the Case Analysis Rubric for information on how to write an analysis of a case study.

Your case should be of sufficient length to address the issues and at least 3–5 pages, not including the title page and bibliography. Submit a Word document using correct APA formatting (6th edition).

 

Human Resources

Short Paper: An Ethical Dilemma, Due March 4th, 2017

Human resource professionals regularly face ethical decisions, particularly as they balance the interests of the organization with the interests of individual employees. In this case study, you will analyze a situation that requires ethics to be applied in making a decision and provide a recommendation for how the person, Mary Alice, should proceed and why. Making decisions when there are competing interests is something all leaders have to cope with. Use this assignment as an opportunity to reflect on your own decision-making style.

Mary Alice is an HR generalist assigned to the Norwalk plant of FMC Inc. She has worked at the plant for six years and knows many of the employees, both as co-workers and from community activities. For the past several months, Mary Alice has been involved in confidential discussions regarding several of the Norwalk production processes moving to the Huntsville plant, which is operating under capacity. Only a handful of the Norwalk employees will be offered the opportunity to move to Huntsville and about 200 employees will be laid off. The announcement is going to be made in 60 days.

At a school fundraiser last evening, Ralph, a co-worker who is most likely going to be laid off, spent time talking with Mary Alice about the new home he was purchasing. The mortgage is at the limit of what Ralph’s family can afford, but as he explained to Mary Alice, with FMC doing so well and the likelihood of him getting overtime in the coming year, well, they could just about swing it.

Mary Alice was conflicted. She wanted to tell Ralph about the coming layoffs, but she was bound by her pledge of confidentiality regarding the layoff discussions. Also, if she said something to Ralph, it would undoubtedly get out and perhaps cause a panic and eliminate the chance for an orderly transition to the smaller operation in Norwalk, hurting plant productivity in the meantime. Mary Alice can’t seem to find a way to make a decision. What should Mary Alice do and why?

Write a short paper that addresses the following:

·         Describe two ethical philosophies that might help with the decision.

·         Make a recommendation for how you would advise Mary Alice to act.

·         Provide a description of the process you used to arrive at the recommendation.

·         Are there limitations or possilbe unintended consequences associated with your recommendations? Explain and justify your claims.

Things to Remember!

·         Write a short paper 2 to 3 pages in length (not including title and reference pages).

·         Use Times New Roman, 12-point font, double-spaced, with one-inch margins, with APA-formatted in-text citations and references for all resources.

 

Short Paper: Challenges New Managers May Face, Due March 5th, 2017

 

In most organizations, managers address many HR-related issues on a daily basis. While it is prudent to seek advice from HR professionals, many smaller organizations do not have a separate, centralized human resource department. That is the case in this activity, where the HR functions are shared among several operations managers. Further, it is common for people who are new to an organization to spot unusual things that long-serving employees miss because they are simply used to the way things are. In this activity, you will analyze a case where the new manager needs to understand labor law, as well as other employment laws, in order to effectively discuss his concerns with his boss.

Consider the following scenario:

Eli Fares is a departmental manager at a mid-sized manufacturing plant in western Pennsylvania that produces the magnetized sheets used to make refrigerator magnets. Eli has been on the job about six months and he is beginning to worry about several employee relations issues. There are 48 non-production workers who work as managers, supervisors, office staff, production equipment maintenance employees, accounting, or sales staff. All of these are salaried positions. There are about 240 hourly employees who work on the production lines, or in inventory, housekeeping, and shipping. There is no separate HR staff, and HR duties are currently divided among the management and clerical staff.

The manufacturing facility has three distinct sections; an office area and a space for maintenance and shipping comprises about 1/10th of the building on the east end, and the production area takes up the rest on the west end. The east end of the building is separated from the production area. It is clean and has good heating and air conditioning. The production area on the west end is dirty and does not have air conditioning. Generally the heat of the production processes is the only heating provided except in unusually cold weather. There is limited ventilation and the production area gets very hot in the summer, sometimes over 100° F. There seems to always be an undercurrent of grumbling among the production employees and Eli has heard rumors of a union organizing drive.

The other concern that Eli has is the unwritten policy whereby the production supervisors pressure employees not to take time off for any reason and not to file worker’s compensation claims if they have an injury. Paid vacation is required to be taken during the annual two-week shut down for maintenance. Employees receive no other paid time off benefits. It is common for employees who take a sick day or who have worker’s compensation claims to be assigned to the least favorable jobs when they return to work.

Eli has scheduled a meeting with his supervisor, the plant manager, to discuss his observations and he wants to be well prepared.

Write a short paper that summarizes your view of what Eli should tell his boss, and be sure to address the following:

·         Explain the process by which a union can become the sole and exclusive representative for a bargaining unit.

·         If a union drive does get underway, explain how this might limit what management can and cannot do.

·         Discuss any current liabilities that the company faces from a legal perspective and from a risk management perspective.

·         Do you think that the plant is large enough to justify a position that is focused solely on human resources? Explain why or why not. Justify your claims.

Things to Remember!

·         Write a short paper 2 to 3 pages in length (not including title and reference pages).

·         Use Times New Roman, 12-point font, double-spaced, with one-inch margins, with APA-formatted in-text citations and references for all resources.

 

Part 1/3, Research Project: Select an Organization, Due March 12th, 2017

For this course, you will be responsible for completing a research project. The purpose of this project is to study and apply the HR concepts involved in effective performance management systems. You will design a performance management system for an organization. Your research project will be completed in three parts (organization selection, annotated bibliography, and final project). In this module, you will complete the first part of your research project by identifying and describing an appropriate organization to use as your basis for research.

For this activity, complete Part One of your project. Write a short paper that identifies and describes an organization you will use for your research project. Be sure to include and address the following:

·         The mission and strategy of the organization.

·         The products or services of the organization.

·         The organization’s internal strengths and weaknesses.

·         The external environment in which the organization operates (opportunities and threats).

·         Performance management policies and practices.

Things to Remember!

·         Write a short paper 2 to 3 pages in length (not including title and reference pages).

·         Use Times New Roman, 12-point font, double-spaced, with one-inch margins, with APA-formatted in-text citations and references for all resources.

 

Part 2/3, Research Project: Key Features & Annotated Bibliography, March 26th, 2017

For this activity, complete Part Two of your project. Write a short paper that provides an overview of the organization’s existing performance management system. Be sure to include and address the following:

·         An overview of the key features of the organization’s performance management system.

·         A description of how the various processes interrelate.

·         An annotated bibliography with at least five credible resources. Use the following resources to develop your annotated bibliography:

o    Annotated Bibliography: What is it? How do you create one? [PDF File Size 106.16KB]

o    Annotated Bibliographies

Things to Remember!

·         Write a short paper 2 to 3 pages in length (not including title and reference pages).

·         Use Times New Roman, 12-point font, double-spaced, with one-inch margins, with APA-formatted in-text citations and references for all resources.

 

Part 3/3, Research Project: Final Project, Due April 9th, 2017

For this activity, complete Part Three of your project. Write a research paper that analyzes what you have learned about how particular HR concepts are involved in effective performance management systems. Your goal is to design a performance management system for your selected organization. Be sure to include and address the following:

·         A brief summary of Parts One and Two of your research project, which were completed in previous modules.

·         A detailed discussion of your selected organization’s current performance management system, including its strengths and weaknesses.

·         Recommendations for improving the organization’s performance management system by:

o    Enhancing employee engagement and retention.

o    Aligning the performance management system to organizational goals.

·         At least eight credible resources (not including course materials).

Things to Remember!

·         Write a research paper of 10 to 12 pages in length (not including title and reference pages).

·         Use Times New Roman, 12-point font, double-spaced, with one-inch margins, with APA-formatted in-text citations and references for all resources.

 

Short Paper: Buy or Build Talent? Due March 19th, 2017

 

One of the key components of a staffing plan and related talent management programs is to decide whether to build or buy talent. Building talent involves a commitment to train and develop employees to fill positions, such that the employees have the right skills at the time they are needed. Buying talent refers to the use of independent contractors, vendors, and/or contingent employees to fill the talent demand.

For this assignment you will first need to research both options – to build or buy. Then, write a short paper that addresses the following:

·         A discussion of both staffing strategies, to build talent and to buy talent.

·         Discuss the strengths and weaknesses of each approach, including challenges for management and human resources.

·         Provide an example where each strategy works well, and provide an example where each strategy is not likely to work well.

Things to Remember!

·         Write a short paper 2 to 3 pages in length (not including title and reference pages).

·         Use Times New Roman, 12-point font, double-spaced, with one-inch margins, with APA-formatted in-text citations and references for all resources.

 

 

Short Paper: Training and Development, Due April 2nd, 2017

 

In this assignment, you will apply what you have learned about the use of training to make improvements in employee performance in support of organizational objectives. Select an organization that you are familiar with. Consider an area where performance does not meet expectations or where you see the potential for improvement. Write a short paper that addresses the following:

·         Identify a performance gap that you believe can be closed by a training program.

·         Describe how you would design and deliver an effective training program to address this performance gap.

·         Provide details of the training program and explain how it would close the performance gap.

·         Explain how the results will be measured.

Things to Remember!

·         Write a short paper 2 to 3 pages in length (not including title and reference pages).

·         Use Times New Roman, 12-point font, double-spaced, with one-inch margins, with APA-formatted in-text citations and references for all resources.

 

Short Paper: Strengths and Challenges of Pay for Performance, Due April 9th, 2017

 

In this assignment, you will have the opportunity to express your thoughts on pay for performance, based on your experiences and readings. A key concept is aligning the pay for performance plan with the organization’s goals to ensure a return on the investment in additional compensation. Write a short paper that addresses the following:

·         Using an organization you are familiar with, describe its mission and identify 2 or 3 of its mission-critical goals.

·         Identify and discuss both strengths and challenges of pay for performance plans.

·         Provide a pay for performance plan recommendation for the organization. Or, if you do not support a pay for performance plan for the organization, discuss why. Explain your rationale.

Things to Remember!

·         Write a short paper 2 to 3 pages in length (not including title and reference pages).

 

·         Use Times New Roman, 12-point font, double-spaced, with one-inch margins, with APA-formatted in-text citations and references for all resources.

 

Leadership

USA Today Case Study: Business Leaders, Due March 4th, 2017 (See Attachment)

On completion of this activity, you will be able to:

·         Apply theoretical material to a real business problem and identify lessons for leadership practices.

A case study is a short description of a real business situation. Analyzing case studies gives you the opportunity to apply concepts to real business problems. Cases are generally written for several types of analysis. There is no “right” or “wrong” answer in case analysis. Rather, cases provide a vehicle for you to demonstrate your understanding of concepts and your ability to apply them to situations. Download and read the detailed guide to case analysis.

USA Today Case Study: Business Leaders,  http://usatoday30.usatoday.com/educate/college/casestudies/20070821biz_leaders.pdf

Read the USA Today document and answer the following questions at the end of the document.

1.      Critical inquiry questions

2.      Future implications questions

3.      Include at least 2 scholarly sources to support your responses.

You will be divided into groups based on the first letter of your last name but you will complete the assignment individually. The groups will be:

·         A-E: Choose a leader from numbers 1 through 5.

·         F-J: Choose a leader from numbers 6 through 10.

·         K-O: Choose a leader from numbers 11 through 15.

·         P-T: Choose a leader from numbers 16 through 20.

·         U-Z: Choose a leader from numbers 21 through 25

A – E F – J K – O P – T U – Z
Choose a leader from numbers 1 through 5. Choose a leader from numbers 6 through 10. Choose a leader from numbers 11 through 15. Choose a leader from numbers 16 through 20. Choose a leader from numbers 21 through 25.

 

Write all your case study analysis in one document. The case analysis should be two to three pages long. Be sure to follow the APA style for writing and editing. Cite any sources you use.

 

Case Study: A Good Team Player, Due March 5th, 2017 (See Attachment)

 

On completion of this activity, you will be able to:

·         Apply theoretical material to a real business problem and identify lessons for leadership practices.

A case study is a short description of a real business situation. Analyzing case studies gives you the opportunity to apply concepts to real business problems. Cases are generally written for several types of analysis. There is no “right” or “wrong” answer in case analysis. Rather, cases provide a vehicle for you to demonstrate your understanding of concepts and your ability to apply them to situations. Download and read the detailed guide to case analysis.

A Good Team Player, Retrieved from: http://wpweb2.tepper.cmu.edu/ethics/AA/mgmt06-case.pdf

Read the case “A Good Team Player” and answer the following questions:

1.      What are the relevant facts?

2.      What are the ethical issues?

a.       On what grounds are Kristin’s demands of Steven justifiable? How should these influence Steven’s actions?

3.      Who are the primary stakeholders?

4.      What are the possible alternatives?

5.      What are the practical constraints?What is/are the power(s) being displayed by Kristin?

6.      What actions should be taken?

a.       How should Steven respond? Why? What assumptions form the basis for your decision?

Support your responses with at least three scholarly sources.

Write all your case study analysis in one document. The case analysis should be two to three pages long. Be sure to follow the APA style for writing and editing. Cite any sources you use.

Personal Case Study, Due March 12th, 2017 (See Attachment)

On completion of this activity, you will be able to:

·         Evaluate the culture of an organization based on information gathering and analysis.

·         Recommend improvements to the culture of the organization based on information analysis.

In the text, Everything you need to know about emotional intelligence & leadership, complete the practical application of emotionally intelligent behaviors found in section 2.2, pp. 17-18.

Intrapersonal behaviors – managing your own emotions

1.      Identify your negative emotions

a.       How will you lead yourself to not influence others in the workplace with a negative emotion you have?

2.      Control inappropriate impulses

a.       What are the steps you will take to ensure you have control over your own impulses?

3.      Cultivate self-awareness

a.       What steps will you take to recognize when you are allowing your negative emotions to influence your work? A “trigger” for yourself?

b.      What steps will you take to recognize when you are not controlling inappropriate impulses? A “trigger” for yourself?

4.      Remain adaptable

a.       When will it be appropriate for you to remain adaptable and when is it not? Explain.

Interpersonal behaviors – managing others’ emotions

1.

1.      Determine how you can recognize that you need to use empathy. Provide examples.

2.      When and why is it necessary to build strong relationships?

3.      When should you, as a leader, be collaborative and cooperative? Explain.

Use emotional intelligence theory in your responses.

Support your responses with at least three scholarly sources.

Morton, W. (2012). Everything You Need to Know About Emotional Intelligence & Leadership. [Newmarket, Ont.]: BrainMass Inc.

Case Study: Might Makes Right, Due March 19th, 2017 (See Attachment)

On completion of this activity, you will be able to:

·         Apply theoretical material to a real business problem and identify lessons for leadership practices.

A case study is a short description of a real business situation. Analyzing case studies gives you the opportunity to apply concepts to real business problems. Cases are generally written for several types of analysis. There is no “right” or “wrong” answer in case analysis. Rather, cases provide a vehicle for you to demonstrate your understanding of concepts and your ability to apply them to situations. Download and read the detailed guide to case analysis.

Might Makes Right, retrieved from: http://wpweb2.tepper.cmu.edu/ethics/AA/mgmt10-case.pdf

Read the case “Might Makes Right” and answer the following questions:

i.            What are the relevant facts?

ii.            What are the ethical issues?

1.            Is John being treated justly? Are his rights being protected? Explain.

2.            When, if ever, is it ethical for a manager to take credit for the work of a subordinate? Explain.

iii.            Who are the primary stakeholders?

iv.            What are the possible alternatives?

v.            What are the practical constraints?

vi.            What actions should be taken?

1.            What alternative should Janice choose? Explain.

vii.            Support your responses with at least three scholarly sources.

Write all your case study analysis in one document. The case analysis should be two to three pages long. Be sure to follow the APA style for writing and editing. Cite any sources you use.

·         Questions at the end of the case are accurately answered.

·         Analysis of the case is related to theoretical material and own experience.

·         Conclusions on significant issues are logically derived from the case analysis.

 

Reinforcement Theory, Due March 26th, 2017

On completion of this activity, you will be able to:

·         Apply theoretical material to a real business problem and identify lessons for leadership practices.

Your assignment:

a.       Your company provides diversity training programs to ensure that employees realize the importance of working with a diverse workforce, are aware of the equal employment opportunity legislation, and are capable of addressing the challenges of working in a multicultural workforce. Participation in these programs is mandatory, and employees are required to take the training as many times as needed until they pass. The training program lasts one day and is usually conducted in a nice hotel outside the workplace. Employees are paid for the time they spend in the training program. You realize that employees are not really motivated to perform well in this program. During the training, they put in the minimum level of effort, and most participants fail the exam given at the conclusion of the training program and then have to retake the training.

b.      Using expectancy and reinforcement theories, explain why they may not be motivated to perform well in the training program. Then suggest improvements in the program so that employees are motivated to understand the material, pass the exam, and apply the material in the workplace.

c.       Support your responses with at least three scholarly sources.

The paper should be 5-6 pages in length and follow APA Guidelines

 

Leadership Theory and Motivation Theory Connected, Due April 2nd, 2017

Using the readings thus far, relate a leadership theory or style to a motivational theory and respond to the following questions:

In what ways does the leadership theory or style embody the motivational theory? Explain and include examples.

Evaluate the effectiveness of the leadership theory or style, together with the motivational theory, on goal theory. What’s the best use of theory for this particular leadership theory or style to motivate employees and achieve goals?

Is the leadership theory or style effective for conflict resolution? Explain and include examples.

Would this leadership style or theory embody emotional intelligence? Explain

Support your responses with at least four scholarly sources.

The paper should be 5-6 pages in length and follow APA Guidelines

 

Leading Strategically, Due April 9th, 2017

Leading Strategically. Saylor OER: https://saylordotorg.github.io/text_mastering-strategic-management/

a.       Develop arguments that one of the key issues discussed in this chapter (vision, mission, goals; assessing organizational performance; CEO celebrity; entrepreneurial orientation) is the most important within organizations. Provide rationale for your argument.

b.      Based on the chapter discussed Howard Schultz and Starbucks on several occasions. Based on your reading of the chapter, how well has Schultz done in dealing with setting a vision, mission, and goals, assessing organizational performance, CEO celebrity, and entrepreneurial orientation?

c.       Write a vision and mission for an organization or firm that you are currently associated with. How could you use the balanced scorecard to assess how well that organization is fulfilling the mission you wrote?

d.      Support your responses with at least four scholarly sources.

The paper should be 5-6 pages in length and follow APA Guidelines

 
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. How Does EI Differ From Traditional Conceptions Of Intelligence? 2. After Completing The Emotional Intelligence Test, Do You Think That Emotional Intelligence Can Be “Learned?” Do You See Value In Focusing On Working To Increase Your Emotional Intelli

HS450 Unit 2 Assignment
Leadership, Mission, Vision, and Culture
Course Outcome
HS450-1: Assess the impact of leadership, mission, vision, ethics and culture on the foundation for strategic planning
Unit Outcomes
 Define the relationship between visionary leadership, emotional intelligence, and employee motivation.
 Examine the concepts of ethics and cultural diversity for effective leadership in strategic management.
PC-4.3: Apply concepts of multiculturalism and diversity to become a change agent.

Instructions
Assessing and improving employee motivation are essential for effective strategic management. These skills can promote improved job satisfaction and overall productivity for successful outcomes in strategic planning for healthcare organizations. In order to properly assess motivation and satisfaction, a leader must be able to understand the needs and interpret the emotions of employees from diverse cultural backgrounds. This is referred to as emotional intelligence, which involves a sensitivity to and understanding of human expressions. (Human expressions can include facial expressions, body language, verbal communication, etc.)
Conduct searches in the Kaplan Library (http://library.kaplan.edu/onlinelibrary) for journal articles that address the topics of emotional intelligence (EI) and leadership. Then, go to the internet and conduct a search for “free emotional intelligence test.”

After completing your EI test, answer the following questions:

1. How does EI differ from traditional conceptions of intelligence?

2. After completing the emotional intelligence test, do you think that emotional intelligence can be “learned?” Do you see value in focusing on working to increase your emotional intelligence? Why or why not? (To answer this question, apply the findings from your EI self-evaluation.)

3. Is there a relationship between EI and leadership, between EI and motivation? How would you define those relationships?

4. Have you worked for a manager that you think exhibited a high degree of EI? Conversely, have you worked for a manager that exhibited a low level of EI? What was the impact of this manager(s) on your own motivation, productivity, and job satisfaction? Do you think the manager’s EI was beneficial when interacting with employees from culturally diverse backgrounds? Provide specific examples to explain the effects on cultural diversity in the workplace.

● Please complete Assignment in a Microsoft Word document.
● The body of your document should be at least 1000 words in length.
● Quoting should be less than 10% of the entire paper. Paraphrasing is necessary.
● Students must cite and reference at least 4 credible sources.
● APA format is required.
● For support access Kaplan Writing Center.

 

Pease this paper should be 1000 words, strictly on topics, original, and well-detailed with 4 scholar APA references. No  repeatation or grammer error. Read and follow all instructions and answer all questions accordingly.
NO PHARGIARISM!!!
 
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UNIONS

1. Unions ultimately rely on popular vote in order to legitimize their presence in a workplace, and this is obviously largely determined by the degree of employee dissatisfaction at such a time. However, how do other variables such as organization size, location, industry/occupation, workplace dynamics, etc. affect the likelihood of successful union establishment? Explain your answer. (MINIMUM 300 WORDS)

2. In your opinion, must the relationship between union and employer during the initial phases of union emergence be adversarial? Are there ever situations in which the employer would or should welcome the presence of a union? When and why? (MINIMUM 300 WORDS)

 

NO PLAGIARISM, NO JARGON! MUST USE AT LEAST 2 SCHOLARLY REFERENCES.

 
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Scenario 3

Project Data Sheet

Project Name: U.S. Homeland Security Biohazard Incident Tracking and Coordination Systems (BITCS) Project Manager:
Project Start Date Project Manager:
Clients: Product Owner Coordinator: Yvelisse Orona
Emergency Responders

Development Team Coordinator:
First Responders  
Coordination Organizations  
  Quality Objectives:
Performance Guidelines:
Business Objectives
MIcrosoft Technologies  
SharePoint  
SQL Server Architecture Guidelines:
.NET  
Trade –Off Matrix  
Fixed Flexible Accept Target  
Scope  
Schedule  
Cost  
Project Delay cost per month:  
Exploration Factor:  
  Major Project Milestones
Capability:  
Issues and Risks:

 

Sheet1

Story ID Name Description StoryType EstWorkHrs StoryDep#sReq
1 Mobile Device Implementation Mobile device HW & SW installation/configuration Technical Domain 200 hours 0
2 Intranet/Internet Network Hardware (HW) Network infrastructure HW, cabling, wireless, etc. Technical Domain 200 hours 1
3 Install and configure network software (SW), etc. Network software for included hardware (routers, etc.) Technical Domain 100 hours 1, 2
4 Communication infrastructue QA and testing Communication infrastructue QA and testing Technical Domain 100 hours 1, 2, 3
5 Install/configure Server O/S (Windows Server) Install/configure Server O/S (Windows Server) Technical Domain 100 hours 1, 2, 3, 4
6 Install/configure SharePoint Install/configure SharePoint, etc. Technical Domain 100 hours 1, 2, 3, 4, 5
7 Install/configure CIA Package XYZ-231 Install/configure CIA Package XYZ-231 (Top Secret) Technical Domain 50 hours 1, 2, 3, 4, 5, 6
8 Install/configure SQL Server Install/configure SQL Server Technical Domain 100 hours 1, 2, 3, 4, 5, 6, 7
9 Install/configure connectivity SW & do QA Install/configure connectivity SW & do QA Technical Domain 100 hours 1, 2, 3, 4, 5, 6, 7, 8
10 Install/configure security SW/HW & do QA Install/configure security SW/HW & do QA Technical Domain 200 hours 1, 2, 3, 4, 5, 6, 7, 8, 9
11 Install/configure developer HW/SW stations & access Install/configure developer HW/SW stations & access Technical Domain 100 hours 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
12 Install XYZ Corporation Biohazard Portal (Build 21Q) Install XYZ Corporation Biohazard Portal (Build 21Q) Technical Domain 100 hours 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
13 Field Bio-hazard Team Workpackage Interface Field Bio-hazard Team Workpackage Interface Customer Domain 150 hours 1–12
14 Central Dispatcher/Observer Interface Central Dispatcher/Observer Interface – Control Customer Domain 100 hours 1–12, 13
15 XYZ C Mobile Case Management System (Build 11C) XYZ C Mobile Case Management System (Build 11C) Customer Domain 300 hours 1–12, 13, 14
16 Custom Lab Application Data Input Interface Custom Lab Application Data Input Interface Customer Domain 100 hours 1–12, 13, 14
17 Custom Lab Application Data Results Access Interface Custom Lab Application Data Results Access Interface Customer Domain 100 hours 1–12, 13, 14
18 Custom Emergency Communications Interface Custom Emergency Communications Interface Customer Domain 150 hours 1–12, 13, 14
19 Custom CIA/NSC Bio-hazard Interface & Data Access Custom CIA/NSC Bio-hazard Interface & Data Access Customer Domain 200 hours 1–12, 13, 14
20 Custom Public Health Information Interface Custom Public Health Information Interface Customer Domain 50 hours 1–12, 13, 14
21 Custom Biohazard Mobile Field Log Custom Biohazard Mobile Field Log Customer Domain 125 hours 1–12, 13, 14
22 Custom Field Bio-hazard Team Interaction Application Custom Field Bio-hazard Team Interaction Application Customer Domain 250 hours 1–12, 13, 14
23 Custom Utility Package Custom Utility Package Customer Domain 50 hours 1–12, 13, 14
24 QA for Fully Functional Portal per Specs QA for Fully Functional Portal per Specs Technical Domain 100 hours 1–12, 13, 14–23
BITCS – Biohazard Incident Tracking & Coordination System

Sheet2

Sheet3

 

 
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