For Baber Makayla – BZ420 Human Resources Management – Assignment 4

Part A

 

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

 

For this assignment, please provide the following.

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

 

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

 

Part B

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

 

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

     

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

 

 
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Conflict Identification And Resolution

Use the attached information provided.

 

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

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

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

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

 
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6.1 – Twelve Angry Men

Assignment 6.1 – Twelve Angry Men

Revisit the video of Twelve Angry Men

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

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

· List and discuss all emotions that you can identify.

· What role did culture play in the negotiation process?

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

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

Folks,

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

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

 

· The interests of the parties involved

· What negotiation styles are used?

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

· The resources and constraints

· The bargaining objectives and issues (interests)

· The BATNA

· The issue of social influence and persuasion

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

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

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

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

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

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

“Twelve Angry Men” by Reginald Rose
DESCRIPTIONS OF JURORS

FOREMAN

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

JUROR NUMBER TWO

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

JUROR NUMBER THREE

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

JUROR NUMBER FOUR

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

JUROR NUMBER FIVE

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

JUROR NUMBER SIX

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

JUROR NUMBER SEVEN

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

JUROR NUMBER EIGHT

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

JUROR NUMBER NINE

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

JUROR NUMBER TEN

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

JUROR NUMBER ELEVEN

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

JUROR NUMBER TWELVE

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

Act I

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

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

(There is a long pause.)

CLERK (droning.) The jury will retire.

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

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

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

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

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

FIVE. I never knew they locked the door.

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

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

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

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

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

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

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

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

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

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

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

(SEVEN nods sympathetically.)

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

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

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

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

FOREMAN. How about sitting down?

EIGHT. Oh, I’m sorry.

(He heads for a seat.)

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

FOREMAN. Is everybody here?

TWELVE. The old man’s inside.

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

FOREMAN. We’d like to get started.

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

FOREMAN. It’s all right. Find a seat.

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

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

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

TEN. Yeah. Let’s see who’s where.

THREE. Right. Let’s vote now.

FOREMAN. Anybody doesn’t want to vote?

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

Okay, all those voting guilty raise your hands.

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

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

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

EIGHT (quietly). I don’t know.

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

EIGHT. He’s nineteen years old.

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

EIGHT. No.

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

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

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

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

SEVEN. Who says it’s easy for me?

EIGHT. No one.

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

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

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

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

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

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

NINE. What this man says is very dangerous—

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

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

SEVEN. Right!

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

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

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

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

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

SEVEN. Okay, let’s start it off.

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

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

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

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

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

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

THREE. Right. Now what else do you want?

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

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

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

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

FOREMAN. Let’s go in order.

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

EIGHT. Through the windows of a passing elevated train.

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

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

(TEN walks over to EIGHT.)

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

FOREMAN (rising). Now take it easy.

(THREE gets up and goes to TEN.)

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

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

FIVE. I’ll pass it.

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

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

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

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

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

FOREMAN. Anything else?

SIX. No.

(SIX goes to the water fountain.)

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

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

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

SEVEN. So would I! A kid like that.

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

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

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

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

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

TEN. Oh, now wait a second!

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

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

FIVE. There is something personal!

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

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

(There is a long pause.)

ELEVEN. I can understand his sensitivity.

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

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

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

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

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

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

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

THREE (shrugging). Okay with me.

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

EIGHT. I do.

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

EIGHT. Or punched.

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

EIGHT. Right.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

FOREMAN. Quiet! Let’s be quiet!

(They quiet down.)

FOUR. Where did you get it?

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

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

EIGHT. Maybe there are.

THREE. The boy lied and you know it.

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

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

EIGHT (to FOUR). Do you?

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

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

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

FIVE. I … I don’t know.

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

EIGHT. You’re probably right.

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

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

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

THREE. Well, whose fault is that?

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

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

ELEVEN. Perhaps this is not the point.

FIVE. No one forced anyone. But listen—

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

TWO. Well, I was going to say—

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

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

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

(EIGHT has been listening to this exchange closely.)

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

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

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

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

SEVEN. Okay. Let’s do it.

FOREMAN. That sounds fair. Is everyone agreed?

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

FOREMAN. Pass these along.

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

(Fade out)

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

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

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

TEN (angry). How do you like that!

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

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

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

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

FOREMAN. Now hold it.

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

FIVE. Now just a minute—

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

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

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

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

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

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

FOREMAN. The man wants to talk.

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

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

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

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

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

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

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

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

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

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

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

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

EIGHT. It’s not enough for me.

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

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

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

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

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

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

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

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

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

THREE. Wait a minute!

EIGHT (hard). This isn’t a game.

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

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

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

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

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

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

SIX. How about sitting down.

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

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

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

FOUR. What has that got to do with anything?

EIGHT. How long? Guess.

FOUR. I wouldn’t have the slightest idea.

EIGHT (to FIVE). What do you think?

FIVE. About ten or twelve seconds, maybe.

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

ELEVEN. I would think about ten seconds, perhaps.

TWO. About ten seconds.

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

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

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

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

TWO. Right.

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

TEN. What are you giving us here?

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

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

EIGHT. Could he?

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

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

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

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

FIVE. Well, it stands to reason.

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

NINE. Attention, maybe?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

TEN. And how they mean it!

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

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

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

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

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

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

FOREMAN. Are you sure?

FIVE. Yes. I’m sure.

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

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

FIVE. Lawyers can’t think of everything.

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

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

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

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

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

EIGHT. Where was his bedroom again?

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

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

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

EIGHT. Mr. Foreman—

FOREMAN (rising). I heard you.

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

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

FIVE. I want to see this one, too.

THREE. And I want to stop wasting time.

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

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

THREE. He said twenty seconds.

TWO. He said fifteen.

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

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

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

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

GUARD. This what you wanted?

FOREMAN. That’s right. Thank you.

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

EIGHT. May I?

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

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

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

THREE. That’s the story.

EIGHT. Fifteen seconds after he heard the body fall.

ELEVEN. Correct.

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

TEN. You know it’s possible.

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

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

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

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

THREE (to EIGHT.) What are you doing?

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

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

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

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

SIX. Let him do it.

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

SIX. I’d say it was twenty feet.

TWO. Just about.

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

NINE. A few feet, maybe.

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

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

TWO. I have.

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

TWO. Right!

EIGHT. Okay. I’m ready.

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

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

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

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

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

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

EIGHT (loud). Stop.

TWO. Right.

EIGHT. What’s the time?

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

ELEVEN. Thirty-one seconds.

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

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

SIX. I think that’s possible.

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

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

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

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

THREE (raging). I’m one of them.

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

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

EIGHT. I’m sorry for you.

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

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

THREE. Shut up!

EIGHT. You’re a sadist.

THREE (louder). Shut up!

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

THREE (shouting). Shut up!

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

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

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

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

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

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

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

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

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

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

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

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

(There is a long, awkward pause.)

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

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

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

(He looks around the table.)

SEVEN. All right, let’s do it.

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

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

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

FOREMAN. I vote guilty. Number two?

TWO. Not guilty.

FOREMAN. Number Three?

THREE. Guilty.

FOREMAN. Number Four?

FOUR. Guilty.

FOREMAN. Number Five?

FIVE. Not guilty.

FOREMAN. Number Six?

SIX. Not guilty.

FOREMAN. Number Seven?

SEVEN. Guilty.

FOREMAN. Number Eight?

EIGHT. Not guilty.

FOREMAN. Number Nine?

NINE. Not guilty.

FOREMAN. Number Ten?

TEN. Guilty.

FOREMAN. Number Eleven?

ELEVEN. Not guilty.

FOREMAN. Number Twelve?

TWELVE. Guilty.

FOUR. Six to six.

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

FOREMAN. The vote is six to six.

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

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

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

SEVEN. No I don’t.

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

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

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

SEVEN. I was born right here.

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

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

FIVE. It’s not all right!

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

FIVE. That’s what I want.

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

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

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

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

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

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

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

TWELVE. That’s more than six inches.

THREE. Okay, let it be more.

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

TWO (shouting). Look out!

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

SIX. That’s not funny.

FIVE. What’s the matter with you?

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

EIGHT (low). No. Nobody’s hurt.

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

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

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

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

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

SIX. Of course not.

EIGHT (to THREE). Did you?

THREE (loud). No, I didn’t!

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

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

EIGHT. Have you ever seen a man stabbed?

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

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

TWELVE. That’s right.

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

THREE. What are you asking me for?

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

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

EIGHT. Have you ever seen a knife fight?

FIVE. Yes, I have.

EIGHT. In the movies?

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

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

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

THREE. I don’t believe it.

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

EIGHT (to TWELVE). What do you think?

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

EIGHT (to SEVEN). What about you?

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

THREE. You’re what?

SEVEN. You heard me. I’ve had enough.

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

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

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

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

SEVEN. Now listen …

ELEVEN. Is it guilty or not guilty?

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

ELEVEN (hard). Why?

SEVEN. I don’t have to—

ELEVEN. You have to! Say it! Why?

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

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

EIGHT (fast). I want another vote.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

FOUR. That was my feeling.

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

TWO. What time is it?

ELEVEN. Ten minutes of six.

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

FIVE. Not a chance.

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

TWO. Not clearly. Why?

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

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

SIX. You don’t wear them to bed.

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

TWELVE. What’s all this for?

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

THREE. So does my grandmother. So what?

EIGHT. Your grandmother isn’t a murder witness.

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

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

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

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

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

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

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

(He looks around. No one answers.)

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

(There is silence.)

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

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

THREE (loud). I think he’s guilty.

EIGHT (calmly). Does anyone else?

FOUR (quietly). No. I’m convinced.

EIGHT (to THREE). You’re alone.

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

EIGHT. You have a right.

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

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

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

THREE. I gave you my arguments.

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

(THREE runs to FOUR and grabs his arm.)

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

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

EIGHT. We’re waiting.

(THREE turns violently on him.)

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

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

FIVE. You’re all alone.

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

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

THREE (thundering). All right!

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

 
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Unit 6 Human Resource Management Assignment

Assignment Details

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

· Obtain and process information

Managing Talent: How Google Searches for Performance Measures

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

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

1. Be a good coach.

2. Empower your team. Do not micromanage.

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

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

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

6. Help your employees with career development.

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

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

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

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

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

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

Questions

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

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

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

Requirements:

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

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

3. Answer each question thoroughly.

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

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

 
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Effectiveness Of Reward System And Appraisals System In Increasing The Retention And Productivity Of Employees In Retail Sector.

EFFECTIVENESS OF REWARD SYSTEM AND APPRAISAL SYSTEM IN INCREASING THE RETENTIONS AND PRODUCTIVITY OF EMPLOYEES IN RETAIL SECTOR

STUDENT’S NAME:

PROFESSOR’S NAME:

Chapter 1: Introduction
1.1 Introduction
The Human Resource Department plays an important role in ensuring that all units of a business are integrated. This is attained through employee management; performing appraisals and rewarding of well-performing employees. Rewards appraisal is significant in raising the employee motivation and levels of performances (Hendry, 2012).

Reward system is a motivating strategy to employees that enable them to perform at the highest level. Employees take pride of their work when they are ware that their job offers them security and opportunities for advancement. It is necessary to recognize that there is no right or wrong systems for rewards but there are those that will make employees to be more motivated than others.

On the other hand an appraisal system assists the management in evaluating the performance of employees on the job so as to develop a system that is fair for promotion and wage increment. Appraisal systems is also evident in helping the employees improve on their performance and also enable the company to devise and reorganize the job functions so as to better fit the employees with the position available. Performance appraisal is usually done on periodic basis general and systematic processes that access the performance and productivity of the employees in accordance with the pre-determined objective and criteria of the company.

1.2 Background Information
The relationship and connection between reward systems, motivation as well as job satisfaction of the workforce play an essential role in the success of the business regardless of the size. Employees expect to gain both financial and non-financial rewards so that they are motivated to work for the company. Some employees prefer to have financial reward while other non-financial rewards. This becomes necessary for the researcher to identify the effective reward systems that should be embraced by the company especially those in retail business (Ibrar & Khan, 2015).

Performance appraisal is recognizes to be a tool that spur employees to attain the goal of the organizations. Employees are in most cases driven by their attitude towards the jobs they doo which has a great impact on the level of productivity and retention. This makes the appraisal systems to be an indispensable part of the organization in the process of developing employees cognizant of their growth and performance improvement, their potentiality and abilities.

Performance appraisal systems impose a substantial impact to other human resource aspects and strategies of the organization at large. Effective performance appraisal is key bedrock in ensuring that the success of employees matters such as employee motivation, selection and training. There is need for the company to develop and reveal the effects of the appraisal systems to the organization and also enable the employees to vividly understand the systems of appraisal and their purpose (Agyare, Yuhui, Mensah, Aidoo, & Ansah, 2016).

According to Miah (2014), many businesses and organization during this era of global competition strive to establish a high work performance culture which is incorporated with the corporate and business strategies so as to develop individual’s contribution to the success of the company. In this process, employees are the key role player in the organization through the process of performance management. This calls upon the entire employer to develop performance management strategies that will effectively develop a workforce with competence and commitment and determined to work towards the attainments of the shared objective and goals of the business. The performance of the organization is determined by the role played by the management and the employees whereby it is required to be in line with the stated goals and objectives.

1.3 Problem Statement
Despite the positive effective that are associated with the reward and appraisal systems in the company, it is evident that most of the employees, supervisors and management are mostly not satisfied with the systems embraced by the company. As a result most of them fail to understand the system appropriates hence associate them with many negative loopholes that develop the negative impact. Many people become dissatisfied with the strategies put in place resulting into failure of the stems such that they fail to attain the intended goal of creating motivation that lead to increased productivity and retention of employee in the company.

In retail business, most of the management team fails to identify the essence of developing effective reward and appraisal system since they view this as necessary to the large companies. As a result of this problem, this project aims to determine effective strategies of reward and appraisal that has the potentiality of increasing productivity and retention among the employees in retail businesses.

1.4 Aim of the Study
The aim of the study is to evaluate the effectiveness of the reward and appraisal systems in increasing employee performance and retention in the retail sector. The study will examine various reward system and appraisal systems applied by business in the retail sector so as to determine whether they are effective in contribution to employee performance and motivation in their work. It is essentials to note that motivation play an integral part in the productivity of the employees hence they is need for companies to develop strategies that enhance the motivation of the employee. This study will examine the effectiveness of the two performance management strategies among the employees which will be measures by the level of productivity and retention of employees in the companies that utilize the strategies.

1.5 Objective of the study
The main goal of the study was to determine effectiveness reward and appraisal systems in increasing the retention and productivity of employees in retail sector

The following are the objective of the research.

· To have an understanding of the significance of the systems of appraisal and rewarding in the retail sector.

· To have an understanding of the impact of rewarding and appraisal system on employee productivity.

· To have an understanding of the systems used to appraise and reward employees for their retention.

· To understand the importance of reward and appraisal systems in the retail organization.

· To understand the extent of employee retention through effective reward and appraisal system.

· To understand the increase in productivity that is related to reward and appraisal system.

1.6 Research questions
During the study, the researcher utilizes the following set of question in order to attain the goals of the study.

· What is the significance of the systems of appraisal and rewarding in the retail sector?

· What is the impact of rewarding and appraisal system on employee productivity?

· Which systems are used to appraise and reward employees for their retention?

· What is the importance of reward and appraisal systems in the retail organization?

· To what extent are employee retained through effective reward and appraisal system?

· Can we relate increased in productivity to reward and appraisal system?

1.7 Research hypothesis
Based on the Assumption of the existing causal relationship, the following hypothesis was developed with to help the researcher in testing.

H0: Effective appraisal and rewarding systems in a retail organization lead to employee retention in the retail organization.

H1: Effective appraisal and rewarding systems in a retail organization lead to increased employee productivity in the retail organization.

1.8 Rationale of the Study
In the organizations, the rewarding and appraisal systems have an important role they play. They help in employee motivation and affect the quality of their work. This also helps in improving the quality of work of the employees. These systems are important in retaining the employees in the organizations. The effective system makes the organizations maintain the loyalty of employees and increase their productivity.

Veld and Alfes (2014) commented on the essential fact that reward and appraisal systems within the organization are essential within the organization. This is because it helps in increasing the motivation of the employees and retaining them. Rewards and appraisals are provided to the employees based on their performance hence it is a mark of prosperity of organization and its employees.

It is the responsibility of the organization to make sure that employees are retained for the productivity and profitability of the organization. Employees need to need motivated for work done (KUYKENDALL et al, 2013). Similarly, they need to be assessed on their productivity, dedication, and commitment to the work; this is done using the appraisal systems. Positive appraisals ensure work satisfaction of the employees through high rating of their performance hence increasing their productivity (Jakowski & McKellar, 2014).

1.9 Purpose of the Study
According to the outlook of Rudge (2011) the reward and appraisal system plays an important role within the organization. The rewards and appraisal systems help in increasing the motivation of the employees that directly affects their quality of work. Moreover, it also helps in improvement of the quality of the work and also improves the overall performance of the employees. According to Cahill et al. (2014) the satisfaction of the employees for their work is also maintained and also helps in understanding the need and requirement of the trainings. The employees tend to retain to the organization and hence also tends to stay loyal to the organization that increases the productivity.

This study will help the retail businesses in determining the effectiveness of reward and appraisal systems which are associated to increased employee productivity and retention. It will help the business owners to determine effective strategies that should be developed so that they can facilitate the appraisal level of motivation among the employees. It will also help them to recognize that reward and appraisal systems are not only essential in large companies and corporate bodies but rather in every workplace that has employees who need some level of motivation so as to attain the overall goals and objective of the organization.

The study will also help the employees by determining the essence of reward system and appraisal systems that are developed by the companies so that they can embrace them. They should also help the company in developing an effective reward and appraisal system that will help in motivating them and increasing their productivity. They are cases whereby employees have misinterpreted the essence of reward and appraisal systems making them view the performance management strategies as a threat to their employment, employee will be educated on the important part of the appraisal systems as well as the rewards systems.

The research will also help other researchers since it will be used to develop knowledge and background of the study they intent to conduct. It will also help them in identifying existing gaps that require research hence it will be essentials in the research sector. Comment by Bincy Baburaj: Please include a brief introduction of methodology to be adopted.

1.11 Structure of the Dissertation Comment by Bincy Baburaj: Please check the numbering..
The researchers of this research study represent their discussion, research topics, researching analysis in five respective chapters. The chapters have been furnished with significant data, information, and analysis of the research topics significantly and adequately. The chapters have been followed in the figure that has been represented in this context below:

Chapter 1

· Aims and Objectives

· Rational of the study

Chapter 2

· Concept of the Topic

· Related Theories and Models

Chapter 3

· Research Methodology tools

· Sampling

Chapter 4

· Findings

· Data analysis

Chapter 5

· Conclusion

· recommendation

Figure 1: Dissertation Structure

Source: Created by the Researcher

1.12 Conceptual Framework
Independent variables Dependent Variables

Retention Reward system

Appraisal system Productivity

Figure 2: Conceptual Framework

Explanation

In the conceptual framework above, the independent variables are the Reward systems and the Appraisal systems which the researcher which the researcher intends to identify they influence in the independent variables which are the retention and productivity in the retail business.

1.13 Summary
The introduction part submits significant discussion and targets of the research study so that the readers and observers of this research study can be understood all the objectives and information related to the study significantly. Organizations and the business sectors use the system of appraisal to gauge the performance of the various employees. Moreover, rewarding of well-performing employees is a motivation to the employees. This project aims a studying the effective systems of appraisal and rewarding in the retail business. Effective appraisal systems ensure that there is progress in the organization. Effective appraisal systems are appreciated by the employees and are the basis of retaining good performing employees. The proposal aims at providing an understanding effectiveness of systems of rewarding and appraisal to the performance and retention of the employees

Chapter 2: Literature Review
2.1 Introduction
A critical review of existing literature related to the study is significant since it helps in the researcher to develop an insightful understanding of the topic. Analyzing previous researchers gives a clear background of the study that will help the researcher in identifying the existing gaps to fill on this research. In order to purse the goal of literature analysis in the study, the existing literature will be categorized ion to theoretical perspective and empirical perspective. In the theoretical study, the research will analyze existing theories that are relevant to this study. In the empirical study will consist of the observations and findings of other researchers, on the issues of effectiveness of reward and appraisal systems in increasing employee performance and retention. The literature review will be guided by the objectives of the study which will help the researcher in identifying essential knowledge to the study.

2.2 Theoretical study
2.2.1 Equity Theory
According to Young (2018), John Stacey Adams suggest that employees are motivated by the fact that they believed the employments rewards or benefits are at least equal to the level of efforts they subject to the work. Employees will consider that they are treated fairy when they perceive that the ration of their input is relatively equal to the outcomes or rewards obtained. People are satisfied with the job when they weigh between their remuneration to other employee in the same business or other companies in the same industry. The employer should provide wages that are competitive to other companies so that when the employees weigh between the outcome and the input they become satisfied with what they get. The reward system should consider the work done by the individual and the level of experience they possess. People at higher rank should be given higher remuneration as compared to those at lower rank (Abdelghafour & Al-Madi, 2003). This ensures motivation of people to perform better since they rewards given are equal the efforts. It is also necessary the employees doing similar work or those at the same rank should be offered similar compensation since equality is very essential in creating motivation and satisfaction.

2.2.2 Agency Theory
According to Evans & Tourish (2017), Agency Theory promotes the understanding of the correlations between provision of incentives and performance measurement system. The theory is applied in research of the mechanisms employed but the business owners to align the CEO’s interest with the organizations objectives. The problem of principal agent revolves around the degree to which the principal is required to devote their efforts in minimizing behavior that is shirking especially for an agent who not trusted and motivated by self-interests. The theory argues that the primacy of the values of shareholders or owner of the company is taken for granted when people utilize their power inappropriately or tend to execute self-interest at the expenses of the company. Therefore, there is need to ensure that every individual expressed the interest of the company and the company to strive to meet the expectation of the employee. Therefore, performance appraisal and reward systems play a vital role in ensuring the employees are geared towards achieving organization goals and the company strives to reward their inputs by proving competitive incentives. Both parties must strive to bridge the existing gap between the employees interested and the company’s interest so that the optimum goal is attained. Therefore, the use of appraisal is aimed to limit the chances of an employee prioritizing on their self-interest rather than the shareholder’s values and ensure that every individual live in line with the expectation of the company when working. Bridging the gap between the interest of the individual and organizations’ goal will result into motivation and retention of employees.

2.3 Empirical Study
2.3.1 Significance of Appraisal and Reward systems
These two performance management strategies are essential to the business. They enable increased focus of attaining the goals of the business. Every day work of the employee support the mission of the company since they goals are aligned in accordance with the functions of various departments in the company. Performance appraisal helps in ensuring that the employees retain their focus throughout the year so as to be appraised or rewarded for good performance. These strategies are essential to the attainment of business results and also facilitate profitability (Puckett, 2015).

According to Fasseh (2013), they help in developing an empowered and engaged workforce. The company is able to strengthen employee engagement through the creation of a business culture that is accountability shared for growth and development of the employees’ career. Performance appraisal and rewards systems help the management to develop an insight into the skills and abilities of the workforce hence ensure that the function and duties of the employees are matched with their capabilities. The systems also helps in ensuring that employees get direction, feedbacks and development of their needs that will help the, in succeeding in their personal goals as well as those of the larger company.

Performance management and appraisal are essential in the management of talent since they help in establishing an empowered and skilled workforce. The company is required to do more than just auditing the achievement of employees, it should focus on establishing a continuous support and improvement of the workforce and the company so that to create a conducive environment for working. The process helps the company in goal setting and revisions those that may seem unrealistic (Ibrar & Khan, 2015). Every employee’s should be provided with a clear guidelines and understanding of the expectation of the employer. They are also able to determine where an individual will fit best in the company; the process should begin from the company’s goal, down to the managers or department goals, team and individual goat setting. This helps the individual and the company to determine their priorities and direction to follow in order to achieve all the goals set. This process allows the individuals to feel they are part of the business management and ownership hence ate motivated to ensure that all these goals are attained.

Performance appraisal and rewards also helps the organization management and coaching. The process allows the identification of goals that required adjustments since there are other goals that the employees may not possess the skills to attain them. Feedbacks and coaching offered during the process enable gap identification and solution to the gaps (Ayomikun, 2017). The management is able to improve employee engagement and performance as a result of continued feedbacks and coaching. At times, the company may hire potentials but inexperienced individuals hence performance appraisal will help them in determining proper training and development programs with the capability of addressing the skills and performance gaps that exist.

According to Fasseh (2013), the process also helps the company in ensuring that the employees acquire regular and quality feedbacks which are essential to their performance and ways of improving them. Once a gap in the skills is identified, the management is able to advice the employee on the skills they need to develop so as to attain the wish of the company’s and also in line with their career progress. Therefore, there 9s need for the workforce to recognize of essence of performance appraisal and rewards which is to help them in development and provide control over progression of their career.

Recognition and rewards helps the employee in balancing between negative and positive feedbacks. Little appreciation for good work done helps in satisfying the fundamental needs for praise, leverage social engagement and reinforces the appropriate behavior and culture. Rewards and recognition and able to facilitate employee retentions and work engagement which creates good ambassadors of the origination culture and practices and also enhance productivity (Puckett, 2015).

2.3.2 Types of Performance Appraisal systems
According to Ayomikun (2017), ther are various type sof appraisal systems that are used by companies which include 360 degree/Multi-rater appraisal system, Management by Objectives (MBO), and Graphical Rating Scales. The 360 Degree performance Appraisal which is also referred to as the Multi-rater performance appraisal is one of the most recently used system of appraisal in both large and small sized organizations. It involves an appraisal systems that consists the views of various groups and reviewers who have the opportunity of socializing with the employees. These reviewers include the managers, supervisors, customers and co-workers. The system also encompasses the perception of the individual employee on their opinion about performance; hence it is recognized to be multi-rater, multi-source and full-circle appraisal system. In this case, employee competencies is determined by the existence of four key assessments which include self-assessment, immediate supervisor, the subordinate assessment as well as peer assessment hence constituting the 360 degree appraisal system. The 360 degree appraisal system allows the reviewers to gather information regarding the performance of particular employee from various angles and degrees. The process also ensures that the performance of the employees is viewed from various angles and double checked it help in overcoming some of the disadvantages that may accompany opinions from some people such as subjectivity, prejudice as well as hale errors. These systems are perceived by the employees to be more accurate as compared to other methods since is more reflective and involved the opinion of various which provide comprehensive information that could assist in determining the training need of the employees. However, this method is also accompanied by disadvantages whereby the use of degrees ad numeric limits the ability of the company to gather rich information that may be provided by the reviewer. Consequently, interpretation of the final results is usually hard since it uses qualitative assessments and fails to provide accurate qualitative information.

Management by Objective can be defined as a result-based program of evaluation. The goal of the performance appraisal systems in this method is mutually defined by various key stakeholders who include the employees, subordinates and the supervisors. MBO appraisal systems consist of various steps which begin by establishing clear objectives for employees, a detailed action plan stating the way the employees will achieve the stated objectives is developed, and then employees are allowed to implement the established action plan. This method allows the process of appraisal to be objective. MBO stresses that essence and values of employee involvement in the appraisal system. When determining the effectiveness of the MBO approach it is recognized that it provides a significant benefit to both the employees and the organization. It promotes objectivity, gives room for a two way feedbacks and also encourage performance improvement through motivation. When the process is implemented accordingly in allow the provision of results that are fair and efficient. However, the process is also accompanied by shortcomings whereby it does not allow monitoring to determine every eventuality over a given period of work since it focus on results rather than the process of attaining the results. Consequent it gives little consideration for a comparative evaluation since no benchmarks are established based on the changing environments at the workplace during the period of work.

According to the outlook of Rudge (2011) the reward and appraisal system plays an important role within the organization. The rewards and appraisal systems help in increasing the motivation of the employees that directly affects their quality of work. Moreover, it also helps in improvement of the quality of the work and also improves the overall performance of the employees. According to Cahill et al. (2014) the satisfaction of the employees for their work is also maintained and also helps in understanding the need and requirement of the trainings. The employees tend to retain to the organization and hence also tends to stay loyal to the organization that increases the productivity.

Finally, the Graphical Rating Scales consist of the mostly used method in performance appraisal of many organizations. This method entails the use of a rating checklist during the appraisal process. The manager simply used the checklist to rate the performance of the employee on a continuum which range from poor to excellent in accordance with the factors being evaluated. The graphical rating scale is popular since it has the ability to utilize this scale in a variety of factors or jobs being evaluated. The process also required minimum cost, time and training efforts hence makings it suitable to many people. The scale is used to evaluate various factors which include the quality of work of the employee whereby the ability to meet the requirements; desired outcomes and expectation are assessed. It is also used in productivity assessment whereby it determines whether the employees used the available plans appropriately, complete assignments as scheduled and used the work time accordingly. Graphical Rating scale can also be used in assessing the knowledge of employees in relation to the job done whereby the relevant skills are assessed especially those gained through on-the- job training, education and experience (Ayomikun, 2017).

2.3.3 Types of reward systems
There are various types of reward systems that are utilized the various organization regardless of their size. They reward systems can be categorized as either extrinsic or intrinsic rewards. Extrinsic rewards are usually in form of tangible materials which are given to employees’ by the manager in relation to good performance. They include pay raises, benefits and bonuses. They are referred to as extrinsic because they are externals as related to the work itself, and people can control their size regardless of whether they are granted or not. On the other hand, intrinsic rewards refer to those that are intangible such as personal achievement, sense of pleasure, professional growth, accomplishment and recognition. This aims to improve the inner attitude of the individual towards their work. Most organization utilizes the following discussed typed of reward to motivate the employee to improve in their productivity.

Variable pay is mostly used by companies and also referred to as the pay-for –performance. It refers to a mode of reward whereby compensation programs is a portion of the individual is considered to be at risk. Variable pays can be bounded to performance of the individuals, business unit resulted, accomplishment by individual or a combination of these factors. These forms of reward may take various forms such as stock options, bonus programs or one-time award for accomplishments. Some business choose to pay employees low incentives as competed to their competitors in the same industry but subject the employee to motivation and rewards used in variable pay programs. The good incentives provided by the pay package provide a positive challenge to the employees hence motivate them to stretch their performance. However, when too much effort is required to attain the goal, then they employees end up ignoring the program.

Bonuses programs are also used to motivate employees. Bonuses usually reward individual for accomplishments especially in sales organizations with the aim of encouraging the salespersons to bring forth higher profits or additional business. They are also used to recognize group accomplishment. However, bonuses are recognized to be disadvantageous since they generate short-term motivation hence small businesses are advised to consider utilizing other form of reward systems that will target long-term motivation. Rewarding the performance of an employee from the past years encourages short-term perspective of motivation rather than future-oriented accomplishment. Therefore, these programs require careful considerations during structuring so as to ensure that the reward accomplishment are above or beyond individuals or group based legitimate strategy of rewarding outstanding performance and such compensation have the potentiality of encouraging future top-level efforts in functions, failure to which there are misinterpreted whereby there are perceived as entitlement or regulates merit pay instead of rewards for an outstanding work. The bonuses reward systems are considered to be perfect.

Profit sharing is also utilized whereby it refers to the strategy of developing poo of monies which are disburden to employees by considering the stated percentage of the profit obtained by the company. The amount presented to the employee is usually equal to the percentage of their salary which I disbursed once the business closes their end of year books. The benefits provided to the employees can be in from of actual cash or contribution the employees plan. This mode of reward helps the company to keep low fixed costs. This profit sharing reward systems is based on the idea of rewarding the employees for their contribution towards the attainments of the organization profit goals. It encourages the workforce to stay up since there are structures to only reward employees who remain with the company for a number of years. Unless profit sharing is managed appropriately it might not attain the goal of motivating individuals especially when all the people receive equal the shared regardless of their contribution.

The other reward systems is the stock options programs provide the employee with the right to a specific number of shares at a fixed price over a certain period of time. In most cases they are generally authorized by the board of directors or the company and approved by the shareholders. The number of options awarded to the employees is usually equal to a particular percentage of outstanding shares of the company. This mode of reward systems reward the employee for being tied to the company for a long period hence serves as a motivator that is long-term. Once the employee remains in the company for a certain period of time they are vested fully in the programs. In case the individual leave the company, the programs of stock option are cancelled. Once the employee has purchased the shares they are given an opportunity of selling them to the open market. However, this method of rewards imposes a risk to both the employee and the company since incase the options strikes a higher prices that the market prices the programs becomes worthless to the employee. In case the employee utilized the option, the company issues a new stock shares which can be traded publicly. In order to strike a balance of the two factors, earning must appreciate at an equal rate to the rate of increasing the outstanding shares. Otherwise, it imposes the risk of the company repurchasing shares that are on the open market with the aim of reducing the number of outstanding company shares.

Recognition is also used by businesses to reward employees for good performance. In small business, the owners and manager perceive recognition to merely appear as an extra effort in combination with tangible returns in regard to employee’s performance. In cases where an entrepreneur has more ingenuity as compare to the available cash, recognition presents an opportunity for employees to be motivated. In order to develop recognition programs that are effective, business owners are required to ensure that they separate the programs from the system of rewarding employees in the company. This ensures that the owner recognized the efforts of particular employee. This method may be accompanied by other form of rewards with monetary value such as gift certificates, plagues and luncheons but money in form of cash is discouraged for recognition (Cooper & Eerde, 2014).

2.3.4 Perception of employees towards appraisal systems and reward systems
According to Dipboye and Pontbriand (1981), the effectiveness of reward and appraisal systems has been researched on my few researchers. It is important for the company to review how they can design heir systems so that they can improve employee perceptions towards developing motivation among them. It is predicted that the workforce is positively moved by the latest performance appraisal systems since they are allowed to participate the in e process of appraisal, and also due to the fact that the appraisal systems are goal oriented. It is also perceived that employees positively embrace appraisal system to a degree that they view the factors evaluated by the process to be relevant to their jobs. It is evident that appraisal interviews that tend to focus on mannerism and personality of the employees lead to more subordinate dissatisfactions that interviews that mainly focus on job-related matters. Therefore, perceived goal orientations as well as participation of employees have the potentiality of moderating the favorability of employees towards appraisal opinion. They tend to favor process that enhances their participation and those that are goal oriented.

According to Jain and Jain (2014), employee favour perfromnce appraisal since the activities involved provide an apportunity foir the comaosny to seek and asess the employees in regard to their competency, enhance perfromance and ditsribute rewrads accordingly. Perfromanec a[praisals are considered to be very essentail in cretaing a positive working environment since it involces a ranbge of factors such as communicatsion, reward, equity and fairness, employee relatsions, attitude towards conflicts, trust and acceptance and socail context. It is very essentail athat the comaosny addreses ythe recatsion of employees towars appraisal due to certain reaosn such as it involveds that notion that is representde by the recations which is a criterion fro interestd that is great to practitioners.

Employee rewards are efecive in motivatsing empoyee perfromance in agreat manner. They provide the employee with a sence of job security and opportuynitiy fro their advancemnte since they encourgae them to take pride in the job. There is no right or wrong systems for rewards but rather the management is required to identify the intent of the rewards and the impact intended among the employees. It is necessary to recognize that there are systems that result into long-term motivation while other focus on short term motivation. The management should focus on establishing those that will lead to long-term motivation (Ayomikun, 2017).

2.4 Gaps in Literature
There are many researches that strived to examine the issues to reward systems and appraisal systems in the companies. Researchers have studies the input of various theories in the issue of reward and appraisal in the companies. The impact of the performance management strategies have been identifies whereby most studies recognize that there is a significant impact of the two in the business. The researcher had also identified the existing types of Reward systems and appraisal systems that hare implemented by various companies. These studies have played a significant role in developing the knowledge on the topics of study. However, the researcher has identified that there exist a gap whereby this study that strive to recognize the effectiveness of the reward systems and appraisal systems in increasing productivity and retention of the employees. As a result the research is interested in filling the gap hence has decided to carry pout this study.

2.5 Conclusion
In Conclusion, Literature review signifies the evident as well as reflective comments and speeches of various individual so as to support the analysis and study of the researcher regarding reward systems and appraisal systems. However, there exist various gaps in the literature review that require studies to be carried out hence researcher in the field should take the initiative of identifying the gaps and striving to fill them. Despite the gaps, the literature had helped in proving their significance and analysis which will be of benefit to the study since it will guide the activities of the study.

Chapter 3: Research Methodology
3.1 Introduction
Methodology includes reflective methods of techniques, which help respective researchers to research or analyze a significant research study in order to provide supports and information regarding the topic to the readers as well. In this respect, it is to be defined that this chapter helps the researchers and analysts to find out and point out innovative and significant techniques of research including diagrams, paradigms, models and theories respectively. Moreover, it is to be defined that research topic denotes the researchers to designate the research process including quantitative or qualitative methods as well. This research study needs both qualitative and quantitative research method, through which researchers can be able to find out researching data and information for the research study as well.

3.2 Method outline
Every respective component and part is important and effective in order to gather methods and techniques of researching a significant research topic. Method outline indicates the researcher’s significant techniques and methods of a research study in order to analyze significantly. Methodology includes reflective methods of techniques, which help respective researchers to research or analyze a significant research study in order to provide supports and information regarding the topic to the readers as well. In this respect, it is to be defined that this chapter helps the researchers and analysts to find out and point out innovative and significant techniques of research including diagrams, paradigms, models and theories respectively. Moreover, it is to be defined that research topic denotes the researchers to designate the research process including quantitative or qualitative methods as well. This research study needs quantitative research method, through which researchers can be able to find out researching data and information for the research study as well. Comment by Bincy Baburaj: References required. Most of the statements are very strong, so make sure citations are provided.

3.3 Research Onion
The Research Onion Equipment helps the researcher in pointing out various steps regarding the research analysis of this topic. As a result, it is necessary to recognize that research onion consist of six respective layers which are situated in accordance with the layers of an onion. The outer most layer of the onion represents by research philosophy. The second layer is the research approaches, third replaces the strategies, the fourth refers to the choices made, the fifth is the time horizons while the inner most parties is the technique and the procedures used in the research. The research onion is highly significant and helpful in this research. Comment by Bincy Baburaj: Reference?

Fdownload

Figure 3: Source: Saunder, Fernandes, and Kosnes (2009)

3.4 Research Philosophy
Research Philosophy assists the researcher to understanding and familiarize with all the sectors and components of the topic. The research philosophies can be three parts which include the positivism, post positivism and realism. The research philosophy helps the researcher to describe and define the information and topics to the readers. For this particular study, the researcher will utilize the realism philosophy which will help in identifying the real attitude of the Human researcher Managers and Employee towards the reward systems as well as the appraisal systems and they impact in increasing productivity and retention of the employees.

Figure 4: Research Philosophy (Knobe & Nocholas, 2013 ) Comment by Bincy Baburaj: Image is not clear, please change background colour.

3.5 Research Approach

Describing the research approach is essential so as to evaluate and develop the particular topics the study. Research approaches include the deductive and inductive approaches. In this study, the researcher will use the Deductive approach. This approach helps the research in analysis so as to gain information and knowledge thoroughly about the topic. Deductive approach enables the researcher to highlight and adopt theories and models that are highly applicable so as to gain knowledge and information on this particular topic.

3.6 Research methods
Research methods refer to the methods used by the researcher in performing the operation of the research. Research methods involve the use of data collection in the process of researching. Research methods include interviews, Case studies, Survey, experiments and observations. The research methods are applied to gather information that enables the researcher to find the answers of the research problems and questions (Saunder, Fernandes, & Kosnes, 2009). Comment by Bincy Baburaj: Is this the only source that you have used throughout? Please refer to Creswell and some other research methods sources as well.

3.7 Research Design
Research Design of a particular topic assists the researcher in structure or designs the topic or the research and helps to analyze the topics thoroughly. There are various research designs which include Descriptive, explanatory and exploratory research design. These designs assist the researcher in describing and analyzing the research study so as to provide current analysis and information to the reader. In this study, the research selected descriptive research design. This research design helps the researcher in describing and defining the research topic adequately and thoroughly. In addition, the design helps the researcher in identifying and pointing issues and problems during the analysis of the research topic.

3.8 Collection of Data
The method used for data collection will be done using both the primary and secondary data collection methods. Both qualitative and quantitative questionnaires will be used for primary data collection. Interviews will also be utilized so as to obtain information that is consistent. The secondary will be obtained from online sources, journals and other offline sources (Johnson & Turner, 2003). The survey will include a sizable number of human resources managers and employees. The questionnaires and interview questions utilized will be provided in the appendices. However, in order to make the analysis easier, the researcher will use similar question in the questionnaires and interviews. The researcher will utilize data collection assistant so that they can help in collecting data from various reasons and also to enable the researcher in completing the study within the appropriate time. Comment by Bincy Baburaj: How many questionnaires? Comment by Bincy Baburaj: So who are the population involved in the study? Where are they based? UAE?

3.9 Data analysis
Once the data has been collected, it will be analyzed by the researcher so as to describe different problem and solution of essential topic and research topic. Data analysis assists the readers in understanding the effective issues and resolutions which are generally highlighted by the researcher through data analysis. The mode of data analysis utilized will be the statistical data analysis methods since they data collected contain quantitative data. Comment by Bincy Baburaj: So are you going to use any statistical software or just excel sheet for analysis, please specify.

3.10 Sampling method
There are two types of sampling techniques which include the probability and non probability methods. In the probability sampling method the respondents are provide with equal chanced of participating in the research whereby they present their information and thoughts regarding the topics. In the other hand non-probability sampling methods is defined as the respondents are not given equal chance to explore their information regarding the topic of study. This study will utilize probability sampling methods, whereby the researcher will use the random sampling technique to collect the data. Comment by Bincy Baburaj: Reference. Comment by Bincy Baburaj: ?

Sample will be collected among the employees and human resource managers hence the sample to be collected will consist of a sample population which is as indicated below who will come from various retail businesses which will also be selected on random sampling technique. This technique of sampling will be of advantage since it will provide respondent with an equal chance of participating in the study. The technique is also recognized with its tendency of reducing chances of bias practices during the selection of the participants. Comment by Bincy Baburaj: So how many people will be included in the sample? So would it be same sample for both survey and interviews?

3.11 Researcher Process Flow Chart Comment by Bincy Baburaj: Chart is not clear and should be placed after the research approach.
Figure 5: Research process and Flow Chart

Identification of Research Topic

Literature Review Identification of Research Gap

Identification of Variable and Preposition of Theoretical Model Conclusion and Recommendation Findings Hypothesis Conducting survey Questionnaire Development Sampling Pilot Study and Pretesting Hypothesis Formulation Formulation of Research Objectives Research Question

3.12 Target Population and sample size
Figure 6: Sample population.

Category

Population

Human Resource managers

15

Employees

45

Total Sample Population

60

The researcher will use this population in questionnaires. Other five responded will also be interviewed. This population will be obtained from the human resource and employees in the retail businesses whereby the researcher will be interested in addressing the research questions of the study. Comment by Bincy Baburaj: Area of study is not clear. It was mentioned that, its about retail sector but cant find this mention anywhere in the methods chapter.

3.13 limitation of the study
While researching or analyzing a significant research study, it is to be justified that researchers face a number of limitation that they must strive to handle so as to attain the intended results of the study. Accessibility issue is one of the limitations since they only time the researcher can access the employee and the human resource manager is during their working hours. These people remain busy in the working place during the working hours and it would be difficult to stop them from working so that they can respond to the questionnaires and interviews. However, in order to deal with the problem, the researcher will book appointments with the managers and employee to be interviewed. The researcher will also present questionnaires to the employees and human resource manager and collect them latter so that the people are given a humble time to respond to the questionnaire during their free time. Other limitation will include the limitations of the budget and the time for research. The cost of data collection, analysis and report complying. In some instances, statistical analysis will require an analyst; this will present a cost to the researcher. The time presented for the whole research process is also limited hence it may strain the researcher.

3.14 Ethical Consideration
The research will be conducted in according to the rules and regulations of carrying out research including data collection and result presentation. All codes of conduct will be followed by the researcher (Maloney, 2012). Confidentiality of the participant will also be maintained in that the information provided will only be applied for this particular study. Their identify will be protected hence they will not be allowed to provide details that will help in arriving at the most appropriate conclusion and recommendation of in this study. The researcher will also utilize data collection assistant who will be informed of the process of collecting data so that they follow the ethical practices during the data collection process.

3.15 Timeline of the research Comment by Bincy Baburaj: Not sure on what basis the time line was created. I think its quite impossible to do the mixed data collection within 1 week. Even for surveys you need atleast 2-3 response time.
Activity /Time

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Setting of research aim

Research objective design

Research question clarification

Evaluation of topic contribution

Thesis selection

Theories selection

Data collection

Data analysis

Figure 7: Gantt chart

Source: Created by the Researcher

3.16 Conclusion
It is to be defined at the end of this chapter of research methodology; researchers provide significant techniques and procedures of collecting and gathering data of SPSS, which is significant and adequate to identify the effectiveness of reward systems and appraisal systems in increasing employee retention and productivity in the retail sector. Moreover, this chapter also signifies and defines that data source is highly depended upon the research topic and study as well.

Research

Philosophy

Positivism

Post Positivism

Realism

 
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Bus692 Week 6 Discussions And Replys To 2 Students Discussions

Discussion 1-

BFOQ

Research the term BFOQ. Explain its importance and relevance to HRM.  How might not appropriately incorporating well defined BFOQs lead to  difficulties for the organization? How would the concept of BFOQ be  linked to “disparate treatment” and/or “disparate impact” in respect to  staffing?  What is the link between the ADA (1990) and BFOQs? Present  your views in 200 words or more in your discussion post. Respond to at  least two of your classmates’ posts. Use at least two scholarly source  in your reply.  Remember to properly cite your sources.

Reply to: Ronchera

Bona  Fide Occupational Qualification (BFOQ) expects businesses to demonstrate  a specific aptitude or qualification is vital for somebody to play out a  specific employment. BFOQ enables a few bosses to enlist people  dependent on race (just for performers), sex, age, religion, and  national starting point. Massengill (2007) utilized the case of a retail  chain utilizing females to act like mannequins in the underwear office.  As a rule, we will locate that numerous directors and organizations are  reluctant to actualize a BFOQ in light of the fact that the  organization may end up oppressing individuals if the right wording  isn’t utilized and the connection between the individual and the  expected set of responsibilities can’t be built up.

The unsuccessful usage of a BFOQ could prompt numerous issues inside  an association. One issue that numerous organizations need to maintain a  strategic distance from are claims. Obviously business law restricts  EEOC bosses to segregate on individuals dependent on their race,  ethnicity, religion, sex, and national cause. In a few occurrences, BFOQ  fills in as a barrier and could be utilized in instances of dissimilar  treatment segregation. Unique treatment is a path for individuals to  demonstrate businesses are executing illicit work separation. For  instance, assume a little organization of 35 individuals were separated  into 5 divisions; fund, HR, showcasing and deals, client administration,  and selection representatives. Each office enlisted no less than 3 men  and something like 4 unique races, to fuse decent variety and diverse  foundations. Amid the week’s end, the offices all needed to guarantee  that one individual remains to clean up their zone as there were no  janitorial administrations. Each Friday administration discovered that  just Hispanics were remaining to clean up, however he never made  reference to it to different representatives. One of the Hispanics that  worked in the deals and showcasing office progressed toward becoming  tired of being the just a single remaining to clean the territory  consistently, even after she made reference to in to alternate  representatives. She started to do research and felt like she was being  oppressed dependent on her ethnicity. She and the others from alternate  offices had a similar story. Cavico and Mujtaba (2016) made reference to  that these workers can record a unique treatment guarantee that claims  they were dealt with uniquely in contrast to different representatives  similarly situated or circumstance, and the thing that matters depended  on a secured trademark.

In the article “BFOQ Defenses in Workplace Discrimination Lawsuits”,  the author mentioned that “the ADA only protects qualified people with  disabilities from discrimination, it essentially has a BFOQ defense  built into its own language” (2012). Americans with Disabilities aren’t  permitted to be in the running for a BFOQ because of the ADA however  numerous individuals can demonstrate that the potential worker will be  unable to play out his or her activity well because of security. For  instance, a man with vision disabilities driving a forklift in an  assembling organization. The article likewise expressed that “the  difference in ADA cases is that the burden is on the employee to prove  that he is qualified despite his disability” (BFOQ Defenses in Workplace Discrimination Lawsuits, 2012).

BFOQ’s can be precarious however it is critical to know the upsides  and downsides of utilizing these before endeavoring to actualize them  into the framework.

References

BFOQ Defenses in Workplace Discrimination Lawsuits. 17 July 2012.  Retrieved from  http://www.workplacediscriminationlaw.com/bfoq-defenses-in-workplace-discrimination-lawsuits/

Cavico, F. J., & Mujtaba, B. G. (2016). The bona fide  occupational qualification (BFOQ) defense in employment discrimination: A  narrow and limited justification exception. Journal of Business Studies Quarterly, 7(4), 15-29. Retrieved from https://search.proquest.com/docview/1807471974?accountid=32521

Massengill, D. (2007). Gender as bona fide occupational qualification. Employee Relations Law Journal, 32(4), 52-65. Retrieved from https://search.proquest.com/docview/194222075?accountid=32521 (Links to an external site.)Links to an external site.

Reply to: Kathryn-

Bona  Fide Occupational Qualification, also referred to as BFOQ, is a term  used when an employer requires a specific religion, sex, or national  origin to fulfill a determined job role (www.cornell.edu (Links to an external site.)Links to an external site.). However, a BFOQ may not be used to discriminate based upon race (www.cornell.edu (Links to an external site.)Links to an external site.).

Egan (2014), describes a situation in which the University of Rhode Island needed a female athletic store attendant. The  university enacted a BFOQ for hiring only a female for this position  because of the job requirements for the employee to be in the female  locker rooms at all times of the day and evening, during game and  changing times, and the need to touch various areas of the female  athletes bodies while fixing uniforms (Egan, 2014).

When  considering a BFOQ from a HRM perspective, it can be understood why a  company would need to enact a BFOQ for certain positions in order to  avoid lawsuits. For example, if the  University of Rhode Island would not have enacted a BFOQ for the female  athletic store attendant, and hired a male instead, then the University  could have faced numerous counts of sexual misconduct, rape, and other  complaints. Additionally, not  properly incorporating well defined BFOQ’s into the HRM strategies can  lead to litigation for companies, as well as possibly ruining their  public and business reputations within the area. The University, or any other business, could face going out of business if a BFOQ situation spirals out of control. A BFOQ cannot be connected to disparate treatment if it is indeed a job requirement. In the case of the University of Rhode Island, the University was correct in what they did. However,  if a company would place an ad for a female CEO of a computer company,  this is not covered under the BFOQ because there is no defined need for  the CEO to be a woman.

According  to the EEOC, the ADA does not allow an employer to discriminate a  potential candidate for a position based upon the existence of a  disability (www.eeoc.gov (Links to an external site.)Links to an external site., 2018). However,  if a potential candidate applies for a position and cannot perform the  essential functions of the job with or without reasonable  accommodations, then the employer may disqualify them as a potential  employee (www.eeoc.gov (Links to an external site.)Links to an external site.).

References

. (2018). Bona Fide Occupational Qualification. Retrieved from https://www.law.cornell.edu/wex/bona_fide_occupational_qualification_%28bfoq%29 (Links to an external site.)Links to an external site.

. (2018). Titles I and V of the Americans with Disabilities Act of 1990 (ADA). Retrieved from https://www.eeoc.gov/laws/statutes/ada.cfm (Links to an external site.)Links to an external site.

Egan, T. (2014, September 16). Employment – BFOQ – Gender. Rhode Island Lawyers Weekly. Retrieved from EbscoHost.

Discussion 2-

Foreign Restrictions on Termination

Research the topic of restrictions on termination of employment in  European countries. Assess the different requirements and consider  risks, operational requirements for MNCs, modified HRM policies, and any  other conditions or restrictions facing a firm operating in such  environments. Present your views in 200 words or more in your discussion  post. Use at least two recent, scholarly source in your reply  Respond  to at least two of your classmates’ posts.

Reply to Ronchera-

The  United States is entirely different in numerous regions with regards to a  variety of things. One of them is business and work laws. Realizing  that the United States is a work freely nation, this is one of the  numerous things that different the U.S. from different nations. Work  At-Will implies that a business can fire a representative whenever, for  reasons unknown by any means. Luckily for different nations, for  example, European nations, bosses are not permitted to fire the  representative whenever and unquestionably not for reasons unknown. At  the point when contracted in America, most nations send offer letters,  offering the business chance to the competitor. In European nations,  applicants are offered a work contract which makes the end more  troublesome than America.

Utilizing France for instance, all work game plans are between the  business and worker are administered by an agreement that sets  arrangements of work that can just fire a representative for particular  reasons (Dismissal Under French Law, 2011). As per the French, the  particular reasons must be perceived by French Law or French Case Law.  All material expulsion strategies ought to be kept as per the laws in  the occasion the representative difficulties the rejection.

Assumed the United States was working an insurance agency over in  France. Despite the fact that the organization is an American based  organization, the organization and the HR office needs to utilize people  dependent on the host nation; which means all representatives in France  should sign and concur with their business contract. This could be  troublesome or it could be a learning knowledge. As of now I work with  an assembling organization and we just have 3 organizations situated in  the US. The majority of alternate organizations are situated in Germany,  Australia, Bahrain, and so forth which enables us to take in the laws  and contracts of how different nations work and function. Having a MNC  can be a remarkable test however it can likewise be advantageous, as  long as all arrangements and techniques are joined effectively (Tharenou  and Harvey, 2006). The most critical thing to know about is  guaranteeing the HR Department knows about all laws and contracts of  alternate nations so there are no illegitimate terminations as France  isn’t a work voluntarily nation.

References

Dismissal Under French Law. May 26, 2011. Retrieved from: http://www.eurojuris.net/en/node/41566 (Links to an external site.)Links to an external site.

Tharenou, P., & Harvey, M. (2006). Examining the overseas  staffing options utilized by Australian headquartered multinational  corporations. The International Journal of Human Resource Management, 17(6), 1095. Retrieved from https://search.proquest.com/docview/218139983?accountid=32521

Reply to Kathryn-

Hunt  (2014), notes that companies should aggressively promote the use of  strategic HR as part of business strategies because strategic HR has an  impact on the bottom line, we know how to do it, we have the technology,  and it reduces the impact on employees overall lives.

When  considering the restrictions of termination in foreign countries, Kuddo  (2009), notes that voluntary resignations from employees mean that no  severance or benefits are paid out. The same is the case if an employee is fired. However,  if an employer must lay off employees as a result of economic reasons,  restructuring of the company, or technological reasons, then they must  pay out severance and benefits (2009).

Additionally,  Kuddo lists reasons that an employer in a foreign country may terminate  employment as including liquidation of the enterprise, agency or other  organization, bankruptcy of the employer, layoff of employees,  unsuitability of an employee for his or her office or the work to be  performed due to professional skills or for reasons of health,  unsatisfactory results of a probationary period, breach of duties an  employee, loss of trust in an employee, indecent acts by an employee,  the long-term incapacity for work of an employee, the employee reaches a  certain age, hiring an employee for whom the position is a principal  job, and any acts of corruption of an employee (2009). According  to the ILO termination of employment convention, if an employer decides  to terminate based upon reasons of technological, economic, or  structural, then the employer is to notify employees within a reasonably  advanced timeframe (Kuddo, 2014).

Some  of the risks associated with working in foreign countries could include  individuals who are working in a foreign country as a result of a  transfer, whether it is a part time assignment, or a lengthier amount of  time. Consider this situation for an MNC. This  would be determined based upon whether the company follows rules based  on home country laws, visiting country laws, or home office laws. The waters can become muddied for employees working in countries other than their home based country. It  could end up that both the company in the foreign country and the home  based office would have to follow both countries laws regarding  terminations. Or, it could end up that the company would only follow the law based upon where the employee spends a majority of their time.

References

Hunt, S. (2014). Commonsense Talent Management. San Francisco, CA: Wiley.

Kuddo, A. (2009, November 1). Labor laws in Eastern European and Central Asian countries: minimum norms and practices (Links to an external site.)Links to an external site. (Links to an external site.)Links to an external site..  Worldbank.org. Retrieved October 8, 2015.  From-http://siteresources.worldbank.org/SOCIALPROTECTION/Resources/SP-Discussion-papers/Labor-Market-DP/0920.pdf

 
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Information Management

Suppose you are the information technology (IT) manager for an IT company. You receive a report that contains a list of computer equipment stored in the company warehouse. You notice that the list also includes items that you know are not stored in the warehouse. Would you consider this list as good information? Why, or why not? Give some examples of at least three items on this list that you consider to be good information and at least three items on this list that would not be good information. Explain your reasoning, and include a discussion about why good information is important in management information systems (MIS).

Your journal entry must be at least 200 words. No references or citations are necessary.

Unit I

In this unit, you have learned about management information systems (MIS) and the importance of it. For this assignment, compose a paper that discusses the key differences between data, information, information technology (IT), and information systems (IS). Your paper should address the components listed below.

Define what is meant by information.

Define what is meant by data.

Create two matrices (one for data and one for information) that illustrate the key differences between information and data, place the matrices into your paper, and briefly discuss the differences in one or two paragraphs. Each matrix should contain characteristics and/or facts about the subjects (data and information) that show how they are different. Define IT.

Define IS.

Using the five-component model as an example, discuss some differences between IT and IS.

If you are using Microsoft Word, you can develop a matrix using this program. For an example of how to create a matrix using Microsoft Word, see the Microsoft.com explanation by clicking the link below.

Microsoft. (n.d.). Create a matrix. Retrieved from https://support.office.com/en-us/article/Create-a-matrix-0E74423D-2E28- 4DEB-9223-A30C2312CC22

You may use another computer software program that you are familiar with to create the matrices. However, you must submit your assignment in a Microsoft Word document, and the matrices should be included in the body of your paper.

Your paper must be a minimum of two pages in length (not counting the title and reference pages), and you must use at least two resources as references. Any information from these resources must be cited and referenced in APA format.

Unit II Journal

Refer back to the “2027?” section on page 69 (Q1-Q7) of the textbook in uCertify, which provides an interesting discussion about the future of collaboration. After reading about the future of collaboration systems, how do you envision collaboration in your industry in the year 2027?

Describe the industry you currently work in or plan to work in along with a discussion of your vision of what collaboration will be like for your industry in the year 2027. Be sure to discuss some of the advantages and disadvantages to your vision of collaboration in 2027.

Your journal entry must be at least 200 words. No references or citations are necessary.

Unit II PowerPoint Presentation

In this assignment, you will create a presentation for your organization to explain how successful collaboration can improve success and provide competitive advantages.

Scenario: Your organization has used a variety of collaboration systems developed by some project managers. Some of

Information Systems Management

these systems were successful while others were not. Your organization has one unique challenge—many of your employees are staffed at other locations or work from home (telework). You would like to standardize the collaboration process to improve team communication for all company projects. In your presentation, you should include the elements listed below.

Explain why collaboration information systems (IS) are important from the organization’s perspective.

Discuss how collaboration tools can improve team communication.

Identify three tools that will be used for synchronous communications and three tools that will be used for asynchronous communications. Be sure to explain why you made these choices.

Describe how project files, such as Microsoft (MS) Word, MS Excel, MS Project, and MS Visio, will be shared with team members. Be sure to explain the rationale behind your choice.

Explain how the task list for managing tasks will be shared with team members. Be sure to explain the rationale behind your choice.

Discuss how this new collaboration IS could provide competitive advantages for your organization.

Your presentation should be a minimum of six slides in length (not counting the title and reference slides). Use of images, graphics, and diagrams is encouraged.

You can use an industry of your choosing or examples from your personal or professional experiences in developing this assignment. You can also use the resources in the Unit II Suggested Reading section to assist you with this assignment.

Be sure to follow the 7×7 rule (i.e., there should be no more than 7 words per line and no more than 7 lines per slide). You are required to use speaker notes to discuss the bullet points on your slides.

You must use at least two academic resources to support your presentation, and you must cite (in APA format) any information on your slides or in your speaker notes that came from these sources.

Unit III

In this unit, you learned about the Internet of Things (IoT) and smart devices. Think about how these concepts apply to your life, and describe how you use devices such as these in your day-to-day life.

Your journal entry must be at least 200 words. No references or citations are necessary.

Unit III PowerPoint Presentation

For decades, relational databases remained essentially unchanged; data was segmented into specific chunks for columns, slots, and repositories, also called structured data. However, in this Internet of Things (IoT) era, databases need to be reengineered because the very nature of data has changed. Today’s databases need to be developed with the needs of IoT in mind and have the ability to perform real-time processing to manage workloads that are dynamic. For example, relational databases should be able to work with real-time data streaming and big data (an example was presented in the Unit III Lesson).

Scenario: Falcon Security wants their customers to be able to view security video footage in real-time and provide customers with the ability to query video footage for viewing. Choosing a database solution such as MongoDB would allow Falcon Security to store customer video footage in the same database as the metadata.

To do this, Falcon Security needs a way to manage the demands of real-time data streaming for real-time analytics. Conduct some research for a NoSQL database application, such as MongoDB or Cassandra, that could meet this need. How would switching to a real-time database solution help Falcon Security remain competitive? Create a PowerPoint presentation that includes the components listed below.

Provide a brief introduction to IoT.

Present the argument to the Falcon Security CEO that switching to a more dynamic database structure (NoSQL real- time database) will meet the demands of IoT.

Introduce some features of the database you chose, whether it is MongoDB, Cassandra, or another database. Describe how switching to a more dynamic database will give Falcon Security a competitive advantage.

Your presentation must be a minimum of six slides in length (not counting the title and reference slides), and you must use at least two academic resources. Any information from a resource used must be cited and referenced in APA format.

Unit IV

When you started your small business, you managed all business processes on your own. Now, your business is expanding and you have hired employees to help. Would you consider implementing an enterprise resource planning (ERP) system, or would you continue to use applications, such as Microsoft Office (e.g., Word, Excel, Access), to manage your business processes? Be sure to explain the reasons behind your choice.

Your journal entry must be at least 200 words. No references or citations are necessary.

Unit IV

Scenario: A company called Colony Nursery and Landscaping opened a new store located a few hundred miles away from its original location. The company wants to implement an award system that awards their customers with points whenever customers make a purchase, but the two stores are not able to share information. Colony Nursery and Landscaping will need to implement an enterprise resource planning (ERP) system that will solve the information silo problem by collecting and making this user data available. Colony Nursery and Landscaping is hoping that by providing customers with this award

Information Systems Management 3

system, they will be able to maintain competitive advantage. Colony Nursery and Landscaping cannot afford to purchase, develop, or maintain this system on-site, so they are investigating cloud solutions.

In addition, for many organizations, Colony Nursery and Landscaping included, information silos make it difficult to tap into needed information. Discuss whether or not the problem of information silos can be solved by using the cloud. Some organizations do not have the resources to construct or maintain their computer infrastructure, so they utilize cloud services instead to reduce costs and improve scalability. In this assignment, you will discuss whether or not the cloud offers solutions for Colony Nursery and Landscaping and identify an application that the ERP system could provide. Compose an essay that includes the elements listed below.

Define what an information silo is.

Explain why information silos are a problem for organizations.

Discuss why organizations are moving to the cloud.

Determine whether or not using cloud services, such as a cloud-based host for data storage, would solve the ERP information silo problem at Colony Nursery and Landscaping.

Explain how using the ERP system and awards program would provide a competitive advantage for Colony Nursery and Landscaping.

Discuss why the implementation of an ERP system might require business process reengineering for Colony Nursery and Landscaping. Be sure to explain the business processes that will be affected (e.g., the customer awards system). Use diagrams or tables as needed, but this is not required.

Your essay must be a minimum of two pages in length (not counting the title and reference pages), and it must be formatted in APA style. You should include an introduction section that gives background and context to your reader. You must use at least two scholarly resources as references. Any information from these resources must be cited and referenced in APA format.

Unit V

Recall the social media information systems scenario about augmented reality at the beginning of Chapter 8. Based on what you have learned in this unit, how would you respond if you were the head of marketing at ARES when Cassie and Raj presented their ideas about a mixed-reality environment? What do you think will happen if the company does not shift its current advertising ideology to embrace virtual environments? Be sure to use examples to support your arguments.

Your journal entry must be at least 200 words. No references or citations are necessary.

Unit V Scholarly Activity

Choose one of the scenarios below (A or B) to complete the assignment. Scenario A

You are the business owner of a local small engine repair shop, and you have been thinking about implementing a knowledge management system for your customer service technicians. You are thinking about this because there are times when some of your technicians know how to fix certain engine problems and others do not. Providing a central knowledge repository could help share troubleshooting and repair knowledge among your technicians.

Scenario B

You are the business owner of a local cleaning service, and you have been thinking about implementing a knowledge management system for your cleaning technicians, especially for those who troubleshoot and solve cleaning problems, such as removing certain carpet and water stains, addressing mold, and selecting the proper tools and products to use for other types of cleaning issues. You are thinking about this because there are times when some of your cleaning technicians know how to properly clean carpets and others do not. Providing a central knowledge repository could help share cleaning knowledge among your cleaning technicians.

After you chose your scenario (A or B), compose a paper that addresses the elements listed below.

Explain the role of knowledge management systems.

Explain what is meant by expert systems.

Explain what is meant by content management systems.

Discuss how the business in the selected scenario could benefit from an expert system and a content management system, and provide two examples for each type of system.

Discuss how the business in the selected scenario could benefit from business intelligence, and provide two examples of these benefits.

Discuss how the business in the selected scenario can use social media to not only obtain information and knowledge but to share it as well, and provide two examples of how the business might use social media information systems.

Your paper must be at least two pages in length (not counting the title and reference pages), and you must also use at least two scholarly sources, one of which must come from the CSU Online Library. Any information from a source must be cited and referenced in APA format, and your paper must be formatted in accordance to APA guidelines.

Unit VI Journal

In this unit, you learned about safeguards against security threats. Do you use any of these in your personal life or at work? If so, explain how these safeguards help to ensure information security in your home or at work. If not, do you feel like the systems are adequately protected? Should any safeguards be put into place?

Information Systems Management 4

Your journal entry must be at least 200 words. No references or citations are necessary.

Unit VI PowerPoint Presentation

Recently, a terminated employee used his mobile device to log in to the company network and steal sensitive data. As the manager of the information technology (IT) security department, you were asked by your boss to present a summary of what the organization should do to prevent this from happening again. Create a PowerPoint presentation of your summary. In your PowerPoint presentation, you should include the components listed below.

Explain the goal of information security in relation to mobile devices.

Identify the three sources of threats, provide a summary of each, and provide at least one example of each. Explain technical safeguards, and discuss which technical safeguard(s) should be used for mobile devices. Explain data safeguards, and discuss which data safeguard(s) should be used in this type of scenario. Explain human safeguards, and discuss which human safeguard(s) should be implemented.

Discuss why the organization needs an incident response plan to secure information and knowledge.

Your presentation must be a minimum of six slides in length, not counting the title and reference slides. Be sure that any graphics used are appropriate and support the content of your presentation. You must use at least two references in your presentation, and they should be cited and referenced in APA format. Please cite all sources used.

Unit VII Journal

Recall the Augmented Reality Exercise System (ARES) scenario discussed at the beginning of Chapter 11 of the textbook in uCertify. As the manager of this project, would you approve the decision to use an offshore contractor to outsource the development of AR headset applications? Why would you make this decision?

Your journal entry must be at least 200 words. No references or citations are necessary.

Unit VII Case Study

As a manager of an organization, you will often need to find ways to cut costs. One way to cut costs is to outsource by hiring another organization to perform the service. Consider the scenario below.

As a manager for the public outreach department, you realize that the current system for managing outreach issues is outdated. You would like to have a new outreach system developed using the Cloudera platform to help manage big data. However, no one in the organization has the expertise. You will have to outsource the project to save on costs and avoid management problems. Two companies have sent in a bid—one from Vancouver, Canada, and one from Mumbai, India. The bid from India was slightly lower than the bid from Canada. Compose a response that includes the elements listed below.

Define what is meant by outsourcing.

Explain how Peter Drucker’s statement (covered in the textbook in uCertify) about how one company’s back room is another company’s front room pertains to outsourcing. Use an example.

Summarize the management advantages, cost reduction, and risk reduction of outsourcing.

Summarize the outsourcing risks concerning control, long-term costs, and exit strategy.

Discuss which company you would outsource to and why. Does distance matter?

Your case study must be at least two pages in length (not counting the title and reference pages), and you must use at least two references as a source for your essay. See the Suggested Reading section for some sample articles on outsourcing. Be sure to cite all sources used in APA format, and format your essay in APA style.

Unit VIII Journal

Identify a skill or knowledge that you learned in this course, and explain how you can apply it to increase success in your career in a real-world scenario.

Your journal entry must be at least 200 words. No references or citations are necessary.

Unit VIII Essay

In this final assignment, you will develop a paper that reviews some of the main topics covered in the course. Compose an essay to address the elements listed below.

Identify the components of an information system (IS) using the five-component framework, and provide a brief summary of each.

Explain Porter’s five forces model.

Management IS (MIS) incorporate software and hardware technologies to provide useful information for decision-making. Explain each of the following IS, and use at least one example in each to support your discussion:

a collaboration information system,

a database management system,

a content management system,

a knowledge management/expert system,

a customer relationship management system, an enterprise resource planning system,

a social media IS,

a business intelligence/decision support system, and

Information Systems

an enterprise IS.

Identify and discuss one technical and one human safeguard to protect against IS security threats.

There are several processes that can be used to develop IS and applications such as systems development life cycle (SDLC) and scrum (agile development). Provide a brief description of SDLC and scrum, and then discuss at least one similarity and one difference between SDLC and scrum

Sum up your paper by discussing the importance of MIS.

Your paper must be at least three pages in length (not counting the title and reference pages), and you must use at least two resources. Be sure to cite all sources used in APA format, and format your essay in APA style.

APA Guidelines

The application of the APA writing style shall be practical, functional, and appropriate to each academic level, with the primary purpose being the documentation (citation) of sources. CSU requires that students use APA style for certain papers and projects. Students should always carefully read and follow assignment directions and review the associated grading rubric when available. Students can find The CSU Citation Guide by clicking here. This document includes examples and sample papers and provides information on how to contact the CSU Writing Center.

Grading Rubrics

This course utilizes analytic grading rubrics as tools for your professor in assigning grades for all learning activities. Each rubric serves as a guide that communicates the expectations of the learning activity and describes the criteria for each level of achievement. In addition, a rubric is a reference tool that lists evaluation criteria and can help you organize your efforts to meet the requirements of that learning activity. It is imperative for you to familiarize yourself with these rubrics because these are the primary tools your professor uses for assessing learning activities.

Rubric categories include (1) Journal, (2) Assessment (Written Response), and (3) Assignment. Howe

 
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Which Of The Following Is A Part Of The Rational Decision-Making Process?

Question 1

Which of the following is a part of the rational decision-making process?

Question options:

Comparison of competitor products

Marketing the respective products or services

Background check on individuals involved in decision-making

Gathering and analyzing relevant data

Question 2

What is the best method for avoiding miscommunication?

Question options:

Learning foreign phrases and idioms

Practicing projective listening

Taking detailed notes of the messages

Relying on technology to interpret meanings

Question 3

Which of the following tips is most likely to lead to effective intercultural communication?

Question options:

Messages need to be encoded carefully.

Avoid being culturally sensitive over the Internet, as it might result in discrimination.

It is always better to use long and descriptive sentences.

Communication processes should be made quicker by removing feedback systems.

Question 4

When encoding a message during cross-cultural communication, it is most effective for senders to:

Question options:

make gestures.

rely on personal interpretations.

speak slowly and loudly in their native language.

use idioms and expressions.

Question 5

Which of the following is a true statement regarding kinesic behavior?

Question options:

Facial expressions have the same meaning across cultures.

Hand gestures are universally interpreted.

Minor variations in body language are insignificant.

The meaning of body movements varies by culture.

Question 6

Larry is a top-level manager at Smart-Tech, an American semiconductor

firm. Larry is involved in the negotiation procedures between Smart-Tech

and a Saudi Arabian financial group. Larry has recently arrived in Saudi

Arabia for the purpose of negotiating the final terms of the contract.

Which of the following statements undermines the argument that Larry

should adhere to a strict agenda when negotiating with the Arabs?

Question options:

Saudi Arabia is a polychronic culture.

Saudi Arabia is a monochronic culture.

Both Saudi Arabia and the U.S. are low-contact cultures.

Both Saudi Arabia and the U.S. are high-contact cultures.

Question 7

In which of the following countries do people typically begin the concessions and agreement stage of negotiation with what they are prepared to accept rather than take extreme positions?

Question options:

Sweden

China

U.S.

Russia

Question 8

Which of the following is a cultural variable in the communication process?

Question options:

Communication medium

Technology

Location

Attitude

Question 9

Which of the following cultures views formal contracts as insulting and wasteful, and prefers to make agreements based on mutual understanding and trust?

Question options:

Japanese

Americans

Russians

Swedes

Question 10

What forms the basis for the enforcement of most business contracts in Mexico and China?

Question options:

Legal systems

Scientific research

Personal commitments to individuals

International regulations

Question 11

Japanese negotiators tend to:

Question options:

hide emotions.

be argumentative.

lack commitment to their employers.

lack emotional sensitivity.

Question 12

Communication to managers is of vital importance because it:

Question options:

immediately results in an increase of revenue.

demonstrates the manager’s depth of knowledge.

indicates technological advancement.

greatly helps in negotiating future plans.

Question 13

From an American perspective, the __________ stage of negotiation is straightforward, objective, efficient, and direct.

Question options:

exchanging task-related information

motivation

nonverbal communication

relationship building

Question 14

As manager with an international trade firm, John Smith frequently travels between Europe and Saudi Arabia. On John’s most recent trip to Saudi Arabia, he noticed that Tariq, his business associate, not only talked about business matters but also talked about several other things, such as upcoming events in Saudi Arabia and the associated impact on the economy. This most likely indicates that Tariq is from a __________ culture.

Question options:

low-contact

low-context

polychronic

high power-distance

Question 15

Which of the following types of decision making is generally used in China, Germany, Turkey, and India?

Question options:

Theocratic

Participative

Totalitarian

Autocratic

Question 16

Jerry, representing a U.S firm, is sent to Saudi Arabia to negotiate his company’s contracts. Which of the following should Jerry keep in mind when negotiating with the Arabs?

Question options:

Get to the point when presenting and negotiating.

Business should be conducted personally and not via telephone or email.

Be explicit and express doubts wherever the subject’s feasibility comes into question.

Arabs value time, and deadlines are to be kept at all costs.

Question 17

Larry is a top-level manager at Smart-Tech, an American semiconductor firm. Larry is involved in the negotiation procedures between Smart-Tech and a Saudi Arabian financial group. Larry arrives in Saudi Arabia hoping to quickly conclude the business deal. However, to his surprise the Arabs show no great interest in coming to a decision, despite several rounds of discussion. This type of behavior from the Saudi Arabian financial group is most likely attributed towards its __________ culture.

Question options:

monochronic

monotheistic

high-context

low-contact

Question 18

One of the primary purposes of relationship building during the negotiation process is to:

Question options:

create formal contracts.

exchange task-related information.

build mutual trust.

avoid direct confrontations.

Question 19

Business people report two major areas of conflict in negotiating with the Chinese––their apparent insincerity about reaching an agreement and:

Question options:

the use of bureaucratic mechanisms to stall negotiations.

their insistence on a compromise whenever progress becomes difficult.

the amount of details desired about product characteristics.

their unwillingness to develop relationships beyond a superficial level.

Question 20

__________ is the process of translating the received symbols into the interpreted message.

Question options:

Fragmenting

Transmitting

Encoding

Decoding

 
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Employment Law Report

Purpose of Assignment

The purpose of this assignment is to increase learners’ comprehension of human resources management, laws governing employment, and trends shaping human resource management.

In this assignment, you will discuss lessons learned about human capital and laws governing human capital. Please refer to the resources below to assist with the assignment.

Assignment Steps

Resources: Human Resource Management: Ch. 2;

Supplemental Resources Below.

https://www.bls.gov

https://www.dol.gov/general/aboutdol/majorlaws

https://www.eeoc.gov/federal/

Choose your organization or one you know well to use for this assignment.

Use the U.S. Navy for the organization please. 

Develop a 1,050-word report including the following:

  • Briefly describe the management of human capital in the organization.
  • Describe three employment laws and the consequences of non-compliance.
  • Assess how your organization might structure its policies, practices, and or culture to ensure compliance.

Format your assignment consistent with APA guidelines.

 
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For Zeek The Geek Only – Case Study #2 – Netflix, Inc. (A): The 2011 Rebranding/Price Increase Debacle

Case Study #2 – Netflix, Inc. (A): The 2011 Rebranding/Price Increase Debacle (Case 27)

 

CASE ABSTRACT:  In 2011 Netflix was the world’s largest online movie rental service. Its subscribers paid to have DVDs delivered to their homes through the U.S. mail, or to access and watch unlimited TV shows and movies streamed over the Internet to their TVs, mobile devices, or computers. On September 18, 2011 Netflix CEO and Co-Founder Reed Hastings announced on the Netflix blog that the company was splitting its DVD delivery service from its online streaming service, rebranding its DVD delivery service Qwikster as a way to differentiate it from its online streaming service, and creating a new website for it. Three weeks later, in response to customer outrage and confusion, Hastings rescinded the to rebrand the DVD delivery service Qwikster and re-integrating it into Netflix. Nevertheless, by October 24, 2011, only five weeks after the initial split, Netflix acknowledged that it had lost 800,000 US subscribers and expected to lose yet more, thanks both to the Qwikster debacle and the price hike the company had decided was necessary to cover increasing content costs.6

Despite this setback, Netflix continued to believe that by providing the cheapest and best subscription-paid, commercial-free streaming of movies and TV shows it could still rapidly and profitably fulfill its envisioned goal to become the world’s best entertainment distribution platform.

CASE OBJECTIVES:

1. To discuss the merits of the Rebranding Decision at Netflix. 

2. To discuss Netflix’s new pricing structure. 

3. To discuss domestic/international online growth opportunities. 

4. To discuss streaming vs. mail order distribution. 

5. To discuss original content strategies.

Paper, 12-15 pages, due by the end of week 8, must include the following elements: Title page, Executive Summary, Content, Reference page(s). Remember that you are to research Netflix and provide a minimum of 10 resources that must be applied in the case analysis.  You must adhere to ALL APA rules and guidelines. If you have questions about any APA guidelines, please ask me.

NOTE:   You will follow the same format as the Amazon case 

Analyze the following in the case analysis:

Each of these content areas should be addressed

· Historical Background and Current Situation of Netflix 

· Governance information i.e. CEO, COB, VPs, Board of Directors, etc. (same as for Amazon)

· Application of the Pearce and Robinson Strategic Management Model (p. 11) with its 11 steps as described in the course book ( Robinson_Chapter_1 ) as it aligns with Netflix (see the 3 functions of the model as it aligns with strategic management process on pp. 11-15).  Each area of the 11-step model will be addressed with a paragraph analyzing how Netflix has applied the model to their strategic planning process.

· External Analysis

· Internal Analysis

· Analysis of Strategic Factors

· Strategic Alternatives and Recommended Strategies

· Summary and Conclusion

Please address the following questions within each of the areas above:

· Did Netflix underestimate the push-back from their price increase? (External Analysis)

· Did Netflix underestimate the bad publicity from their new pricing structure? (External Analysis)

· Did Netflix underestimate the number of subscription cancellations that resulted from their new pricing structure?  (Internal Analysis)

· Is Netflix actually correct in moving from mail order distribution to online streaming? (Internal Analysis)

· Discussion of implications of the case for middle managers. (Internal Analysis)

· Did Netflix implement too quickly? (Analysis of Strategic Factors)

· Can Netflix compete with Amazon Prime? (Analysis of Strategic Factors)

 
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