Human Resources Comprehensive Assignment – Editing And Formatting

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HRES 2170 – CompreheNsive Team Assignment

Due Date: November 14, 2018 at the start of class (6:00 PM – Refer to Course Outline for late policy)

Value: 25% of your final grade.

Project Details

Instructions: On the following pages, you will find the details for your comprehensive term project, which you will undertake in groups of 5. This forms a significant portion of your grade and requires your continuous commitment to be successful. The assignment is designed to fulfill multiple learning objectives to develop a range of skills for you, including working in a team.

You will see there are questions assigned to each of the topic areas. Although your writing may not be distributed equally amongst these questions for each topic area, you need to provide a maximum of 3 pages for each topic area (use double space, time new roman font). For each section you have to refer to at least one additional reference (beyond text book and class notes) to illustrate your point. You must follow APA standards and include a reference sheet outlining the additional reference(s) used at the end of each section. Failure to do so will result in reduction in 2 marks from the respective section. Please attach the grading scheme (last 3 pages) to your final submission (Failure to do so will result in 3 marks deduction).

Please make sure that you start this project early. You are in charge of your time and managing the work within your team. This process will be easier if you approach each topic area (chapter) as we are discussing it in class. I hope to provide some time in class for practice with your team, though the responsibility of this assignment is yours and there will be much work required with your team outside of class time to excel at this.

I will provide further clarity in class and always be available to answer questions. If you need clarifications and assistance with the project make sure to reach out (sooner than later). You can always book an appointment to meet me.

The assignment is purposefully designed with some ambiguity and also some leeway as these steps will look different depending on the job that you choose. The purpose is to get to a place of application with this material and this assignment models much of the realistic work of HR practitioners.

Please also be aware of the university policies with respect to Academic Dishonesty and also Plagiarism. This is taken very seriously at the university and even if the dishonesty or plagiarism is unintentional, my obligation to report it does not change. Please also know that taking credit for work you did not contribute to is also considered Academic Dishonesty and will be reported to the Office of Student Conduct as such. As such, all members of the group are expected to work on, review, read and contribute to each section. If your name is on the paper and you did not do so, this is considered grounds for plagiarism. Further, if you split up the assignment (i.e. assign certain sections to each person and do not read and edit each person’s section), the assignment will be disjointed and your mark will reflect this.

Familiarize yourself with the resources on campus, which include but are not limited to: Student Learning Services and also our wonderful library.

Good luck with the assignment

COMPONENT PART OF COMPREHENSIVE PROJECT COMPONENT DETAILS Total Marks Possible
Team Contract Your duly signed team contract is due by the start of class on xxx. A template for this is available under the assignment section on Blackboard.

You can upload a copy of the contract onto your Team Portal on Blackboard for everyone’s reference.

The template is a guideline, and you can add additional commitments that you share unanimously across your team.

 

Please be aware that if there are any issues that need to be addressed with your team, that I will use this contract as the first point of reference should I need to mediate.

 5
Overall Presentation & Mechanics, Spelling, Grammar and Referencing (including Bibliography) Your paper needs to follow APA standards. Please consult the APA Guide and style sheet available at the library (Version 6) for details on spacing, font, format, referencing and pagination.

 

Please pay special attention to the following:

· Your paper should have a clear title page which includes your names, student IDs, instructor’s name, our course and this project’s name as well as the due date.

 

· Your paper needs to be presented in a professional manner and should be stapled or collated for final presentation (NO LOOSE SHEETS PLEASE). The links to APA style guides are posted in the Assignment section of Blackboard.

 

· Ensure please that your project is clearly and consistently referenced and that it is clear for the reader which section is which.

 

· Include a Table of Contents.

 

· Marks will be deducted for errors in grammar, spelling, and lack of readability.

Please make sure to read the full report once it is fully compiled to see if the report presents a coherent story.

 

· References for each chapter should be listed at the end of each chapter (not at the end of the complete report). Failure to use at least one additional reference per section will result in -2 points from each section.

 

· Failure to print and attach the grading rubric (last 3 pages) with the final report will result in -3 points.

 

· Provide a short Executive Summary to your report at the end of the document (maximum 1 page). This is a broad summary of your report. If someone only reads this section, the person should be able to have a fair understanding of what you did.

 

 

 15
Introduction

(of job to be studied)

THIS IS ONE OF THE MOST IMPORTANT PARTS OF THE PROJECT. GIVE LOTS OF THOUGHT TO IT AS THIS SETS THE STAGE FOR YOUR REPORT.

 In no less than one full page, present the position that you have decided to study for this project. It should be one that you are interested in, and would greatly help to have some base knowledge already.

 

You should include the specifics of the position and location, type of organization (size, industry, maturity, etc.), how many positions you are trying to fill, and other contextual information which will help you to build the full profile of the position.

 

 10
Chapter 2 & 3:

The Legal Context and Safety

 1. Provide two bona fide job requirements (or list and discuss any existing BFOR provided). (5 pts)

1. Discuss safety as it relates to the position and provide two proactive actions the company can take to keep this employee safe. (5 pts)

 10
Chapter 4: Designing and Analyzing Jobs 1. Create a job description (including the job specifications) for the position you have chosen. For this purpose, you can use your personal knowledge of the job, interview someone who knows about the job, and/or use the Internet to find the relevant information. (10 pts)

2. Identify and articulate what the team deems to be the 4-6 key knowledge, skills or capabilities for this role. This should not just ‘picking from the list’ but rather, a summary reflective of the list (hint: this requires a team discussion). Further, the team will want to be clear and not just state “good communicator” (I don’t know what that means). This will help the team form the basis for the interview questions. (10 pts)

 20
Chapter 5a: HR Planning and Recruitment 1. Design an externally focused recruitment strategy. What methods would be most effective?

Your campaign should be realistic and very focused, and should include 3 methods for recruitment.

Clearly identify how your methods will help you to recruit a more diverse workforce. (4 pts)

 

2. Design a job advertisement for one of your recruitment methods. (2 pts)

 

3. Discuss whether and how the ad has created “AIDA” as follows: the ad should attract Attention; the ad should develop Interest in the job; the ad should create Desire for the job; the ad should instigate Action. (4 pts)

 10
Chapter 5b: Selection

 

(Note: The maximum page limit is increased to 6 for this section only.)

 

 

 1. Based on CH 4/Q 2 (above), create three Behavioral Descriptive Interview questions for your candidate. Will the question provide the competency/skill that you are looking to uncover? WHY are you asking THIS question – what do you hope to learn? (5 pts)

2. Again, based on CH4/Q2, create three Situational Interview questions for your candidate. With the question provide the competency/skill that you are looking to uncover? WHY are you asking THIS question – what do you hope to learn? (5 pts)

 10
Chapter 6: Orienting and Training Employees for High Performance  

1. Design 1-5 day orientation program for your new hire. Assume that you have a reasonable budget to work with to do this. You may outline your program in point form. (10 pts)

 

 

 10
Chapter 7: Employee Performance 1. Based on the job description, identify at least 3 performance dimensions that you plan to measure to assess the job performance of your hire. Please describe why these are the important dimensions to be measured. (5 pts)

 

2. How do you plan to measure the performance dimensions identified above? Describe in detail, what measures would be adopted and who will be doing the measurement, and how often do you plan to do the assessment of performance (5 pts)

 10
Peer Review (for EACH team member). This will be required of each of the members of your team. The details are provided in the peer review sheet which I have also posted under “Assignments” on our site. The 5 marks will be deducted from each individual who does not submit a peer review.

Please note that any problems with the team should be reported to the instructor at least 14 business days prior to the due date, especially if you are awarding a reduced grade for your team mates.

 -5
“completeness” Not only will the marks not be awarded for any section not completed, but an additional 10 point penalty will be imposed off the rest of the project. Realistically, this project needs to be done in sequence and all component parts need to be included for it to really “work”

 

 -10
  TOTAL MARKS POSSIBLE 100
 
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Quiz

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QUESTION 1

  1. What information is available in NSLDS? (Check all that apply)Your entire student loan historyLoan amount totalsYour Loan typesYour assigned federal loan servicers

8.37000 points  

QUESTION 2

  1. What is the longest period of time that a forbearance may be placed on your account at one time?As many months as you want6-months12 months4-months

8.33000 points  

QUESTION 3

  1. You can change your student loan repayment plan at any time once in repayment. True
    False

8.33000 points  

QUESTION 4

  1. “During forbearance, interest will still accrue on your loans? ” True
    False

8.33000 points  

QUESTION 5

  1. With REPAYE (Revised pay as you earn) what is the main factor used in determining your monthly payment amount?Your incomeYour monthly billsType of job you haveHow many classes you took at school

8.33000 points  

QUESTION 6

  1. You can still use deferment or forbearance options after your loans are in default. True
    False

8.33000 points  

QUESTION 7

  1. Delinquency occurs at how many days past due on your loan repayment?30 Days90 days1 Day120 days

8.33000 points  

QUESTION 8

  1. How much total Deferment time are you allowed over the life of your loan?12 months36 months24 months6 months

8.33000 points  

QUESTION 9

  1. What is the name of the website that you complete your entrance and exit counseling on?Studentloans.govNSLDS.ed.govStudentaid.govFafsa.ed.gov

8.33000 points  

QUESTION 10

  1. How many days do you have to resolve your delinquency before your loan officially Defaults?270 days200 days360 days100 days

8.33000 points  

QUESTION 11

  1. How long typically is a grace period for federal student loans taken out in your name?12-months3-months6-monthsThere is no grace period for school loans

8.33000 points  

QUESTION 12

  1. ” If you default on your student loans, the IRS may take your tax return to help repay them.” True
    False
 
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Leadership Styles

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This week’s assignment is to create a Powerpoint presentation.  This presentation should be 12 – 15 slides long in addition to a cover page and a reference page.  Use bullets on most slides but each page should include a note section with at least 150 words in addition to the slide.  Cite your work, limit quotes, and edit your work well for spelling, grammar, and punctuation errors.  Quotes should always be rare and properly cited.  Slides or notes with excessive quotes will have deductions.  Use your own words.

Assignment – Examine Trait, Skills, Behavioral, Style, Situational, and Path-goal approaches/theories of leadership

Prepare a presentation as if you were a leadership instructor.  You are to prepare it so you will be able to teach a lesson to a class.   Using the six approaches/theories of leadership we have discussed in the first three weeks of class, document what the approach or theory is based on, how it is different than the others, and when it is best used.   Consider the strengths and weaknesses of each one.   Give examples of when each theory would work best.   For example, consider different positions like a construction plant manager or a school principal or a nurse. What approach would work best for different positions?   Incorporate that into your lesson.   Your goal is to have your audience (students) understand the six approaches and when to use them.

Do not copy definitions from the book.  Use your own words to get your students to understand the different aspects of the theories.  Use the 12 – 15 slides for the six approaches/theories, approximately two- three pages for each one.

Format:

Title Slide – Include a title page with your name, student number, title of your paper, course number, course name, & date.

Introductory Slide – Include a short introduction of your agenda/topics.

Length – 12 – 15 slides plus the title page and citation page. Make sure you have at least 150 words in the note section of each page.  Do not include any quotes in your notes.

Reference Page – Include at least two outside sources in addition to your textbook and other course articles on a separate reference page.  Use references with authors, not websites. All references must have citations within your paper.  Wikipedia is not an acceptable reference.

 
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Using T Test And ANOVA With Sun Coast Remediation Data Set

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Running head: INSERT TITLE HERE 1

INSERT TITLE HERE 17

 

Insert Title Here

Insert Your Name Here

Insert University Here

 

Sun Coast Remediation Course Project Guidance

 

Background

 

To help make a connection between business research and its use in the real world, this course will use an iterative course project. Throughout the term, you will serve as the health and safety director for Sun Coast Remediation (Sun Coast).

 

Sun Coast provides remediation services to business and governmental organizations. Most of their contracts involve working within contamination sites where they remove toxic substances from soil and water. In addition to the toxicity of the air, water, and soil their employees come into contact with, the work environment is physically demanding and potentially contributory to injuries involving musculoskeletal systems, vision, and hearing. Sun Coast genuinely cares about the health, safety, and well-being of their 5,500 employees, but they are also concerned about worker compensation costs and potential long-term litigation from injuries and illness related to employment.

 

Health and Safety Director Task

 

Sun Coast hired you last month to replace the previous health and safety director, who left to pursue other opportunities. This is a critical position within the company because there are many health and safety-related issues due to the nature of the work. The former health and safety director was in the midst of analyzing these issues through the implementation of a research project when she left the organization.

 

Throughout the term, you will use your knowledge of research methods to bring the research project to fruition. You will conduct a literature review, develop research questions and hypotheses, create the research design, test data, interpret data, and present the findings. Each unit will accomplish one of these tasks. It has already been decided that the business problems will be best addressed using a quantitative research methodology. You will not collect any data for this project. The former health and safety director had already collected the data, which is provided for you in an Excel spreadsheet.

 

Statistical Tools

 

You will conduct the data analysis using Microsoft Excel Toolpak. View these links for information: https://support.office.com/en-us/article/load-the-analysis-toolpak-in-excel-6a63e598-cd6d-42e3-9317-6b40ba1a66b4 and https://www.excel-easy.com/data-analysis/analysis-toolpak.html

 

Sun Coast Remediation Course Project Sections

 

Since this is a quantitative research study, there are specific steps that should be followed. The following is a template that will help you develop your project. (It is also provided as a template in Unit VII.) Use this information to guide your completion of the course project.

 

Table of Contents

Include the table of contents here. There is a tool for creating a table of contents in the References tab of the Microsoft Word tool bar at the top of the screen. Remember to delete this text and the instructions from the previous page before you begin.

 

Executive Summary

The executive summary will go here. The paragraphs are not indented, and it should be formatted like an abstract. The executive summary should be composed after the project is complete. It will be the final step in the project. Delete this text before you begin.

 

Sun Coast Remediation Course Project

Introduction

Note: The following introduction should remain in the research project unchanged. Delete this note before you begin.

Senior leadership at Sun Coast has identified several areas for concern that they believe could be solved using business research methods. The previous director was tasked with conducting research to help provide information to make decisions about these issues. Although data were collected, the project was never completed. Senior leadership is interested in seeing the project through to fruition. The following is the completion of that project and includes the statement of the problems, literature review, research objectives, research questions and hypotheses, research methodology, design, and methods, data analysis, findings, and recommendations.

Statement of the Problems

Note: The following statement of the problems should remain in the research project unchanged. Delete this note before you begin.

Six business problems were identified:

Particulate Matter (PM)

There is a concern that job-site particle pollution is adversely impacting employee health. Although respirators are required in certain environments, PM varies in size depending on the project and job site. PM that is between 10 and 2.5 microns can float in the air for minutes to hours (e.g., asbestos, mold spores, pollen, cement dust, fly ash), while PM that is less than 2.5 microns can float in the air for hours to weeks (e.g. bacteria, viruses, oil smoke, smog, soot). Due to the smaller size of PM that is less than 2.5 microns, it is potentially more harmful than PM that is between 10 and 2.5 since the conditions are more suitable for inhalation. PM that is less than 2.5 is also able to be inhaled into the deeper regions of the lungs, potentially causing more deleterious health effects. It would be helpful to understand if there is a relationship between PM size and employee health. PM air quality data have been collected from 103 job sites, which is recorded in microns. Data are also available for average annual sick days per employee per job-site.

Safety Training Effectiveness

Health and safety training is conducted for each new contract that is awarded to Sun Coast. Data for training expenditures and lost-time hours were collected from 223 contracts. It would be valuable to know if training has been successful in reducing lost-time hours and, if so, how to predict lost-time hours from training expenditures.

Sound-Level Exposure

Sun Coast’s contracts generally involve work in noisy environments due to a variety of heavy equipment being used for both remediation and the clients’ ongoing operations on the job sites. Standard ear-plugs are adequate to protect employee hearing if the decibel levels are less than 120 decibels (dB). For environments with noise levels exceeding 120 dB, more advanced and expensive hearing protection is required, such as earmuffs. Historical data have been collected from 1,503 contracts for several variables that are believed to contribute to excessive dB levels. It would be important if these data could be used to predict the dB levels of work environments before placing employees on-site for future contracts. This would help the safety department plan for procurement of appropriate ear protection for employees.

New Employee Training

All new Sun Coast employees participate in general health and safety training. The training program was revamped and implemented six months ago. Upon completion of the training programs, the employees are tested on their knowledge. Test data are available for two groups: Group A employees who participated in the prior training program and Group B employees who participated in the revised training program. It is necessary to know if the revised training program is more effective than the prior training program.

Lead Exposure

Employees working on job sites to remediate lead must be monitored. Lead levels in blood are measured as micrograms of lead per deciliter of blood (μg/dL). A baseline blood test is taken pre-exposure and postexposure at the conclusion of the remediation. Data are available for 49 employees who recently concluded a 2-year lead remediation project. It is necessary to determine if blood lead levels have increased.

Return on Investment

Sun Coast offers four lines of service to their customers, including air monitoring, soil remediation, water reclamation, and health and safety training. Sun Coast would like to know if each line of service offers the same return on investment. Return on investment data are available for air monitoring, soil remediation, water reclamation, and health and safety training projects. If return on investment is not the same for all lines of service, it would be helpful to know where differences exist.

Literature Review

After providing a brief introduction to this section, students should include the literature review information here. Important Note: Students should refer to the information presented in the Unit I Study Guide and the Unit I Syllabus instructions to complete this section of the project. Delete this before you begin.

Research Objectives

After providing a brief introduction to this section, students should include research objectives here. Students should compose short, direct statements about the objectives of the study. Research objectives should relate to the problems that have been identified above, and there should be one objective for each problem as shown in the example below. Important Note: Students should refer to the information presented in the Unit II Syllabus instructions to complete this section of the project. Delete this before you begin.

Example:

RO1: Determine if a person’s height is related to weight.

RO2:

RO3:

RO4:

RO5:

RO6:

Research Questions and Hypotheses

After providing a brief introduction to this section, students should state the research questions and hypotheses. Each research objective should have a corresponding research question and a null and alternative hypothesis as shown in the example below. In total, there should be six research questions and twelve hypotheses. Important Note: Students should refer to the information presented in the Unit II Study Guide and the Unit II Syllabus instructions to complete this section of the project. Delete this before you begin.

Example:

RQ1: Is there a relationship between height and weight?

H01: There is no statistically significant relationship between height and weight.

HA1: There is a statistically significant relationship between height and weight.

 

RQ2:

H02:

HA2:

 

RQ3:

H03:

HA3:

 

RQ4:

H04:

HA4:

 

RQ5:

H05:

HA5:

 

RQ6:

H06:

HA6:

Research Methodology, Design, and Methods

After providing a brief introduction to this section, students should detail the research design they have selected and why it is an appropriate research approach for addressing the business problems. Use the following subheadings to include all required information. Important Note: Students should refer to the information presented in the Unit III Study Guide and the Unit III Syllabus instructions to complete this section of the project. Delete this before you begin.

Research Methodology

Explain the research methodology chosen for this research project and provide rationale for why it is appropriate given the problems.

Research Design

Students should explain whether the research design is exploratory, causal, or descriptive. Provide rationale for the choice.

Research Methods

Students should describe the research methods used for this research study based on the research methodology, research design, and research questions, and provide a rationale as to why they were chosen. They might include a combination of experimentation, descriptive statistics, correlation, and causal-comparative methods.

Data Collection Methods

Students should specify how the data were most likely collected to test the hypotheses. Data collection methods include, but are not limited to, survey, observation, and records analysis.

Sampling Design

Students should briefly describe the type of sampling design that was most likely used for the data that were collected. Choices include, but are not limited to, random sample, convenience sample, etc. Explain your rationale for your sampling design selection(s).

Data Analysis Procedures

Students should specify the statistical procedures used to test each set of hypotheses from among correlation, regression, t test, and ANOVA. They should explain why each procedure was the most appropriate choice.

Example:

Correlation is the preferred procedure to use to test the RQ1 hypotheses since the interest is whether a relationship exists between an independent variable (IV) and dependent variable (DV). Correlation will indicate if there is a relationship between height (IV) and weight (DV), the strength of the relationship, and the direction of the relationship.

Data Analysis: Descriptive Statistics and Assumption Testing

After providing a brief introduction to this section, students should provide the Excel Toolpak results of their descriptive analyses. Frequency tables, histograms, and descriptive statistics tables should be cut and pasted from Excel directly into the final project document. Important Note: Students should refer to the information presented in the Unit IV Study Guide and the Unit IV Syllabus instructions to complete this section of the project. Delete this before you begin.

Correlation: Descriptive Statistics and Assumption Testing

Students should include this information here. Include frequency table, histogram, and descriptive statistics table. Evaluate and discuss the descriptive statistics and make an explicit statement about whether the assumptions for parametric statistical testing were met or not met. Delete these statements before you begin.

Simple Regression: Descriptive Statistics and Assumption Testing

Students should include this information here. Include frequency table, histogram, and descriptive statistics table. Evaluate and discuss the descriptive statistics, and make an explicit statement about whether the assumptions for parametric statistical testing were met or not met. Delete these statements before you begin.

Multiple Regression: Descriptive Statistics and Assumption Testing

Students should include this information here. Include frequency table, histogram, and descriptive statistics table. Evaluate and discuss the descriptive statistics and make an explicit statement about whether the assumptions for parametric statistical testing were met or not met. Delete these statements before you begin.

Independent Samples t Test: Descriptive Statistics and Assumption Testing

Students should include this information here. Include frequency table, histogram, and descriptive statistics table. Evaluate and discuss the descriptive statistics, and make an explicit statement about whether the assumptions for parametric statistical testing were met or not met. Delete these statements before you begin.

Dependent Samples (Paired-Samples) t Test: Descriptive Statistics and Assumption Testing

Students should include this information here. Include frequency table, histogram, and descriptive statistics table. Evaluate and discuss the descriptive statistics, and make an explicit statement about whether the assumptions for parametric statistical testing were met or not met. Delete these statements before you begin.

ANOVA: Descriptive Statistics and Assumption Testing

Students should include this information here. Include frequency table, histogram, and descriptive statistics table. Evaluate and discuss the descriptive statistics, and make an explicit statement about whether the assumptions for parametric statistical testing were met or not met. Delete these statements before you begin

Data Analysis: Hypothesis Testing

After providing a brief introduction to this section, students should provide the Excel Toolpak results of their hypothesis testing. The statistical output tables should be cut and pasted from Excel directly into the final project document. For the regression hypotheses, the students should display and discuss the predictive regression equations. Important Note: Students should refer to the information presented in the Units V and VI Study Guides and the Units V and VI Syllabus instructions to complete this section of the project. Delete this before you begin.

Correlation: Hypothesis Testing

Students should include this information here. Restate the null and alternative hypotheses, cut and paste the statistical output from Excel Toolpak, discuss the p-value in relation to alpha and explicitly accept or reject the null and alternative hypotheses. Delete these statements before you begin.

Simple Regression: Hypothesis Testing

Students should include this information here. Restate the null and alternative hypotheses, cut and paste the statistical output from Excel Toolpak, and interpret and explain the simple regression analysis results below the Excel output. Your explanation should include: multiple R, R square, alpha level, ANOVA F value, accept or reject the null and alternative hypotheses for the model, statistical significance of the x variable coefficient, and the regression model as an equation with explanation. Delete these statements before you begin.

Multiple Regression: Hypothesis Testing

Students should include this information here. Restate the null and alternative hypotheses, cut and paste the statistical output from Excel Toolpak, and interpret and explain the simple regression analysis results below the Excel output. Your explanation should include: multiple R, R square, alpha level, ANOVA F value, accept or reject the null and alternative hypotheses for the model, statistical significance of the x variable coefficients, and the regression model as an equation with explanation.

Independent Samples t Test: Hypothesis Testing

Students should include this information here. Restate the null and alternative hypotheses, cut and paste the statistical output from Excel Toolpak, discuss the p-value in relation to alpha and explicitly accept or reject the null and alternative hypotheses. Delete these statements before you begin.

Dependent Samples (Paired Samples) t Test: Hypothesis Testing

Students should include this information here. Restate the null and alternative hypotheses, cut and paste the statistical output from Excel Toolpak, discuss the p-value in relation to alpha and explicitly accept or reject the null and alternative hypotheses. Delete these statements before you begin.

ANOVA: Hypothesis Testing

Students should include this information here. Restate the null and alternative hypotheses, cut and paste the statistical output from Excel Toolpak, discuss the p-value in relation to alpha and explicitly accept or reject the null and alternative hypotheses. Delete these statements before you begin.

Findings

After providing a brief introduction to this section, students should discuss the findings in the context of Sun Coast’s problems and the associated research objectives and research questions. Important Note: Students should refer to the information presented in the Unit VII Study Guide and the Unit VII Syllabus instructions to complete this section of the project. Restate each research objective, and discuss them in the context of your hypothesis testing results. The following are some things to consider. What answers did the analysis provide to your research questions? What do those answers tell you? What are the implications of those answers? Delete these statements before you begin.

Example:

RO1: Determine if a person’s height is related to weight.

The results of the statistical testing showed that a person’s height is related to their weight. It is a relatively strong and positive relationship between height and weight. We would, therefore, expect to see in our population taller people having a greater weight relative to those of shorter people. This determination suggests restrictions on industrial equipment should be stated in maximum pounds allowed rather than maximum number of people allowed.

RO2:

RO3:

RO4:

RO5:

RO6:

Recommendations

After providing a brief introduction to this section, students should include recommendations here in paragraph form. This section should be your professional thoughts based upon the results of the hypothesis testing. You are the researcher, and Sun Coast’s leadership team is relying on you to make evidence-based recommendations. Delete these statements before you begin.

References

Include references here using hanging indentations, and delete these statements and example reference.

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Thousand Oaks, CA: Sage.

 
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Focus Of The Research Paper

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I am looking for someone to edit my paper for me ASPA. 82% of my paper is off the internet. 

 

Focus of the Research Paper

The Research Paper will be a comprehensive research review of the significant principles of management communications used to successfully achieve organizational objectives. For this assignment of a minimum of eight pages, you need to integrate material from the readings, multimedia, and class discussion boards, and also reflect on professional experience where possible. It is mandatory to include research from the classroom text as well as from six scholarly sources to support your views. Consider the validity of your resources carefully before using them in academic papers. Use at least one professional example to address the topics below.

The following components must be included in order for the paper to be complete:

 

  • Explain effective communication norms in a business setting.
  • Describe the role of interpersonal communication both as a manager and as an employee. What specific techniques have you used to overcome barriers to communication? Be sure to specify your role in the communication.
  • Explore the role of international and intercultural interpersonal communications in today’s global businesses.
  • Describe both verbal and nonverbal management communication.
  • Explain approaches for effective written management communication.
  • Analyze various approaches for engaging an audience during a presentation and encouraging active listening.
  • Describe effective methods of conflict resolution.
  • Analyze techniques for leading teams and group meetings.

 

Writing the Research Paper

The Research Paper:

  1. Must be eight to ten double-spaced pages in length (not including the title and reference pages), and formatted according to APA style as outlined.
  2. Must include a title page with the following:
    1. Title of paper
    2. Student’s name
    3. Course name and number
    4. Instructor’s name
    5. Date submitted
  3. Must begin with an introductory paragraph that has a succinct thesis statement.
  4. Must address the topic of the paper with critical thought.
  5. Must end with a conclusion that reaffirms your thesis.
  6. Must use at least six scholarly resources, including a minimum of three from the Ashford Online Library.
  7. Must document all sources in APA style, as outlined in the Ashford Writing Center.
  8. Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing Center.
 
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Multinational Management Case Study

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Read the attached case study, and submit answers to all the questions that follow the case study.

CASE DISCUSSION QUESTIONS

1. What are some important cultural differences between the Poles and the U.S. expatriates?

2. Using Hofstede’s and the 7d cultural dimension models, explain some of the cultural differences noted in the case.

3. What are some institutional explanations for how the Polish workers are reacting to U.S. management style?

4. How can the joint venture take advantage of the initial enthusiasm of the Polish managers to build a stronger organization?

5. What cultural adaptations would you suggest to the U. S. expatriate managers regarding their management styles?

APA style, double spaced, size 12 font, Times New Roman, 500 words minimum

 
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Hrm 6622 Assignment

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Part 2
Support Activities

Chapter 3:

Planning

McGraw-Hill Education

Copyright © 2015 by McGraw-Hill Education, All Rights Reserved.

 

Staffing Policies and Programs

Staffing System and Retention Management

Support Activities

Legal compliance

Planning

Job analysis

Core Staffing Activities

Recruitment: External, internal

Selection:
Measurement, external, internal

Employment:
Decision making, final match

Staffing Organizations Model

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Chapter Outline

  • Internal and External Influences
  • Organizational Strategy
  • Organizational Culture
  • Labor Markets
  • Technology
  • Human Resource Planning
  • Process and Example
  • Initial Decisions
  • Forecasting HR Requirements
  • Forecasting HR Availabilities
  • Reconciliation and Gaps
  • Staffing Planning
  • Staffing Planning Process
  • Core Workforce
  • Flexible Workforce
  • Outsourcing
  • Diversity Planning
  • Demography of the American Workforce
  • Business Case for Diversity
  • Planning for Diversity
  • Legal Issues
  • AAPs
  • Legality of AAPs
  • EEO and Temporary Workers

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Learning Objectives for This Chapter

  • Recognize external influences that will shape the planning process
  • Understand how strategic plans integrate with staffing plans
  • Become familiar with statistical and judgmental techniques for forecasting HR requirements and availabilities
  • Know the similarities and differences between replacement and succession planning
  • Understand the advantages and disadvantages of core workforce, flexible workforce, and outsourcing strategies for different groups of employees
  • Learn how to incorporate diversity into the planning process
  • Recognize the fundamental components of an affirmative action plan

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Discussion Questions for This Chapter

  • What are ways that the organization can ensure that KSAO deficiencies do not occur in its workforce?
  • What are the types of experiences, especially staffing-­related ones, that an organization will be likely to have if it does not engage in HR and staffing planning?
  • Why are decisions about job categories and levels so critical to the conduct and results of HRP?
  • What are the advantages and disadvantages of doing succession planning for all levels of management, instead of just top management?
  • What is meant by reconciliation, and why can it be useful as an input to staffing planning?
  • What criteria would you suggest using for assessing the staffing alternatives shown in Exhibit 3.14?
  • What problems might an organization encounter in creating an AAP that it might not encounter in regular staffing planning?

Ex. 3.1: Examples of External
Influences on Staffing

  • Organizational strategy
  • Current financial and human resources
  • Demand for products and/or services
  • Competitors and partners
  • Financial and marketing goals
  • Organizational culture
  • Expressed vision of executives
  • Degree of hierarchy and bureaucracy
  • Style of communication

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Ex. 3.1: Examples of External
Influences on Staffing

  • Labor markets
  • Labor demand
  • Labor supply
  • Labor shortages and surpluses
  • Employment arrangements
  • Technology
  • Elimination of jobs
  • Creation of jobs
  • Changes in skill requirements

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Exhibit 3.2 Internal Versus External Staffing

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Ex. 3.4: Major Workforce Trends

  • Continuing high cost of healthcare
  • Increased global competition for jobs, markets, and talent
  • Growing complexity of legal compliance
  • Large numbers of baby boomers leaving the workforce at around the same time
  • Economic growth of emerging markets
  • Greater need for cross-cultural understanding

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Discussion Questions

  • What are ways that the organization can ensure that KSAO deficiencies do not occur in its workforce?
  • What are the types of experiences, especially staffing-­related ones, that an organization will be likely to have if it does not engage in HR and staffing planning?
  • Why are decisions about job categories and levels so critical to the conduct and results of HRP?

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Overview: Human
Resource Planning

  • Process and Example
  • Initial Decisions
  • Forecasting HR Requirements
  • Forecasting HR Availabilities
  • Reconciliation and Gaps

Ex. 3.5: The Basic Elements
of Human Resource Planning

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Ex. 3.6: The Basic Elements
of Human Resource Planning

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HRP: Initial Decisions

  • Strategic planning
  • Linkages with larger organizational mission
  • Comprehensiveness
  • Planning time frame
  • Job categories and levels
  • What jobs will be covered by a plan?
  • Head count (current workforce)
  • Roles and responsibilities

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HRP: Forecasting HR Requirements

  • Statistical techniques
  • Exh. 3.7: Examples of Statistical Techniques to Forecast HR Requirements
  • Judgmental techniques
  • “Top-down” approach
  • “Bottom-up” approach
  • Scenario planning
  • Incorporating manager judgment of potential future outcomes into statistical models

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HRP: Forecasting HR Requirements

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HRP: Forecasting HR Requirements

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HRP: Forecasting HR Requirements

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HRP: Forecasting HR Availabilities

  • Approach
  • Determine head count data for current workforce and their availability in each job category/level
  • Statistical techniques
  • Markov analysis
  • Limitations of Markov analysis

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Ex. 3.9 Use of Markov Analysis to Forecast Availabilities

Exhibit 3.10 Replacement Chart

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Exhibit 3.11 Succession Plan

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Human Resource Planning

  • Reconciliation and Gaps
  • Coming to grips with projected gaps
  • Likely reasons for gaps
  • Assessing future implications
  • Action Planning
  • Set objectives
  • Generate alternative activities
  • Assess alternative activities
  • Choose alternative activities

Ex. 3.12: Operational Format for Human Resource Planning

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Discussion Questions

  • What are the advantages and disadvantages of doing succession planning for all levels of management, instead of just top management?
  • What is meant by reconciliation, and why can it be useful as an input to staffing planning?

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Staffing Planning Process

  • Staffing objectives
  • Quantitative objectives
  • Qualitative objectives
  • Generate alternative staffing activities
  • Staffing alternatives to deal with employee shortages and surpluses

Ex. 3.14 Staffing Alternatives to Deal With Employee Shortages

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Ex. 3.14 Staffing Alternatives to Deal With Employee Surpluses

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Discussion Questions

  • What criteria would you suggest using for assessing the staffing alternatives shown in Exhibit 3.14?

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Staffing Planning: Flexible Workforce

  • Advantages
  • Disadvantages
  • Two categories
  • Temporary employees
  • Independent contractors

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Exhibit 3.15: Factors to Consider When Choosing a Staffing Firm

  • Agency and its reputation
  • Types of workers
  • Planning and lead time
  • Services: recruiting, selection, training, wages and benefits, supervision
  • Worker effectiveness
  • Cost

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Staffing Planning: Outsourcing

  • Advantages
  • Disadvantages
  • Special issues
  • Employer concerns regarding working conditions
  • Loss of control over quality
  • Offshoring

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Diversity Planning

  • The American workforce is highly diverse
  • Women make up ½ the labor force
  • Immigration
  • Civil Rights Legislation
  • Age
  • Business case for diversity strategies
  • Expanded talent pools
  • Better understand diverse customer base
  • Enhance creativity of teams
  • Reduce turnover

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Exhibit 3.16: Making the Business Case for Diversity

  • Legal and policy compliance
  • Avoid lawsuits, operational disturbances, and negative press
  • Staffing levels
  • Broader base of candidates, diverse KSAOs, flexibility, and retention
  • Employee attitudes and behavior
  • Engagement, justice, and cooperation
  • Product/service market
  • Increased insight into diverse customers, sensitivity, and community relationships

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Diversity Planning

  • Planning for diversity
  • Recruiting activities
  • Selecting schools and colleges to recruit from
  • Show commitment to diversity in recruiting efforts
  • Selection activities
  • Eliminate requirements not related to job performance
  • Include objective standards for judging candidate qualifications

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Legal Issues

  • Affirmative Action Plans (AAPs)
  • Guidelines for AAPs
  • Purpose is remedying past discrimination.
  • Definite underutilization of women and/or minorities
  • Should not penalize majority group members
  • Should be eliminated once goals have been achieved
  • All candidates should be qualified
  • Include organizational enforcement mechanisms
  • EEO and temporary workers

Ex. 3.18 Comparing Incumbency to
Availability

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Discussion Questions

  • What problems might an organization encounter in creating an AAP that it might not encounter in regular staffing planning?

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Ethical Issues

  • Issue 1
  • Does an organization have any ethical responsibility to share with all of its employees the results of its forecasting of HR requirements and availabilities? Does it have any ethical responsibility not to do this?
  • Issue 2
  • Identify examples of ethical dilemmas an organization might confront when developing an affirmative action plan (AAP).
 
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Personal Leadership Reflection Project- Due 2/24/19 By 13:00!

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USE THE ATTACHED WORKSHEET TO COMPLETE THE PROJECT!

4 PARAGRAPHS

OVERVIEW

Your final project in this course will be a reflection on yourself in your organization and at Southern New Hampshire University. You will analyze your own strengths, weaknesses, opportunities, and threats as they pertain to your own leadership skills as well as identify appropriate skills that contribute to influencing workplace productivity, engagement, and motivation. The final deliverable will be a plan with three goals and action steps that you have determined are the best fit for you as a leader.

In this assignment, you will demonstrate your mastery of the following course outcomes:

1) Explain how individual personality, perception, leadership styles, and self-concept influence human relations in informing the development of a personal Leadership philosophy

2) Explain how the communications process in leadership situations affects positive human relations

3) Illustrate how the relationship between motivation, stress, and time management influences workplace dynamics

4) Identify appropriate human interaction skills necessary for managers to positively influence productivity

ASSIGNMENT

Requirements:

Use the provided Personal Leadership Reflection Template to complete the final project.

Your personal leadership reflection must be 4 paragraphs (300–400 words) in length using the provided Personal Leadership Reflection Template. Sources should be cited according to APA style.

Instructions:

Based on your knowledge of human relations, you will write a paper addressing the different factors that have influenced your leadership philosophy, including personality, perception, leadership styles, and self-concept. In addition, you will examine how your leadership philosophy impacts your understanding of the communications process, workplace dynamics, and management skills.

Specifically, the following critical elements must be addressed:

1) Personality and Self-Concept: In this section, you will devote one detailed paragraph to your identified strengths and weaknesses as you consider future leadership opportunities. You may draw from your SWOT analysis in your responses. Please be sure to address the following in the two sections of your paragraph:

A. Strengths: Discuss the aspects of your personality and self-concept that serve as a particular strength as you consider your future leadership opportunities. Why are these important to you and to others you may be leading?

B. Areas of Improvement: Conversely, what aspects of your personality and self-concept may lead to difficulties in your future work as a leader? What areas of improvement have you identified?

2) Human Interaction Skills: In two paragraphs, you will identify at least two skills—drawing from your course readings and your own experiences—that can positively influence workplace productivity, engagement, and/or motivation. In your discussion of each skill, be sure to address the following questions underneath the skill:

A. Description of Skill: What is this skill, and how is it used in personnel management?

B. Engagement and Motivation: How specifically would this skill positively impact engagement or motivation?

C. Intended Impact: How specifically does this skill positively influence workplace productivity?

3)  Personal Development Plan: Finally, you will bring together your reflections on personality, self-concept, and human interaction skills in order to create actionable steps for your future as a leader. First, include a final paragraph answering the first prompt below. Then, identify three goals to enhance your skills as a leader.

A. First, reflect on how this experience has helped shape your personal leadership philosophy. Be specific.

B. Next, using the provided plan template, identify relevant goals to enhance your skills as a leader, action steps to achieving those goals, potential obstacles you may face, and a plan to overcome those obstacles

 
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IHP 525 Milestone Four Guidelines And Rubric Overview

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IHP 525 Milestone Four Guidelines and Rubric Overview: Your task is to help the organization answer their question by critically analyzing the data. You will run descriptive statistics and a statistical test, create a graph, interpret the results, and present the results and recommendations to non-technical decision makers in the form of a statistical report. Keep in mind that it is your job to do this from a statistical standpoint. Be sure to justify your conclusions and recommendations with appropriate statistical support. Prompt: In Milestone Three, you created a table listing the statistics you were going to complete to investigate your health question. In Milestone Four, you will actually complete these calculations. Specifically, you must address these critical elements: A. Graphs: In this section, you will use graphical displays to examine the data. 1. Create at least one graph that gives a sense of the potential relationship between the two variables that form your chosen health question. Include the graph and discuss why you selected it as opposed to others. B. Conduct an appropriate statistical test to answer your health question. C. Explain why this test is the best choice in this context. D. Analysis of Biostatistics: Use this section to describe your findings from a statistical standpoint. Be sure to: 1. Present key biostatistics from the graph(s) and statistical test and explain what they mean. Be sure to include a spreadsheet showing your work or a copy of your StatCrunch output as an appendix. 2. What statistical inferences or conclusions can you draw based on the results of your statistical test, descriptive statistics and graph? Justify your response.

 
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Discussion Topic- Serious Inquiries And Price Is Firm

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CASE 4.1 A Drill Sergeant at First

Mark Young is the head of the painting department in a large hospital; 20 union employees report to him. Before coming on board at the hospital, he had worked as an independent contractor. At the hospital, he took a position that was newly created because the hospital believed change was needed in how painting services were provided.

Upon beginning his job, Mark did a 4-month analysis of the direct and indirect costs of painting services. His findings supported the perceptions of his administrators that painting services were inefficient and costly. As a result, Mark completely reorganized the department, designed a new scheduling procedure, and redefined the expected standards of performance.

Mark says that when he started out in his new job he was “all task,” like a drill sergeant who didn’t seek any input from his subordinates. From Mark’s point of view, the hospital environment did not leave much room for errors, so he needed to be strict about getting painters to do a good job within the constraints of the hospital environment.

As time went along, Mark relaxed his style and was less demanding. He delegated some responsibilities to two crew leaders who reported to him, but he always stayed in close touch with each of the employees. On a weekly basis, Mark was known to take small groups of workers to the local sports bar for burgers on the house. He loved to banter with the employees and could take it as well as dish it out.

Mark is very proud of his department. He says he always wanted to be a coach, and that’s how he feels about running his department. He enjoys working with people; in particular, he says he likes to see the glint in their eyes when they realize that they’ve done a good job and they have done it on their own.

Because of Mark’s leadership, the painting department has improved substantially and is now seen by workers in other departments as the most productive department in hospital maintenance. Painting services received a customer rating of 92%, which is the highest of any service in the hospital.

Questions

1. From the behavioral perspective, how would you describe Mark’s leadership?

2. How did his behavior change over time?

3. In general, do you think he is more task oriented or more relationship oriented?

4. What score do you think he would get on Blake and Mouton’s grid?

STRENGTHS ______________________________________

The behavioral approach makes several positive contributions to our understanding of the leadership process. First, the behavioral approach marked a major shift in the general focus of leadership research. Before the inception of this approach, researchers treated leadership exclusively as a trait (see Chapter 2). The behavioral approach broadened the scope of leadership research to include the behaviors of leaders and what they do in various situations. No longer was the focus of leadership on the personal characteristics of leaders: It was expanded to include what leaders did and how they acted.

Second, a wide range of studies on leadership behavior validates and gives credibility to the basic tenets of the approach. First formulated and reported by researchers from The Ohio State University and the University of Michigan, and subsequently reported in the works of Blake and Mouton (1964, 1978, 1985) and Blake and McCanse (1991), the behavioral approach is substantiated by a multitude of research studies that offer a viable approach to understanding the leadership process.

Third, on a conceptual level, researchers of the behavioral approach have ascertained that a leader’s style consists primarily of two major types of behaviors: task and relationship. The significance of this idea is not to be understated. Whenever leadership occurs, the leader is acting out both task and relationship behaviors; the key to being an effective leader often rests on how the leader balances these two behaviors. Together they form the core of the leadership process.

Fourth, the behavioral approach is heuristic. It provides us with a broad conceptual map that is worthwhile to use in our attempts to understand the complexities of leadership. Leaders can learn a lot about themselves and how they come across to others by trying to see their behaviors in light of the task and relationship dimensions. Based on the behavioral approach, leaders can assess their actions and determine how they may want to change to improve their leadership behaviors.

CRITICISMS _______________________________________

Along with its strengths, the behavioral approach also has several weaknesses. First, the research on the behavioral approach has not adequately shown how leaders’ behaviors are associated with performance outcomes (Bryman, 1992; Yukl, 1994). Researchers have not been able to establish a consistent link between task and relationship behaviors and outcomes such as morale, job satisfaction, and productivity. According to Yukl (1994, p. 75), the “results from this massive research effort have been mostly contradictory and inconclusive.” He further pointed out that the only strong finding about leadership behaviors is that leaders who are considerate have followers who are more satisfied.

Another criticism is that this approach has failed to find a universal style of leadership that could be effective in almost every situation. The overarching goal for researchers studying the behavioral approach appeared to be the identification of a universal set of leadership behaviors that would consistently result in effective outcomes. Because of inconsistencies in the research findings, this goal was never reached. Similar to the trait approach, which was unable to identify the definitive personal characteristics of leaders, the behavioral approach has been unable to identify the universal behaviors that are associated with effective leadership.

A final criticism of the behavioral approach is that it implies that the most effective leadership style is the high–high style (i.e., high task and high relationship). Although some researchers (e.g., Blake & McCanse, 1991; Misumi, 1985) suggested that high–high managers are most effective, that may not be the case in all situations. In fact, the full range of research findings provides only limited support for a universal high–high style (Yukl, 1994). Certain situations may require different leadership styles; some may be complex and require high-task behavior, and others may be simple and require supportive behavior. At this point in the development of research on the behavioral approach, it remains unclear whether the high–high style is the best style of leadership.

 
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