Best & Worst Training Experience Essay

BEST AND WORST TRAINING EXPERIENCES ESSAY

This assignment is worth 20% of your final grade. It gives you an opportunity to apply concepts and theories from the textbook to your real-life experiences in training programs. You must complete this assignment individually, without contacting other students, and you may not use a paper or any part of a paper from a previous class or from another person. The assignment addresses Course Objectives 1, 4, and 5.

Most of us have had to participate in some type of training on our jobs, such as new employee orientation, lunch-and-learn workshops, Employee Assistance Program training, technical skill training, employee benefits update meetings, or management development workshops. Some of us have experienced on-the-job training. Others have participated in professional development workshops or skills-based continuing education classes. Think about the best and worst training experiences you have had. What made the best experiences excellent and what made the worst experiences terrible?

YOUR ASSIGNMENT

Write an 8-10 page essay (not including cover and reference pages) analyzing one of your best training experiences and one of your worst training experiences. Be specific in discussing what made the experiences good or bad. Please review the content of Weeks 4-8 on learning theories, the design of training, training evaluation, transfer of training, and training methods. This material should be reflected in your essay.

Your essay should include brief descriptions of the training experiences:

· The target audience

· The objective(s) of the training (see Week 5)

· The training site

· Training methods used (see Weeks 7 and 8)

The major focus of your paper is your analysis, which is worth 65% of the grade for this assignment. Your analysis should include:

· An assessment of the specific factors that contributed to the success or ineffectiveness of the training; for example, consider these questions:

· Did the training achieve its objective(s)?

· Was the training site conducive to learning?

· Were the methods chosen appropriate for the topic and the audience?

· Did you have opportunities to practice and receive feedback?

· A discussion of the learning theory or theories that you believe guided the training (see Week 4).

· A discussion of how your learning as well as the effectiveness of the training were evaluated (see Week 6).

· An assessment of the competencies, knowledge, and/or skills demonstrated or not demonstrated by the trainer(s). The Association for Talent Development (ATD) has developed a competency model for TD professionals that includes foundational competencies and specific areas of expertise. Click on the link below to access an interactive version of the competency model (for example, click on Training Delivery to see the definition of this area of expertise and behavioral indicators):

https://www.td.org/Certification/Competency-Model

· A discussion of whether or not you transferred what you learned to your job, whether or not you had any relapses, and what contributed to your successful or unsuccessful transfer and/or to your relapses (see Week 4).

· Your specific recommendations for improving the training, based on what you now know about effective training programs.

The information above should be included in your paper but you are free to organize your essay in whatever way makes sense to you. You may use the first person (“I attended a program” or “the trainer told us”) in discussing your experiences. Support your analysis with citations from the readings from this class or other HR courses, and additional resources posted in our classroom. Make sure you define all key terms and cite the source(s) of your definition. Since this is not primarily a research paper, no specific number of references is required. However, you must cite your sources.

Use APA format for all citations, quotations, and references. References should be listed on a separate page as required by APA style. Your paper should be double spaced with one inch margins and a font size of at least 11 points; do not include any spaces between paragraphs or sections.

Submit your assignment electronically via the Assignment folder.

Name your file this way: YourLastNameFirstInitial_Best&WorstTng Exp

(Example: DoeJ_Best&WorstTng Exp

Due date: Sunday, [07/22/2018], 11:59 p.m. Eastern time.

Please see the next page for the grading criteria for this assignment.

Criteria for Grading Best and Worst Training Experiences Essay
A

B

C

F

Points Earned

Knowledge and Application of Relevant Concepts and Theories

(65 pts)

Student demonstrated exceptional knowledge of relevant theories and concepts; student did an exceptional job of applying theories and concepts to workplace training experiences; all statements and opinions were supported by appropriate citations from the course materials and from other sources.

65 – 59 points

Student demonstrated satisfactory knowledge of relevant theories and concepts; student did a satisfactory job of applying theories and concepts to workplace training experiences; most statements and opinions were supported by appropriate citations primarily from the course materials.

58 – 52 points

Student demonstrated less than satisfactory knowledge of relevant theories and concepts; student did a less than satisfactory job of applying theories and concepts to workplace training experiences; some statements and opinions were not supported by appropriate citations.

51 – 46 points

Student demonstrated unsatisfactory knowledge of relevant theories and concepts; student did an inadequate job of applying theories and concepts to workplace training experiences; many statements and opinions were not supported by appropriate citations.

45 – 0 points

Comments

Presentation of Ideas and Mechanics

(30 pts)

Student presented ideas in a clear, compelling manner; essay contained few distracting writing, grammar, and/or spelling problems; the page length requirement was met.

30 – 27 points

Student presented ideas in an organized manner; essay contained several distracting writing, grammar, and/or spelling problems; the page length requirement may have been slightly exceeded.

26 – 24 points

Student presented ideas in a somewhat organized manner; essay contained a number of distracting grammar and/or spelling problems; the page length requirement may not have been met.

23 – 21 points

Student presented ideas in a poorly organized manner; essay contained many distracting writing, grammar, and/or spelling problems; the page length requirement was not met.

20 – 0 points

Comments

APA formatting

(5 pts)

All citations, quotations, and references were formatted correctly or contained only one or two minor errors.

5.0 – 4.5

Most citations, quotations, and references were formatted correctly or contained a few minor errors.

4.4 – 4.0 points

Some citations, quotations, and references were not formatted correctly or contained major errors.

3.9 – 3.5 points

Many citations, quotations, and references were not formatted correctly or contained many errors.

3.4 – 0 points

Comments

Total Points Earned

(100 points max)

 

Overall Comments

 

2

 
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Organizational Behavior

OL 342 Final Project Guidelines and Rubric

Overview Organizations across multiple industries have experienced change related to internal and external influences founded upon behavioral theories. Short- and long- term organizational success requires leaders to distinguish connections between these influences and individual, group, and organizational behaviors. Organizational behavior reviews the usual suspects that influence organizational performance and sustainability, including, but not limited to, leadership approach and style, motivational methods and models, internal and external culture, individual behaviors, attitudes, and individual perceptions.

The purpose of this project is to explore these topics from the three specific layers related to organizations: the individual, the group, and the entire organizational system. The project will be a case study analysis of an organization. The analysis will include exploring the organizational modeling, the leadership theory used, and the organizational culture of the company in the case study. By examining an organization through the case study, you will better understand how the different aspects of organizational behavior manifest themselves within a company and how that influences the operations of the company. You will use this case study for this project: The GM Culture Crisis: What Leaders Must Learn From This Culture Case Study.

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

 

 Analyze organizational shifts in common business practices in the form of structure or design throughout history for their influence on modern organizational ideals

 Assess internal and external influences to ensure alignment with organizational outcomes

 Analyze behavioral cause and effect in terms of the organizational outcomes in both employee and organizational performance  Analyze the impact of culture on organizational operations for its influence on leadership styles and motivational theories on behavior within the

organization

 Apply organizational behavior models and decision-making tools used by management in a business organization

 

Prompt For this project, you will analyze a real-world case study through the lens of organizational behavior, including at least cultural, diverse, motivational, and leadership model perspectives. You will identify these key components within the case study, using proper organizational behavior terminology, and discuss the impacts each appears to have within the organization itself.

Specifically, the following critical elements must be addressed:

I. Introduction

A. How is the organization described in the case study? What are its key attributes? What are its strengths and weaknesses?

 

 

 

 

II. Organizational Modeling A. Describe a current behavioral organizational model used in the case study. B. Compare the current behavioral organizational model used above to other models used within the industry and also within external related

industries. C. Explain why there are differences between the organizational model used by the organization in the case study and those used by organizations

in another similar industry. In other words, what are some of the reasons for using these different organizational models? D. Compare the current impact of culture on current organizational models to the impact culture has had on past organizational models. E. Explain how the organization is or is not operating within an organizational model unique to its industry. F. Explain if motivational models have shifted in comparison to the organizational modeling trends.

III. Evaluate Leadership Theory

A. Describe a leadership style used in the case study and why there was a shift in leadership style throughout the case study. B. Explain the characteristics and decisions of management in the case study that help explain the shift in leadership style. C. Identify the internal and external influences on the organization that may have caused the shift in leadership style. Be sure to explain your

choices. D. Describe the relationship between a leadership style used by the organization in the case study and the decision-making process.

 

IV. Assess Organizational Culture A. Discuss the internal culture present within the organization. Be sure to utilize terms relative to organizational behavior. B. Identify specific examples from the case study that demonstrate the internal culture present within the organization.

V. Insights and Conclusions

A. Explain why the leadership style(s) and internal culture of the organization complement each other or do not complement each other. B. Explain whether or not the changes in leadership style or internal culture of the organization influenced each other. C. Explain how the leadership styles and internal culture of the organization may have influenced the behavior of the employees within the

organization. You could consider providing specific instances or examples from within the case study to support your response.

Milestone One: Introduction and Organizational Modeling

Milestones

In Module Three, you will write a short paper that addresses Sections I and II of the final project. This milestone will be graded with the Milestone One Rubric.

Milestone Two: Leadership Theory, Organizational Culture, Insights and Conclusions In Module Five, you will write a short paper that addresses Sections III, IV, and V of the final project. This milestone will be graded with the Milestone Two Rubric.

 

 

 

 

Final Project Submission: Organizational Analysis In Module Seven, you will complete and submit your final organizational analysis. This submission will be graded with the Final Project Rubric, below.

 

Final Project Rubric Guidelines for Submission: Submit assignment as a Word document with double spacing, 12-point Times New Roman font, and one-inch margins.

 

Critical Elements Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value

Introduction: Organization

Meets “Proficient” criteria, and description is an especially comprehensive overview of the organization

Describes key attributes, strengths, and weaknesses of the organization in the case study

Describes key attributes, strengths, and weaknesses of the organization in the case study, but description is cursory or inaccurate

Does not describe key attributes, strengths, and weaknesses of the organization in the case study

5.5

Organizational Modeling: Current

Organizational Model [OL-342-05]

Meets “Proficient” criteria and describes the behavioral organizational model used in a way that is especially comprehensive

Describes a current behavioral organizational model used by the organization in the case study

Describes a current behavioral organizational model used by the organization in the case study, but description is cursory or inaccurate

Does not describe a current behavioral organizational model used by the organization in the case study

6

Organizational Modeling: Other

Models

[OL-342-05]

Meets “Proficient” criteria, and comparison demonstrates a nuanced understanding of the behavioral organizational models used in the industry of the organization in the case study as well as other related industries

Compares the current behavioral model used by the organization to other models used within the industry and also external related industries

Compares the current behavioral model used by the organization to other models used within the industry and also external related industries, but comparison is cursory or inappropriate

Does not compare the current behavioral model used by the organization to other models used within the industry and also external related industries

6

Organizational Modeling: Differences

[OL-342-03]

Meets “Proficient” criteria, and explanation demonstrates a nuanced understanding of the differences of organizational modeling in different industries

Explains why there are differences between the modeling used by the organization in the case study and organizations in another industry

Explains why there are differences between the modeling used by the organization in the case study and organizations in another industry, but explanation is cursory or inappropriate

Does not explain why there are differences between the modeling used by the organization in the case study and organizations in another industry and why they are different

6

 

 

 

 

Organizational Modeling: Culture

[OL-342-04]

Meets “Proficient” criteria, and comparison demonstrates a nuanced understanding of the impact of culture on the development of organizational models throughout history

Compares the current impact of culture on current organizational models in comparison to the impact culture has had on past organizational models

Compares the current impact of culture on current organizational models in comparison to the impact culture has had on past organizational models, but comparison is cursory or inaccurate

Does not compare the current impact of culture on current organizational models in comparison to the impact culture has had on past organizational models

6

Organizational Modeling: Unique

[OL-342-02]

Meets “Proficient” criteria, and explanation demonstrates keen insight into the organizational models used in the industry of the organization in the case study

Explains how the organization is or is not operating within an organizational model unique to the industry

Explains how the organization is or is not operating within an organizational model unique to the industry, but explanation is cursory or inappropriate

Does not explain how the organization is or is not operating within an organizational model unique to the industry

6

Organizational Modeling:

Motivational Models [OL-342-04]

Meets “Proficient” criteria, and explanation demonstrates keen insight into the current state of organizational modeling and how motivational models align or do not align with current trends

Explains if motivational models have shifted or have not shifted in comparison to the organizational modeling trends

Explains if motivational models have shifted or have not shifted in comparison to the organizational modeling trends, but explanation is cursory or inappropriate

Does not explain if motivational models have shifted or have not shifted in comparison to the organizational modeling trends

6

Evaluate Leadership Theory: Leadership

Style [OL-342-04]

Meets “Proficient” criteria, and description demonstrates a nuanced understanding of leadership styles and why they can change

Describes a leadership style used in the case study and why there was a shift in leadership style throughout the case study

Describes a leadership style used in the case study and why there was a shift in leadership style throughout the case study, but explanation is cursory

Does not describe a leadership style used in the case study and why there was a shift in leadership style throughout the case study

6

Evaluate Leadership Theory:

Characteristics and Decisions

[OL-342-01]

Meets “Proficient” criteria, and explanation demonstrates keen insight into how the behaviors of management in the case study may have influenced the shift in leadership style

Explain the characteristics and decisions of management in the case study that help explain the shift in leadership style

Explain the characteristics and decisions of management in the case study that help explain the shift in leadership style, but explanation is cursory or inappropriate

Does not explain the characteristics and decisions of management in the case study that help explain the shift in leadership style

6

Evaluate Leadership Theory: Internal and External Influences

[OL-342-01]

Meets “Proficient” criteria, and explanation demonstrates keen insight into how internal and external influences on the organization in the case study may have influenced the shift in leadership style

Explains the internal and external influences on the organization that may have caused the shift in leadership style

Explains the internal and external influences on the organization that may have caused the shift in leadership style, but explanation is cursory or inappropriate

Does not explain the internal and external influences on the organization that may have caused the shift in leadership style

6

 

 

 

 

Evaluate Leadership Theory: Relationship

[OL-342-05]

Meets “Proficient” criteria and makes cogent connections between a leadership style used in the case study and the decision-making processes

Describes the relationship between a leadership style used in the case study and the decision-making process

Describes the relationship between a leadership style used in the case study and the decision-making process, but explanation is cursory or inappropriate

Does not describe the relationship between a leadership style used in the case study and the decision- making process

6

Assess Organizational Culture: Internal

Culture [OL-342-02]

Meets “Proficient” criteria, and the discussion is an especially comprehensive overview of the internal culture of the organization

Discusses the internal culture present within the organization using terms relative to organizational behavior

Discusses the internal culture present within the organization using terms relative to organizational behavior, but discussion is cursory or inappropriate

Does not discuss the internal culture present within the organization using terms relative to organizational behavior

6

Assess Organizational Culture: Examples

[OL-342-03]

Meets “Proficient” criteria, and identification demonstrates a nuanced understanding of the internal culture present within the organization

Identifies specific examples from the case study that demonstrate the internal culture present within the organization

Identifies examples from the case study that demonstrate the internal culture present within the organization, but identification is inappropriate

Does not identify examples from the case study that demonstrate the internal culture present within the organization

6

Insights and Conclusions: Complement [OL-342-02]

Meets “Proficient” criteria, and explanation demonstrates a nuanced understanding of how leadership styles and culture complement each other

Explains why the leadership style(s) and internal culture of the organization complement each other or do not complement each other

Explains why the leadership style(s) and internal culture of the organization complement each other or do not complement each other, but explanation is cursory or inappropriate

Does not explain why the leadership style(s) and internal culture of the organization complement each other or do not complement each other

6

Insights and Conclusions:

Influenced Each Other [OL-342-01]

Meets “Proficient” criteria, and explanation demonstrates a nuanced understanding of the influence that leadership styles and culture have on one another within the organization

Explains whether or not the changes in leadership style or internal culture of the organization influenced each other

Explains whether or not the changes in leadership style or internal culture of the organization influenced each other, but explanation is cursory

Does not explain whether or not the changes in leadership style or internal culture of the organization influenced each other

6

Insights and Conclusions: Employees [OL-342-03]

Meets “Proficient” criteria, and explanation provides cogent example for how employee behavior was influenced by the leadership styles and internal culture of the organization

Explains how the leadership styles and internal culture of the organization may have influenced the behavior of the employees within the organization

Explains how the leadership styles and internal culture of the organization may have influenced the behavior of the employees within the organization, but explanation is cursory or inappropriate

Does not explain how the leadership styles and internal culture of the organization may have influenced the behavior of the employees within the organization

6

 

 

 

 

Articulation of Response

Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-to-read format

Submission has no major errors related to citations, grammar, spelling, syntax, or organization

Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas

Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas

4.5

Total 100%

 
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Wk 5 Team – EEOC Seminar

The purpose of this assignment is to outline the managerial skills necessary for communicating in a multicultural organization.

Visit the Equal Employment Opportunity (EEOC) website. Find a real case involving job discrimination.

Design a seminar to train the new managers who are replacing those who demonstrated discrimination. This seminar should define the new managers’ roles of establishing an organizational climate in which all employees feel valued and can contribute to the success of the company.

Choose how you want to deliver your training plan.

For example, you may choose to create a 3 to 5-slide Microsoft® PowerPoint® presentation with speaker notes, or an equivalent multimedia program or technology application such as video, audio, or web conferencing software.

Research the changing demographics of the U.S. workforce to support your seminar.

Include the following in your seminar:

My assigned topic is: Discuss projected demographics for this company in terms of age, ethnicity, gender, lifestyle, and language. How might these factors influence communication inside and outside the company? I attached here with the power point template to get us the project started, my name is Gbenga and needs to provide at least 3 to 5 slides.

Format your assignment according to appropriate course-level APA guidelines. Include a reference page.

Submit your assignment.

Present your EEOC Seminar.

 
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Read The Case Study 13-1, Ethical Decision Making: Situation 3. Then, Answer The Following Questions: What Should Essex Do?

Read the Case Study 13-1, Ethical Decision Making: Situation 3. Then, answer the following questions:

  • What should Essex do?
  • What, if any, ethical principles help guide      decision-making in this situation?
  • What management practices should be in place to ensure      proper behavior without violating individual “rights”?
  • Apply the normative theories of business ethics to this      situation.

You must submit your answers, using the Assignment Template, to the appropriate Dropbox folder by Saturday at 11:59 pm CT.  Before submitting, make sure to thoroughly read your assignment to ensure you understand all the details required to successfully submit the assignment.

 
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DETERMINING THE CHANGE

Change Diagnostic Model

Over time many different models have been developed to evaluate and analyse company’s performance. This paper analyses JP Morgan Chase Bank and Bank of America using the 7-S, (Structure, strategy, system, style, staff, superordi-nate goals and skills) Framework, (Waterman 1980). It was developed by the McKinsey & Robert Waterman, company consultant; Julien Phillips and Tom Peters, (Waterman 1980). The model is characterised by two propositions: organisation effectiveness is derived from the interaction of multiple factors; secondly, successful change needs attention to the interconnectedness of the variable.

Structure is the organisational design in a formal way, (Waterman 1980). Strategy refers to “the company’s chosen route to competitive success” while systems are procedures employed in various organisational departments such as finance an accounting, (Alexander 2011). Styles comprises of patterns followed by an organisation when handling challenges, carrying out daily operations and how it behaves when need arises. On the other hand skills are referred to as the special attributes or capabilities possessed by the subordinate staff working in different departments, (Waterman 1980). The superordinate goal is the major aim and objective that the firm is striving to attain or meet in future, (Alexander 2011).it is the driving force. Finally, Staff is described as the processes involved for human resource development in an organisation, (Waterman 1980). All these combined together, provides a full image of any organisation.

Rationale for 7-S Framework Model

Due to various reasons, I preferred to use 7-S Framework in my analysis to other diagnostic model. First, the 7-S covers all parts of the organisation starting from the company goals to the staff. Unlike the Congruence Model of Nadler and Tushman’s, 7-S framework provides clear elements to focus on while initiating changes in an organisation. This makes it easier and faster to find areas that require changes as well as expected resistance.

Secondly, the two banks, Bank of America and Chase Bank are currently facing stiff competition from other local and internal banks, (Kitov 2012). Therefore, by using 7-Framework, both weaknesses and opportunities are pointed out clearly hence initiating changes in the respective areas to cope the stiff completion. The market in which the organisations operate also contributed to my choice of 7-S framework. Both Bank of America and JP Morgan Chase Bank are in the banking sector and operate in an international market, (Kitov 2012). For the sake of survival in this market they need well stated vision which represents a goal, well organised structures, systems and highly expertise personnel. All of these aspects are well evaluated and covered under 7-S model as compared to other models.

\

References

Alexander Michalski, (2011). The McKinsey 7-S Framework: Invented in the 1980s and Still

A Possibility for Success Today, Open Publishing GmbH

Bank of America Corporation Form 10-K. (2016). Sec.gov. Retrieved 16 March 2016, from

http://www.sec.gov/Archives/edgar/data/70858/000119312509041126/d10k.htm

J.P. Morgan Chase & Co. (2016). Company Information and Profile of J.P. Morgan &Co.

Retrieved 25 March 2016 from: http://www.makingafortune.biz/list-of-companies-j/j-p-morgan-chase-co.htm

Kitov, I. (2012). Cross comparison and modeling of Goldman Sachs, Morgan Stanley,

JPMorgan Chase, Bank of America, and Franklin Resources.Morgan Stanley, JPmorgan Chase, Bank of America, and Franklin Resources (December 6, 2012).

Waterman, Peters, and Phillips, (1980): The 7-S Framework

 
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3 Discussion Board Questions- 3 Paragraphs Each

Answer the following and only can use the provided textbook plus North American website references:

 

Week 4 Discussion 1

What examples of orientation have you had as a new hire that have been particularly effective or ineffective? Explain.

Week 4 Discussion 2

Discuss the steps an employer should take to develop and implement its policy regarding employment-at-will?

Week 4 Discussion 3

For the three primary causes of voluntary turnover (desirability of leaving, ease of leaving, alternatives), might their relative importance depend on the type of employee or type of job? Explain.

 
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Reflex Systems Case Analysis

Using the textbook: Daft, Richard L. & Marcic, Dorothy.
(2013).Understanding Management (8th ed.) Mason, OH:
South-Western-Cengage Learning. 13-978-1-111-58024-7 pg 432-433

 

Case of Critical Analysis

 

Reflex Systems

 

Questions:

 

1. What personality and behavior characteristics does Henry Rankin exhibit? Do you think these trait contribute to a good person job fit for him? If you were an executive coach hire to help Ranking be a better manager, what would you say to him? Why?

 

2. Doe Rankin display type A or type B behavior? What are the cause of stress for his team?

 

3. If you were Rankin, how would you have handled your team members (Sally Phillips, Bob Finley, and Lynne Johnston)? Be specific. What insights or behaviors would make Rankin a better manager?

 
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Case Study IV

Chapter 7: Small Businesses and International Entrepreneurship

 

C H A P T E R C A S E

Aregak Micro-Credit Organization in Armenia

281

 

Mariam Yesayan, executive director of Aregak Micro-Credit, crossed Yerevan’s . Republic Square, walked a few steps down Abovyan Street, and turned in at Arami Street, heading

toward her office next to the Georgian Embassy. She reviewed in her mind the events of the last nine years since she had launched Aregak to provide small loans to low-income women in several small villages in Arme­ nia The loans were designed to assist them in starting up small entrepreneurial ventures. The nongovernmen­ tal organization (or NGO, the term often used to describe nonprofit organizations internationally) had met all of her expectations, but it was now 2006 and she knew she must decide whether to remain an NGO or apply to the Armenian government to be a licensed and regulated for-profit organization.

 

Background on Mariam Yesayan

Mariam Yesayan was a native Armenian who grew up in Yerevan, the capital of Armenia. Mariam was well­ educated, having received her education in the Arme­ nian public school system as well as attending Yerevan State University where she got a degree in education. She also·studied at the Gorki Institute of World Litera­ ture in Moscow, and received a degree in journalism. As was required during Soviet times, Mariam started working immediately. At the age of 21, she was well on her way-touching lives in Armenia. That year she began teaching at the Yerevan State University.

It was not until the collapse of the Soviet Union that NGOs started arriving in Armenia. The first two that Mariam worked for were ASDINOCA (Agency for Promoting Sustainable Development Initiatives) and the Save the Children organization. The main purpose of ASDI was to educate and train individuals so that they could make a living for themselves. Save the Children was worldwide, and Mariam worked for them in many different areas of Armenia. The organi­ zation strived to create short-term employment for families with the help of community involvement.

After ten years of working for’ the same NGO, Mariam felt she needed a radical change in her career. She yearned for more practical work and

 

more benefits for her family, so she began the search for a position that would help her meet those needs. Her quest ultimately led to her changing jobs every two years until she found one to her satisfaction. The jobs she had all dealt with U.S./AID programs and community development. Along the way, Mariam worked with companies like the World Bank and UMCOR (United Methodist Committee on Relief), which was the parent of the organization that she would later initiate.

 

Aregak Micro-Credit Organization

In 1996, Mariam Yesayan began working for UMCOR in Armenia. By the fall of 1997, she had established the Aregak Micro-Credit Organization to provide small loans to economically challenged women in three small villages north of Yerevan.

Her rationale in beginning this program was to supplant the aid programs that came into Armenia after the collapse of communism, which had become permanent t-1-andouts. Many of these pro­ grams, Mariam believed, made the people depen­ dent in the long term, and psychologically vulnerable . She believed that it was important to the self-worth of individual women to be empowered to become self-sustaining.

Armenians at this time were very depressed because of the earthquake of 1988 that killed 28,000 people and left many more homeless; by the embargo by Turkey and Azerbaijan, which stopped the flow of all oil and gas supplies into the country; and by the unemployment rate, which had reached 80 percent shortly after the fall of commu­ nism.1 After the earthquake, there was no electricity throughout the country for a long period of time, leav­ ing the people in darkness and heightening their sense of being cut off from the rest of the world.

In her earlier work with the United Nations, Mar­ iam had done research on sustainable projects to support vulnerable population groups, and this was her first acquaintance with microfinance programs. Bank loans at this time were neither accessible nor affordable.

 

282 Part 2 Strategy Content and Formulation for Multinational Companies

 

The Process for Developing Clients Mariam began the organization by applying for loans from UMCOR to fund small loans to prospect ive women entrepreneurs. She got three people to help her, and they all drove up to three small villages north of Yerevan. To make the women feel comfortable, they wore some of their oldest clothes and began conversations with the women to try to change their attitude about being dependent on other people or aid agencies.

They found that the best way to meet large groups of women in these villages was to show·up at some­ one’s business or home who had a television set and had women crowded around it, watching Brazilian or American soap operas such as Santa Barbara. In these places, they knew they had a captive audience. The psychological work with clients at this stage of development was important because the people faced depression about the high unemploym nt rate in the country, and they believed there was no longer light at the end of the tunnel-unless it was a train barreling toward them. The large Armenian eyes all looked vacant and without hope. Mariam and her coworkers began to talk to the women about developing small, sustainable businesses with the money Aregak would lend them. They were attempting to promote self-confidence and a belief in personalsuccess among the women. Mariam would say to the women, “We can create opportunities together.” Soon the women began to believe and filled

out the papers to apply for a loan.

When the women began to ask about what they would have to put up as collateral for the loan, Mariam replied that they would not need collateral; their own good name and character would be the only collateral they needed. One client said to Mariam, “If I use my car as collateral for a bank loan and I can’t pay the loan back, Imay lose my car, but I can do without it for a while and finally get another one. But if I lose my good character by not paying back the Aregak loan, I can never get that back.” The loans were negotiated at an interest rate between 20 and 25 percent, which was consistent with bank loan rates at the time.

Outcome of the Program Mariam could hardly wait for a month to pass until the time arrived for her and her coworkers to return to the villages where they had given loans to the women to collect the portion of the principal and interest that was due. She wondered

how many would be there to pay on their loans, so she arrived two hours early and waited. To her great joy, all of the women who had received loans came on time to repay that month’s portion. Mariam would later

discover that the default on the Aregak loans was only 2 percent over the entire nine years of operation. This

was encouraging because the people to whom Are­ gak had made loans did not have to pledge any col­ lateral for their credit.

Soon Aregak began offering assistance with business planning and credit consulting, which were programs that Armenian banks could not offer at that time. By 2006, the number of employees at Aregak had increased to 180; there were 27 service centers in Armenia and Nagorno Karabakh (a piece of Armenia cut off in Ajerbai­ jan); Aregak had developed over 21,000 clients (mostly but not exclusively women), they had over $9 million in their outstanding portfolio of loans, over 450 communi­ ties were being served, and approximately 35 scholar­ ships of $350 each were being offered to talented children of the entrepreneurs they had funded.

 

Alternative Sources of Financing in Armenia

In the early 1990s in Armenia, there was a crisis in the banking sector. Tuis was shortly after the time that the state bank had been abolished and private commercial banks were being established. The newly privatized banking sector was still underdeveloped and fragile. Because many citizens had been financially hurt by the failure of the Soviet banking system and a later currency collapse, they were mistrustful of all lending institutions. In addition, many of the private citizens who established commercial banks did not know how to give loans, and the people did not know how to apply for them.

Only in the late 1990s did banks start to operate independently and give loans, but they were still charging very high interest rates. In the late 1990s, banks were charging 40 percent interest per year. By early 2003, the rate had dropped to 24 percent, and then by October of 2003 it had finally dropped to 20 percent per year.

In addition to high interest rates, individuals and companies who applied for bank loans were required to secure the loans with collateral. They might have to pledge their house or car to secure the financing for their business. This meant that they could lose these valuable assets if they defaulted on their loans. It was very difficult for an Armenian man to get a bank loan at this time, and it was almost impos­ sible for a woman who possessed few assets.

By 2003, more than half of the private capital of Armenian banks belonged to foreign investors, and this percentage continued to increase. This trend indi­ cated that the Union of Armenian Banks was becom­ ing a regional financial center. Armenian financial legislation also assisted in the process by no longer

 

Chapter 7 Small Businesses and International Entrepreneurship

 

283

 

hindering CJ.mency circulation inside and outside the country, and there was no limitation on the free sale of currency. The downside was that domestic as well as foreign money was going abroad because it was diffi­ cult to make investments in such a risky country as Armenia had become.

 

The Microfinance Industry

Microfinance is said to have evolved as an economic development approach intended to benefit low­ income women and men. Included in microfinance are both financial and social improvements. Many industries provide education in financial literacy to their clients, training and investing in client confidence development, and teaching on entrepreneurship and management techniques. Thus “microfinance is not simply banking, it is a development tool.” 2

Although the exact number of microfinance institu­ tions remains a mystery, researchers are able to conclude that the number of such institutions in the early years of the twenty-first century was in the thousands, if not mil­ lions. In 2005, there were more than 600,000 institutions in Indonesia alone.3 The Microcredit Summit Campaign (MCS) annually published a collection of data, providing an analysis on the current position of the microfinance fight against poverty. According to the Microcredit Sum­ mit Campaign Report of 2005, 3,164 microcredit institu­ tions were reported to be serving over 92 million clients, the majority of which lived in Asia. Of those 92 million, nearly 67 million were among the world’s poorest popu­ lations when they took their first loan. The poorest popu­ lation was defined by the MCS as “those who are in the bottom half of those living below their nation’s poverty line, or any of the 1.2 billion [people] who live on less than US$1 a day adjusted for purchasing power parity (PpP).”4 As of 2004, it was estimated that approximately 333 million people were indirectly affected by the micro­ finance loans made to some of the world’s poorest popu­ lations, a number equivalent to the combined populations of Norway, the United Kingdom, Switzerland, the Nether­

lands, Spain, France, Germany, and ltaly.5 Some of the

largest and most developed microfinance programs included the Grameen Bank, ACCION, FINCA, Oppor­ tunity International, and PreCredit.6

The Consultative Group to Assist the Poor (CGAP), a donor consortium connected with the World Bank, said that in 2004 large development aid agencies promised about $1 billion to the micro­ finance industry. Additionally, many large amounts were provided by private donors. Other costs, such as technical support, were generally sought after at

 

low or even zero cost ( The Economist, November 2005).7 Typically, donors focused their support on microfinance institutions with goals to achieve finan­

cial sustainability and strong outreach. The industry began in the 1980s and has grown significantly in revenue, market share, and client population.

Remaining steady amid industry changes, however, clients continued to invest newly acquired funds and previously established talents into new trades. Clients could be found in both rural and urban areas, in both developed and developing countries. Generally, clients were self-employed, with work ranging from farming to cutting hair, repairing shoes to sewing handbags, street vending to craft making. Seeking to avoid gov­ ernment regulations and stipulations, many microfi nance institutions have remained self-regulated, nonprofit organizations in an effort to remain versatile. Their mission has been to show seemingly hopeless people that someone believed in them. For Mariam Yesayan and Aregak, this mission had been the source of motivation for service to their clients-far beyond profit or recognition. Often it was this simple confi­ dence lenders received that made them successful in doing something for which they had great talent. How­ ever, many struggling institutions have been forced to seek funding from the government, despite the fact that this put them at risk of being regulated. This was one of the difficult decisions Aregak faced.

Industry Servic: Women and Men More than

66 million people among the world’s poorest have been served by a microfinance institution. Of those, nearly 56 million were women-a total of 83.5 percent. Microcredit programs have generally marketed their services to female entrepreneurs. One reason for this has been that men in developing countries, or even developed countries, have been more likely to find employment without third-party assistance. Some

organizations, such as Pro Mujer, are solely “dedicated to women’s development through provision of credit.” 8 However, many institutions have also offered loans and

financial assistance to men, even in developed nations such as the United States.

NGOs and For-Profit Operations Many nongov­ ernmental organizations (NGO) specializing in micro­ finance have been faced with a major decision: to seek government funding and be subject to its regulations or to forego state assistance and remain self­ regulating. Some organizations have remained non­ profit, while others have chosen to become for-profit entities. In some cases, a nation’s government has required all microfinance institutions in that country to become regulated for-profit entities. In nations

 

284 Part 2 Strategy Content and Formulation for Multinational Companies

! !

where this is not a requirement (such as Armenia), organizations have still chosen to exchange their non­ governmental status for any or several reasons. The first such reason was the opportunity to mobilize sav­ ings. Most unregulated nongovernmental micro­ finance institutions around the world and in the United States have been unable to collect savings in order to prevent consumers from fraudulent activity. Second, most regulated microcredit programs have been able to tap into formal capital markets, including commer­ cial banks and global investment funds, which nor­ mally would not contribute to unregulated or · nongovernmental microcredit institutions. Finally,sub­ mitting to the government’s operational regulations supported governmental efforts to prevent scamming and poorly practiced programs from developing.

Government restrictions against NGOs typically included, but were not limited to, laws against non­

profits conducting financial transactions or a require­ ment for all money lending 1agencies to be state

owned. The controlling officials have indirectly cho­ sen to change ‘the mission of the organization from a service-oriented enterprise into a for-profit firm. Whether an organization became government regu­ lated or not determined the path of the organization. Microfinance in Developed Countries versus Developing Countries Microfinance institutions’ mar­ ket in developed nations has been fairly substantial. The Microcredit Summit Report 2005 stated that 3,044 microcredit programs reported doing work in the developing world, serving a total of more than 92 million clients. The 120 institutions that reported work in the ind!Jstrialized, developed world claimed to reach almost 233,000 people. Armenia fell into the “Europe and NIS (Newly Independent States)” cate­ gory, which was said to have 72 programs at work. According to Microcredit Summit Campaign Report 2005 statistics, approximately 3.5 million of the world’s poorest families lived within Europe and the Newly Independent States, yet only 60,000 of these families were reached by microcredit projects. In other words, as of 2005, only 1.7 percent of the poorest families living in Europe and the Newly Independent States, including Armenia, had been reached by established

microfinance institutions.9 According to Mariam

Yesayan, Aregak controlled about half of Armenia’s microfinance market, reaching about 10,000 clients.

 

The Decision

Mariam Yesayan walked past the Georgian Embassy next to her office and entered Aregak’s headquarters

 

at 42 Arami Street. She waved to the person sitting at the reception desk on the right and then began climb­ ing the stairs on the left to the third floor. After reaching her office, she put the materials she had worked on at home down on her desk and sat in her desk chair. She immediately continued the thoughts she had begun while walking across Republic Square. She knew she must decide soon whether to let Aregak retain the sta­ tus it had held as a nonprofit organization for the past nine years, or file papers to let it become a for-profit organization regulated by the government. She knew the decision was important because it would shape the strategy of the organization in the future.

 

C A S E D I S C U S S I O N Q U E S T I O N S

1. Summarize the process Mariam Yesayan used in approaching women about loan opportunities through Aregak.

2. Compare opportunities for funding for women entrepreneurs through the commercial banking system in Armenia with funding opportunities avail­ able to them through the Aregak program in the late 1990s.

3. Explain the reason for a default rate on loans of only 2 percent with Aregak in spite of the fact that the loans were not collaterized.

4. Discuss the importance of microfinance programs in the progress of developing nations.

5. In what way might Mariam Yesayan be considered a “social entrepreneur”?

6. Debate the issue of whether Mariam Yesayan should take steps to license Aregak as a nonprofit organization in Armenia, which would bring with it regulation by the government, or remain an NGO (nongovernmental organization) as it had been originally structured.

 

C A S E N O T E S

1 Benedetto, Joe. 2002. “Where will the jobs be?’ Design Engineer­ ing, April, 48(3): 14.

2Ledgerwood, J. 1999. Microfinance Handbook: An Institutional and Financial Perspective. Washington, D.C.: World Bank.

3Daley-Harris, S. (2005). Microcredit Summit Campaign Report 2005. http://www.microcreditsummit.org.

41bid. 51bid.

6Economist. 2005. ‘The hidden wealth of the poor: A survey of microfinance,’ and ‘From Charity to Business.’

71bid.

8Pro Mujer. http://www.promujer.org.

9Daley-Harris.

 
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A Leadership Model

1. A leadership model _________.

a. is an explanation of some aspect of leadership

b. has practical value

c. is used when selecting the appropriate leadership style for a given situation

d. explains the variables and leadership styles to be used in a given contingency situation

2. The most powerful determinant of overall situational favorableness is __________.

a. task structure

b. locus of control

c. position power

d. leader−member relations

3. Which of the following best represents a situation in which a task-oriented leadership style

should be used?

a. A leader with weak power has good relations with a repetitive task worker.

b. A leader with weak power has good relations with a nonrepetitive task worker.

c. A leader with strong power has poor relations with a repetitive task worker.

d. A leader with weak power has poor relations with a repetitive task worker.

4. Before selecting one of the seven leadership styles on the leadership continuum, the

leader must consider which one of the following variables?

a. the situation

b. the leader’s personality

c. the followers’ preferred style for the leader

d. All of the above.

5. Based on the situational factors, the _________ leadership style provides high structure.

a. directive

b. supportive

c. participative

d. achievement-oriented

6. All seven questions in the normative leadership model ___________.

a. are always answered in the same order for important decisions

b. need not always be answered for certain decisions

c. are based on scientific research

d. can be nullified in the case of low employee motivation

7. All of the following are substitutes for leadership EXCEPT:

a. characteristics of followers.

b. characteristics of the task.

c. characteristics of the organization.

d. characteristics of the leader.

8. A characteristic of the organization that can substitute for leadership is ___________.

a. closely knit, cohesive work groups

b. invariant methodology

c. training

d. intrinsic satisfaction

9. Most day-to-day manager-employee interactions are based on _________ power.

a. legitimate

b. reward

c. coercive

d. referent

10. The use of referent power is appropriate for __________.

a. higher-level managers

b. experts

c. people with no position power

d. people with no personal power

11. Distortion of information includes ___________.

a. giving a biased interpretation of data

b. presenting false information

c. selective editing

d. All of the above.

12. To increase connection power, __________.

a. develop a network of information sources and gather information from them

b. follow the guidelines for using the coalition influencing tactic

c. project a positive self-concept

d. All of the above.

13. Because of political behavior, __________.

a. most important decisions are made by coalitions outside of the formal meeting in which

the decision is made

b. coalitions tend to break down over time

c. reciprocity is hard to establish due to lack of trust in organizations

d. None of the above.

14. Your one-minute self-sell should do all of the following EXCEPT:

a. identify your career field and key results you’ve achieved.

b. give the listener a sense of your background.

c. provide the direction of your next job.

d. identify your specific salary requirements.

15. __________ is a process in which two or more parties are in conflict and attempt to come

to an agreement.

a. Problem solving

b. Decision making

c. Negotiating

d. Influencing

16. During negotiations, which of the following should you do?

a. Ask questions to focus on meeting your needs.

b. Develop rapport and focus on the obstacles.

c. Ask for something in return.

d. You make the first offer to get the advantage.

17. As a general rule, to send difficult and unusual messages, use ___________.

a. detailed written communication channels

b. phone calls

c. rich oral channels

d. face-to-face oral channels

18. Which of the following is NOT a step in the oral message-sending process?

a. develop rapport

b. state your communication objective

c. transmit your message

d. check the receiver’s commitment

19. ___________ is the process of giving the speaker your undivided attention.

a. Listening

b. Analyzing

c. Checking understanding

d. Paraphrasing

20. Which of the following is NOT one of the guidelines you should use when getting feedback

on messages?

a. ask questions

b. be aware of nonverbal communication

c. verify the message

d. be open to feedback

21. Which of the following is NOT one of the coaching guidelines?

a. give praise and recognition

b. make feedback timely, but flexible

c. focus on the person, not the behavior

d. develop a supportive working relationship

22. Having employees assess their own performance is a part of ___________.

a. mentoring

b. analyzing

c. conflict resolution

d. coaching

23. Which of the following is typically NOT a mentor?

a. family

b. higher-level managers

c. immediate managers

d. peers

24. Which of the following is true about the avoiding conflict style?

a. should never be used

b. does not result in resolution of the conflict

c. often results in problems worsening

d. should be used if continuing the confrontation may result in retaliation or physical

harm

 

25. The _________ conflict style user assertively attempts to jointly resolve the conflict with

the best solution agreeable to all parties.

a. forcing

b. collaborating

c. accommodating

d. negotiating

 
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GHA Chapter-13

Question 1

1.

Which of the following is an appropriate action for a supervisor to take in respect to unionization activities?

[removed]

attending union meetings when invited by workers

[removed]

encouraging employees to share unionization opinions

[removed]

sharing personal experiences about union involvement

[removed]

asking employees how they will vote in a union election

5 points

Question 2

1.

Arbitration means ending an impasse by ________.

[removed]

assisting the principals in reaching an agreement

[removed]

studying the issue in a dispute and suggesting a settlement

[removed]

making a public recommendation to a committee

[removed]

giving a third-party the power to determine and dictate the settlement terms

5 points

Question 3

1.

Which type of union security accounts for almost three-fourths of union contracts?

[removed]

preferential shop

[removed]

agency shop

[removed]

closed shop

[removed]

union shop

5 points

Question 4

1.

Which of the following best describes the purpose of the Wagner Act?

[removed]

guaranteeing each employee the right to bargain collectively free from interference and coercion

[removed]

making it illegal for a union to refuse to bargain in good faith with the employer

[removed]

allowing secret-ballot elections for determining whether a firm’s employees would unionize

[removed]

banning unions from preventing employees from exercising their guaranteed bargaining rights

5 points

Question 5

1.

What is the first step in the union drive process?

[removed]

obtaining authorization cards from employees

[removed]

making initial contact with employees

[removed]

holding an initial organization hearing

[removed]

campaigning for employee votes

5 points

Question 6

1.

When representatives of Ford’s management and autoworkers union meet to negotiate a labor agreement, which of the following is most likely occurring?

[removed]

collective bargaining

[removed]

featherbedding

[removed]

union salting

[removed]

certification

5 points

Question 7

1.

All of the following are examples of permissible bargaining items EXCEPT ________.

[removed]

indemnity bonds

[removed]

use of union label

[removed]

employee drug testing

[removed]

strikebreaker employment

5 points

Question 8

1.

Which of the following bans certain unfair labor practices and provides for majority rule and secret ballot elections?

[removed]

Landrum-Griffin Act

[removed]

Norris-LaGuardia Act

[removed]

Wagner Act

[removed]

Taft-Hartley Act

5 points

Question 9

1.

Hyper-Tech Enterprises manufactures mechanical parts used in air conditioning and heating units. The company employs over 300 workers at its Alabama facility. None of the Hyper-Tech employees belong to a union; however, management believes that unionization is in the near future. A representative of a local union has recently visited Hyper-Tech in an attempt to solicit members and have them sign authorization cards. Enough eligible employees have signed authorization cards to petition the NLRB for an election. Hyper-Tech’s top executives are considering fighting the unionization efforts.

Which of the following questions is LEAST relevant to the decision by Hyper-Tech to fight unionization efforts?

[removed]

How many Hyper-Tech employees were hired within the last year?

[removed]

What percentage of Hyper-Tech employees signed authorization cards?

[removed]

Does Hyper-Tech qualify for coverage by the National Labor Relations Board?

[removed]

What is the opinion of Hyper-Tech’s shareholders and creditors regarding unionization?

5 points

Question 10

1.

Union tactics designed to impede or disrupt production by encouraging employees to slow the pace of work, refuse to work overtime, and participate in sick-outs are called ________.

[removed]

espionage

[removed]

inside games

[removed]

lockouts

[removed]

strikes

5 points

Question 11

1.

Which term refers to a union organizing tactic by which union members are placed on non-union job sites?

[removed]

featherbedding

[removed]

union salting

[removed]

mediating

[removed]

picketing

5 points

Question 12

1.

Which intervention method listed below is the most definitive of all third-party interventions?

[removed]

fact finding

[removed]

mediation

[removed]

binding arbitration

[removed]

interest arbitration

5 points

Question 13

1.

Costco most likely has a reputation as being the “anti-Walmart” because the firm ________.

[removed]

provides regular annual training

[removed]

offers generous employee benefits

[removed]

pays above the minimum wage

[removed]

allows closed shop union security

5 points

Question 14

1.

Hyper-Tech Enterprises manufactures mechanical parts used in air conditioning and heating units. The company employs over 300 workers at its Alabama facility. None of the Hyper-Tech employees belong to a union; however, management believes that unionization is in the near future. A representative of a local union has recently visited Hyper-Tech in an attempt to solicit members and have them sign authorization cards. Enough eligible employees have signed authorization cards to petition the NLRB for an election. Hyper-Tech’s top executives are considering fighting the unionization efforts.

Which of the following, if true, best supports the suggestion that Hyper-Tech will lose an NLRB election?

[removed]

Surveys indicate that Hyper-Tech employees have high job satisfaction.

[removed]

Hyper-Tech managers have been told to share their opinions about unions with subordinates.

[removed]

Hyper-Tech managers have been told to avoid making promises to their subordinates.

[removed]

Only a fraction of Hyper-Tech employees voted in the election.

5 points

Question 15

1.

Which third-party intervention uses a neutral third party to assist the principals in reaching agreement?

[removed]

fact finding

[removed]

mediation

[removed]

binding arbitration

[removed]

nonbinding arbitration

5 points

Question 16

1.

Which of the following is most likely a false statement about union membership?

[removed]

Employees prefer nonunion workers, so they pay them higher wages than union workers.

[removed]

In an attempt to organize workers aggressively, seven big unions formed one federation.

[removed]

In some industries, unionization has been linked to improved employee performance.

[removed]

Both blue-collar and white-collar industries have union members.

5 points

Question 17

1.

In which human resource activity does a typical labor agreement NOT give the union a role?

[removed]

recruitment

[removed]

selection

[removed]

dismissal

[removed]

appraisals

5 points

Question 18

1.

Which of the following best describes a “yellow-dog” contract?

[removed]

Employers agree to abide by the guidelines of the local labor unions.

[removed]

As a condition of employment, an employee agrees not to join a union.

[removed]

Union members agree to the agency shop form of union security.

[removed]

As a condition of employment, an employee agrees not to picket.

5 points

Question 19

1.

Union authorization cards serve all of the following functions EXCEPT ________.

[removed]

subjecting the employee to union rules

[removed]

stating that the employee has applied for membership

[removed]

designating the union as a bargaining representative

[removed]

enabling employers to modify employment conditions

5 points

Question 20

1.

Which of the following best explains why union membership has fallen since 1955?

 

[removed]

Domestic companies are shifting from manufacturing to service-based operations.

[removed]

Union members earn less on average compared to non-union members.

[removed]

Union membership is too expensive for most blue-collar workers.

[removed]

Foreign-owned manufacturers will not hire union members.

 
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