Organizational Change Effort Gaps

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Discussion Rubric: Graduate Your active participation in the discussion forums is essential to your overall success this term. Discussion questions are designed to help you make meaningful connections between the course content and the larger concepts and goals of the course. These discussions offer you the opportunity to express your own thoughts, ask questions for clarification, and gain insight from your classmates’ responses and instructor’s guidance. Requirements for Discussion Board Assignments Students are required to post one initial post and to follow up with at least two response posts for each discussion board assignment. For your initial post (1), you must do the following:

 Compose a post of one to two paragraphs.

 In Module One, complete the initial post by Thursday at 11:59 p.m. Eastern Time.

 In Modules Two through Ten, complete the initial post by Thursday at 11:59 p.m. of your local time zone.

 Take into consideration material such as course content and other discussion boards from the current module and previous modules, when appropriate.

 Reference scholarly or peer-reviewed sources to support your discussion points, as appropriate (using proper citation methods for your discipline).

 

For your response posts (2), you must do the following:

 Reply to at least two different classmates outside of your own initial post thread.

 In Module One, complete the two response posts by Sunday at 11:59 p.m. Eastern Time.

 In Modules Two through Ten, complete the response posts by Sunday at 11:59 p.m. of your local time zone.

 Demonstrate more depth and thought than simply stating “I agree” or “You are wrong.” Guidance is provided for you in each discussion prompt.

Critical Elements Exemplary Proficient Needs Improvement Not Evident Value

Comprehension Develops an initial post with an organized, clear point of view or idea using rich and significant detail (100%)

Develops an initial post with a point of view or idea using appropriate detail (90%)

Develops an initial post with a point of view or idea but with some gaps in organization and detail (70%)

Does not develop an initial post with an organized point of view or idea (0%)

20

Timeliness Submits initial post on time (100%)

Submits initial post one day late (70%)

Submits initial post two or more days late (0%)

10

Engagement Provides relevant and meaningful response posts with clarifying explanation and detail (100%)

Provides relevant response posts with some explanation and detail (90%)

Provides somewhat relevant response posts with some explanation and detail (70%)

Provides response posts that are generic with little explanation or detail (0%)

20

Critical Thinking Draws insightful conclusions that are thoroughly defended with evidence and examples (100%)

Draws informed conclusions that are justified with evidence (90%)

Draws logical conclusions (70%) Does not draw logical conclusions (0%)

30

 

 

 

Writing (Mechanics)

Initial post and responses are easily understood, clear, and concise using proper citation methods where applicable with no errors in citations (100%)

Initial post and responses are easily understood using proper citation methods where applicable with few errors in citations (90%)

Initial post and responses are understandable using proper citation methods where applicable with a number of errors in citations (70%)

Initial post and responses are not understandable and do not use proper citation methods where applicable (0%)

20

Total 100%

 
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Management Capstone Exam

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4

Welcome to Comp-XM

Table of Contents

1 Introduction . . . . . . 1

2 Scoring . . . . . . . 2

2.1 Board Queries . . . . . 2

2.2 Balanced Scorecard . . . . 2

3 Decision Summaries . . . . 2

3.1 Research & Development . . . 2

3.2 Marketing . . . . . . 3

3.3 Production . . . . . 3

3.4 Finance . . . . . . 3

3.5 Human Resources . . . . 3

3.6 Human Resources Entries . . . 4

3.7 TQM/Sustainability . . . . 4

Your Registration Number

If your instructor or school did not give you a Registration Number, you will need to register online using a credit card or checking account.

Welcome to Comp-XM®, an integrated evaluation tool that will allow you to demonstrate your business skills. Comp-XM has two sections: 1. A business simulation similar to the one you just completed and 2. A series of quizzes, called Board Queries, that ask questions related to your simulation environment.

The Simulation

You are the CEO of a new company, the Andrews Corporation. You will make four sets of decisions. Your competition, Baldwin, Chester and Digby, are run by computers. ������� ��� ���������������� ��������������� all participants go up against a standard set of competitors. As with your previous simulation, the quality of your decisions directly affects the position of your company. Performance is evaluated using a Balanced Scorecard, an analysis technique that gauges results across four areas. � ����������� � ������������ ��� ������ � ��� ����� � ������������������!��

Board Queries

Board Queries are web-based quizzes that relate directly to the results of your simulation. As CEO, you will report to the Board of Directors. The Board �� ���� “� ��������� �� ��#�$ � ���� %�������& ���� %� that are based on the results of your previous rounds. �����’�� ��%�����(�������������$ ������ �������� ��� a break-even analysis on an increase in production automation or calculate the effect additional (����!����!�������������� ����������������� )����� questions use standard true-false, multiple choice and essay formats.

All the information needed to answer the queries appears within the pages of The Comp-XM Inquirer, an industry newsletter similar to The Capstone®

�� �������������� �������®��� �����”)������� *+/� you work as an individual, which means all success will be attributed to your efforts. This is your chance to show your strategic vision, tactical abilities and business knowledge. Best of luck!

4 Industry Conditions Report . . 5

4.1 Market Segments . . . . 5

4.2 Growth Rates . . . . . 6

4.3 Rough Cut / Fine Cut . . . 6

4.4 Seller’s Market . . . . . 8

5 Reports . . . . . . . 8

6 Website Instructions . . . . 8

6.1 The Comp-XM Spreadsheet . . 8

6.2 Dashboard . . . . . 8

6.3 Answering Board Queries . . . 9

6.4 Round Schedules . . . . 9

6.5 Self-Paced Exams . . . . 10

Round 1

Round 2

Round 3

Round 4

Final

 

 

 

Differences From Your Previous Simulation

1

1 Introduction

You have just been recruited to head the Andrews Corporation’s newest spin-off, the Andrews Comp-XM Corporation. The unit concentrates Andrews’ biometric sensor efforts into a new, publicly traded company.

1.1 What Is Comp-XM?

Comp-XM is familiar, yet different from your experience in Capstone or Foundation. You are the CEO. You will be making decisions on your own; you will not be a member of a team. Like Capstone or Foundation, Comp-XM uses a spreadsheet and a web interface. “6 Website Instructions” discusses the mechanics.

There are two parts to Comp-XM: A four-round simulation, and a series of web-based quizzes called Board Queries. Board Queries are questions posed by your Board of Directors. They are drawn from the unique results of your simulation. You could appear before the Board up to fi ve times to answer their questions about your company.

Comp-XM Inquirer and Industry Conditions All the information needed to answer the questions appears within the pages of The Comp-XM Inquirer, an industry newsletter that is similar to The Capstone Courier or The Foundation FastTrack. “4 Industry Conditions Report” summarizes the current state of the biometric market.

1.2 Workfl ow

Comp-XM has four decision rounds. Each round, you will enter a set of decisions via the Comp-XM Spreadsheet.

In the standard Comp-XM setup, each round you will also answer the Board Queries posed by the board of directors. At the end of the simulation, you will answer a fi fth set of Board Queries, but no

decisions will be required (Table 1.1). Decisions and Board Queries require the Comp-XM Inquirer.

Table 1.1 Standard Comp-XM Schedule

Round Activities Material Needed

1 Round 1 Decisions Board Query 1

Round 0 Comp-XM Inquirer

2 Round 2 Decisions Board Query 2

Round 1 Comp-XM Inquirer

3 Round 3 Decisions Board Query 3

Round 2 Comp-XM Inquirer

4 Round 4 Decisions Board Query 4

Round 3 Comp-XM Inquirer

Final No Decisions Final Board Query

Round 4 Comp-XM Inquirer

Your instructor can confi gure Comp-XM to have fewer

Board Queries.

1.3 Differences From Your Previous Simulation

Comp-XM has four market segments:

• Thrift • Core • Nano • Elite

Comp-XM TQM (Total Quality Management)/Sustainability and Human Resources Modules are active in Round 1.

The segment circles start the simulation in the middle of the Perceptual Map before drifting to the lower right (Figures 1.1 – 1.3).

Figure 1.1 Segment Positions at the End of Round 0 and the Beginning of Round 1

Figure 1.2 Segment Positions at the End of Round 2 and the Beginning of Round 3

Figure 1.3 Segment Positions at the End of Round 4

 

 

Board Queries

2

3 Decision Summaries

Decision entries are made with the Comp-XM Spreadsheet, which is similar to the Capstone Spreadsheet and the Foundation Spreadsheet. Please refer to your Capstone or Foundation Team Member Guide for general information.

All Comp-XM simulations utilize the Human Resources and TQM (Total Quality Management)/Sustainability modules. Decisions made in these modules can have wide ranging effects, including infl uencing product demand, R&D cycle times, productivity, material costs, labor costs and administrative costs.

TQM and Human Resource drive the Learning and Growth section of the Balanced Scorecard.

Human Resources decisions are made in two locations:

• The Workforce Complement is entered at the bottom of the Production area;

• Recruit Spend and Training decisions are made in the Human Resources area.

All TQM/Sustainability decisions are made in the TQM/ Sustainability area.

3.1 Research & Development

3.1.1 Positioning Costs Material costs are also driven by positioning (Figure 3.1). The higher the technology, the higher the cost. At the beginning of the simulation, the trailing edge of the Thrift segment has the lowest cost, at $1.00; the leading edge of the Nano and Elite segments have the

2 Scoring

Scoring occurs in two parts, the results of your Board Queries, and the results of your simulation, which are assessed via a Balanced Scorecard.

Comp-XM has 1000 possible points, 500 for your Board Query results and 500 for your Balanced Scorecard.

2.1 Board Queries

Board Queries are unique to each participant, although each question covers the same content. If a question applies to a product, the question might be posed about any of the products in the simulation.

Each simulation generates different numbers, so each question containing numbers varies by participant. Furthermore, product names and competitor assignments vary from participant to participant.

Here’s an example of a Comp-XM Board Query: You are asked

to fi nd the Net Margin for product Biff. Your classmate is

asked to fi nd the Net Margin for product Bold.

Both questions have the same level of diffi culty, but the

answers are based on different numbers.

2.2 Balanced Scorecard

Comp-XM uses a Balanced Scorecard for simulation scoring. A Balanced Scorecard is a common analysis technique that allows companies to gauge their current performance and formulate future goals. Balanced Scorecards are divided into four areas:

• Financial • Internal Business Process • Customer • Learning and Growth

Each Comp-XM Scorecard is built from criteria which are assigned a weight– a level of importance. Criteria, weights and results for each round, and criteria, weights and results for a fi nal overall scorecard, are available from the Dashboard.

As you enter decisions in the Comp-XM Spreadsheet, projections of the Balanced Scorecard results for the upcoming year are available via the proforma menu. Scores from previous years are available on the website; login to your simulation then click the Results/ Scorecards link.

______________

Figure 3.1 Material Positioning Costs: These costs vary depend- ing on the product’s relative location on the perceptual map. For example, at the start of Round 1, products placed at the trailing edge of the Thrift segment would have a positioning component cost of $1.00; products placed at the leading edge of the two high technology segments would have a positioning component cost of $9.25. Material component costs drop 3% to 4% per year.

 

 

Human Resources

3

Comp-XM uses a straight line depreciation method calculated

over fi fteen years.

3.3.3 Second Shift/Overtime Labor costs increase 50% when a second shift is hired or when the fi rst shift works overtime.

3.3.4 Automation Increasing automation has a linear effect on labor costs. Between an automation of 1.0 (lowest) to 10.0 (highest), labor costs fall approximately 10% for each point of automation.

3.4 Finance

3.4.1 Stock Stock issues are limited to 20% of the company’s outstanding shares. You pay a 5% brokerage fee to issue stock.

3.4.2 Current Debt These are one year bank notes. Bankers will loan current debt up to about 75% of your accounts receivable (found on last year’s balance sheet) and 50% of this year’s inventory. They estimate your inventory for the upcoming year by examining last year’s income statement. Bankers assume your worst case scenario will leave a three to four month inventory, and they will loan you up to 50% of that amount. This works out to be about 15% of the combined value of last year’s total direct labor and total direct material, which display on the income statement.

There is no brokerage fee for current debt.

3.4.3 Bonds These 10 year notes carry an interest rate 1.4% higher than the current debt rate in the year they were issued. Bondholders are willing to lend amounts up to 80% of the depreciated value of the company’s plant and equipment, that is, the assembly lines. You pay a 5% brokerage fee to issue bonds.

Companies with better Bond Ratings have lower

interest rates.

If your company runs out of cash, you will receive an

emergency loan, which carries a 7.5% penalty above the

Current Debt interest rate. Emergency loans convert to

Current Debt in the following year.

3.5 Human Resources

3.5.1 Recruiting Investing in recruiting a better quality employee increases productivity and decreases turnover, which will reduce your labor

highest costs, at $9.25. Positioning material costs decrease 3% to 4% per year.

3.1.2 MTBF (Mean Time Before Failure) Each 1,000 hours of reliability (MTBF) adds $0.30 to the material cost. A product with 20,000 hours reliability includes $0.30 * 20,000/1000 = $6.00 in reliability costs.

3.2 Marketing

3.2.1 Promotion Budget Promotion expenditures reach diminishing returns at $3,000,000 for each product. Promotion buys awareness. You lose one third of your old awareness each year. Your promotion budget replaces lost awareness, and if the budget is high enough, makes gains towards 100% awareness. When a product reaches 100% awareness, promotion budgets of about $1,400,000 are needed to maintain it.

3.2.2 Sales Budget Sales budgets buy segment accessibility. Although you budget by product, any product within the segment’s fi ne cut contributes to accessibility. Diminishing returns are reached at a budget of $3,000,000 for each product. Diminishing returns in the segment, however, are not reached until $4,500,000. You need at least two products in the segment’s fi ne cut to reach 100% accessibility. You lose one third of your old accessibility each year. Your sales budgets replace lost accessibility, and if the budgets are high enough, make gains towards 100% accessibility. When a segment reaches 100% accessibility, sales budgets of about $3,300,000 are needed to maintain it.

Sales budgets also allocate the time spent by the sales force selling the product. The higher the budget, the more time the sales force gives to the product. This can be useful if you wish to emphasize one product over another within the same segment. For example, if you are splitting a combined $4,000,000 sales budget between two products, you might spend $3,000,000 with one and $1,000,000 with the other. Your salespeople would emphasize one product over the other.

3.3 Production

3.3.1 Plant Purchases Floor space for each unit of capacity is $6.00. Add $4.00 for each point of automation. Additional capacity at an automation rating of 10.0 would cost $6.00 + ($4.00 * 10.0) = $46.00 per unit.

3.3.2 Plant Sales When you sell plant, you get $0.65 on each original dollar. Depending on the depreciated value of the plant, you could make a gain or a loss on the sale which will appear as a gain or loss on the income statement.

 

 

Human Resources Entries

4

3.7 TQM/Sustainability

The TQM (Total Quality Management)/Sustainability Module allows companies to invest in several initiatives. Different initiatives return different benefi ts. For example, some initiatives will reduce labor and material costs, others will reduce R&D cycle time (allowing you to re-engineer products faster), and others will increase product appeal or decrease administration costs. You don’t have to invest in all initiatives.

Differentiators might want to reduce R&D cycle times, to ensure their products are newer and better positioned. Cost leaders might want to reduce material and labor costs, allowing them to reduce prices while maintaining their margins.

The return on investment follows an S-curve (Figure 3.2). If you spend too little or too much the returns on your investment are poor. If you spend less than $500,000 in any initiative in a single round chances are you will see little return. An investment of $1,500,000 in a single round produces a cost-effective impact, investments over $1,500,000 become dollar for dollar less effective. Finally, for each initiative, an investment over $2,000,000 in a single round produces absolutely no additional benefi t.

For each impact, complementary initiatives combine together to increase the total effect. You should bundle your investments in multiple initiatives that have an impact important to your company’s strategy. By spreading your investment among complementary initiatives you can invest more in each impact than the limit of $2,000,000 for an individual initiative. For example, to reduce material costs, companies should consider investing in both CPI Systems and GEMI TQEM Sustainability.

Aggressive spending in each initiative would involve spending $1,500,000 in year 1, $1,500,000 in year 2, and $1,000,000 in year 3.

The Best Case/Worst case table gives an indication of the return on investment. The impact is cumulative so cost reductions will continue in future years.

Refer to the fl ags on the TQM/Sustainability spreadsheet for a thorough discussion of TQM/Sustainability entries.

______________

and HR Admin costs. The effect of investing in recruitment is cumulative. You can spend up to $5,000 per person to hire better talent. The amount is added to the automatic recruitment charge of $1,000 for every new employee.

3.5.2 Training Investing in training also increases productivity and decreases turnover. Each year, you can assign up to 80 hours of training per employee, which increases productivity. Each training hour costs $20.00. When employees are in training they are replaced with other employees, so the Needed Complement will increase as training hours increase. The effect of investing in training is cumulative.

3.6 Human Resources Entries

Workforce Complement entries are made in the Production area.

Workforce Complement controls the number of workers employed by the company. Once production schedules are complete, the spreadsheet will display a Needed Complement. Matching the Workforce Complement to the Needed Complement ensures the company will have suffi cient workers.

Having more workers than needed drives up labor costs as workers stand around doing nothing. Having fewer workers than needed results in worker overtime, which cuts into the effi ciency of the workforce. Having signifi cantly fewer workers than necessary will result in serious production shortfalls because labor will not be available to manufacture the sensors.

Always review the Workforce Complement entry at the

bottom of the Production area after making changes to the

Production Schedule, Training Hours or TQM/Sustainability

initiatives. Serious fi nancial consequences can result if the

Workforce Complement is too low or too high.

Recruit Spend and Training Hour entries are made in the Human Resources area.

Recruit Spend allows the company to attract a higher caliber worker, which will increase the effi ciency of the workforce as measured by the Productivity Index.

Training Hours will also increase effi ciency. However Training Hours increase the Needed Complement because workers are in the classroom, not on the production lines.

Investments in Recruiting and Training raise your Productivity Index, which in turn lowers your per unit labor costs. Scheduling overtime reduces any gains to the Productivity Index. The Productivity Index cannot go below 100%. Refer to the red fl ags on the Production and Human Resources spreadsheets, which activate pop-up explanation windows, for a thorough discussion of Human Resources entries.

Figure 3.2 S-Shaped Curve

 

 

Market Segments

5

4 Industry Conditions Report

In the next four years, the biometric sensor market will see a 59% increase in unit demand. Growth rates vary among the four market segments – Thrift, Core, Nano, and Elite.

The biometric sensor industry is a fast growing sector of the larger sensor industry:

• Andrews Comp-XM Corporation has three competitors, biometric business units of Baldwin, Chester, and Digby Corporations– these companies have well established strategic directions;

• There are four segments; • There are no labor unions but there are opportunities to

invest in Human Resources; • Some companies have been investing in TQM (Total Quality

Management)/Sustainability.

As CEO you will be responsible for the strategic direction of the Andrews Comp-XM business unit and its tactical execution.

At the beginning of every year, the board of directors will ask you to respond to a set of questions about your situation. The questions will be drawn from recent activities within the industry as described in last year’s results and from the situation that you expect to develop over the next year.

After satisfying the board’s questions, you will execute your plan by making operational decisions in Research & Development (R&D), Marketing, Production, Human Resources, TQM/Sustainability and Finance. Your results will be assessed with a Balanced Scorecard.

4.1 Market Segments

The biometric sensor market evolved from two original markets, a low technology segment and a high technology segment. The original low tech segment split into Thrift and Core. The original high tech segment split into Nano and Elite. Because of this evolution, the segments are less distinct than the segments in your former business. Straddling two segments with a product is still viable, although you can expect straddling to become more diffi cult as the market evolves (see Figures 1.1 – 1.3).

Each market segment expects different:

• Positioning • Age • Price • MTBF (Mean Time Before Failure)

Price, Age and MTBF ranges for each segment hold steady

year after year. Positioning expectations advance steadily

every month.

Thrift Segment Criteria Thrift customers seek proven products, are indifferent to technological sophistication and are price motivated:

• Price, $14.00-$26.00– importance: 55% • MTBF, 14,000-20,000– importance: 20% • Ideal Position at the end of Round 0,

performance 6.5 size 13.5– importance: 15% • Age, 3 years– importance: 10%

Age 10%

Positioning 15%

MTBF 20%

Price 55%

Figure 4.1 Thrift Segment Buying Criteria

Core Segment Criteria Core customers seek proven products using current technology:

• Price, $20.00-$32.00– importance: 46% • Age, 2 years– importance: 20% • MTBF, 16,000-22,000– importance: 18% • Ideal Position at the end of Round 0,

performance 8.6 size 11.4– importance: 16%

Age 20%

Positioning 16%

MTBF 18% Price 46%

Figure 4.2 Core Segment Buying Criteria

Age 20%

Positioning 35%

MTBF 18%

Price 27%

Nano Segment Criteria Nano customers seek cutting-edge technology that is small in size:

• Ideal Position at the end of Round 0, performance 10.5 size 7.5– importance: 35%

• Price, $28.00-$40.00– importance: 27% • Age, 1 year– importance: 20% • MTBF, 18,000-24,000– importance: 18%

Figure 4.3 Nano Segment Buying Criteria

 

 

Growth Rates

6

4.3 Rough Cut / Fine Cut

Positioning Price, and Reliability work the same as they did at your last company. The segments drift every year. Rough cut and fi ne cut criteria still hold true for the Comp-XM industry. Your product designs must meet at least the rough cut criteria before earning sales.

4.3.1 Segment Locations As is in the larger sensor industry, the market segments in the Comp-XM industry move to the lower right. The outer rough cut circles measure 4.0 units; the inner fi ne cut circles measure 2.5 units. The segment centers for each round are listed in Table 4.3.

4.3.2 Price Price ranges in each segment have held steady for the past four years and will continue to do so for the next four years (Table 4.4). Customers want the price of their product to lie within the expected range. As the price moves outside the expected range, demand for the product begins to fall. For each dollar outside the range, demand falls 16.7%. When price reaches $6.00 outside the range, demand reaches zero.

4.2 Growth Rates

Growth rates differ among the segments. Thrift and Core are growing at a slower pace, 11.0% and 10.0%, than Nano and Elite, 14.0% and 16.0% (Figure 4.5).

In the next four years, Thrift’s and Core’s percentage of the overall market will decline. Today, the number of units sold to the Nano segment is greater than those sold to the Elite segment (Table 4.1).

However, in four years, Elite’s unit sales will exceed Nano’s (Table 4.2).

Age 34%

Positioning 22% MTBF 20%

Price 24%

Elite Segment Criteria Elite customers seek high reliability and cutting edge performance technology:

• Age, 0 years– importance: 34% • Price, $30.00-$42.00– importance: 24% • Ideal Position at the end of Round 0,

performance 12.5 size 9.5– importance: 22% • MTBF, 20,000-26,000– importance: 20%

Figure 4.4 Elite Segment Buying Criteria

Table 4.1 Last Year’s Unit Demand

Thrift Core Nano Elite

27.0% 35.3% 19.3% 18.4%

Table 4.2 Unit Demand Four Years From Now

Thrift Core Nano Elite

25.8% 32.6% 20.6% 21.0%

Figure 4.5 Yearly Increase In Unit Demand

Table 4.3 Segment Centers At The End Of Each Round

Coordinates Rd 0 Rd 1 Rd 2 Rd 3 Rd 4

Thrift

Performance 6.5 7.0 7.5 8.0 8.5

Size 13.5 13.0 12.5 12.0 11.5

Core

Performance 8.2 9.0 9.8 10.6 11.4

Size 11.8 11.0 10.2 9.4 8.6

Nano

Performance 9.7 10.5 11.3 12.1 12.9

Size 8.6 7.5 6.4 5.3 4.2

Elite Performance 11.4 12.5 13.6 14.7 15.8

Size 10.3 9.5 8.7 7.9 7.1

Table 4.4 Segment Price Ranges

Minimum Maximum

Thrift $14.00 $26.00

Core $20.00 $32.00

Nano $28.00 $40.00

Elite $30.00 $42.00

 

 

Rough Cut / Fine Cut

7

4.3.4 Age Customer age assessments vary from segment to segment, as shown in Figure 4.6. All other factors held constant, demand is highest when the age is at the ideal. For example, Core customers prefer products that are 2 years old.

4.3.5 Ideal Spots For each segment, customers prefer products placed near the ideal spot, which is a position relative to the segment center (Table 4.6 and Figure 4.7).

4.3.3 MTBF (Mean Time Before Failure) Customers want reliability or MTBF to be within the ranges in Table 4.5. Within the range, the higher the reliability, the higher the demand. However, above the range customers are content and award no additional demand.

As the MTBF moves below minimum expectations, the product loses demand. For every 1,000 hours below the range, demand drops by 16.7%. At 6000 hours below the range, demand falls to zero.

Customers are indifferent to products with MTBFs above

the guideline.

Table 4.5 Segment MTBF Ranges

Minimum Maximum

Thrift 14,000 20,000

Core 16,000 22,000

Nano 18,000 24,000

Elite 20,000 26,000

Figure 4.6 Preferred Ages: Thrift and Core customers seek out proven technology. Thrift prefers products in the three year range and Core in the two year range. Nano and Elite customers demand the latest technology. Nano prefers products in the one year range and Elite wants cutting edge, brand new products.

Table 4.6 Segment Ideal Spot Offsets

Performance Size

Thrift 0.0 0.0

Core +0.4 -0.4

Nano +0.8 -1.1

Elite +1.1 -0.8

Figure 4.7 Customers prefer products located in the darker areas. The darkest areas indicate the ideal spots. The inner fi ne cut circles have a radius of 2.5 units, the outer rough cut circles have a radius of 4.0 units. Thrift customers prefer products located in the center of the circle. Core customers prefer products located to the lower right of the circle center. Nano customers want products near the lower right edge of the circle, preferring smaller size over faster performance. Elite customers want products near the lower right edge of the circle, preferring faster performance over smaller size.

 

 

Seller’s Market

8

The Inquirer is different from The Capstone Courier and The

Foundation FastTrack! Please be sure to use the Inquirer as

you work on Comp-XM.

The Inquirer is available prior to and while working on your round decisions and while answering Board Queries.

______________

6 Website Instructions

Login to the website with the User ID and Password from your previous simulation. Select Comp-XM (Figure 6.1).

In the Getting Started area, view the brief introductory video in the Welcome section. Be sure to review the Sample Board Query in the About Board Queries section. Go through the remaining sections.

6.1 The Comp-XM Spreadsheet

In the Getting Set Up section, download the Comp-XM Spreadsheet to your computer (a web version of the spreadsheet is available from the Dashboard, see below).

• You will open the Comp-XM Spreadsheet as you did the Capstone or Foundation Spreadsheet;

• Enter the same User ID and Password you used to login to the website;

• The Comp-XM Spreadsheet requires an Internet connection– it retrieves your work from the website when it opens and sends your work to the website when you save decisions.

Use your User ID and Password from your Capstone or

Foundation simulation to login to the Comp-XM Spreadsheet.

6.2 Dashboard

When you complete the Getting Started introduction, the system will bring you to the Exam Dashboard, an area where activities and information are accessed, including Board Queries and the web version of the Comp-XM Spreadsheet.

4.4 Seller’s Market

In a Seller’s Market, all the good products in a segment stock out. Desperate customers turn their attention to the remaining undesirable products (which may even target another segment), as long as they are within the rough cuts for price, MTBF and positioning.

Product sales are driven by the monthly Customer Survey Score (the December score is published in The Comp-XM Inquirer segment analysis pages). Any product with a score of 1 or more competes for sales– the higher the score, the higher the appeal. As a product approaches any of the rough cuts, its score falls towards 0.

Usually a product with very low appeal makes few sales. However, in a Seller’s Market, customers will accept marginal products as long as they fall within the rough cut limits. For example, desperate customers with no better alternatives will buy:

• A product priced $5.99 above the price range– at $6.00 customers reach their tolerance limit and refuse to buy the product;

• A product with MTBF 5,999 hours below the range– at 6,000 hours below the range customers refuse to buy the product;

• A product positioned just inside the rough cut circle on the perceptual map– outside the circle they say “no” to the product.

______________

5 Reports

Customer purchase and sensor company fi nancial results are reported in an industry newsletter, The Comp-XM Inquirer. The Inquirer has three notable differences from your previous industry report:

• You can only view the most recent Inquirer ; • Your company’s annual report is accessed from the Inquirer; • You now have access to your competitors’ annual reports.

The Inquirer is available from two locations:

• From the Comp-XM Dashboard, click the Comp-XM Inquirer link (see “6.2 Dashboard”);

• From the Comp-XM Spreadsheet, click the Reports link in the menu bar.

Figure 6.1

 

 

Round Schedules

9

questions) and a check mark if you have already entered an answer;

Your answer is not recorded unless you click the Save

Answer button.

• Answer each question; • You can re-select a question if you wish to change the answer.

6.4 Round Schedules

To see round schedules, click the dates in the Dashboard’s Deadlines column.

Only the fi nal deadline is enforced for self-paced exams.

If Comp-XM is not self-paced, the Dashboard will display:

• The date and time you can begin making simulation decisions and answering Board Queries;

• The date and time when simulation decisions and Board Query answers are due.

6.3 Answering Board Queries

Each round, your Board of Directors presents you with a set of questions. You can answer these questions before, during, or after you make decisions for your company (we recommend before):

• From the Dashboard, click the Answer Board Query button; • A new window opens asking you to authenticate that you are

the person taking the exam– click I Agree; • Next, a list of Board Query questions appears on the left

(Figure 6.2); • A second link to the Inquirer is available from this window–

you will need the Inquirer to answer most Board Query questions;

• To begin, click a question number in the column on the left (cursor, Figure 6.2);

• The associated question will appear on the right– questions will be either true-false, multiple choice or essay (some multiple choice questions require more than one selection);

• You do not have to answer the Board Query questions in any particular order– each question has a point value for correct answers (you can receive partial credit for some types of

Figure 6.2 Board Query Input Screen

 

 

Self-Paced Exams

10

6.5 Self-Paced Exams

In self-paced mode, you make simulation decisions and answer Board Queries within a time frame established by your instructor.

6.5.1 Advancing Self-Paced Exams The Dashboard displays your progress. For example, whether decisions have been uploaded in the current round or how many Board Query questions have been answered.

You will not be able to advance to the next round unless you have uploaded a set of decisions and answered at least one Board Query question. To advance from Round 1 to Round 2:

• On the Dashboard, click the Advance to Round 2 button; • When the new page opens, click the button to confirm that

you wish to advance to the next round.

You will not be able to change your answers or decisions for a

round once you advance to the next round (for example,

after you advance to Round 2, Board Query 1 will no longer

be available and you will be working on Decision Set 2).

______________

 

 

 

11

 

 

 

 

R

Recruit Spend 3 Reliability 3, 6, 7 Research & Development (R&D) 2 Rough Cut 6

S

Sales Budget 3 Segment Drift 6 Segments 5, 6 Size 6 Stock 3

T

TQM/Sustainability 4 Training Hours 4

Index

A

Age 7 Automation 3

B

Bonds 3

C

Capacity 3 Comp-XM Inquirer 8 Current Debt 3

D

Dashboard 10 Drift 6

F

Finance 3 Fine Cut 6

H

Human Resources 3

I

Ideal Spot 7

L

Labor Cost 3 Long Term Debt 3

M

Marketing 3 Market Segments 5, 6 MTBF (Mean Time Before Failure) 3, 6, 7

P

Performance 6 Positioning 6 Price 6 Production 3 Promotion Budget 3

 

 

Capsim Examination Guide cover design by Ed Kang, a Graphic Design student from Columbia College Chicago.

978-1-933681-18-4

Copyright © 2013 Capsim Management Simulations, Inc. All rights reserved. Capsim®, Capstone®, Foundation®, and Comp-XM® are trademarks of Capsim Management Simulations, Inc.®

Printed in USA

 
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Communications Template

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MGT 550 Module Two Assignment Guidelines and Rubric Overview: Using the Communications Template, identify two overall issues that are present in the final project case that can be addressed using internal and external communications. To access the final project case study, “Research in Motion: Sincerely, a RIM Employee (A),” refer to the HBR coursepack link in your syllabus. For each issue, note the red flags that contribute to the issue and list those factors in the first column in the template. For each factor, identify potential communications that would need to be developed to address that component of the issue, the audience that would need to be reached with the communication, and the objective for the communication. From this template, select one of the two issues to focus on for the purpose of your final project, and develop the ideas you have noted for Milestone One. Use this Communications Planning resource to assist you in completing the template. For each overall issue you identified in the final project case study, complete the following fields:

I. Contributing factors to issue II. Communication messages and channels required to address issue III. Audience for communication (internal, external, or both) IV. Communication objectives

Note: You will select one of the two issues from this template for the final project, but will focus on both issues for this assignment.

 

 

 

Rubric

Guidelines for Submission: Submit your completed template for grading.

Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value Overall Issues Identifies two overall issues to be addressed Identifies two overall issues to be addressed

but issues cannot be addressed effectively using communications

Does not identify two overall issues to be addressed

20

Contributing Factors

Determines factors that contribute to both issues identified

Determines factors that contribute to only one of the issues identified, or there are missing key contributing factors for one or the other

Does not determine factors that contribute to both issues identified

20

Communication Messages and

Channels Required

Identifies the appropriate communication messages and channels required to address issues

Identifies communication messages and channels to address issues but one is not the most appropriate for the communication

Does not identify communication messages and channels to address issues

20

Audience for Communication

Describes audience for communication to address both issues identified

Describes audience for communication but is missing key audience types to make each communication effective

Does not describe audience for communication

20

Communication Objectives

Develops appropriate communication objectives for both issues

Develops communication objectives that are not clear or do not address each issue

Does not develop communication objectives 20

Total 100%

 
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Case STUDY

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introduction

In today’s ever-changing world, organizations must keep up with the demands of technology, the global economy, and the citizens they serve. Citizens are becoming more vocal with respect to what they expect from public organizations, especially with respect to the quality of service they receive. Excellence in organizations does not come automatically but rather requires leaders to be highly skilled and effective in leading change.

Directions

Consider this case study of Fremont, California, featured in your textbook and answer the following questions:

When Jan Perkins became city manager of Fremont, California, in 1992, Fremont like many other California cities, was suffering from both economic difficulties and the state’s efforts to pull back the property tax as a source of local government revenue. Yet while city employees were being laid off and services were being reduced, citizen demand for quality public services remained high. More important in Perkins’ mind was the fact that citizens had lost confidence in their government. For both of these reasons, Perkins and other city officials in Fremont recognized that something dramatically different had to be done.

The change process started early in Perkins’ tenure, as one of her council members proposed bringing in an outside consultant (at a cost of $500,000) to diagnose what might be done. Especially because a neighboring city had just done the same thing and failed to adopt a single recommendation, Perkins believed that greater benefits could be obtained by working with those within the city to figure out how the quality and productivity of the city might be improved. A facilitated workshop session involving top elected and appointed officials was devoted to understanding “what we do, how we do it, and why we do it.” From there, the question became, “How can we do it better and how can we become fast and flexible, customer oriented, focused on results, and engaged in important partnerships internally and externally?”

During the 5 years following the workshop, Perkins led a dramatic change in Fremont’s city government – a change built around delivering high-quality services to citizens, creating an internal culture built around continuous and employee-driven improvement, using a highly collaborative approach to decision-making and problem-solving, and building partnerships within the city and with surrounding communities.

The city’s interest in customer service was given initial priority as complaints regarding service quality were heard loud and clear. Perkins and her senior staff began to concentrate on developing a serious philosophical and practical commitment to service quality. The message to employees was that if they saw a way in which the citizens of Fremont could be better served by city government, then they should take action. In addition, the city’s capacity to innovate was aided by a much more collaborative approach to decision-making and problem-solving which cut across traditional organizational boundaries. Whatever their positions, employees were encouraged to think of themselves as representatives of the city and to do what was necessary to provide citizens with the answers they need. This attitude was also supported by a strong emphasis on partnerships and collaborations at many different levels in the organization. Early in the process of labor negotiation, Perkins created joint labor-management committees to consider “quality of work life” issues through a structured problem-solving process known as interest-based bargaining. This collaborative process encourages participants to identify their basic interests (before jumping to solutions) and then to engage in collaborative problem-solving to find a way of accommodating the varied interests represented. Interest-based bargaining was so highly successful in labor-management relations that the same approach has been encouraged throughout city government. Training in the process has been offered to all employees of the city, and interest-based bargaining has become a standard way of doing business in Fremont.

The same approach to building partnerships through collaborative efforts is used as the city relates to citizens and to other nearby governmental entities. City employees do not just inform citizens about what is going to be done to them. They also go out and ask citizens what they want and then balance those interests with those of the city. Beyond that, city employees and citizens engage in interest-based problem-solving even around issues of how to design a process to involve the public. The city engineer commented, “We do more than tell them what we are going to do. We go out now and involve them in the design of the process itself. The process is laid out by the people involved.”

  1. What apprehensions or resistance to change do you find present in this case example? Provide specific examples from the textbook and case study.
  2. Of the approaches to bringing about change discussed in our assigned textbook reading, analyze the leadership strategies and techniques that Perkins employed in bringing about successful organizational change. Provide specific examples from the textbook and case study.
  3. Reflecting on the differences between not for profit and for profit organizations, do you think that Perkins would have been as successful in creating a highly collaborative, employee-driven change if the organization was a private, for profit entity? Why or why not?
  4. Complete the attached self-quiz for your own records and reflection, Orientation Toward Change Self-Quiz.
    . What did you discover about your own orientation to change? How will you use what you have learned about yourself to effectively lead others toward change?
 
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Human Resource Metrics

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Assignment Description/Scenario

In this exercise, you will do web based and library research on Human Resource metrics and measurements and write a 7-page paper.

You are to research relevant metrics for a mid-sized company. What HR metrics should the HR department of a mid-sized company be aggregating data for and then analyzing and reporting to management on a regular basis. Examples of metrics are Compa-ratio, Market Index, Turnover Rates (Voluntary and Involuntary), Time to Hire, Revenue per employee, Total Compensation to Revenue, Revenue per employee etc.

The Assignment

For your paper you will research, study and then write a report on the appropriate type of Human Resource Metrics that a typical mid-sized company with a 1000 to 3000 employee base should be sourcing the data for, then analyzing the data and finally, regularly reporting to Senior Management. You are required research and study up on the various types and categories of metrics a mid-sized company should regularly collect and report on.

Your research sources should be books (like the one authored by Dr. Jac Fitz-enz) and other sources like PricewaterhouseCoopers Human capital Analytics services (You will find a lot of material on this service, and their portfolio of comparative metrics for which they collect and compile and publish from various companies – www.pwc.com (Links to an external site.)). In the webliography, you will find a lot relevant material on Human Resource Metrics. When you Google the term HR Metrics you will also find a lot of material. Chapter 7 of your textbook is also a great source.

Discuss the various public or private sources of comparative Human Resource Metrics data. Report what you have found from library and web research on sources of comparative Human Resource Metrics. Which sources would you recommend for a mid-sized company?

Grading Criteria

Grading Criteria: This assignment is worth 100 points.

The following information must be included in your completed paper. Use the headings outlined below for your paper.

Paper Headings
DescriptionPointsIntroduction
Introduction provides sufficient background on the topic and previews major points. 5A General Discussion on HR Metrics

What are main types and categories of Human Resource Metrics. What do each of these metrics measure? Why are they important in analyzing the effectiveness of a company’s human capital expenditures? Why is it important to use quantification in measuring the effectiveness of a company’s human resources?

25Suggested metrics for a mid-sized companyWhich metrics are important for a mid-sized company with 1000 to 3000 employees? Elaborate on the reasons why. Which metrics are must haves, or these mid-sized companies and which metrics are wants? 30Collecting Comparative Data on Human Resource Metrics

Discuss the various public or private sources of comparative Human Resource Metrics data. Report what you have found from library and web research on sources of comparative Human Resource Metrics. Which sources would you recommend for a mid-sized company?

Important! Do NOT simply cut and paste information from web sites or copy information directly. 20ConclusionConclusion is logical, flows from the body of the paper and reviews the major points.10
Mechanics

  • There is a hard 7-page maximum for this paper, however, it should be thorough, yet concise.
  • Include all aspects of the assignment criteria, outlined on the previous page—these are good paper headings.
  • There should be minimal quoted material in this paper, <5%.
  • Cite in text when using words/thoughts that are not your own. All sources must be appropriately cited—use APA for in text and reference list citation formatting.
  • Include a reference page for source(s).
  • Follow APA formatting for citing and the reference page.
  • Put the paper title information on a separate page.
  • Use 12 pitch font (Arial, Times Roman), double spaced, and 1″ margins as a standard format.
  • Do not include extra lines between paragraphs, etc.
  • Grammar, punctuation, spelling, etc., will all be taken into consideration when awarding points.
  • Proofread your papers before submitting. Spell check is not foolproof.
  • Re content, if you make a statement, for example “all people who break the law should improve their communication skills to stay out of jail,” you need to substantiate that statement. If that statement is not your own thought or a statistic, cite. If it is your opinion, state that and explain what led you to that conclusion. Provide enough information to validate and explain the statement.
  • Treat these assignments as real-world situations. This will give you the opportunity to practice how you would research and provide information as an HR professional.

10

 
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Repp

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reply to the students response in 150 words and provide 1 reference

question

Anne is an accountant at a large accounting firm. She applied for a partner but was denied. In their report, the all-male Partnership Review Committee stated that Anne would have a better chance at becoming a partner if she wore makeup, jewelry, and acted more femininely. Over the past 10 years with the Firm, Anne has received excellent performance evaluations and recently secured a $10 million client for the Firm

students response

 

The main statue that applies when evaluating Anne’s scenario is Title VII of the Civil Rights Act of 1964. It states that it is an unlawful employment practice for an employer to limit, segregate, or classify his employees or applicants for employment in any way which would deprive or tend to deprive any individual of employment opportunities or otherwise adversely affect his status as an employee, because of such individual’s race, color, religion, sex, or national origin (Bennett-Alexander & Hartman, 2019). The Accounting Firm violated this statute on the basis of sex, using Anne’s gender as the main consideration in their decision not to promote her to Partner. Deciding to choose a male with lesser qualifications and experience is gender discrimination. Anne was clearly the best candidate for Partner of the two candidates mentioned because she had been with the company 4 years longer and had just recently secured a $10M client, indicating exceptionally high performance. Gender stereotyping is also a factor in this case because the Partnership Review Committee indicated her chances would have been better if she “wore makeup, jewelry, and acted more femininely.” These are all assumptions and generalizations of how women should appear but are not true 100% for all women and cannot be forced upon someone simply because she’s female. How Anne was treated in this scenario is not uncommon. Women make up 45 percent of associate attorneys at the largest law firms, but only 18 percent of equity partners. Female associates make 89.7 percent of men’s salaries and equity partners, and 80 percent (Bennett-Alexander & Hartman, 2019).

Price Waterhouse v. Hopkins, a case from 1989, very similarly aligns with the scenario involving Anne. Ann Hopkins was an outstanding associate and the partners at the firm noted her accomplishments and character on an ongoing basis. Their only issues had to do with her falling short of their expectations of how a female should look and act. All of their criticism was based on gender stereotyping, not facts, just like with Anne and the Accounting Firm.

To help prevent this type of situation from happening and unnecessary liability, the Firm can take a number of different steps. First, they need to recognize that in a male dominated industry, they likely have biases that they may not realize. The partners could benefit from discrimination training and sexual harassment training to make sure they avoid these biases in their comments and actions. Most attitudes within a company come from the top down so it is very important for them to be aware of these things. Next, the partners should establish a system for advancement within their company. Having a defined career path can help avoid situations such as the one in the scenario where someone with less experience and lower performance gets promoted over someone more qualified, who may or may not be part of a protected class which opens the company to huge liability. If there is a clear path, employees know what is expected of them to move to the next level and advance through the company, even to partner in Anne’s case.

Bennett-Alexander, D., & Hartman, L. P. (2019). Employment law for business. New York, NY: McGraw-Hill Education.

 
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3 Discussions Please Read And Do Each One Separately

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The References: MUST BE THIS BOOK AND WHATEVER SOURCE YOU WANT TO SITE.

Harvey, C. and Allard, J. (2014). Understanding and Managing Diversity (6th ed.) NJ: Pearson-Prentice Hall. ISBN: 9780133548198

MUST BE AT LEAST 300 WORDS WITH TWO CITED SOURCES EACH!

1.  Discussion Board Three

Individual Perspectives on Diversity II

Briefly summarize Chapter 8 and discuss how you can develop the skills needed to increase your emotional intelligence.

2.  Discussion Board Four

Group Perspectives on Diversity I

How do gender differences impact how we communicate in the workplace? What strategies can be employed to improve communication? Discuss one example of intentional information use in the context of your organization (could be something that you witnessed or something that happened to you) (focus on Ch. 20, 27–28)

3.  Discussion Board Five

Group Perspectives on Diversity II

Identify a belief, value, or attitude of yours that you can attribute to your religion and examine its impact on your work and career. Discuss how your religion could affect your role and performance in a multicultural workplace.

BOOK INFO BELOW!

Chapter 8

The Emotional Connection of Distinguishing Differences and Conflict

Carole G. Parker
In recent years, diversity in organizations has been an exciting, stimulating, frustrating, and intriguing topic. Some organizations continue to struggle for diversity, whereas others have a fully integrated, diverse workforce. The challenge to increase and manage diversity continues to be critical to organizational goals, particularly as more organizations, large and small, transact business internationally. Some organizations work to appreciate diversity and value differences, whereas others continue to discount differences and diversity. Smart managers today realize the importance of balance in work groups. Attempts to incorporate differences in age, gender, race, culture, sexual preference, and styles of being in their organizations to capitalize on the incredible potential diversity offers are occurring. Managing differences requires energy, commitment, tolerance, and finally, appreciation among all parties involved. Differences among people are not inherently good or bad; there is no one “right” way to deal with differences. Learning to manage and ultimately appreciate differences requires learning, emotional growth, and stretching the boundaries of all participants. Although differences can be challenging, they also lead to very important benefits, both to individuals, groups, and organizations.

How Differences Are Often Managed

What actions and factors must be considered in selecting the most appropriate approach to addressing differences? Often, avoidance or repression is used to manage differences. The avoidance of differences often takes the form of associating with individuals of similar backgrounds, experiences, beliefs, and values. This strategy enables an environment of mutual support and predictability. Those who are adverse to risk or challenges are apt to select this strategy. Another avoidance strategy is to separate individuals who create sparks between each other. Although this strategy may reduce tension, it minimizes the opportunity for individuals and the organization to learn and grow.

The repression of differences occurs when an individual or organization refuses to allow disagreements to emerge. Top management often influences the culture by stressing conformity, which naturally affects diversity. Statements by managers such as “We must work on this project in a professional and collegial manner” or “By working together cooperatively, we will succeed during these difficult times” create the boundaries for behavior limited to cooperation, collaboration, and loyalty and limit the opportunity for challenging assumptions, testing new ideas, and developing strategies for success. Repression is quite costly. Resistances develop that have both organizational and individual consequences. Blocking strong feelings and repressing differences may result in desensitization and a loss of productivity. When individual differences come together, managers exert control to reduce conflict.

Both appropriate times and dangers are associated with the use of avoidance and repression in managing differences. Teams or work groups faced with tight deadlines may want to limit the number and type of ideas generated. Avoidance may be an appropriate interim strategy for dealing with differences by enabling an individual to learn more about a person or situation before advancing a stance. The challenge to management is to decide when it is most appropriate to use these approaches. The skill level of the manager, rather than an overt choice, may also influence the decision. Avoidance can lead to groupthink, which occurs when everyone in a group agrees with everyone else, even though there are differences among group members. Groupthink is the result of not challenging ideas, opinions, values, or beliefs. Individuals may not believe it is safe (concerns about advancing or retaining one’s job) to challenge, particularly if management does not model this behavior.

Still another danger in avoiding differences is over compatibility. When over compatibility exists in an organization, it may be due to a strong need for support, reassurance, or security or a need to eliminate perceived threats. In an organization, this can severely hamper the development of new ideas, productivity, growth, and development. Avoidance and repression of differences are not viable solutions. When differences are present, they must be expressed and worked through. If not, unnecessary conflict will result.

Positive Aspects of Differences

Differences are opportunities. The old adage “Two heads are better than one” has merit. When combining multiple perspectives, one gains a richer set of experiences, and the variability of these often leads to a more creative approach than could be achieved independently.
Differences are tests to the strength of a position. One needs to be sure all the perspectives, opinions, and perceptions enhance the final product.
A healthy interaction among differences (gender, age, race, culture, etc.) could address the preceding concerns. Two factors influence the treatment of differences: first, the needs, wants, and goals of the individual; and second, the value placed on the relationship. People are often motivated by the desire to meet their needs and satisfy their wants and desires. The stronger the motivation, the greater the likelihood of addressing differences. Furthermore, when the parties involved are important to each other or valued, the tendency to manage the difference increases to preserve the relationship. The reverse is likely when there is no value in the relationship. Once these factors are assessed, it becomes necessary to recognize behaviors and attitudes that will be helpful in managing the differences.

Differences are not problems to be solved; they are dilemmas to be managed. Successful managers of difference reduce their judgments and accept the difference as legitimate. Clear boundaries between oneself and others, a willingness and interest in being influenced, and an awareness of choice with the ability to make choices are also helpful. Using strong language such as ought to, cannot, necessary, impossible, requirement, or mandate will diminish success.

Differences are experienced through contact with others who are dissimilar. A range of life experiences and success in interpersonal relationships support the ability to deal with differences. Individuals who have travelled nationally and internationally or who have had unusual experiences beyond the normal scope of their daily activities tend to develop an appreciation for differences, even though at the time of initial contact there may have been challenges, fear, and longing for what is familiar. Managing differences is not an individual process; it is interactive among individuals. When only one individual is attempting to deal with the difference, the result is coping behavior. Dealing with differences evokes emotion. A range of emotions for human interaction that leads to awareness of differences is necessary. These emotions can lead to conflict, but conflict is not a prerequisite to managing differences. Differences evoke emotions, ranging from small or minor to large and major. An inverted triangle graphically shows the escalating intensity of each level of emotion as differences are encountered (see Figure 1.2).

Figure 1-2 The Escalation of Differences into Conflict
This model is based on the assumption that difficulties will likely result from contact with differences. The first level involves an awareness of the difference. Here the parties are exploring and learning about each other—what is similar, what is not, what is discomforting—and the second level may result. One becomes uncomfortable with boundaries being pushed while values or beliefs are challenged. When the differences appear to be greater than the similarities, annoyance occurs. The parties are not able to appreciate how their differences may be beneficial to each other. Irritation, on the next level, may result from continued exploration, possibly through a dialectic process. Tension is heightening as more contact occurs; there is possibly an overlay of fear. The boundaries of self are threatened (What will happen to me if I continue with this encounter?) and frustration leading to open disagreement develops.

Anger, often a protective strategy, shifts the emotions to the next level, and hostility erupts while the dispute solidifies. Each party has a firm stance reflecting their position. The final level is conflict or war, where each party works hard to repress, neutralize, or destroy the other.

Chapter 20

The Paradox of Male Privilege: Toward a Gender Democracy & Democratic Manhood

Steven D. Farough
Assumption College
How could it be that men continue to have such economic success in an era where women now outnumber men in college and have substantial achievements in the business world? How could it be that despite their continued success, men wind up with a shorter life span and a higher rate of depression than women? In short, it is the paradox of male privilege. Men maintain their advantages in an era where women appear to be outpacing men, but men ultimately lose from a system that has allowed them to win unparalleled wealth, power, and prestige. Of course, paradoxes are confusing. They leave people baffled at the appearance of two seemingly irreconcilable trends. In the absence of an explanation, paradoxes often polarize us into one camp or the other, creating a dynamic where people angrily talk past one another with no hope of resolution: “Men are privileged! Men are victims, too!” However, when one can understand the underlying logic of this paradox it can lead to not only greater insight but to new ways of living our lives as men and women. It is the goal of this article to highlight the paradox of male privilege and offer men (and women) a different way to approach gender, work, and identity in the 21st century. Despite the advantages men generally possess, it is in their best interests to give them up.

Being caught between advantage and disadvantage often leaves men unsure what to think. Although less pervasive, there still is an expectation that men should be the primary breadwinners for their families and climb up the occupational ladder. On the other hand, women continue to succeed in high-powered jobs that challenge the belief that men should be the primary income earner. For some men, it might feel like the tables have finally tipped in favor of women. During the Great Recession, men were at first hit harder than women, where from 2007 to 2009 men lost almost 75% of the total number of jobs (Cauchon, 2009). In fact, at one point the front page of USA Today read, “Women Gain in Historic Job Shift.”

This trend has motivated intellectual Reihan Salam (2009) to call the economic downturn a “he-cession” and make the bold proclamation that we are now going through an epochal shift in gender relations where men will no longer dominate the US economy in the 21st century. As Salam (2009) points out, the greatest areas of job loss in the recession lie in finance and home construction, two occupations where men have been dominant. However, it goes deeper than that, according to Salam: characteristics like risk and overconfidence were keys to driving the success and massive failure of Wall Street and the housing bubble—and these attributes are strongly embedded into the identity of masculinity. Risk and overconfidence have sent the economy into the worst recession since the Great Depression. Many of us now look back at the brazen use of sub-prime mortgages and seemingly endless leveraging by brokers and financiers with contempt and bewilderment. Have the implicit macho ethics of risk and overconfidence left men in the dust of wild, laissez-faire capitalism as our economy continues to trend toward a more feminized service economy and a more careful, regulated system? For some, like Salam, the answer is yes.

As many of us know, women are just as capable as men of taking risks and being overconfident, but such practices are so strongly associated with masculinity that they create a palpable feel that these are things only men do. If both men and women can engage in such behaviors, then why are these behaviors so strongly linked to men in the work world? The answer to this question lies in how gender impacts our occupational structure.

Dominant Masculinity

Although in every culture there is a variety of ways one can be a man, some forms of manhood are perceived as more legitimate or “real” than others. Sociologists who study masculinity would argue that culturally legitimate forms of masculinity should be seen as dominant masculinity, a gender identity that allows those men who abide by its behaviors to have greater access to power and wealth. In the United States, dominant masculinity is defined by its ability to excel at competition and risk, be self-assured, withhold emotions, possess physical strength, have control over the situations men inhabit, be the breadwinners of families, and not act feminine or be gay (Connell, 1995; Kimmel, 2006; Messner, 1997). Embedded in all of these characteristics lies the expectation that in the US, masculinity needs to be consistently proven, which, according to sociologist Michael Kimmel (2006) is rooted in the competitive, capitalist ethos and frontier mentality of the nation in the 18th and 19th centuries. Whether in the emerging industrial economy or on the frontier, manhood was deemed successful in the US when men could master tough terrain and accumulate wealth. Anything less than that left men grasping for this masculine ideal. Of course, the idealization of American masculinity in this nascent country was only for white men. African American men were either enslaved or oppressed through Jim Crow segregation; Native American men were killed or concentrated into reservations; and Mexican American and Asian American men were segregated into menial labor.

What is particularly striking is how the history of a competitive, frontier-based masculinity plays out even today. Indeed, it correlates strongly with some of the key strategies for success in American enterprise today: competition, risk, confidence, and withholding of emotions are all practices that many in the business world expect of their employees. The outcome of this widespread use of masculinity results in the gendering of work, where the key jobs and strategies for success are deeply linked to manhood (Hochshield, 2003; Pierce, 1995; U.S. Department of Labor, 2006). For instance, to achieve financial and professional success, lawyers are expected to be intimidating and aggressive (Pierce, 1995). Bill collectors are expected to deflate the status of truant clients through intimidation (Hochschild, 2003). Car salesmen are supposed to use their wits to get customers to purchase an automobile for more than it is really worth. Stockbrokers’ confident and assertive sales pitches are designed to hide the reality of substantial risk to clients and are imbued with a culture of dominant masculinity. This dominant form of masculinity has provided untold wealth, power, and prestige for men as a group, and it is clearly woven into their identities. Men prove their masculinity by acting competitively and forcefully in the business world, just as they did on the frontier and in industry.

In defining masculinity so strongly with work, this cultural norm also did something else: it created an environment that is hostile to women entering the workplace, as masculinity in the US is defined in strict opposition to femininity. The growth of the industrial economy and the development of the frontier organized the ideal family structure in a new way. Prior to industrialization, the US economy was largely agricultural, where both men and women were involved in economic production. As industrialization emerged, economic production left the family farm for the factory, and masculinity followed. Men were expected to work outside the home while women were expected to work within it (Coontz, 1992). The net result is a cultural definition of manhood that links it to work, and views women’s progress in the work world as an attack against masculinity itself. The ideological rationale is simple: women entering a space so strongly associated with masculinity threatens manhood itself. Although the anti-women attitude is changing and many individual men are not threatened by the progress made by women, this ideology of dominant American manhood creates a situation where men continue to receive both economic and psychological advantages. Dominant masculinity may be a stereotype, but it is a very powerful one that has perpetuated the history of American manhood.

Despite some who have called the emerging era one where women will have greater power than men, there are three key structural issues that continue to benefit men in the Great Recession and into the forseeable future: workplace segregation, continued discrimination against women, and the structure of the American family.

Privileges of Dominant Masculinity

The success of women in education and the economy has not prevented men—particularly white men—from maintaining disproportionate access to power and resources. Men continue to earn more than women, whether they have a high school degree or graduate degree (U.S. Department of Labor, 2007). Men are also overrepresented in the decision-making processes of business and government. Men constitute over 75 percent of chief executives, 70 percent of surgeons, and 73 percent of computer and math occupations (US Department of Labor, 2006). The same holds true with elected officials. In 2008, 84 percent of Congress and the Senate were men, and almost 77 percent of state legislatures were men (Center for American Women and Politics, 2008). The data clearly demonstrate that men are disproportionately represented in key positions of power. As for the “he-cession,” men are faring far better than women during the recovery (Kochhar, 2012). Still, these data tell us nothing about why men are overrepresented in high-ranking positions.

Upon closer examination of these generalized patterns, the data unequivocally demonstrate that men, particularly white men, possess a whole set of advantages when compared with equally qualified white women and people of color. Research shows that people envision successful managers as men (Willemsen, 2002). Men experience greater upward mobility than women (Glass Ceiling Commission, 1995). Men have greater access to and control over networks for employment, and they also have better access to mentoring relationships (Lorber, 1994). Federal government data on employment discrimination note that white men are the least likely to experience discrimination in the workplace (Reskin, 1998). In higher education, where it is noted that women now earn the majority of bachelor’s degrees, men continue to earn more after graduation, in part because of this continued discrimination.

The inequality in earnings of men and women also has to do with the structure of the American family and sex segregation in the workplace (Cohen, 2004; Cohen & Huffman, 2004; Rhode, 1997). Although changing, men’s family roles continue to place men in positions as the

CHAPTER 27-28
Social Class: The Fiction of American Meritocracy

Colleen A. Fahy
Assumption College
Introduction

Oprah Winfrey, the nation’s wealthiest African American, overcame impoverished beginnings in rural Mississippi to accumulate an estimated net worth of $2.7 billion.1 High school friends Steve Jobs and Steve Wozniak founded the Apple Computer Company in Job’s garage with $1300 in start-up money.2 Sonia Sotomayor rose from a South Bronx housing project to become a U.S. Supreme Court justice. Such stories of self-made men and women help fuel the perception of America as the land of opportunity, a place where anyone can achieve almost anything with a combination of hard work, intelligence, and determination.

Do you believe that anyone, regardless of the family and community into which he or she was born, could be where you are today? If you are like most, your answer is yes. In a New York Times poll, 80 percent of Americans answered “yes” to the question, “Is it possible to start out poor, work hard, and become rich?”3 A Chronicle of Higher Education poll found that 78.8 percent of college freshmen agree that “through hard work, everybody can succeed in American society.”4

The U.S. economic system is commonly viewed as a “meritocracy,” where rewards are bestowed upon those who have earned them. If individuals face equality of opportunity, then one’s social class position becomes a reflection of his or her personal qualities. Those who have achieved success must have earned it somehow, and those who have failed to climb the social ladder must simply have not tried hard enough. This common perspective leads to negative stereotyping and discrimination of individuals from lower social classes, or “classism.”

Classism, like many other “isms,” results from prejudices based on false assumptions. Despite widely held perceptions, social class mobility in the United States is far from fluid. Those born with few resources face serious obstacles in their efforts to achieve a higher economic and social status. Those born into privilege are given a head start in life with many extra boosts along the way. Once it is recognized that merit has only a small role in determining one’s place on the social ladder, the foundation of classism crumbles.

Social Class Measurement

The most popular measures of social class are income and wealth. Persons, households or families can be ranked according to their income or wealth and then divided into groups. For example, in 2011, the highest 20 percent of U.S. households had an income exceeding $101,577—while the income of households in the lowest quintile fell below $20,260.5 Because of its cumulative nature, wealth is unevenly distributed among the U.S. population, with the top 10 percent of families having an estimated median net worth of just under $1.2 million and the bottom 20 percent having a median net worth of approximately $6000. The top 10 percent of families own an estimated 75 percent of the total net worth in the United States.6

Social class is also measured by educational achievement and occupational prestige. A National Opinion Research Center survey ranked 447 jobs in terms of their prestige level. Doctors come in first, accountants 35th, elementary school teachers 45th, retail salespersons 366th, and dishwashers 446th.7 A New York Times interactive site allows individuals to enter their occupation, education, income, and wealth in order to determine where they fall in the social class hierarchy. A housekeeper with an eighth grade education making $20,000 per year and holding $5000 in net worth is in the 16th percentile of total social class. A surgeon making $300,000 per year with $1 million net worth is in the 99th percentile. 8

Class In The Workplace

The frequency of workplace interaction between people of different social classes will vary by occupation and industry. For example, in occupations such as construction and education, workers are less likely to have frequent interactions with coworkers from significantly different social classes. In other settings, particularly when there is a hierarchical structure, individuals are more likely to work closely with those from other social classes. In hospitals, for example, doctors, nurses, LNAs, and maintenance workers come into frequent contact with one another (Scully & Blake-Beard, 2006, p. 442).

Defining class in the workplace is complicated by its multidimensional nature. While income, wealth, education, and occupation are undoubtedly correlated, associations are not always perfect. A carpenter may never have finished high school, or he may be a college graduate. A retail salesperson may be a single mother working as the sole breadwinner for her family or a college-educated, married mother working for extra income.

In a meritocracy, those higher on the social ladder have done something to deserve their place and are therefore somehow “better” than those below them. The resulting sense of status can undoubtedly lead to friction in the workplace. According to Bullock (2004),

In the United States, individualistic explanations for poverty (e.g., lack of thrift, laziness) and wealth (e.g., hard work, ability) tend to be favored over structural or societal attributions for poverty (e.g., failure of society to provide strong schools, discrimination) and wealth (e.g., inheritance, political influence, and ‘pull’). (p. 232)
Bullock further argues that these beliefs lead to “classism,” including negative stereotypes such as “lazy, uninterested in self-improvement, and lacking in initiative and intelligence,” and discrimination that includes “behaviors that distance, avoid, and/or exclude poor and working-class people” (p.

result is coping behavior. Dealing with differences evokes emotion. A range of emotions for human interaction that lead to awareness of differences

 
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Learning Objectives:

·        Use Knapp’s model to describe the nature of communication in the various stages of a relationship.

·        Identify the three stages of Knapp’s model: coming together, relational maintenance, and coming apart.

·        Reflect on how changes in these three stages of the relationship might have caused the relationship to unfold differently.

PART ONE for this assignment

Instructions:

1. Think of a romantic or close relationship that you had that unfolded through most of the developmental stages, ending in termination. As your text explains, no all relationship move through all of the stages in a linear, predictable order.  However, you’ll likely find that your significant relationships will reflect most of the stages in some way  .

2. In the spaces below, describe a memorable event or conversation that illustrates how your relationship fulfilled that stage of Knapp’s model of communication.

Initiating:

Experimenting:

Intensifying:

Integrating:

Bonding:

Differentiating:

Circumscribing:

Stagnating:

Avoiding:

Terminating:

Reflect:

3. Answer the reflection questions that follow. (This will be done in PART TWO for this assignment)

PART TWO for this assignment

1. Review your answers and identify key events that marked the three stages of Knapp’s model: coming together, relational maintenance, and coming apart. For example, what happened that led you to move from Differentiating and Circumscribing to Stagnating?

2. Describe how changes in behavior and events in these three stages of the relationship might have caused the relationship to unfold differently.

***Be as thorough as possible when completing this assignment. This assignment will  need to be at least 7 pages and should follow the rules of APA. You are only required to use the textbook (Chapter 9) as a resource; however, you are free to include the use of reputable online sources.

 
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Homework Question

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For this journal, first review the Final Project Guidelines and Rubric document and post any questions to the General Questions Topic. Then review the Nimble Storage: Scaling Talent Strategy Amidst Hyper-Growth case study.

In your journal, answer the following questions:

  • What are some common concerns companies have that keep them from being more effective in the global market?
  • In a global market, what should a company consider changing to better embody social and cultural norms and to become a more geocentric organization? Consider possible changes to the company’s technology, interpersonal policies, business practices, or other variables.

For additional details, please refer to the Journal Guidelines and Rubric document.

 

OL 668 Final Project Guidelines and Rubric

Overview In an increasingly global world, it is paramount for organizational and HR professionals to maintain cultural competencies when conducting business. Unfortunately, while many organizations are global, they do not always conduct business in the most globally appropriate ways. Employees may not understand there are different social, cultural, legal, and moral norms between countries. Equally important is to understand how these differences, if not managed well, can negatively impact organizational effectiveness and performance. The final project for this course is the creation of a business practice analysis with recommendations. The final product represents an authentic demonstration of competency because it will ask you to situate strategic human resource management in the global stage, focusing on a wide range of issues related to global markets, global security, managing an international workforce, effective cross-cultural management and communication, and diversity in the workplace. The emphasis is placed on how businesses can become more competitive by leveraging an effective HR plan for diversity and international business. The project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Two, Four, and Seven. The final product will be submitted in Module Nine. In this assignment, you will demonstrate your mastery of the following course outcomes:

 Determine gaps in the alignment of organizational business practices relevant to human resources management with geocentric perspectives

 Illustrate the benefits of incorporating geocentric human resources management strategies into organizational practices

 Recommend organizational technological improvements for human resources processes that reduce global barriers

 Recommend strategies for anticipating and mitigating potential risk events regarding human resources management through analyses of political trends

 Make recommendations for fostering organizational cultural competence and the development of interpersonal relationships over global boundaries

Prompt For the summative assessment, you will imagine you are a human resources professional working at a prominent global company. There have been recent concerns regarding how the organization has been conducting business in the global market, and it has tasked you with identifying problems and recommending solutions. You will analyze information from the case study Nimble Storage: Scaling Talent Strategy Amidst Hyper-Growth for how the organization’s business practices have aligned with more geocentric perspectives, identifying potential gaps in its current practices. You will then make a series of recommendations directed to leadership for addressing identified gaps and ensuring a successful transition regarding your proposed changes. As a start to your analysis of Nimble’s Storage, you may need to research beyond the case study to get a full understanding of Nimble’s mission, vision, and culture. Visit the Nimble Storage website to further explore the company.

 

 

 

Specifically, the following critical elements must be addressed:

I. Business Practice Analysis: In this part of the assessment, you will analyze the current business practices of the organization for how it operates globally. Then you will illustrate the potential benefits and challenges to the organization regarding its adoption of a more geocentric focus.

A. Determine gaps in the organization’s current practices within the global market that are relevant to the human resources team of the organization.

B. Determine gaps in the organization’s current practices within the organization that are relevant to the human resources team of the organization from a geocentric perspective. What issues or problems are present regarding the organization’s accommodations for global employees?

C. Determine gaps in the technological tools and structure of the organization that should be considered when working within a global structure. D. Analyze the mission statement of the organization against the needs of a global organization. Are the annual goals and objectives appropriate

for a global company? Does the organization appropriately present itself as a global company? E. Illustrate the potential gains for the organization regarding its business practices if it adopts a more geocentric focus. Be sure to support your

response with examples. What will be the benefit for the business of the organization should it adopt a more global approach? F. Illustrate the potential gains for the organization regarding its employee collaboration if it adopts a more geocentric focus. Be sure to support

your response with examples. G. Determine critical success factors for the organization for transitioning from an ethnocentric approach to a geocentric focus and achieving

potential gains. What critical success factors must be considered when making such a transition? How do those critical success factors help achieve those potential gains?

H. Analyze global political trends for potential risk events regarding human resource management that the organization might have to consider in the future.

II. Recommendations: In this part of the assessment, you will compile a series of recommendations for the leadership of the organization regarding how they

can adopt a more geocentric focus with their business practices. A. Recommend strategies for accommodating current and future global political changes that will be managed in the organization. Be sure that

your response addresses previous analysis regarding risk events. For instance, you could consider how the organization should go about operating in an ever-changing political atmosphere.

B. Recommend strategies for accommodating current and future technological developments. How should the organization establish and maintain technology?

C. Recommend strategies or activities that the organization could implement to improve interpersonal relationships between employees and across global boundaries. Be sure to support your response with a brief cost-benefit analysis to demonstrate the value of such activities to the organization.

D. Recommend technological tools and improvements that could reduce global barriers between employees and other stakeholders. Be sure to justify your response.

E. Make revisions to the mission statement of the organization that will standardize organizational values across cultural lines. Be sure to justify your response.

 

 

 

F. Explain how these recommendations should be implemented as to avoid risk events, and justify your response. For instance, you could consider how you would go about implementing these recommendations to avoid any potential issues.

G. Make recommendations as to how you would advise the organization regarding how to make the organization more global while maintaining its unique identity. Be sure to justify your response.

 

Milestones Milestone One: Analysis and Recommendations Part I: Technological Gaps In Module Two, you will submit Milestone One. In this assignment, you will compose an analysis of the mission statement of Nimble Storage, the storage company that is the focus of your case study: Nimble Storage: Scaling Talent Strategy Amidst Hyper-Growth. In your analysis, you will be asked to determine if the annual goals and objectives set by the company constitute an appropriate business practice for a company wishing to go global. You will also be asked to assess the technological gaps in the company. In addition to composing this analysis, this milestone also requires you to begin populating an Excel spreadsheet: PESTEL Analysis Worksheet. For this portion of the PESTEL Analysis Worksheet, you will populate the first two rows: United States and Brazil. Although this is separate from your milestone composition, you must upload the worksheet for review and instructor feedback. The purpose of completing the PESTEL analysis is to give you a global perspective as you work through the final project. This worksheet will be used as a visual aid to help you understand the data necessary to determine the steps Nimble Storage will need to take in order to go global. This milestone will be graded with the Milestone One Rubric. Milestone Two: Analysis and Recommendations Part II: Cultural Gaps In Module Four, you will submit Milestone Two. For this milestone, you will compose an analysis of the cultural gaps that Nimble Storage may need to fill in order to enhance its business practices. Additionally, you will be asked to illustrate the potential gains for the organization regarding its employee collaboration if it adopts a more geocentric focus. In addition to composing this analysis, this milestone also requires you to continue populating the necessary rows of the PESTEL Analysis Worksheet. Each time you populate this worksheet (this is the second time), you will work through the characteristics of different countries/regions. For this portion of the PESTEL Analysis Worksheet, you will populate the rows: China, Japan, and Europe. This milestone will be graded with the Milestone Two Rubric. Milestone Three: Analysis and Recommendations Part III: Global Political Trends In Module Seven, you will submit Milestone Three. In this milestone, you will make your final recommendations necessary for Nimble during its global expansion and compose a short paper of your findings. You will also be asked to consider the critical success factors necessary and to determine how those critical success factors help achieve those potential gains. In addition to writing this short paper, this milestone also requires you to finish populating the remaining rows of the PESTEL Analysis Worksheet: India, Middle East, and France. This milestone will be graded with the Milestone Three Rubric.

 

 

 

Final Submission: Business Practice Analysis with Recommendations In Module Nine, you will submit your final project. It should be a complete, polished artifact containing all of the critical elements of the final product. It should reflect the incorporation of feedback gained throughout the course. This submission will be graded with the Final Project Rubric.

Deliverables Milestone Deliverable Module Due Grading

One Analysis and Recommendations Part I: Technological Gaps

Two Graded separately; Milestone One Rubric

Two Analysis and Recommendations Part II: Cultural Gaps

Four Graded separately; Milestone Two Rubric

Three Analysis and Recommendations Part III: Global Political Trends

Seven Graded separately; Milestone Three Rubric

Final Submission: Business Practice Analysis with Recommendations

Nine Graded separately; Final Project Rubric

 

 

 

 

 

Final Project Rubric Guidelines for Submission: Your analysis must be 10-12 pages in length (plus a cover page and references) and must be written in APA format. Use double spacing, 12-point Times New Roman font, and one-inch margins. Include at least five references cited in APA format.

Critical Elements Exemplary (100%) Proficient (90%) Needs Improvement (70%) Not Evident (0%) Value

Business Practice Analysis: Within the

Global Market

Meets “Proficient” criteria and response demonstrates a sophisticated awareness of appropriate business practices utilizing a global lens

Determines gaps in the organization’s current practices within the global market

Determines gaps in the organization’s current practices within the global market, but determination is cursory or illogical

Does not determine gaps in the organization’s current practices within the global market

6.3

Business Practice Analysis: Within the

Organization

Meets “Proficient” criteria and response demonstrates a sophisticated awareness of appropriate business practices according to a global lens

Determines gaps in the organization’s current practices within the organization from a geocentric perspective

Determines gaps in the organization’s current practices within the organization from a geocentric perspective, but determination is cursory or illogical

Does not determine gaps in the organization’s current practices within the organization from a geocentric perspective

6.3

Business Practice Analysis:

Technological Tools and Structure

 

Meets “Proficient” criteria and response demonstrates a sophisticated awareness of appropriate business practices utilizing a global lens

Determines gaps in the technological tools and structure of the organization that should be considered when working within a global structure

Determines gaps in the technological tools and structure of the organization that should be considered when working within a global structure, but determination is cursory or illogical

Does not determine gaps in the technological tools and structure of the organization that should be considered when working within a global structure

6.3

Business Practice Analysis: Mission

Statement

Meets “Proficient” criteria and response demonstrates a sophisticated awareness of the appropriate goals and presentation of a global organization

Analyzes the mission statement of the organization against the needs of a global organization

 

Analyzes the mission statement of the organization against the needs of a global organization, but analysis is cursory or illogical

Does not analyze the mission statement of the organization against the needs of a global organization

6.3

Business Practice Analysis: Business

Practices

Meets “Proficient” criteria and response demonstrates a sophisticated awareness of the financial and market value gains to be attained by adopting a geocentric focus

Illustrates the potential gains for the organization regarding its business practices if it adopts a more geocentric focus, supporting response with examples

Illustrates the potential gains for the organization regarding its business practices if it adopts a more geocentric focus, supporting response with examples, but evaluation is cursory, illogical, or there are gaps in supporting examples

Does not illustrate the potential gains for the organization regarding its business practices if it adopts a more geocentric focus

6.3

 

 

 

Business Practice Analysis: Employee

Collaboration

Meets “Proficient” criteria and response demonstrates a sophisticated awareness of the potential employee development gains as a result of more or different collaborative practices

Illustrates the potential gains for the organization regarding its employee collaboration if it adopts a more geocentric focus, supporting response with examples

Illustrates the potential gains for the organization regarding its employee collaboration if it adopts a more geocentric focus, supporting response with examples, but evaluation is cursory, illogical, or there are gaps in supporting examples

Does not illustrate the potential gains for the organization regarding its employee collaboration if it adopts a more geocentric focus

6.3

Business Practice Analysis: Critical Success Factors

 

Meets “Proficient” criteria and response demonstrates keen insight into the specific critical success factors for the organization

Determines critical success factors for the organization for transitioning from an ethnocentric approach to a geocentric focus and achieving potential gains

Determines critical success factors for the organization for transitioning from a ethnocentric approach to a geocentric focus and achieving potential gains, but determination is cursory or illogical

Does not determine critical success factors for the organization for transitioning from a ethnocentric approach to a geocentric focus and achieving potential gains

6.3

Business Practice Analysis: Political

Trends

Meets “Proficient” criteria and response demonstrates an astute ability to view political changes and trends through a geocentric lens

Analyzes global political trends for potential risk events regarding human resource management that the organization might have to consider in the future

Analyzes global political trends for potential risk events regarding human resource management that the organization might have to consider in the future, but analysis is cursory or illogical

Does not analyze global political trends for potential risk events regarding human resource management that the organization might have to consider in the future

6.3

Recommendations: Political Changes

 

Meets “Proficient” criteria and recommended strategies demonstrate a keen insight in addressing risk events accounting to future global political changes

Recommends strategies for accommodating current and future global political changes that will be managed in the organization that address previous analysis of risk events

Recommends strategies for accommodating current and future global political changes that will be managed in the organization that address previous analysis of risk events, but recommendations are cursory, illogical, or there are gaps in addressing previous analysis of risk events

Does not recommend strategies for accommodating current and future global political changes that will be managed in the organization that address previous analysis of risk events

6.3

Recommendations: Technological Developments

 

Meets “Proficient” criteria and demonstrates keen insight in establishing and maintaining technology for the organization

Recommends strategies for accommodating current and future technological developments

Recommends strategies for accommodating current and future technological developments, but recommendations are cursory or illogical

Does not recommend strategies for accommodating current and future technological developments

6.3

 

 

 

Recommendations: Interpersonal Relationships

 

Meets “Proficient” criteria and demonstrates keen insight regarding improving dimensional relationships between employees of the organization

Recommends strategies or activities that the organization could implement to improve interpersonal relationships between employees and across global boundaries supported with a brief cost-benefit analysis

Recommends strategies or activities that the organization could implement to improve interpersonal relationships between employees and across global boundaries supported with a brief cost-benefit analysis, but recommendations are cursory, illogical, or there are gaps in the cost-benefit analysis

Does not recommend strategies or activities that the organization could implement to improve interpersonal relationships between employees and across global boundaries supported with a brief cost-benefit analysis

6.3

Recommendations: Technological Tools and Improvements

 

Meets “Proficient” criteria and recommended tools and improvements demonstrate a sophisticated awareness of the humanistic benefits of select technology tools to reduce barriers between team members

Recommends technological tools and improvements that could reduce global barriers between employees and other stakeholders, justifying response

Recommends technological tools and improvements that could reduce global barriers between employees and other stakeholders, justifying response, but recommendations are cursory, illogical, or there are gaps in justification

Does not recommend technological tools and improvements that could reduce global barriers between employees and other stakeholders

6.3

Recommendations: Mission Statement

 

Meets “Proficient” criteria and revisions demonstrate keen insight into how the mission statement can accommodate diverse cultural values of employees

Makes revisions to the mission statement of the organization that will standardize organizational values across cultural lines, justifying response

Makes revisions to the mission statement of the organization that will standardize organizational values across cultural lines, justifying response, but revisions are cursory, illogical, or there are gaps in justification

Does not make revisions to the mission statement of the organization that will standardize organizational values across cultural lines

6.3

Recommendations: Implemented

 

Meets “Proficient” criteria and demonstrates a sophisticated awareness of actions the organization could take in implementing recommendations to avoid risk events

Explains how these recommendations should be implemented as to avoid risk events, justifying response

Explains how these recommendations should be implemented as to avoid risk events, justifying response, but explanation is cursory, illogical, or there are gaps in justification

Does not explain how these recommendations should be implemented as to avoid risk events

6.3

 

 

 

Recommendations: Unique Identity

 

Meets “Proficient” criteria and demonstrates keen insight into how the organization can go about maintaining its unique and diverse identity while still standardizing policies to be more inclusive

Makes recommendations for advising the organization regarding how to make the organization more global while maintaining its unique identity, justifying response

Makes recommendations for advising the organization regarding how to make the organization more global while maintaining its unique identity, justifying response, but recommendations are cursory, illogical, or there are gaps in justification

Does not make recommendations for advising the organization regarding how to make the organization more global while maintaining its unique identity

6.3

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

5.5

Total 100%

 
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Discussion 1: Professional Identity Statement

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Discussion 1: Professional Identity Statement

In Week 2, you wrote an initial draft of your professional identity statement as a leader in the human services profession. In Week 5, you considered how you would revise your draft based on what you had learned about human services roles at that point. Now, for this Discussion, you make final revisions to your professional identity statement, this time, focusing on what you have learned since Week 5, integrating strategies for writing concisely, and incorporating feedback from your Instructor and peers.

To Prepare
  • Review your Course Announcements for possible information related to this week’s Discussions and Assignment.
  • Read the Learning Resource on how to write concisely. Consider how you could apply the strategies discussed in the resource to revise your professional identity statement to be more concise.
  • Revise the initial draft of your professional identity statement from Week 2, based on what you have learned about the roles and practice of an advanced human services professional practitioner. This is an opportunity to correct any inaccuracies in your statement and to practice writing concisely. Your final professional identity statement should be no longer than 1 paragraph.
By Day 3

Post your revised advanced human services professional practitioner professional identity statement. In your statement, be sure to address the following:

  • Describe the values and beliefs that influence you as an advanced human services professional practitioner concerned with leading change efforts to benefit individuals and communities and create a more just society.
  • Explain how you define yourself as a practitioner working in a leadership position.
  • Identification of special interests (e.g., specific issues and populations of interest to you, including those that speak to a social justice passion).Discussion 1: Professional Identity Statement
 
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