Discussion for week 5, need completed. – 2 years ago
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– 2 years ago
Human Resource Management – 2 years ago **files (6)** – ## Instructions.docx – ScreenShot2025-02-10at3.06.37PM.png – ScreenShot2025-02-10at3.07.04PM.png – ScreenShot2025-02-10at3.05.32PM.png – ScreenShot2025-02-10at3.06.52PM.png – ScreenShot2025-02-10at3.06.00PM.png **## Instructions.docx** **Instru…
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**files (6)**
– ## Instructions.docx
– ScreenShot2025-02-10at3.06.37PM.png
– ScreenShot2025-02-10at3.07.04PM.png
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– ScreenShot2025-02-10at3.06.00PM.png
**## Instructions.docx**
**Instructions**
**Due Tuesday Week 5 at 11:59 PM ET**
10 Pts.
The purpose of this assignment is to have the student identify and analyze various organizational structures, along with how structure impacts work and organizational culture.
Using class material from the past weeks/modules, trade sources, and research-based articles from the online library, develop a
**6-8-page research paper** that addresses the relationship of structure to culture in creating an effective and efficient place to work. For this assignment, you will evaluate the strategies managers can utilize to impact organizational structure and culture. Address the following in your paper:
· Compare and contrast good (pick two) and not-so-good organizations (total of four organizations). You can select from the best places to work (Forbes, Glassdoor, etc.). Research and describe each organizations' structures and cultures.
· Evaluate organizational structure in a global, domestic, service, or industrial setting. Consider how each differs in regards to the mission, management decision-making, and workflow.
· Analyze why the structure and culture work well in those organizations that are deemed the best places to work.
· Identify
**three strategic ways a manager** could improve the interface of structure and culture.
· Finally, many large organizations are trying to transition to smaller more flexible structures.
**Identify three management strategies** that can make a bureaucratic organization a more team-oriented, collaborative, and inclusive culture.
· Use at least
**three scholarly articles** and other professional sources to support your work.
**How do I set up the paper?** Title Page, Introduction, the body of the paper, conclusion, and a reference list. Use headers! Must use in-text citations for all references.
[APA Format Sample Paper](https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fowl.purdue.edu%2Fowl%2Fresearch_and_citation%2Fapa_style%2Fapa_formatting_and_style_guide%2Fapa_sample_paper.html&data=04%7C01%7Cakila.nayak%40faculty.umgc.edu%7C6c460a7739394129b0ca08d972ed695f%7C704ce3d6a4bf4e098516d52840c9f7a9%7C0%7C0%7C637667186273661636%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=BjN6AkYKqmh6Fe6ONVs8vx7lM9MNIxwgtf%2FYodH3he0%3D&reserved=0)
Additional Requirements and How to Prepare the Submission
· Proper formatting with in-text citations and a reference list is required.
· Read the grading rubric for the assignment
· Check the instructions to make sure all elements of the assignment have been covered.
· Third-person writing is required. Third-person means that there are no words such as “I, me, my, we, or us” (first-person writing), nor is there use of “you or your” (second-person writing). If uncertain how to write in the third person, view this link:
[https://www.quickanddirtytips.com/education/grammar/first-second-and-third-person](https://www.quickanddirtytips.com/education/grammar/first-second-and-third-person) .
· Contractions are not used in business writing, so the expectation is that students do not use contractions in assignments.
· Paraphrase from relevant sources to show a greater understanding of the topics. Limit quotes, though when used explain their significance. Provide the page or paragraph number as appropriate. Note that a reference within a reference list cannot exist without an associated in-text citation and vice versa.
· Students are expected to use a variety as well as multiple course readings and research to support ideas, reasoning, and conclusions.
· Submit the final project into the appropriate assignment submission folder.
·
**NOTE: All submitted work is to be your original work. You may not use any work from another student, the Internet, or an online clearinghouse. You are expected to understand the academic expectations with regard to proper citation of sources.**
**Use the UMGC Online Library** to find periodicals from Forbes, Fortune, the Wallstreet Journal, and other publications for articles on the best companies to work for, toxic cultures, best employers, great places to work, etc. Access the Library via the Resources link above
**ScreenShot2025-02-10at3.06.37PM.png**
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**ScreenShot2025-02-10at3.07.04PM.png**
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**## Instructions.docx**
**Instructions**
**Due Tuesday Week 5 at 11:59 PM ET**
10 Pts.
The purpose of this assignment is to have the student identify and analyze various organizational structures, along with how structure impacts work and organizational culture.
Using class material from the past weeks/modules, trade sources, and research-based articles from the online library, develop a
**6-8-page research paper** that addresses the relationship of structure to culture in creating an effective and efficient place to work. For this assignment, you will evaluate the strategies managers can utilize to impact organizational structure and culture. Address the following in your paper:
· Compare and contrast good (pick two) and not-so-good organizations (total of four organizations). You can select from the best places to work (Forbes, Glassdoor, etc.). Research and describe each organizations' structures and cultures.
· Evaluate organizational structure in a global, domestic, service, or industrial setting. Consider how each differs in regards to the mission, management decision-making, and workflow.
· Analyze why the structure and culture work well in those organizations that are deemed the best places to work.
· Identify
**three strategic ways a manager** could improve the interface of structure and culture.
· Finally, many large organizations are trying to transition to smaller more flexible structures.
**Identify three management strategies** that can make a bureaucratic organization a more team-oriented, collaborative, and inclusive culture.
· Use at least
**three scholarly articles** and other professional sources to support your work.
**How do I set up the paper?** Title Page, Introduction, the body of the paper, conclusion, and a reference list. Use headers! Must use in-text citations for all references.
[APA Format Sample Paper](https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fowl.purdue.edu%2Fowl%2Fresearch_and_citation%2Fapa_style%2Fapa_formatting_and_style_guide%2Fapa_sample_paper.html&data=04%7C01%7Cakila.nayak%40faculty.umgc.edu%7C6c460a7739394129b0ca08d972ed695f%7C704ce3d6a4bf4e098516d52840c9f7a9%7C0%7C0%7C637667186273661636%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=BjN6AkYKqmh6Fe6ONVs8vx7lM9MNIxwgtf%2FYodH3he0%3D&reserved=0)
Additional Requirements and How to Prepare the Submission
· Proper formatting with in-text citations and a reference list is required.
· Read the grading rubric for the assignment
· Check the instructions to make sure all elements of the assignment have been covered.
· Third-person writing is required. Third-person means that there are no words such as “I, me, my, we, or us” (first-person writing), nor is there use of “you or your” (second-person writing). If uncertain how to write in the third person, view this link:
[https://www.quickanddirtytips.com/education/grammar/first-second-and-third-person](https://www.quickanddirtytips.com/education/grammar/first-second-and-third-person) .
· Contractions are not used in business writing, so the expectation is that students do not use contractions in assignments.
· Paraphrase from relevant sources to show a greater understanding of the topics. Limit quotes, though when used explain their significance. Provide the page or paragraph number as appropriate. Note that a reference within a reference list cannot exist without an associated in-text citation and vice versa.
· Students are expected to use a variety as well as multiple course readings and research to support ideas, reasoning, and conclusions.
· Submit the final project into the appropriate assignment submission folder.
·
**NOTE: All submitted work is to be your original work. You may not use any work from another student, the Internet, or an online clearinghouse. You are expected to understand the academic expectations with regard to proper citation of sources.**
**Use the UMGC Online Library** to find periodicals from Forbes, Fortune, the Wallstreet Journal, and other publications for articles on the best companies to work for, toxic cultures, best employers, great places to work, etc. Access the Library via the Resources link above
**ScreenShot2025-02-10at3.06.37PM.png**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-02-10at3-06-37pm-png)
**ScreenShot2025-02-10at3.07.04PM.png**
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**ScreenShot2025-02-10at3.06.52PM.png**
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**## Instructions.docx**
**Instructions**
**Due Tuesday Week 5 at 11:59 PM ET**
10 Pts.
The purpose of this assignment is to have the student identify and analyze various organizational structures, along with how structure impacts work and organizational culture.
Using class material from the past weeks/modules, trade sources, and research-based articles from the online library, develop a
**6-8-page research paper** that addresses the relationship of structure to culture in creating an effective and efficient place to work. For this assignment, you will evaluate the strategies managers can utilize to impact organizational structure and culture. Address the following in your paper:
· Compare and contrast good (pick two) and not-so-good organizations (total of four organizations). You can select from the best places to work (Forbes, Glassdoor, etc.). Research and describe each organizations' structures and cultures.
· Evaluate organizational structure in a global, domestic, service, or industrial setting. Consider how each differs in regards to the mission, management decision-making, and workflow.
· Analyze why the structure and culture work well in those organizations that are deemed the best places to work.
· Identify
**three strategic ways a manager** could improve the interface of structure and culture.
· Finally, many large organizations are trying to transition to smaller more flexible structures.
**Identify three management strategies** that can make a bureaucratic organization a more team-oriented, collaborative, and inclusive culture.
· Use at least
**three scholarly articles** and other professional sources to support your work.
**How do I set up the paper?** Title Page, Introduction, the body of the paper, conclusion, and a reference list. Use headers! Must use in-text citations for all references.
[APA Format Sample Paper](https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fowl.purdue.edu%2Fowl%2Fresearch_and_citation%2Fapa_style%2Fapa_formatting_and_style_guide%2Fapa_sample_paper.html&data=04%7C01%7Cakila.nayak%40faculty.umgc.edu%7C6c460a7739394129b0ca08d972ed695f%7C704ce3d6a4bf4e098516d52840c9f7a9%7C0%7C0%7C637667186273661636%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=BjN6AkYKqmh6Fe6ONVs8vx7lM9MNIxwgtf%2FYodH3he0%3D&reserved=0)
Additional Requirements and How to Prepare the Submission
· Proper formatting with in-text citations and a reference list is required.
· Read the grading rubric for the assignment
· Check the instructions to make sure all elements of the assignment have been covered.
· Third-person writing is required. Third-person means that there are no words such as “I, me, my, we, or us” (first-person writing), nor is there use of “you or your” (second-person writing). If uncertain how to write in the third person, view this link:
[https://www.quickanddirtytips.com/education/grammar/first-second-and-third-person](https://www.quickanddirtytips.com/education/grammar/first-second-and-third-person) .
· Contractions are not used in business writing, so the expectation is that students do not use contractions in assignments.
· Paraphrase from relevant sources to show a greater understanding of the topics. Limit quotes, though when used explain their significance. Provide the page or paragraph number as appropriate. Note that a reference within a reference list cannot exist without an associated in-text citation and vice versa.
· Students are expected to use a variety as well as multiple course readings and research to support ideas, reasoning, and conclusions.
· Submit the final project into the appropriate assignment submission folder.
·
**NOTE: All submitted work is to be your original work. You may not use any work from another student, the Internet, or an online clearinghouse. You are expected to understand the academic expectations with regard to proper citation of sources.**
**Use the UMGC Online Library** to find periodicals from Forbes, Fortune, the Wallstreet Journal, and other publications for articles on the best companies to work for, toxic cultures, best employers, great places to work, etc. Access the Library via the Resources link above
**ScreenShot2025-02-10at3.06.37PM.png**
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have a discussion for human resources needs completed. – 2 years ago
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– 2 years ago
– 2 years ago **files (4)** – ## ANSWERALLQUESTIONSDiscussion.docx – IPPT_Ch01_Budd6e.pptx – IPPT_Ch02_Budd6e.pptx – IPPT_Ch03_Budd6e.pptx **## ANSWERALLQUESTIONSDiscussion.docx** **ANSWER ALL QUESTIONS:** 1. Workers in many occupations want a stronger voice in the workplace and there is incr…
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**files (4)**
– ## ANSWERALLQUESTIONSDiscussion.docx
– IPPT_Ch01_Budd6e.pptx
– IPPT_Ch02_Budd6e.pptx
– IPPT_Ch03_Budd6e.pptx
**## ANSWERALLQUESTIONSDiscussion.docx**
**ANSWER ALL QUESTIONS:**
1. Workers in many occupations want a stronger voice in the workplace and there is increasing recognition that this is a fundamental human right. Do you believe that voice in the workplace is a fundamental human right? Why or why not?
2. Do you believe Unions are still relevant today? Why or why not?
3. Has Union membership increased or decreased since World War II in the U.S.? Why do you think that is?
4. How can this information benefit you in the workplace?
You must 1) number your responses and 2) justify your answer with concepts from the textbook, lecture, and your online library research.
Y
**ou must include one citation from your textbook.** Make sure to use an in-text citation directly after the material you are citing. Also, remember to include the full reference at the bottom of your document.
**For example:**
In-text citation:
(author's name, year of publication, page #).
(Bennett-Alexander & Hartman, 2021, p. 150).
**IPPT_Ch01_Budd6e.pptx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ippt-ch01-budd6e-pptx)
**IPPT_Ch02_Budd6e.pptx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ippt-ch02-budd6e-pptx)
**IPPT_Ch03_Budd6e.pptx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ippt-ch03-budd6e-pptx)
**IPPT_Ch03_Budd6e.pptx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ippt-ch03-budd6e-pptx)
**## ANSWERALLQUESTIONSDiscussion.docx**
**ANSWER ALL QUESTIONS:**
1. Workers in many occupations want a stronger voice in the workplace and there is increasing recognition that this is a fundamental human right. Do you believe that voice in the workplace is a fundamental human right? Why or why not?
2. Do you believe Unions are still relevant today? Why or why not?
3. Has Union membership increased or decreased since World War II in the U.S.? Why do you think that is?
4. How can this information benefit you in the workplace?
You must 1) number your responses and 2) justify your answer with concepts from the textbook, lecture, and your online library research.
Y
**ou must include one citation from your textbook.** Make sure to use an in-text citation directly after the material you are citing. Also, remember to include the full reference at the bottom of your document.
**For example:**
In-text citation:
(author's name, year of publication, page #).
(Bennett-Alexander & Hartman, 2021, p. 150).
**IPPT_Ch01_Budd6e.pptx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ippt-ch01-budd6e-pptx)
**IPPT_Ch02_Budd6e.pptx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ippt-ch02-budd6e-pptx)
**IPPT_Ch03_Budd6e.pptx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ippt-ch03-budd6e-pptx)
**## ANSWERALLQUESTIONSDiscussion.docx**
**ANSWER ALL QUESTIONS:**
1. Workers in many occupations want a stronger voice in the workplace and there is increasing recognition that this is a fundamental human right. Do you believe that voice in the workplace is a fundamental human right? Why or why not?
2. Do you believe Unions are still relevant today? Why or why not?
3. Has Union membership increased or decreased since World War II in the U.S.? Why do you think that is?
4. How can this information benefit you in the workplace?
You must 1) number your responses and 2) justify your answer with concepts from the textbook, lecture, and your online library research.
Y
**ou must include one citation from your textbook.** Make sure to use an in-text citation directly after the material you are citing. Also, remember to include the full reference at the bottom of your document.
**For example:**
In-text citation:
(author's name, year of publication, page #).
(Bennett-Alexander & Hartman, 2021, p. 150).
**IPPT_Ch01_Budd6e.pptx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ippt-ch01-budd6e-pptx)
**IPPT_Ch02_Budd6e.pptx**
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**IPPT_Ch03_Budd6e.pptx**
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– 2 years ago **files (3)** – ## ReadChapters1through3assigment.docx – IPPT_Ch01_Budd6e.pptx – IPPT_Ch03_Budd6e.pptx **## ReadChapters1through3assigment.docx** Read Chapters 1 through 3. Then, in a Word document, answer **all** questions: 1. List the four schools of thought along with the basic…
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Order on TutorsGallery →– 2 years ago
**files (3)**
– ## ReadChapters1through3assigment.docx
– IPPT_Ch01_Budd6e.pptx
– IPPT_Ch03_Budd6e.pptx
**## ReadChapters1through3assigment.docx**
Read Chapters 1 through 3. Then, in a Word document, answer
**all** questions:
1. List the four schools of thought along with the basic cause of the labor problem and the solution to the labor problem for each.
2. Explore the online exhibit about the 1911 Triangle Shirtwaist Factory fire (www.ilr.cornell.edu/trianglefire).
a. What were working conditions like? Search the Internet for information on sweatshops in the 21st century.
b. How do these compare to sweatshops of the early 20th century?
c. If modern sweatshops are a problem, what should be done?.
**Submit your assignment by the Sunday midnight deadline. You will only be able to submit it one time.** Be mindful to demonstrate critical thinking and analysis in each of your answers. You must cite
**references** to the assigned reading, as applicable.
**IPPT_Ch01_Budd6e.pptx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ippt-ch01-budd6e-pptx-10189633)
**IPPT_Ch03_Budd6e.pptx**
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**IPPT_Ch03_Budd6e.pptx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ippt-ch03-budd6e-pptx-10189635)
**## ReadChapters1through3assigment.docx**
Read Chapters 1 through 3. Then, in a Word document, answer
**all** questions:
1. List the four schools of thought along with the basic cause of the labor problem and the solution to the labor problem for each.
2. Explore the online exhibit about the 1911 Triangle Shirtwaist Factory fire (www.ilr.cornell.edu/trianglefire).
a. What were working conditions like? Search the Internet for information on sweatshops in the 21st century.
b. How do these compare to sweatshops of the early 20th century?
c. If modern sweatshops are a problem, what should be done?.
**Submit your assignment by the Sunday midnight deadline. You will only be able to submit it one time.** Be mindful to demonstrate critical thinking and analysis in each of your answers. You must cite
**references** to the assigned reading, as applicable.
**IPPT_Ch01_Budd6e.pptx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ippt-ch01-budd6e-pptx-10189633)
**IPPT_Ch03_Budd6e.pptx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ippt-ch03-budd6e-pptx-10189635)
**## ReadChapters1through3assigment.docx**
Read Chapters 1 through 3. Then, in a Word document, answer
**all** questions:
1. List the four schools of thought along with the basic cause of the labor problem and the solution to the labor problem for each.
2. Explore the online exhibit about the 1911 Triangle Shirtwaist Factory fire (www.ilr.cornell.edu/trianglefire).
a. What were working conditions like? Search the Internet for information on sweatshops in the 21st century.
b. How do these compare to sweatshops of the early 20th century?
c. If modern sweatshops are a problem, what should be done?.
**Submit your assignment by the Sunday midnight deadline. You will only be able to submit it one time.** Be mindful to demonstrate critical thinking and analysis in each of your answers. You must cite
**references** to the assigned reading, as applicable.
**IPPT_Ch01_Budd6e.pptx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ippt-ch01-budd6e-pptx-10189633)
**IPPT_Ch03_Budd6e.pptx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ippt-ch03-budd6e-pptx-10189635)
See Attached – 2 years ago **files (2)** – ## GradDiscussionRubric.pdf – ## Week5homeworkassignmentsHRA545.docx **## GradDiscussionRubric.pdf** TCOB Graduate Studies Discussion Rubric Criteria No Submission 0 points Novice (Criterion is missing or not in evidence) 1-13 points Basic (works towards me…
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– 2 years ago
**files (2)**
– ## GradDiscussionRubric.pdf
– ## Week5homeworkassignmentsHRA545.docx
**## GradDiscussionRubric.pdf**
TCOB Graduate Studies Discussion Rubric
Criteria No Submission
0 points
Novice
(Criterion is missing or not
in evidence)
1-13 points
Basic
(works towards meeting
expectations;
performance needs
improvement)
14-16 points
Proficient
(meets expectations;
performance is satisfactory)
17-18 points
Exemplary
(exceeds expectations;
performance is outstanding)
19-20 points
Support of
Week's Reading
No Student
Submission
(0 points)
Does not refer to the
readings to support postings
(1-13 points)
Alludes to the readings
to support postings
(14-16 points)
Refers to examples from the
readings to support postings
(17-18 points)
Provides concrete examples from
the readings to support postings;
integrates prior readings in
postings
(19-20 points)
Observations No Student
Submission
(0 points)
Does not integrate personal
observations or knowledge;
does not present new
observations
(1-13 points)
Integrates personal
observations and
knowledge in a cursory
manner; does not
present new
observations
(14-16 points)
Integrates personal
observations and knowledge
in an accurate way; presents
new observations
(17-18 points)
Integrates personal observations
and knowledge in an accurate and
highly insightful way; presents
new observations
(19-20 points)
Response to
Classmates
No Student
Submission
(0 points)
Responds in a cursory
manner to classmates’
postings
(1-13 points)
Constructively responds
to classmates’ postings
(14-16 points)
Constructively responds to
classmates’ postings; offers
insight that encourages other
students to think critically
about their own work.
(17-18 points)
Constructively responds to
classmates’ postings; masterfully
connects the material presented
in classmates’ postings to their
responses; encourages classmates
to think critically about their own
work.
(19-20 points)
Organization,
Word Choice,
and Sentence
Structure
No Student
Submission
(0 points)
Posts are disorganized and
information is not presented
in a logical sequence; word
choice and sentence
structure are not suitable
(1-13 points)
Posts are somewhat
disorganized, and
information is not
presented in a logical
sequence; word choice
and sentence structure
are not suitable
(14-16 points)
Posts are organized, and
information is presented in a
logical sequence; word
choice and sentence
structure are suitable; there
are a few errors; however,
errors do not affect
readability.
(17-18 points)
Posts are organized and
information is presented in a
logical sequence; word choice and
sentence structure are suitable;
no errors in the response.
(19-20 points)
References No Student
Submission
(0 points)
Includes no sources to
support conclusions
(1-13 points)
Includes 1 outside
source to support and
enrich the discussion;
Includes 2 or more outside
sources to support and
enrich the discussion;
sources are properly cited in
Includes 2 or more outside
sources to support and enrich the
discussion; sources are cited using
APA format; style guidelines are
TCOB Graduate Studies Discussion Rubric
sources are not properly
cited in APA format
(14-16 points)
APA format and are properly
integrated into the discussion
response
(17-18 points)
masterfully integrated into the
discussion response.
(19-20 points)
**## Week5homeworkassignmentsHRA545.docx**
Assignment discussion week 5
> Sexual Orientation, Religious Discrimination, and National Origin Discrimination
**1.A**. Are there sufficient protection in the workplace against religious discrimination?
Key legislation and corporate guidelines provide a framework for employers to govern their actions and protect them from legal action; however, the typical employee with limited resources and the need to remain employed will frequently accept discriminatory action in fear of retribution or retaliatory acts. Critics argue that discriminatory practices still exist though they are more discreet. Cite one or more Internet sources in your initial response.
Are there any additional laws or guidelines that can be created to increase the protection of employees against further acts of religious discrimination?
**1.B.** Age and Disability Discrimination
Many people still feel that 65 is a good retirement age; others argue for 70. Even others argue that there should be no age restrictions on working. What do you think? As many people grow older, they become more interested in keeping busy through work. Some employers fear a loss of productivity from older workers. A few are fearful that older workers using machinery may be a danger to themselves as well as customers and other employees.
Are there any additional laws or guidelines that can be created to increase the protection of employees against further acts of discrimination? At what age should workers be requested to stop working?
**1.C.** Safe and Healthy Workplaces
What responsibilities do the employer, and the employee have in making sure the workplace is safe and healthy?
The Occupational Safety and Health Act of 1970 (OSHA) was designed to set forth a standard that would provide for the safety and health of employees while on the job. Employers are required to provide a place of employment free from occupational hazards. Employees must follow the rules and regulations established to promote their safety and use equipment designed to ensure their safety. Suppose a fellow employee working near you ignored safety regulations and was injured. Others who witnessed this act have decided to say that the employee did not ignore the safety rules in order for him to receive benefits. Cite one or more Internet sources in your initial response.
**Assignment:** What responsibilities do the employer, and the employee have in making sure the workplace is safe and healthy? Should you report him to your supervisor and provide information that may incriminate the injured worker and cause him to lose benefits?
**1.D** .Current Issues in Human Resources
Locate an article describing a current event (within the last year) that involves one of the employment law issues discussed in this course.
1) Describe the contents of the article and the applicable current event.
2) Describe the employment law issue addressed in the article.
3) Discuss why this employment law issue continues to be important to companies today.
\*\*\****************************************************************************************
**2 A.) Please respond to the following 2 peers in regard to your thoughts of their answers. Please cite references:**
**KW.** Religious discrimination in the workplace prevails as an issue in the present day. According to Moran (2014), it is the fastest advancing form of discriminatory behavior and has increased in proportion by 87% in the past two decades. Due to ever-increasing discrimination in this area, additional safeguarding measures should be implemented to ensure employee well-being.
Freedom of religion is protected by the First Amendment and individuals reserve the freedom to practice a religion of their choice as long as laws are not broken by the religious practices, such as by sacrifices. Individual states are provided with religious rights and protections under the 14th amendment. Title VII is what protects employees in religious practices and employers must permit religious beliefs in the workplace under reasonable accommodations. The reasonable accommodations must also not create hardships o the company or compromise the religious rights of the other employees (Moran, 2014).
In some organizations, people are discriminated against for their religious practices. These practices can include beliefs, dress code and rituals. To create an inclusive environment in the workplace, additional guidelines can be put in place. First, adjustments to existing policies can be made to accommodate employees. Changes such as creating a designated place in the company for prayer and worship, granting employee time off for religious purposes and creating or switching job roles with other employees to not interfere with religious beliefs or overlapping times of prayer or time off (Hudson, 2024).
In
_Goff v. DeJoy (2023_), the U.S. Supreme Court ruled that employers cannot claim hardship and must accommodate an employee’s religious beliefs and practices unless those beliefs constitute significant financial burdens on the operations of the business. Therefore, employers can implement the requirement of policy reviews and revisions for needed updates, with strong rumination being given to the other laws which are still required to be followed. Finally, proper guidance and training need to be conducted with employees and HR to create new guidelines, while not negatively impacting the other employees or operations (Hudson, 2024).
On the federal and state levels, additional laws can be enacted to create a safe haven for religion. If an employee states that they have certain religious holidays, those should be granted, along with the ability to exercise time off for religious services. It can also be required that employers designate a space for prayer as well as times for prayer as required, dependent on the various practices observed in your organization. Lastly, employers should be required to train employees on religious discrimination as any other form of discrimination and prohibit and fear to be instilled in any employee due to their beliefs (U.S. EEOC, n.d.).
**References**
Hudson, M. (2024, June 20). 6 Steps to Respecting and Accommodating Religion in the Workplace. https://www.traliant.com/blog/6-steps-to-respecting-and-accomodating-religion-in-the-workplace/
Moran, J.J. (2014). Employment law: new challenges in the business environment. (6th Ed.). Boston: Pearson. ISBN: 9780133075229
U.S Equal Employment Opportunity Commission. (n.d.). Religious Discrimination.
[https://www.eeoc.gov/religious-discrimination](https://www.eeoc.gov/religious-discrimination)
**SF.** Even though there are laws, like Title VII of the Civil Rights Act, that protect employees from religious discrimination, problems still exist. Title VII makes it illegal for employers to treat employees unfairly because of their religion and requires them to make reasonable changes for religious practices unless it causes serious problems for the company (U.S. Equal Employment Opportunity Commission [EEOC], 2021). However, many workers, especially those who feel insecure in their jobs or don't know their rights, are often afraid to speak up about religious discrimination. They may worry about retaliation, losing their job, or facing other negative consequences, so they choose to stay quiet. In many cases, the discrimination is not obvious and can be difficult to identify, so employees may not even realize it’s happening or how to address it (Shapiro, 2019). This creates a situation where religious discrimination continues behind the scenes, making it harder to eradicate.
To help fix this, more laws or guidelines could be put in place. For example, companies could require better training on religious tolerance to help employees and managers spot and address unfair treatment. Additionally, there should be clearer steps for employees to report religious discrimination safely, without fear of retaliation. Laws could also make sure that those who speak up about discrimination are not punished in any way. These changes would help create a workplace that better supports employees and makes it easier to report and stop religious discrimination. A more transparent, proactive approach would encourage both employees and employers to take these issues more seriously.
**References:**
Shapiro, E. (2019). The hidden threat of workplace discrimination.
_Human Resources Today_. https://www.humanresourcestoday.com/hidden-discrimination
U.S. Equal Employment Opportunity Commission. (2021).
_Religious discrimination_. https://www.eeoc.gov/religious-discrimination
**## Week5homeworkassignmentsHRA545.docx**
Assignment discussion week 5
> Sexual Orientation, Religious Discrimination, and National Origin Discrimination
**1.A**. Are there sufficient protection in the workplace against religious discrimination?
Key legislation and corporate guidelines provide a framework for employers to govern their actions and protect them from legal action; however, the typical employee with limited resources and the need to remain employed will frequently accept discriminatory action in fear of retribution or retaliatory acts. Critics argue that discriminatory practices still exist though they are more discreet. Cite one or more Internet sources in your initial response.
Are there any additional laws or guidelines that can be created to increase the protection of employees against further acts of religious discrimination?
**1.B.** Age and Disability Discrimination
Many people still feel that 65 is a good retirement age; others argue for 70. Even others argue that there should be no age restrictions on working. What do you think? As many people grow older, they become more interested in keeping busy through work. Some employers fear a loss of productivity from older workers. A few are fearful that older workers using machinery may be a danger to themselves as well as customers and other employees.
Are there any additional laws or guidelines that can be created to increase the protection of employees against further acts of discrimination? At what age should workers be requested to stop working?
**1.C.** Safe and Healthy Workplaces
What responsibilities do the employer, and the employee have in making sure the workplace is safe and healthy?
The Occupational Safety and Health Act of 1970 (OSHA) was designed to set forth a standard that would provide for the safety and health of employees while on the job. Employers are required to provide a place of employment free from occupational hazards. Employees must follow the rules and regulations established to promote their safety and use equipment designed to ensure their safety. Suppose a fellow employee working near you ignored safety regulations and was injured. Others who witnessed this act have decided to say that the employee did not ignore the safety rules in order for him to receive benefits. Cite one or more Internet sources in your initial response.
**Assignment:** What responsibilities do the employer, and the employee have in making sure the workplace is safe and healthy? Should you report him to your supervisor and provide information that may incriminate the injured worker and cause him to lose benefits?
**1.D** .Current Issues in Human Resources
Locate an article describing a current event (within the last year) that involves one of the employment law issues discussed in this course.
1) Describe the contents of the article and the applicable current event.
2) Describe the employment law issue addressed in the article.
3) Discuss why this employment law issue continues to be important to companies today.
\*\*\****************************************************************************************
**2 A.) Please respond to the following 2 peers in regard to your thoughts of their answers. Please cite references:**
**KW.** Religious discrimination in the workplace prevails as an issue in the present day. According to Moran (2014), it is the fastest advancing form of discriminatory behavior and has increased in proportion by 87% in the past two decades. Due to ever-increasing discrimination in this area, additional safeguarding measures should be implemented to ensure employee well-being.
Freedom of religion is protected by the First Amendment and individuals reserve the freedom to practice a religion of their choice as long as laws are not broken by the religious practices, such as by sacrifices. Individual states are provided with religious rights and protections under the 14th amendment. Title VII is what protects employees in religious practices and employers must permit religious beliefs in the workplace under reasonable accommodations. The reasonable accommodations must also not create hardships o the company or compromise the religious rights of the other employees (Moran, 2014).
In some organizations, people are discriminated against for their religious practices. These practices can include beliefs, dress code and rituals. To create an inclusive environment in the workplace, additional guidelines can be put in place. First, adjustments to existing policies can be made to accommodate employees. Changes such as creating a designated place in the company for prayer and worship, granting employee time off for religious purposes and creating or switching job roles with other employees to not interfere with religious beliefs or overlapping times of prayer or time off (Hudson, 2024).
In
_Goff v. DeJoy (2023_), the U.S. Supreme Court ruled that employers cannot claim hardship and must accommodate an employee’s religious beliefs and practices unless those beliefs constitute significant financial burdens on the operations of the business. Therefore, employers can implement the requirement of policy reviews and revisions for needed updates, with strong rumination being given to the other laws which are still required to be followed. Finally, proper guidance and training need to be conducted with employees and HR to create new guidelines, while not negatively impacting the other employees or operations (Hudson, 2024).
On the federal and state levels, additional laws can be enacted to create a safe haven for religion. If an employee states that they have certain religious holidays, those should be granted, along with the ability to exercise time off for religious services. It can also be required that employers designate a space for prayer as well as times for prayer as required, dependent on the various practices observed in your organization. Lastly, employers should be required to train employees on religious discrimination as any other form of discrimination and prohibit and fear to be instilled in any employee due to their beliefs (U.S. EEOC, n.d.).
**References**
Hudson, M. (2024, June 20). 6 Steps to Respecting and Accommodating Religion in the Workplace. https://www.traliant.com/blog/6-steps-to-respecting-and-accomodating-religion-in-the-workplace/
Moran, J.J. (2014). Employment law: new challenges in the business environment. (6th Ed.). Boston: Pearson. ISBN: 9780133075229
U.S Equal Employment Opportunity Commission. (n.d.). Religious Discrimination.
[https://www.eeoc.gov/religious-discrimination](https://www.eeoc.gov/religious-discrimination)
**SF.** Even though there are laws, like Title VII of the Civil Rights Act, that protect employees from religious discrimination, problems still exist. Title VII makes it illegal for employers to treat employees unfairly because of their religion and requires them to make reasonable changes for religious practices unless it causes serious problems for the company (U.S. Equal Employment Opportunity Commission [EEOC], 2021). However, many workers, especially those who feel insecure in their jobs or don't know their rights, are often afraid to speak up about religious discrimination. They may worry about retaliation, losing their job, or facing other negative consequences, so they choose to stay quiet. In many cases, the discrimination is not obvious and can be difficult to identify, so employees may not even realize it’s happening or how to address it (Shapiro, 2019). This creates a situation where religious discrimination continues behind the scenes, making it harder to eradicate.
To help fix this, more laws or guidelines could be put in place. For example, companies could require better training on religious tolerance to help employees and managers spot and address unfair treatment. Additionally, there should be clearer steps for employees to report religious discrimination safely, without fear of retaliation. Laws could also make sure that those who speak up about discrimination are not punished in any way. These changes would help create a workplace that better supports employees and makes it easier to report and stop religious discrimination. A more transparent, proactive approach would encourage both employees and employers to take these issues more seriously.
**References:**
Shapiro, E. (2019). The hidden threat of workplace discrimination.
_Human Resources Today_. https://www.humanresourcestoday.com/hidden-discrimination
U.S. Equal Employment Opportunity Commission. (2021).
_Religious discrimination_. https://www.eeoc.gov/religious-discrimination
**## GradDiscussionRubric.pdf**
TCOB Graduate Studies Discussion Rubric
Criteria No Submission
0 points
Novice
(Criterion is missing or not
in evidence)
1-13 points
Basic
(works towards meeting
expectations;
performance needs
improvement)
14-16 points
Proficient
(meets expectations;
performance is satisfactory)
17-18 points
Exemplary
(exceeds expectations;
performance is outstanding)
19-20 points
Support of
Week's Reading
No Student
Submission
(0 points)
Does not refer to the
readings to support postings
(1-13 points)
Alludes to the readings
to support postings
(14-16 points)
Refers to examples from the
readings to support postings
(17-18 points)
Provides concrete examples from
the readings to support postings;
integrates prior readings in
postings
(19-20 points)
Observations No Student
Submission
(0 points)
Does not integrate personal
observations or knowledge;
does not present new
observations
(1-13 points)
Integrates personal
observations and
knowledge in a cursory
manner; does not
present new
observations
(14-16 points)
Integrates personal
observations and knowledge
in an accurate way; presents
new observations
(17-18 points)
Integrates personal observations
and knowledge in an accurate and
highly insightful way; presents
new observations
(19-20 points)
Response to
Classmates
No Student
Submission
(0 points)
Responds in a cursory
manner to classmates’
postings
(1-13 points)
Constructively responds
to classmates’ postings
(14-16 points)
Constructively responds to
classmates’ postings; offers
insight that encourages other
students to think critically
about their own work.
(17-18 points)
Constructively responds to
classmates’ postings; masterfully
connects the material presented
in classmates’ postings to their
responses; encourages classmates
to think critically about their own
work.
(19-20 points)
Organization,
Word Choice,
and Sentence
Structure
No Student
Submission
(0 points)
Posts are disorganized and
information is not presented
in a logical sequence; word
choice and sentence
structure are not suitable
(1-13 points)
Posts are somewhat
disorganized, and
information is not
presented in a logical
sequence; word choice
and sentence structure
are not suitable
(14-16 points)
Posts are organized, and
information is presented in a
logical sequence; word
choice and sentence
structure are suitable; there
are a few errors; however,
errors do not affect
readability.
(17-18 points)
Posts are organized and
information is presented in a
logical sequence; word choice and
sentence structure are suitable;
no errors in the response.
(19-20 points)
References No Student
Submission
(0 points)
Includes no sources to
support conclusions
(1-13 points)
Includes 1 outside
source to support and
enrich the discussion;
Includes 2 or more outside
sources to support and
enrich the discussion;
sources are properly cited in
Includes 2 or more outside
sources to support and enrich the
discussion; sources are cited using
APA format; style guidelines are
TCOB Graduate Studies Discussion Rubric
sources are not properly
cited in APA format
(14-16 points)
APA format and are properly
integrated into the discussion
response
(17-18 points)
masterfully integrated into the
discussion response.
(19-20 points)
**## Week5homeworkassignmentsHRA545.docx**
Assignment discussion week 5
> Sexual Orientation, Religious Discrimination, and National Origin Discrimination
**1.A**. Are there sufficient protection in the workplace against religious discrimination?
Key legislation and corporate guidelines provide a framework for employers to govern their actions and protect them from legal action; however, the typical employee with limited resources and the need to remain employed will frequently accept discriminatory action in fear of retribution or retaliatory acts. Critics argue that discriminatory practices still exist though they are more discreet. Cite one or more Internet sources in your initial response.
Are there any additional laws or guidelines that can be created to increase the protection of employees against further acts of religious discrimination?
**1.B.** Age and Disability Discrimination
Many people still feel that 65 is a good retirement age; others argue for 70. Even others argue that there should be no age restrictions on working. What do you think? As many people grow older, they become more interested in keeping busy through work. Some employers fear a loss of productivity from older workers. A few are fearful that older workers using machinery may be a danger to themselves as well as customers and other employees.
Are there any additional laws or guidelines that can be created to increase the protection of employees against further acts of discrimination? At what age should workers be requested to stop working?
**1.C.** Safe and Healthy Workplaces
What responsibilities do the employer, and the employee have in making sure the workplace is safe and healthy?
The Occupational Safety and Health Act of 1970 (OSHA) was designed to set forth a standard that would provide for the safety and health of employees while on the job. Employers are required to provide a place of employment free from occupational hazards. Employees must follow the rules and regulations established to promote their safety and use equipment designed to ensure their safety. Suppose a fellow employee working near you ignored safety regulations and was injured. Others who witnessed this act have decided to say that the employee did not ignore the safety rules in order for him to receive benefits. Cite one or more Internet sources in your initial response.
**Assignment:** What responsibilities do the employer, and the employee have in making sure the workplace is safe and healthy? Should you report him to your supervisor and provide information that may incriminate the injured worker and cause him to lose benefits?
**1.D** .Current Issues in Human Resources
Locate an article describing a current event (within the last year) that involves one of the employment law issues discussed in this course.
1) Describe the contents of the article and the applicable current event.
2) Describe the employment law issue addressed in the article.
3) Discuss why this employment law issue continues to be important to companies today.
\*\*\****************************************************************************************
**2 A.) Please respond to the following 2 peers in regard to your thoughts of their answers. Please cite references:**
**KW.** Religious discrimination in the workplace prevails as an issue in the present day. According to Moran (2014), it is the fastest advancing form of discriminatory behavior and has increased in proportion by 87% in the past two decades. Due to ever-increasing discrimination in this area, additional safeguarding measures should be implemented to ensure employee well-being.
Freedom of religion is protected by the First Amendment and individuals reserve the freedom to practice a religion of their choice as long as laws are not broken by the religious practices, such as by sacrifices. Individual states are provided with religious rights and protections under the 14th amendment. Title VII is what protects employees in religious practices and employers must permit religious beliefs in the workplace under reasonable accommodations. The reasonable accommodations must also not create hardships o the company or compromise the religious rights of the other employees (Moran, 2014).
In some organizations, people are discriminated against for their religious practices. These practices can include beliefs, dress code and rituals. To create an inclusive environment in the workplace, additional guidelines can be put in place. First, adjustments to existing policies can be made to accommodate employees. Changes such as creating a designated place in the company for prayer and worship, granting employee time off for religious purposes and creating or switching job roles with other employees to not interfere with religious beliefs or overlapping times of prayer or time off (Hudson, 2024).
In
_Goff v. DeJoy (2023_), the U.S. Supreme Court ruled that employers cannot claim hardship and must accommodate an employee’s religious beliefs and practices unless those beliefs constitute significant financial burdens on the operations of the business. Therefore, employers can implement the requirement of policy reviews and revisions for needed updates, with strong rumination being given to the other laws which are still required to be followed. Finally, proper guidance and training need to be conducted with employees and HR to create new guidelines, while not negatively impacting the other employees or operations (Hudson, 2024).
On the federal and state levels, additional laws can be enacted to create a safe haven for religion. If an employee states that they have certain religious holidays, those should be granted, along with the ability to exercise time off for religious services. It can also be required that employers designate a space for prayer as well as times for prayer as required, dependent on the various practices observed in your organization. Lastly, employers should be required to train employees on religious discrimination as any other form of discrimination and prohibit and fear to be instilled in any employee due to their beliefs (U.S. EEOC, n.d.).
**References**
Hudson, M. (2024, June 20). 6 Steps to Respecting and Accommodating Religion in the Workplace. https://www.traliant.com/blog/6-steps-to-respecting-and-accomodating-religion-in-the-workplace/
Moran, J.J. (2014). Employment law: new challenges in the business environment. (6th Ed.). Boston: Pearson. ISBN: 9780133075229
U.S Equal Employment Opportunity Commission. (n.d.). Religious Discrimination.
[https://www.eeoc.gov/religious-discrimination](https://www.eeoc.gov/religious-discrimination)
**SF.** Even though there are laws, like Title VII of the Civil Rights Act, that protect employees from religious discrimination, problems still exist. Title VII makes it illegal for employers to treat employees unfairly because of their religion and requires them to make reasonable changes for religious practices unless it causes serious problems for the company (U.S. Equal Employment Opportunity Commission [EEOC], 2021). However, many workers, especially those who feel insecure in their jobs or don't know their rights, are often afraid to speak up about religious discrimination. They may worry about retaliation, losing their job, or facing other negative consequences, so they choose to stay quiet. In many cases, the discrimination is not obvious and can be difficult to identify, so employees may not even realize it’s happening or how to address it (Shapiro, 2019). This creates a situation where religious discrimination continues behind the scenes, making it harder to eradicate.
To help fix this, more laws or guidelines could be put in place. For example, companies could require better training on religious tolerance to help employees and managers spot and address unfair treatment. Additionally, there should be clearer steps for employees to report religious discrimination safely, without fear of retaliation. Laws could also make sure that those who speak up about discrimination are not punished in any way. These changes would help create a workplace that better supports employees and makes it easier to report and stop religious discrimination. A more transparent, proactive approach would encourage both employees and employers to take these issues more seriously.
**References:**
Shapiro, E. (2019). The hidden threat of workplace discrimination.
_Human Resources Today_. https://www.humanresourcestoday.com/hidden-discrimination
U.S. Equal Employment Opportunity Commission. (2021).
_Religious discrimination_. https://www.eeoc.gov/religious-discrimination
**## GradDiscussionRubric.pdf**
TCOB Graduate Studies Discussion Rubric
Criteria No Submission
0 points
Novice
(Criterion is missing or not
in evidence)
1-13 points
Basic
(works towards meeting
expectations;
performance needs
improvement)
14-16 points
Proficient
(meets expectations;
performance is satisfactory)
17-18 points
Exemplary
(exceeds expectations;
performance is outstanding)
19-20 points
Support of
Week's Reading
No Student
Submission
(0 points)
Does not refer to the
readings to support postings
(1-13 points)
Alludes to the readings
to support postings
(14-16 points)
Refers to examples from the
readings to support postings
(17-18 points)
Provides concrete examples from
the readings to support postings;
integrates prior readings in
postings
(19-20 points)
Observations No Student
Submission
(0 points)
Does not integrate personal
observations or knowledge;
does not present new
observations
(1-13 points)
Integrates personal
observations and
knowledge in a cursory
manner; does not
present new
observations
(14-16 points)
Integrates personal
observations and knowledge
in an accurate way; presents
new observations
(17-18 points)
Integrates personal observations
and knowledge in an accurate and
highly insightful way; presents
new observations
(19-20 points)
Response to
Classmates
No Student
Submission
(0 points)
Responds in a cursory
manner to classmates’
postings
(1-13 points)
Constructively responds
to classmates’ postings
(14-16 points)
Constructively responds to
classmates’ postings; offers
insight that encourages other
students to think critically
about their own work.
(17-18 points)
Constructively responds to
classmates’ postings; masterfully
connects the material presented
in classmates’ postings to their
responses; encourages classmates
to think critically about their own
work.
(19-20 points)
Organization,
Word Choice,
and Sentence
Structure
No Student
Submission
(0 points)
Posts are disorganized and
information is not presented
in a logical sequence; word
choice and sentence
structure are not suitable
(1-13 points)
Posts are somewhat
disorganized, and
information is not
presented in a logical
sequence; word choice
and sentence structure
are not suitable
(14-16 points)
Posts are organized, and
information is presented in a
logical sequence; word
choice and sentence
structure are suitable; there
are a few errors; however,
errors do not affect
readability.
(17-18 points)
Posts are organized and
information is presented in a
logical sequence; word choice and
sentence structure are suitable;
no errors in the response.
(19-20 points)
References No Student
Submission
(0 points)
Includes no sources to
support conclusions
(1-13 points)
Includes 1 outside
source to support and
enrich the discussion;
Includes 2 or more outside
sources to support and
enrich the discussion;
sources are properly cited in
Includes 2 or more outside
sources to support and enrich the
discussion; sources are cited using
APA format; style guidelines are
TCOB Graduate Studies Discussion Rubric
sources are not properly
cited in APA format
(14-16 points)
APA format and are properly
integrated into the discussion
response
(17-18 points)
masterfully integrated into the
discussion response.
(19-20 points)
**## Week5homeworkassignmentsHRA545.docx**
Assignment discussion week 5
> Sexual Orientation, Religious Discrimination, and National Origin Discrimination
**1.A**. Are there sufficient protection in the workplace against religious discrimination?
Key legislation and corporate guidelines provide a framework for employers to govern their actions and protect them from legal action; however, the typical employee with limited resources and the need to remain employed will frequently accept discriminatory action in fear of retribution or retaliatory acts. Critics argue that discriminatory practices still exist though they are more discreet. Cite one or more Internet sources in your initial response.
Are there any additional laws or guidelines that can be created to increase the protection of employees against further acts of religious discrimination?
**1.B.** Age and Disability Discrimination
Many people still feel that 65 is a good retirement age; others argue for 70. Even others argue that there should be no age restrictions on working. What do you think? As many people grow older, they become more interested in keeping busy through work. Some employers fear a loss of productivity from older workers. A few are fearful that older workers using machinery may be a danger to themselves as well as customers and other employees.
Are there any additional laws or guidelines that can be created to increase the protection of employees against further acts of discrimination? At what age should workers be requested to stop working?
**1.C.** Safe and Healthy Workplaces
What responsibilities do the employer, and the employee have in making sure the workplace is safe and healthy?
The Occupational Safety and Health Act of 1970 (OSHA) was designed to set forth a standard that would provide for the safety and health of employees while on the job. Employers are required to provide a place of employment free from occupational hazards. Employees must follow the rules and regulations established to promote their safety and use equipment designed to ensure their safety. Suppose a fellow employee working near you ignored safety regulations and was injured. Others who witnessed this act have decided to say that the employee did not ignore the safety rules in order for him to receive benefits. Cite one or more Internet sources in your initial response.
**Assignment:** What responsibilities do the employer, and the employee have in making sure the workplace is safe and healthy? Should you report him to your supervisor and provide information that may incriminate the injured worker and cause him to lose benefits?
**1.D** .Current Issues in Human Resources
Locate an article describing a current event (within the last year) that involves one of the employment law issues discussed in this course.
1) Describe the contents of the article and the applicable current event.
2) Describe the employment law issue addressed in the article.
3) Discuss why this employment law issue continues to be important to companies today.
\*\*\****************************************************************************************
**2 A.) Please respond to the following 2 peers in regard to your thoughts of their answers. Please cite references:**
**KW.** Religious discrimination in the workplace prevails as an issue in the present day. According to Moran (2014), it is the fastest advancing form of discriminatory behavior and has increased in proportion by 87% in the past two decades. Due to ever-increasing discrimination in this area, additional safeguarding measures should be implemented to ensure employee well-being.
Freedom of religion is protected by the First Amendment and individuals reserve the freedom to practice a religion of their choice as long as laws are not broken by the religious practices, such as by sacrifices. Individual states are provided with religious rights and protections under the 14th amendment. Title VII is what protects employees in religious practices and employers must permit religious beliefs in the workplace under reasonable accommodations. The reasonable accommodations must also not create hardships o the company or compromise the religious rights of the other employees (Moran, 2014).
In some organizations, people are discriminated against for their religious practices. These practices can include beliefs, dress code and rituals. To create an inclusive environment in the workplace, additional guidelines can be put in place. First, adjustments to existing policies can be made to accommodate employees. Changes such as creating a designated place in the company for prayer and worship, granting employee time off for religious purposes and creating or switching job roles with other employees to not interfere with religious beliefs or overlapping times of prayer or time off (Hudson, 2024).
In
_Goff v. DeJoy (2023_), the U.S. Supreme Court ruled that employers cannot claim hardship and must accommodate an employee’s religious beliefs and practices unless those beliefs constitute significant financial burdens on the operations of the business. Therefore, employers can implement the requirement of policy reviews and revisions for needed updates, with strong rumination being given to the other laws which are still required to be followed. Finally, proper guidance and training need to be conducted with employees and HR to create new guidelines, while not negatively impacting the other employees or operations (Hudson, 2024).
On the federal and state levels, additional laws can be enacted to create a safe haven for religion. If an employee states that they have certain religious holidays, those should be granted, along with the ability to exercise time off for religious services. It can also be required that employers designate a space for prayer as well as times for prayer as required, dependent on the various practices observed in your organization. Lastly, employers should be required to train employees on religious discrimination as any other form of discrimination and prohibit and fear to be instilled in any employee due to their beliefs (U.S. EEOC, n.d.).
**References**
Hudson, M. (2024, June 20). 6 Steps to Respecting and Accommodating Religion in the Workplace. https://www.traliant.com/blog/6-steps-to-respecting-and-accomodating-religion-in-the-workplace/
Moran, J.J. (2014). Employment law: new challenges in the business environment. (6th Ed.). Boston: Pearson. ISBN: 9780133075229
U.S Equal Employment Opportunity Commission. (n.d.). Religious Discrimination.
[https://www.eeoc.gov/religious-discrimination](https://www.eeoc.gov/religious-discrimination)
**SF.** Even though there are laws, like Title VII of the Civil Rights Act, that protect employees from religious discrimination, problems still exist. Title VII makes it illegal for employers to treat employees unfairly because of their religion and requires them to make reasonable changes for religious practices unless it causes serious problems for the company (U.S. Equal Employment Opportunity Commission [EEOC], 2021). However, many workers, especially those who feel insecure in their jobs or don't know their rights, are often afraid to speak up about religious discrimination. They may worry about retaliation, losing their job, or facing other negative consequences, so they choose to stay quiet. In many cases, the discrimination is not obvious and can be difficult to identify, so employees may not even realize it’s happening or how to address it (Shapiro, 2019). This creates a situation where religious discrimination continues behind the scenes, making it harder to eradicate.
To help fix this, more laws or guidelines could be put in place. For example, companies could require better training on religious tolerance to help employees and managers spot and address unfair treatment. Additionally, there should be clearer steps for employees to report religious discrimination safely, without fear of retaliation. Laws could also make sure that those who speak up about discrimination are not punished in any way. These changes would help create a workplace that better supports employees and makes it easier to report and stop religious discrimination. A more transparent, proactive approach would encourage both employees and employers to take these issues more seriously.
**References:**
Shapiro, E. (2019). The hidden threat of workplace discrimination.
_Human Resources Today_. https://www.humanresourcestoday.com/hidden-discrimination
U.S. Equal Employment Opportunity Commission. (2021).
_Religious discrimination_. https://www.eeoc.gov/religious-discrimination
SEE ATTACHED – 2 years ago **files (2)** – ## GradDiscussionRubric.pdf – ## WEEK5HRA549HOMEWORK.docx **## GradDiscussionRubric.pdf** TCOB Graduate Studies Discussion Rubric Criteria No Submission 0 points Novice (Criterion is missing or not in evidence) 1-13 points Basic (works towards meeting expec…
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– 2 years ago
**files (2)**
– ## GradDiscussionRubric.pdf
– ## WEEK5HRA549HOMEWORK.docx
**## GradDiscussionRubric.pdf**
TCOB Graduate Studies Discussion Rubric
Criteria No Submission
0 points
Novice
(Criterion is missing or not
in evidence)
1-13 points
Basic
(works towards meeting
expectations;
performance needs
improvement)
14-16 points
Proficient
(meets expectations;
performance is satisfactory)
17-18 points
Exemplary
(exceeds expectations;
performance is outstanding)
19-20 points
Support of
Week's Reading
No Student
Submission
(0 points)
Does not refer to the
readings to support postings
(1-13 points)
Alludes to the readings
to support postings
(14-16 points)
Refers to examples from the
readings to support postings
(17-18 points)
Provides concrete examples from
the readings to support postings;
integrates prior readings in
postings
(19-20 points)
Observations No Student
Submission
(0 points)
Does not integrate personal
observations or knowledge;
does not present new
observations
(1-13 points)
Integrates personal
observations and
knowledge in a cursory
manner; does not
present new
observations
(14-16 points)
Integrates personal
observations and knowledge
in an accurate way; presents
new observations
(17-18 points)
Integrates personal observations
and knowledge in an accurate and
highly insightful way; presents
new observations
(19-20 points)
Response to
Classmates
No Student
Submission
(0 points)
Responds in a cursory
manner to classmates’
postings
(1-13 points)
Constructively responds
to classmates’ postings
(14-16 points)
Constructively responds to
classmates’ postings; offers
insight that encourages other
students to think critically
about their own work.
(17-18 points)
Constructively responds to
classmates’ postings; masterfully
connects the material presented
in classmates’ postings to their
responses; encourages classmates
to think critically about their own
work.
(19-20 points)
Organization,
Word Choice,
and Sentence
Structure
No Student
Submission
(0 points)
Posts are disorganized and
information is not presented
in a logical sequence; word
choice and sentence
structure are not suitable
(1-13 points)
Posts are somewhat
disorganized, and
information is not
presented in a logical
sequence; word choice
and sentence structure
are not suitable
(14-16 points)
Posts are organized, and
information is presented in a
logical sequence; word
choice and sentence
structure are suitable; there
are a few errors; however,
errors do not affect
readability.
(17-18 points)
Posts are organized and
information is presented in a
logical sequence; word choice and
sentence structure are suitable;
no errors in the response.
(19-20 points)
References No Student
Submission
(0 points)
Includes no sources to
support conclusions
(1-13 points)
Includes 1 outside
source to support and
enrich the discussion;
Includes 2 or more outside
sources to support and
enrich the discussion;
sources are properly cited in
Includes 2 or more outside
sources to support and enrich the
discussion; sources are cited using
APA format; style guidelines are
TCOB Graduate Studies Discussion Rubric
sources are not properly
cited in APA format
(14-16 points)
APA format and are properly
integrated into the discussion
response
(17-18 points)
masterfully integrated into the
discussion response.
(19-20 points)
**## WEEK5HRA549HOMEWORK.docx**
Assignment discussion week 5.
Please cite the scholarly authors to read below.
Allen, J. (2013). Assessing talent when hiring.
_Smart Business Network_, September, 5.
Ahearn, K. & Keller, N. (2013). Freshen Up Your Resume: Tips & Fundamentals.
_Marketing News,_ October, 63.
Fried, J. (2014). Nice Resume, What Else You Got?
_INC.,_ May, 80.
Kemp, K. J. et al. (2013). Using One Minute Video Resumes as a Screening Tool for Sales Applicants.
_Journal of Marketing Development and Competitiveness,_ 7, 84-92.
Weber, L. (2012). Your resume vs. oblivion.
_The Wall Street Journal._ Retrieved from https://online.wsj.com/news/articles/SB10001424052970204624204577178941034941330
Tyler, K. (2014). Who you gonna call?
_HR Magazine,_ April, 85-87.
U.S. Office of Personnel Management. (n.d.).
_Biographical data (biodata) tests._ Retrieved from https://apps.opm.gov/adt/%28X%281%29S%28u3jzbq45ze3yjn55f5yogb55%29%29/Content.aspx?page=3- 03
Ajila, C.O. & Okafor, L. (2012). Employment testing & human resource management.
_IFE PsychologIA, 20_(2), 91-98.
Baez III, H.B. (2013). Personality tests in employment selection: Use with caution.
_Cornell HR_ Review, 1-10.
Respond to each of the following situation:
Many organizations use multiple tests or assessments in their selection plan. There are essentially two approaches to evaluating candidates using multiple assessments: the multiple hurdle approach and a compensatory model.
First, passing or “cut” scores need to be set for each test or assessment. These can be set high or low, depending on whether you would rather hire:
· More people who are less qualified – with a cut score of 60% or higher, most people will probably pass the test.
· Fewer people who are more qualified – with a cut score of 90% or higher, few people will probably pass the test.
· Alpha or Beta errors are also a factor…remember last module’s Discussion Question?
In a
**multiple hurdle approach**, candidates are “knocked out” of the selection process after every given step. Say you ask candidates to take 1) an integrity test, 2) a job knowledge test, and 3) a personality test, in that order. If Candidate A fails to achieve the cut score on the integrity test (say you’ll only consider those who score at or above 85% and she scores 77%), there is no need for her to advance to the next test; she is out of consideration. If Candidate B passes the first 2 tests, but fails the personality test, he advanced further, but is still out of consideration.
In a
**compensatory model**, candidates are allowed to take all of the tests, either simultaneously or in order. No decision is made to eliminate any candidate until all tests have been taken. Often, a composite score is created, weighing and combining scores from each test. Thus if Candidate C does well on the integrity test and the job knowledge test, but poorly on the personality test, the better scores can compensate for the worse score.
Provide a concrete example of when and why you would choose to use a multiple hurdle approach or a compensatory model. How could these approaches be combined?
1B.Choose a job that you are interested in. For this assignment, you may relate it to your term project by choosing a movie theater job title, or you may choose an unrelated job. However,
**_you may not choose your own current job(s)._**
You may work with
**_one_** partner, or on your own.
Develop a test or assessment for the job. While the assessment does not have to be a written or typed test, it should not be an interview situation (interviews will be covered at length in the next module).
Start by providing:
· Job Title
· Brief Job Description
· Brief List of KSAOs (this can be presented in outline format/bullet points)
Describe your test in detail and
**_provide a minimum of 3 sample items/questions._** Be sure to:
· Describe how you will develop the test (hint – think of job analysis)
· Describe what type of test it is
· Explain when and where in the selection process it will occur and who will administer it (e.g., immediately after application vs. closer to the end of the selection process, computerized/online vs. at the jobsite, proctored vs. unproctored, HR staff vs. hiring managers, etc.). Remember to give consideration to why you made these choices
· Discuss relative costs/person hours required to administer it and how this relates to the utility of the test
· Discuss how you will address and balance any issues related to reliability, validity, applicant perceptions, fake-ability, utility, and adverse impact
Expect to take about 3-4 pages (double-spaced, 12-point font) to complete this assignment. Your work will be graded on content, clarity, creativity, correctness, and, above all, critical thinking per the
HRA Written Assignment Rubric.
·
**## WEEK5HRA549HOMEWORK.docx**
Assignment discussion week 5.
Please cite the scholarly authors to read below.
Allen, J. (2013). Assessing talent when hiring.
_Smart Business Network_, September, 5.
Ahearn, K. & Keller, N. (2013). Freshen Up Your Resume: Tips & Fundamentals.
_Marketing News,_ October, 63.
Fried, J. (2014). Nice Resume, What Else You Got?
_INC.,_ May, 80.
Kemp, K. J. et al. (2013). Using One Minute Video Resumes as a Screening Tool for Sales Applicants.
_Journal of Marketing Development and Competitiveness,_ 7, 84-92.
Weber, L. (2012). Your resume vs. oblivion.
_The Wall Street Journal._ Retrieved from https://online.wsj.com/news/articles/SB10001424052970204624204577178941034941330
Tyler, K. (2014). Who you gonna call?
_HR Magazine,_ April, 85-87.
U.S. Office of Personnel Management. (n.d.).
_Biographical data (biodata) tests._ Retrieved from https://apps.opm.gov/adt/%28X%281%29S%28u3jzbq45ze3yjn55f5yogb55%29%29/Content.aspx?page=3- 03
Ajila, C.O. & Okafor, L. (2012). Employment testing & human resource management.
_IFE PsychologIA, 20_(2), 91-98.
Baez III, H.B. (2013). Personality tests in employment selection: Use with caution.
_Cornell HR_ Review, 1-10.
Respond to each of the following situation:
Many organizations use multiple tests or assessments in their selection plan. There are essentially two approaches to evaluating candidates using multiple assessments: the multiple hurdle approach and a compensatory model.
First, passing or “cut” scores need to be set for each test or assessment. These can be set high or low, depending on whether you would rather hire:
· More people who are less qualified – with a cut score of 60% or higher, most people will probably pass the test.
· Fewer people who are more qualified – with a cut score of 90% or higher, few people will probably pass the test.
· Alpha or Beta errors are also a factor…remember last module’s Discussion Question?
In a
**multiple hurdle approach**, candidates are “knocked out” of the selection process after every given step. Say you ask candidates to take 1) an integrity test, 2) a job knowledge test, and 3) a personality test, in that order. If Candidate A fails to achieve the cut score on the integrity test (say you’ll only consider those who score at or above 85% and she scores 77%), there is no need for her to advance to the next test; she is out of consideration. If Candidate B passes the first 2 tests, but fails the personality test, he advanced further, but is still out of consideration.
In a
**compensatory model**, candidates are allowed to take all of the tests, either simultaneously or in order. No decision is made to eliminate any candidate until all tests have been taken. Often, a composite score is created, weighing and combining scores from each test. Thus if Candidate C does well on the integrity test and the job knowledge test, but poorly on the personality test, the better scores can compensate for the worse score.
Provide a concrete example of when and why you would choose to use a multiple hurdle approach or a compensatory model. How could these approaches be combined?
1B.Choose a job that you are interested in. For this assignment, you may relate it to your term project by choosing a movie theater job title, or you may choose an unrelated job. However,
**_you may not choose your own current job(s)._**
You may work with
**_one_** partner, or on your own.
Develop a test or assessment for the job. While the assessment does not have to be a written or typed test, it should not be an interview situation (interviews will be covered at length in the next module).
Start by providing:
· Job Title
· Brief Job Description
· Brief List of KSAOs (this can be presented in outline format/bullet points)
Describe your test in detail and
**_provide a minimum of 3 sample items/questions._** Be sure to:
· Describe how you will develop the test (hint – think of job analysis)
· Describe what type of test it is
· Explain when and where in the selection process it will occur and who will administer it (e.g., immediately after application vs. closer to the end of the selection process, computerized/online vs. at the jobsite, proctored vs. unproctored, HR staff vs. hiring managers, etc.). Remember to give consideration to why you made these choices
· Discuss relative costs/person hours required to administer it and how this relates to the utility of the test
· Discuss how you will address and balance any issues related to reliability, validity, applicant perceptions, fake-ability, utility, and adverse impact
Expect to take about 3-4 pages (double-spaced, 12-point font) to complete this assignment. Your work will be graded on content, clarity, creativity, correctness, and, above all, critical thinking per the
HRA Written Assignment Rubric.
·
**## GradDiscussionRubric.pdf**
TCOB Graduate Studies Discussion Rubric
Criteria No Submission
0 points
Novice
(Criterion is missing or not
in evidence)
1-13 points
Basic
(works towards meeting
expectations;
performance needs
improvement)
14-16 points
Proficient
(meets expectations;
performance is satisfactory)
17-18 points
Exemplary
(exceeds expectations;
performance is outstanding)
19-20 points
Support of
Week's Reading
No Student
Submission
(0 points)
Does not refer to the
readings to support postings
(1-13 points)
Alludes to the readings
to support postings
(14-16 points)
Refers to examples from the
readings to support postings
(17-18 points)
Provides concrete examples from
the readings to support postings;
integrates prior readings in
postings
(19-20 points)
Observations No Student
Submission
(0 points)
Does not integrate personal
observations or knowledge;
does not present new
observations
(1-13 points)
Integrates personal
observations and
knowledge in a cursory
manner; does not
present new
observations
(14-16 points)
Integrates personal
observations and knowledge
in an accurate way; presents
new observations
(17-18 points)
Integrates personal observations
and knowledge in an accurate and
highly insightful way; presents
new observations
(19-20 points)
Response to
Classmates
No Student
Submission
(0 points)
Responds in a cursory
manner to classmates’
postings
(1-13 points)
Constructively responds
to classmates’ postings
(14-16 points)
Constructively responds to
classmates’ postings; offers
insight that encourages other
students to think critically
about their own work.
(17-18 points)
Constructively responds to
classmates’ postings; masterfully
connects the material presented
in classmates’ postings to their
responses; encourages classmates
to think critically about their own
work.
(19-20 points)
Organization,
Word Choice,
and Sentence
Structure
No Student
Submission
(0 points)
Posts are disorganized and
information is not presented
in a logical sequence; word
choice and sentence
structure are not suitable
(1-13 points)
Posts are somewhat
disorganized, and
information is not
presented in a logical
sequence; word choice
and sentence structure
are not suitable
(14-16 points)
Posts are organized, and
information is presented in a
logical sequence; word
choice and sentence
structure are suitable; there
are a few errors; however,
errors do not affect
readability.
(17-18 points)
Posts are organized and
information is presented in a
logical sequence; word choice and
sentence structure are suitable;
no errors in the response.
(19-20 points)
References No Student
Submission
(0 points)
Includes no sources to
support conclusions
(1-13 points)
Includes 1 outside
source to support and
enrich the discussion;
Includes 2 or more outside
sources to support and
enrich the discussion;
sources are properly cited in
Includes 2 or more outside
sources to support and enrich the
discussion; sources are cited using
APA format; style guidelines are
TCOB Graduate Studies Discussion Rubric
sources are not properly
cited in APA format
(14-16 points)
APA format and are properly
integrated into the discussion
response
(17-18 points)
masterfully integrated into the
discussion response.
(19-20 points)
**## WEEK5HRA549HOMEWORK.docx**
Assignment discussion week 5.
Please cite the scholarly authors to read below.
Allen, J. (2013). Assessing talent when hiring.
_Smart Business Network_, September, 5.
Ahearn, K. & Keller, N. (2013). Freshen Up Your Resume: Tips & Fundamentals.
_Marketing News,_ October, 63.
Fried, J. (2014). Nice Resume, What Else You Got?
_INC.,_ May, 80.
Kemp, K. J. et al. (2013). Using One Minute Video Resumes as a Screening Tool for Sales Applicants.
_Journal of Marketing Development and Competitiveness,_ 7, 84-92.
Weber, L. (2012). Your resume vs. oblivion.
_The Wall Street Journal._ Retrieved from https://online.wsj.com/news/articles/SB10001424052970204624204577178941034941330
Tyler, K. (2014). Who you gonna call?
_HR Magazine,_ April, 85-87.
U.S. Office of Personnel Management. (n.d.).
_Biographical data (biodata) tests._ Retrieved from https://apps.opm.gov/adt/%28X%281%29S%28u3jzbq45ze3yjn55f5yogb55%29%29/Content.aspx?page=3- 03
Ajila, C.O. & Okafor, L. (2012). Employment testing & human resource management.
_IFE PsychologIA, 20_(2), 91-98.
Baez III, H.B. (2013). Personality tests in employment selection: Use with caution.
_Cornell HR_ Review, 1-10.
Respond to each of the following situation:
Many organizations use multiple tests or assessments in their selection plan. There are essentially two approaches to evaluating candidates using multiple assessments: the multiple hurdle approach and a compensatory model.
First, passing or “cut” scores need to be set for each test or assessment. These can be set high or low, depending on whether you would rather hire:
· More people who are less qualified – with a cut score of 60% or higher, most people will probably pass the test.
· Fewer people who are more qualified – with a cut score of 90% or higher, few people will probably pass the test.
· Alpha or Beta errors are also a factor…remember last module’s Discussion Question?
In a
**multiple hurdle approach**, candidates are “knocked out” of the selection process after every given step. Say you ask candidates to take 1) an integrity test, 2) a job knowledge test, and 3) a personality test, in that order. If Candidate A fails to achieve the cut score on the integrity test (say you’ll only consider those who score at or above 85% and she scores 77%), there is no need for her to advance to the next test; she is out of consideration. If Candidate B passes the first 2 tests, but fails the personality test, he advanced further, but is still out of consideration.
In a
**compensatory model**, candidates are allowed to take all of the tests, either simultaneously or in order. No decision is made to eliminate any candidate until all tests have been taken. Often, a composite score is created, weighing and combining scores from each test. Thus if Candidate C does well on the integrity test and the job knowledge test, but poorly on the personality test, the better scores can compensate for the worse score.
Provide a concrete example of when and why you would choose to use a multiple hurdle approach or a compensatory model. How could these approaches be combined?
1B.Choose a job that you are interested in. For this assignment, you may relate it to your term project by choosing a movie theater job title, or you may choose an unrelated job. However,
**_you may not choose your own current job(s)._**
You may work with
**_one_** partner, or on your own.
Develop a test or assessment for the job. While the assessment does not have to be a written or typed test, it should not be an interview situation (interviews will be covered at length in the next module).
Start by providing:
· Job Title
· Brief Job Description
· Brief List of KSAOs (this can be presented in outline format/bullet points)
Describe your test in detail and
**_provide a minimum of 3 sample items/questions._** Be sure to:
· Describe how you will develop the test (hint – think of job analysis)
· Describe what type of test it is
· Explain when and where in the selection process it will occur and who will administer it (e.g., immediately after application vs. closer to the end of the selection process, computerized/online vs. at the jobsite, proctored vs. unproctored, HR staff vs. hiring managers, etc.). Remember to give consideration to why you made these choices
· Discuss relative costs/person hours required to administer it and how this relates to the utility of the test
· Discuss how you will address and balance any issues related to reliability, validity, applicant perceptions, fake-ability, utility, and adverse impact
Expect to take about 3-4 pages (double-spaced, 12-point font) to complete this assignment. Your work will be graded on content, clarity, creativity, correctness, and, above all, critical thinking per the
HRA Written Assignment Rubric.
·
**## GradDiscussionRubric.pdf**
TCOB Graduate Studies Discussion Rubric
Criteria No Submission
0 points
Novice
(Criterion is missing or not
in evidence)
1-13 points
Basic
(works towards meeting
expectations;
performance needs
improvement)
14-16 points
Proficient
(meets expectations;
performance is satisfactory)
17-18 points
Exemplary
(exceeds expectations;
performance is outstanding)
19-20 points
Support of
Week's Reading
No Student
Submission
(0 points)
Does not refer to the
readings to support postings
(1-13 points)
Alludes to the readings
to support postings
(14-16 points)
Refers to examples from the
readings to support postings
(17-18 points)
Provides concrete examples from
the readings to support postings;
integrates prior readings in
postings
(19-20 points)
Observations No Student
Submission
(0 points)
Does not integrate personal
observations or knowledge;
does not present new
observations
(1-13 points)
Integrates personal
observations and
knowledge in a cursory
manner; does not
present new
observations
(14-16 points)
Integrates personal
observations and knowledge
in an accurate way; presents
new observations
(17-18 points)
Integrates personal observations
and knowledge in an accurate and
highly insightful way; presents
new observations
(19-20 points)
Response to
Classmates
No Student
Submission
(0 points)
Responds in a cursory
manner to classmates’
postings
(1-13 points)
Constructively responds
to classmates’ postings
(14-16 points)
Constructively responds to
classmates’ postings; offers
insight that encourages other
students to think critically
about their own work.
(17-18 points)
Constructively responds to
classmates’ postings; masterfully
connects the material presented
in classmates’ postings to their
responses; encourages classmates
to think critically about their own
work.
(19-20 points)
Organization,
Word Choice,
and Sentence
Structure
No Student
Submission
(0 points)
Posts are disorganized and
information is not presented
in a logical sequence; word
choice and sentence
structure are not suitable
(1-13 points)
Posts are somewhat
disorganized, and
information is not
presented in a logical
sequence; word choice
and sentence structure
are not suitable
(14-16 points)
Posts are organized, and
information is presented in a
logical sequence; word
choice and sentence
structure are suitable; there
are a few errors; however,
errors do not affect
readability.
(17-18 points)
Posts are organized and
information is presented in a
logical sequence; word choice and
sentence structure are suitable;
no errors in the response.
(19-20 points)
References No Student
Submission
(0 points)
Includes no sources to
support conclusions
(1-13 points)
Includes 1 outside
source to support and
enrich the discussion;
Includes 2 or more outside
sources to support and
enrich the discussion;
sources are properly cited in
Includes 2 or more outside
sources to support and enrich the
discussion; sources are cited using
APA format; style guidelines are
TCOB Graduate Studies Discussion Rubric
sources are not properly
cited in APA format
(14-16 points)
APA format and are properly
integrated into the discussion
response
(17-18 points)
masterfully integrated into the
discussion response.
(19-20 points)
**## WEEK5HRA549HOMEWORK.docx**
Assignment discussion week 5.
Please cite the scholarly authors to read below.
Allen, J. (2013). Assessing talent when hiring.
_Smart Business Network_, September, 5.
Ahearn, K. & Keller, N. (2013). Freshen Up Your Resume: Tips & Fundamentals.
_Marketing News,_ October, 63.
Fried, J. (2014). Nice Resume, What Else You Got?
_INC.,_ May, 80.
Kemp, K. J. et al. (2013). Using One Minute Video Resumes as a Screening Tool for Sales Applicants.
_Journal of Marketing Development and Competitiveness,_ 7, 84-92.
Weber, L. (2012). Your resume vs. oblivion.
_The Wall Street Journal._ Retrieved from https://online.wsj.com/news/articles/SB10001424052970204624204577178941034941330
Tyler, K. (2014). Who you gonna call?
_HR Magazine,_ April, 85-87.
U.S. Office of Personnel Management. (n.d.).
_Biographical data (biodata) tests._ Retrieved from https://apps.opm.gov/adt/%28X%281%29S%28u3jzbq45ze3yjn55f5yogb55%29%29/Content.aspx?page=3- 03
Ajila, C.O. & Okafor, L. (2012). Employment testing & human resource management.
_IFE PsychologIA, 20_(2), 91-98.
Baez III, H.B. (2013). Personality tests in employment selection: Use with caution.
_Cornell HR_ Review, 1-10.
Respond to each of the following situation:
Many organizations use multiple tests or assessments in their selection plan. There are essentially two approaches to evaluating candidates using multiple assessments: the multiple hurdle approach and a compensatory model.
First, passing or “cut” scores need to be set for each test or assessment. These can be set high or low, depending on whether you would rather hire:
· More people who are less qualified – with a cut score of 60% or higher, most people will probably pass the test.
· Fewer people who are more qualified – with a cut score of 90% or higher, few people will probably pass the test.
· Alpha or Beta errors are also a factor…remember last module’s Discussion Question?
In a
**multiple hurdle approach**, candidates are “knocked out” of the selection process after every given step. Say you ask candidates to take 1) an integrity test, 2) a job knowledge test, and 3) a personality test, in that order. If Candidate A fails to achieve the cut score on the integrity test (say you’ll only consider those who score at or above 85% and she scores 77%), there is no need for her to advance to the next test; she is out of consideration. If Candidate B passes the first 2 tests, but fails the personality test, he advanced further, but is still out of consideration.
In a
**compensatory model**, candidates are allowed to take all of the tests, either simultaneously or in order. No decision is made to eliminate any candidate until all tests have been taken. Often, a composite score is created, weighing and combining scores from each test. Thus if Candidate C does well on the integrity test and the job knowledge test, but poorly on the personality test, the better scores can compensate for the worse score.
Provide a concrete example of when and why you would choose to use a multiple hurdle approach or a compensatory model. How could these approaches be combined?
1B.Choose a job that you are interested in. For this assignment, you may relate it to your term project by choosing a movie theater job title, or you may choose an unrelated job. However,
**_you may not choose your own current job(s)._**
You may work with
**_one_** partner, or on your own.
Develop a test or assessment for the job. While the assessment does not have to be a written or typed test, it should not be an interview situation (interviews will be covered at length in the next module).
Start by providing:
· Job Title
· Brief Job Description
· Brief List of KSAOs (this can be presented in outline format/bullet points)
Describe your test in detail and
**_provide a minimum of 3 sample items/questions._** Be sure to:
· Describe how you will develop the test (hint – think of job analysis)
· Describe what type of test it is
· Explain when and where in the selection process it will occur and who will administer it (e.g., immediately after application vs. closer to the end of the selection process, computerized/online vs. at the jobsite, proctored vs. unproctored, HR staff vs. hiring managers, etc.). Remember to give consideration to why you made these choices
· Discuss relative costs/person hours required to administer it and how this relates to the utility of the test
· Discuss how you will address and balance any issues related to reliability, validity, applicant perceptions, fake-ability, utility, and adverse impact
Expect to take about 3-4 pages (double-spaced, 12-point font) to complete this assignment. Your work will be graded on content, clarity, creativity, correctness, and, above all, critical thinking per the
HRA Written Assignment Rubric.
·
– 2 years ago **files (1)** – ## Discussion1.docx **## Discussion1.docx** **Discussion: Is Economics Relevant to Human Resource Management?** HRM is one of the fastest-growing disciplines in business. Business leaders are calling for HR professionals who understand how economics affects the attracti…
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Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →– 2 years ago
**files (1)**
– ## Discussion1.docx
**## Discussion1.docx**
**Discussion: Is Economics Relevant to Human Resource Management?**
HRM is one of the fastest-growing disciplines in business. Business leaders are calling for HR professionals who understand how economics affects the attracting, motivating, developing, and retaining of top talent. Choose one of the concepts introduced in this module and explain how knowledge of this principle can improve human resource management in organizations. Give an example from your own experience if possible.
As always, include a reference to support your own initial response, but keep in mind that a URL (a website address) is not a reference, so do not insert just a URL.
**Module 1 – Resources**
**Principles of Economics and Entrepreneurship**
**Module 1, Part 1: Basic Principles of Economics**
This module focuses on microeconomics, rather than macroeconomics. Microeconomics is the study of individual and company economic decisions. In this module, we analyze:
· supply, demand, and equilibrium (covered on the home page)
· how actors in a market behave to minimize opportunity costs and maximize profits and utility
· changes in consumer behavior in response to price changes (elasticity)
**Opportunity costs**
As was mentioned in the discussion on supply and demand, economics assumes that humans have an insatiable appetite for goods and services. Decisions must be made in how to allocate a finite supply at an acceptable price, and this is often done by determining how much or how little of the good to supply—or to consume. Often, these decisions involve some kind of sacrifice. In economics, these sacrifices are called opportunity costs.
In short, when we choose Option A, we forgo the benefit we could gain from Option B. In manufacturing, if a firm makes a given product, the opportunity cost would be the potential profit they could make from using their facilities to manufacture another product. Thus, opportunity costs are the cost of the choices we make—when production, time, or money are limited.
Here is an example: When you decided to enroll in a master's program, your choice involved some sacrifices. You may have found that you had to limit overtime work opportunities, give up a moonlighting job, or even pass up a promotion in order to have time to study. Lost wages are the opportunity cost you incur in order to increase your earning potential in the future. Perhaps your opportunity costs were not financial, but personal. Perhaps you had to give up singing in the church choir, coaching your son’s baseball team, or taking vacations. The point is, whatever you had to give up for a while to pursue your degree is an opportunity cost.
**Fixed and Variable Costs**
Business firms exist to earn a profit. Profits are increased when revenues (income) are maximized and costs are minimized. Executives and top leadership teams spend a lot of time thinking about how to control costs. They will frequently talk about fixed and variable costs when planning how to make operations more efficient and cost-effective.
The following is a short video explaining the difference between fixed and variable costs.
Byerly, N. (2020, July 31).
[_Difference between fixed and variable costs [Video]_](https://www.youtube.com/embed/iUe_T8ufr-A). YouTube. https://www.youtube.com/embed/iUe_T8ufr-A
**Price Elasticity of Demand**
Elasticity of demand explains buyer behavior in response to price changes. This is a concern that you will run into often in business. Brand managers want to know how much less consumers will buy if they hike the price of a product by 5%. Production managers want to know how price changes will affect their labor and materials requirements on the assembly line. Marketers want to know how effective a price reduction will be at attracting new buyers. All of these concerns can be addressed by analyzing the sensitivity of demand for a product in the face of a price change.
Knowing the price elasticity of demand also helps in making decisions about pricing policy. It should be clear that if demand is elastic, revenue will increase by reducing the price, but if demand is inelastic, revenue will be gained by raising price. Firms attempt to reduce the consumer’s perception of elasticity through advertising and other promotional activities.
**Products with Elastic and Inelastic Demand**
It is helpful to know the factors that can affect price elasticity for a given product:
·
**Substitutes**. If there are substitutes for the product, a consumer may just switch products in response to a price change. The more the available substitutes, the greater the elasticity. When thinking about substitutes, it is good to think broadly. For example, if the price of steak goes up, consumers may not only switch to hamburger, but they may switch away from beef altogether and eat more chicken—or macaroni and cheese. Advertising is often geared toward creating an image of “uniqueness” of a product and reducing the number of perceived substitutes.
·
**Luxury.** If a good or service is seen as a “splurge” item, it tends to be more elastic. Again, the goal of advertising is to create a feeling that the consumer “must have” the product. Note, however, that this can depend on the income level of the consumer. For the very wealthy, luxury items may be viewed as necessities. Since they have the income to pay higher prices, these luxury items can be relatively inelastic.
·
**Habit**. Habitually demanded products are less elastic. Think of how cigarette smokers continue to smoke in spite of rising prices.
·
**Proportion of income.** The less expensive the item, the lower the
**elasticity**. A 25 cent rise in the cost of a fast food hamburger is likely to have much less of an effect on consumption than a $2,500 rise in the price of a car.
·
**Brand loyalty.** To some degree, high loyalty to a specific brand reduces elasticity. Frequent flyer and other loyalty programs are designed to increase brand loyalty and reduce switching brands due to price.
·
**Life cycle.** When a product is new to a market, there may be few substitutes and elasticity is low. As the product “ages” and competitors bring similar products to the market, there is greater choice and it is common to see sales, discounts, and rebates to stimulate consumption.
·
**Absolute price.** When a product is very expensive, even a small percentage change in price will make it prohibitively expensive to more buyers. If the price of a product is a tiny percentage of the buyer’s overall spending power, then a change in price will have less impact.
·
**Importance of use.** In our previous example, we examined the elasticity of demand for cookies. A buyer may enjoy a cookie, but it doesn’t fulfill a critical need the way a snow shovel after a blizzard or a life-saving drug does. In general, the more important the product’s use, the more
**inelastic** the demand will be.
·
**Competitive dynamics.** Goods that are produced by a monopoly generally have inelastic demand, while products that exist in a competitive marketplace have
**elastic** demand. This is because a competitive marketplace will create more options for the buyer.
With these considerations in mind, take a moment to see if you can figure out which of the following products have elastic demand and which have inelastic demand. It may be helpful to remember that when the buyer is insensitive to price, demand is
**inelastic.**
**GASOLINE**
_Gasoline (Generic Need)_
The demand for gasoline generally is fairly
**inelastic.** Car travel requires gasoline. The substitutes for car travel offer less convenience and control. Much car travel is necessary for people to move between activities and cannot be reduced to save money.
_Gas from a Specific Station_
The demand for gasoline from any single gas station, or chain of gas stations, is highly elastic. Buyers can choose between comparable products based on price. There are often many stations in a small geographic area that are equally convenient.
**COLLEGE TEXTBOOKS**
_Traditional Textbooks_
Generally, an instructor assigns a textbook to the student, and the student who wants access to the learning materials must buy it, regardless of the price. Because the student can’t easily identify another textbook or resource that will ensure the same content and grade for the class, he has no substitutes and must buy the book at any price. Thus the demand is
**inelastic.**
_New Textbook Distribution Channels_
Increasingly, students have new options to buy the same textbooks from different distribution channels at different price points. The introduction of new distribution channels is increasing options for buyers and having an impact on the price elasticity for publishers.
**COFFEE**
_Specialty Coffee Drinks_
Many coffee shops have developed branded drinks and specialized experiences in order to reduce substitutes and build customer loyalty. While black coffee is available almost universally, there are few substitutes for a Starbucks Java Chip Frappuccino. Demand for such products is more
**inelastic.**
_Black Coffee_
Coffee is generally widely available at a level of quality that meets the needs of most buyers. The combination of a low price, relative to the buyer’s spending power, and the fact that the product is sold by many different suppliers in a competitive market make the demand highly
**elastic.**
**TICKETS**
_Concert Tickets_
Only Taylor Swift can offer a Taylor Swift concert. She holds a monopoly on the creation and delivery of that experience. There is no substitute, and loyal fans are willing to pay for the experience. Because it is a scarce resource and the delivery is tightly controlled by a single provider, access to concerts has
**inelastic** demand.
_Airline Tickets_
Airline tickets are sold in a fiercely competitive market. Buyers can easily compare prices, and buyers experience the services provided by competitors as being very similar. Buyers can often choose not to travel it the cost is too high, or to substitute travel by car or train. This makes the demand
**elastic.**
**HEALTH**
_Medical Procedures_
Essential medical procedures have inelastic demand. The patient will pay what she can or what she must. In general, products that significantly affect health and well-being have
**inelastic** demand.
_Soft Drinks_
Soft drinks and many other nonessential items have highly
**elastic** demand. There is competition among every brand and type of soda, and there are many substitutes for the entire category of soft drinks.
**## Discussion1.docx**
**Discussion: Is Economics Relevant to Human Resource Management?**
HRM is one of the fastest-growing disciplines in business. Business leaders are calling for HR professionals who understand how economics affects the attracting, motivating, developing, and retaining of top talent. Choose one of the concepts introduced in this module and explain how knowledge of this principle can improve human resource management in organizations. Give an example from your own experience if possible.
As always, include a reference to support your own initial response, but keep in mind that a URL (a website address) is not a reference, so do not insert just a URL.
**Module 1 – Resources**
**Principles of Economics and Entrepreneurship**
**Module 1, Part 1: Basic Principles of Economics**
This module focuses on microeconomics, rather than macroeconomics. Microeconomics is the study of individual and company economic decisions. In this module, we analyze:
· supply, demand, and equilibrium (covered on the home page)
· how actors in a market behave to minimize opportunity costs and maximize profits and utility
· changes in consumer behavior in response to price changes (elasticity)
**Opportunity costs**
As was mentioned in the discussion on supply and demand, economics assumes that humans have an insatiable appetite for goods and services. Decisions must be made in how to allocate a finite supply at an acceptable price, and this is often done by determining how much or how little of the good to supply—or to consume. Often, these decisions involve some kind of sacrifice. In economics, these sacrifices are called opportunity costs.
In short, when we choose Option A, we forgo the benefit we could gain from Option B. In manufacturing, if a firm makes a given product, the opportunity cost would be the potential profit they could make from using their facilities to manufacture another product. Thus, opportunity costs are the cost of the choices we make—when production, time, or money are limited.
Here is an example: When you decided to enroll in a master's program, your choice involved some sacrifices. You may have found that you had to limit overtime work opportunities, give up a moonlighting job, or even pass up a promotion in order to have time to study. Lost wages are the opportunity cost you incur in order to increase your earning potential in the future. Perhaps your opportunity costs were not financial, but personal. Perhaps you had to give up singing in the church choir, coaching your son’s baseball team, or taking vacations. The point is, whatever you had to give up for a while to pursue your degree is an opportunity cost.
**Fixed and Variable Costs**
Business firms exist to earn a profit. Profits are increased when revenues (income) are maximized and costs are minimized. Executives and top leadership teams spend a lot of time thinking about how to control costs. They will frequently talk about fixed and variable costs when planning how to make operations more efficient and cost-effective.
The following is a short video explaining the difference between fixed and variable costs.
Byerly, N. (2020, July 31).
[_Difference between fixed and variable costs [Video]_](https://www.youtube.com/embed/iUe_T8ufr-A). YouTube. https://www.youtube.com/embed/iUe_T8ufr-A
**Price Elasticity of Demand**
Elasticity of demand explains buyer behavior in response to price changes. This is a concern that you will run into often in business. Brand managers want to know how much less consumers will buy if they hike the price of a product by 5%. Production managers want to know how price changes will affect their labor and materials requirements on the assembly line. Marketers want to know how effective a price reduction will be at attracting new buyers. All of these concerns can be addressed by analyzing the sensitivity of demand for a product in the face of a price change.
Knowing the price elasticity of demand also helps in making decisions about pricing policy. It should be clear that if demand is elastic, revenue will increase by reducing the price, but if demand is inelastic, revenue will be gained by raising price. Firms attempt to reduce the consumer’s perception of elasticity through advertising and other promotional activities.
**Products with Elastic and Inelastic Demand**
It is helpful to know the factors that can affect price elasticity for a given product:
·
**Substitutes**. If there are substitutes for the product, a consumer may just switch products in response to a price change. The more the available substitutes, the greater the elasticity. When thinking about substitutes, it is good to think broadly. For example, if the price of steak goes up, consumers may not only switch to hamburger, but they may switch away from beef altogether and eat more chicken—or macaroni and cheese. Advertising is often geared toward creating an image of “uniqueness” of a product and reducing the number of perceived substitutes.
·
**Luxury.** If a good or service is seen as a “splurge” item, it tends to be more elastic. Again, the goal of advertising is to create a feeling that the consumer “must have” the product. Note, however, that this can depend on the income level of the consumer. For the very wealthy, luxury items may be viewed as necessities. Since they have the income to pay higher prices, these luxury items can be relatively inelastic.
·
**Habit**. Habitually demanded products are less elastic. Think of how cigarette smokers continue to smoke in spite of rising prices.
·
**Proportion of income.** The less expensive the item, the lower the
**elasticity**. A 25 cent rise in the cost of a fast food hamburger is likely to have much less of an effect on consumption than a $2,500 rise in the price of a car.
·
**Brand loyalty.** To some degree, high loyalty to a specific brand reduces elasticity. Frequent flyer and other loyalty programs are designed to increase brand loyalty and reduce switching brands due to price.
·
**Life cycle.** When a product is new to a market, there may be few substitutes and elasticity is low. As the product “ages” and competitors bring similar products to the market, there is greater choice and it is common to see sales, discounts, and rebates to stimulate consumption.
·
**Absolute price.** When a product is very expensive, even a small percentage change in price will make it prohibitively expensive to more buyers. If the price of a product is a tiny percentage of the buyer’s overall spending power, then a change in price will have less impact.
·
**Importance of use.** In our previous example, we examined the elasticity of demand for cookies. A buyer may enjoy a cookie, but it doesn’t fulfill a critical need the way a snow shovel after a blizzard or a life-saving drug does. In general, the more important the product’s use, the more
**inelastic** the demand will be.
·
**Competitive dynamics.** Goods that are produced by a monopoly generally have inelastic demand, while products that exist in a competitive marketplace have
**elastic** demand. This is because a competitive marketplace will create more options for the buyer.
With these considerations in mind, take a moment to see if you can figure out which of the following products have elastic demand and which have inelastic demand. It may be helpful to remember that when the buyer is insensitive to price, demand is
**inelastic.**
**GASOLINE**
_Gasoline (Generic Need)_
The demand for gasoline generally is fairly
**inelastic.** Car travel requires gasoline. The substitutes for car travel offer less convenience and control. Much car travel is necessary for people to move between activities and cannot be reduced to save money.
_Gas from a Specific Station_
The demand for gasoline from any single gas station, or chain of gas stations, is highly elastic. Buyers can choose between comparable products based on price. There are often many stations in a small geographic area that are equally convenient.
**COLLEGE TEXTBOOKS**
_Traditional Textbooks_
Generally, an instructor assigns a textbook to the student, and the student who wants access to the learning materials must buy it, regardless of the price. Because the student can’t easily identify another textbook or resource that will ensure the same content and grade for the class, he has no substitutes and must buy the book at any price. Thus the demand is
**inelastic.**
_New Textbook Distribution Channels_
Increasingly, students have new options to buy the same textbooks from different distribution channels at different price points. The introduction of new distribution channels is increasing options for buyers and having an impact on the price elasticity for publishers.
**COFFEE**
_Specialty Coffee Drinks_
Many coffee shops have developed branded drinks and specialized experiences in order to reduce substitutes and build customer loyalty. While black coffee is available almost universally, there are few substitutes for a Starbucks Java Chip Frappuccino. Demand for such products is more
**inelastic.**
_Black Coffee_
Coffee is generally widely available at a level of quality that meets the needs of most buyers. The combination of a low price, relative to the buyer’s spending power, and the fact that the product is sold by many different suppliers in a competitive market make the demand highly
**elastic.**
**TICKETS**
_Concert Tickets_
Only Taylor Swift can offer a Taylor Swift concert. She holds a monopoly on the creation and delivery of that experience. There is no substitute, and loyal fans are willing to pay for the experience. Because it is a scarce resource and the delivery is tightly controlled by a single provider, access to concerts has
**inelastic** demand.
_Airline Tickets_
Airline tickets are sold in a fiercely competitive market. Buyers can easily compare prices, and buyers experience the services provided by competitors as being very similar. Buyers can often choose not to travel it the cost is too high, or to substitute travel by car or train. This makes the demand
**elastic.**
**HEALTH**
_Medical Procedures_
Essential medical procedures have inelastic demand. The patient will pay what she can or what she must. In general, products that significantly affect health and well-being have
**inelastic** demand.
_Soft Drinks_
Soft drinks and many other nonessential items have highly
**elastic** demand. There is competition among every brand and type of soda, and there are many substitutes for the entire category of soft drinks.
**Recruiting Plan Strategy Report** **Instructions:** Develop a 6-page business report on a recruiting plan strategy for HR management and organizational leaders for the expansion of Fleet, Farm and Home (FFH). **Introduction:** View the [FFH – Setting the Stage](http://media.capella.edu/CourseMedia…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
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Order on TutorsGallery →**Recruiting Plan Strategy Report**
**Instructions:**
Develop a 6-page business report on a recruiting plan strategy for HR management and organizational leaders for the expansion of Fleet, Farm and Home (FFH).
**Introduction:**
View the [FFH – Setting the Stage](http://media.capella.edu/CourseMedia/HRM5310/SettingTheStage/wrapper.asp) multimedia to help select a new FFH location and to recommend a recruiting plan strategy to support this organization’s expansion. Consider the following:
– -A typical FFH store will need to hire roughly 100 part-time and full-time employees to properly staff it.
– -A preferred candidate would have 1–2 years of college and 1 year of retail or customer service experience.
– -A primary concern about each of the following locations under consideration is the availability of qualified applicants:
– +Ottumwa, Iowa.
– +Ottawa, Illinois.
– +Grand Island, Nebraska.
Use similar education and work experience requirements for potential candidates as well as three U.S. markets that fit with your selected organization.
Use federal, state, county, and city government websites, including Chamber of Commerce or local visitor bureau sites, or any appropriate resources, to develop the data and information needed to guide the decision-making process for FFH or for your own workplace or selected organization.
**Instructions:**
Develop a business report on a recruiting plan strategy for FFH. You may decide what elements to incorporate into your business report, but be sure to include the following on which HR management and organizational leaders can base their decision:
-Compare the labor markets for each selected location. Include the following in your analysis:
+Populations.
+Unemployment rates.
+Median incomes.
+Educational levels of the work force.
+Other relevant data. This could include ages and workforce diversity, for example.
· -Assess laws that impact FFH's recruiting strategy.
· -Analyze resources for recruiting minorities. Research at least two credible sources for recruitment.
· -Recommend a location to support FFH's expansion plans. Explain how each source used supports your recruiting recommendations. You should have at least five identified sources for your plan.
Your recruiting plan strategy should demonstrate graduate-level writing skills through the accurate communication of thoughts that support a central idea and use of correct grammar and mechanics as expected of a human resources professional.
**Additional Requirements:**
– **-References:** Support your analysis with at least five academic, scholarly, or professional resources from the Capella University Library.
– **-Format:** Resources and citations are formatted according to current APA style and format.
– **-Length:** Six pages, in addition to a title page and references page.
– **-Font and font size:** Times New Roman, 12 point.
Save this activity to your [ePortfolio](https://campustools.capella.edu/redirect.aspx?linkid=1688) for future reference in the workplace.
**Use the resources linked below to help complete this assessment.**
**Recruitment:**
Understanding recruiting elements and developing strong recruitment strategies are key to supporting your recommendations to organizational leadership, and the following readings will support your assessment recommendations:
– -Rees, G., & Smith, P. E. (2021). _Strategic human resource management: An international perspective_(3rd ed.). Sage. _Available in the courseroom via the VitalSource Bookshelf link._
– +Chapter 5, "Recruitment and Selection."
– +Chapter 8, “Managing the Employment Relationship.”
– – [Assessment 1: Recruitment](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/3578943000006731?auth=SAML§ion=3578943670006731) reading list.
**Employment Laws:**
It is important for HR professionals to have a strong understanding of employment-related laws to help mitigate risks to employees and businesses. The following resources provide information on federal laws and immigration employment policies that support your assessment’s analysis of how laws impact FFH’s (or a selected organization’s) recruiting strategy.
– – [Employment and Labor Law Timelines](http://media.capella.edu/CourseMedia/HRM5065/laborEmploymentTimeline/wrapper.asp) | [Transcript](http://media.capella.edu/CourseMedia/HRM5065/laborEmploymentTimeline/transcript.html).
– – [Illegal Discrimination](http://media.capella.edu/CourseMedia/2015_BreezeConversions/MBA6249/IllegalDiscrimination/wrapper.asp) | [Transcript](http://media.capella.edu/CourseMedia/2015_BreezeConversions/MBA6249/IllegalDiscrimination/transcript.html).
– – [Law Terms Flashcards](http://media.capella.edu/CourseMedia/HRM5065/lawTerms/wrapper.asp) | [Transcript](http://media.capella.edu/CourseMedia/HRM5065/lawTerms/transcript.html).
– – [Assessment 1: Employment Laws](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/3578943000006731?auth=SAML§ion=3578969470006731) reading list.
**Reading List**
**Website The 7 elements of an effective recruitment strategy**
Gordon-Smith, M.2015, June 16
**Website Employee recruiting strategy**
Shamis, B.n.d.
**Website Twelve elements of a comprehensive recruiting strategy**
Sullivan, J.2004, November 22
– 2 years ago