Tag: Human Resource Management Analysis

  • [Solved] Wk 7 discussion employee training process

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    ## **Context** As you learned in your reading this week, employee training must be designed strategically and should follow a systematic process including a needs assessment, design and delivery, and evaluation. Over the next two weeks, you will complete an activity and an assignment on designing an…

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    ## **Context**

    As you learned in your reading this week, employee training must be designed strategically and should follow a systematic process including a needs assessment, design and delivery, and evaluation. Over the next two weeks, you will complete an activity and an assignment on designing and delivering quality employee training as a human resource manager. For this discussion, you will watch a short video: [Training that Improves the Bottom Line: A Short Tutorial](https://sk-sagepub-com.libdatab.strayer.edu/video/training-that-improves-the-bottom-line-a-short-tutorial) (13 m) to illustrate and reinforce these concepts.

    ## **Post a Response**

    After watching the training case study tutorial, respond to the following:

    Imagine you hired a new training coordinator; how would you describe the various options and importance of each of these steps to the new coordinator:

    1. Needs Assessment.
    2. Design.
    3. Implementation.
    4. Evaluation.

    https://sk-sagepub-com.libdatab.strayer.edu/video/training-that-improves-the-bottom-line-a-short-tutorial

    – 2 years ago

  • [Solved] Human Resource Management Wk7 assignment strategic planning for new employees

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    ## Overview There are many considerations for HR managers when planning training sessions for employees. Following a strategic planning process will help ensure the training is beneficial to the employee and the business. One of the key processes is a needs assessment or a Training Needs Assessment …

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    Assignment Prompt & Instructions

    ## Overview

    There are many considerations for HR managers when planning training sessions for employees. Following a strategic planning process will help ensure the training is beneficial to the employee and the business. One of the key processes is a needs assessment or a Training Needs Assessment (TNA). In this activity you will examine training needs assessment methods, practice defining the problem, examine business impacts, and create training objectives.

    _Note: This activity will inform your Week 9 assignment so be sure to read the faculty feedback after this activity is graded._

    ## Scenario

    Imagine you are a human resource manager at a hospital that is facing a high rate of medical errors and lawsuits. You want to conduct a needs assessment for employee training to improve patient safety and quality of care. To conduct the needs assessment, you need to collect data from multiple sources including patients and employees. You need to analyze the data to identify the gaps between the current and desired levels of knowledge, skills, and abilities of the staff. You also need to prioritize the training needs based on their urgency and impact.

    ## Instructions

    In a 1–2- page, respond to the following:

    _Note: You should use your readings and other Learn resources to support this activity. You may make any assumptions necessary._

    1. Describe how you would conduct a training needs assessment based on the scenario.
    – Would it be reactive or proactive? Why?
    2. Define the problem and align it with a business need.
    3. Describe the types of gaps or deficiencies you might expect to uncover from your training needs assessment.
    4. Create three training objectives and prioritize them based on the training and business needs.
    5. Explain why it is important that HR managers follow a strategic process when determining employee training needs and how this process can help ensure that the training results in measurable improvements for the employees and organizational

    – 2 years ago

  • [Solved] Human Resource Management Wk 7 assignment automation or no

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    Imagine being an HR manager at KLC company who has been tasked with creating a Talent and Value Proposition that focuses on creativity, annual budget savings, and possible labor reduction. Leadership has recently learned about a variety of automated solutions to assist with faster production, includ…

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    Imagine being an HR manager at KLC company who has been tasked with creating a Talent and Value Proposition that focuses on creativity, annual budget savings, and possible labor reduction. Leadership has recently learned about a variety of automated solutions to assist with faster production, including artificial intelligence. This solution could shrink the current internal workforce by at least 40 percent in the first six months, which would lead to the termination of more than 100 employees. Leadership also thinks that these changes can lead to becoming more competitive in the field and contribute to the overall growth of the organization. Lastly, leadership is interested in exploring a “gig economy” within the company to potentially save even more money by working with non-employees.

    Using this scenario, decide if you are going to advise leadership to implement the new ideas that were shared or if you are going to make an active attempt to save the current employee pool and find alternative ways to save money overall.

    Create a PowerPoint presentation with a minimum of six slides to present your decision on automated solutions to leadership that includes the following.

    1. Assess the pros and cons associated with artificial intelligence and why it should or should not be considered for use within the company.
    2. Assess alternative ways to save money within the company to avoid having to terminate more than 100 employees.
    3. Evaluate if implementing a gig economy would benefit the organization.
    4. Evaluate the potential drawbacks of utilizing a gig economy with non-employees in lieu of current employees.
    5. Justify why you believe implementing automation solutions within the company is a good or bad choice based on your findings.
    6. Use at least five quality academic resources in this assignment. _Note_: Wikipedia and other websites do not quality academic resources.

    – 2 years ago

  • [Solved] Management

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    **Answer the following critical-thinking questions:** 1. Analyze and describe three network topologies and four network types in common use today. 2. Evaluate and explain how the Internet works, including the roles of the Internet backbone, TCP/IP protocol, IP address, switches, and routers. 3. S…

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    Assignment Prompt & Instructions

    **Answer the following critical-thinking questions:**

    1. Analyze and describe three network topologies and four network types in common use today.

    2. Evaluate and explain how the Internet works, including the roles of the Internet backbone, TCP/IP protocol, IP address, switches, and routers.

    3. Summarize five common Internet and Web applications.

    **Your submission should be a minimum of one page of content in length. Please type the question as well as your answer. Properly cite any source utilized in APA format.**

    – 2 years ago

  • [Solved] Wk 7 discussion total rewards program and benefits

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    Benefits are another core element of a Total Rewards Program that no longer focuses primarily on insurance benefits. Benefits are designed to help protect and ensure financial security and includes retirement plans, health and welfare plans, and programs that provide pay for time not worked. – Ident…

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    Benefits are another core element of a Total Rewards Program that no longer focuses primarily on insurance benefits. Benefits are designed to help protect and ensure financial security and includes retirement plans, health and welfare plans, and programs that provide pay for time not worked.

    – Identify at least one nonmandatory or voluntary plan that you feel should be made mandatory and why.
    – Identify one of the impacts of Medicare Reform and identify how the identified impact has affected employers and/or employees.
    – What are the major differences between a Preferred Provider Organization (PPO) and a Health Maintenance Organization (HMO)?
    – Describe the characteristics of an employee that would benefit the most from choosing a PPO. Do the same for an employee that would benefit the most from choosing an HMO.
    – Share your experiences in your narrative.

    – 2 years ago

  • [Solved] Wk 7 discussion employee training process

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    ## **Context** As you learned in your reading this week, employee training must be designed strategically and should follow a systematic process including a needs assessment, design and delivery, and evaluation. Over the next two weeks, you will complete an activity and an assignment on designing an…

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    Assignment Prompt & Instructions

    ## **Context**

    As you learned in your reading this week, employee training must be designed strategically and should follow a systematic process including a needs assessment, design and delivery, and evaluation. Over the next two weeks, you will complete an activity and an assignment on designing and delivering quality employee training as a human resource manager. For this discussion, you will watch a short video: [Training that Improves the Bottom Line: A Short Tutorial](https://sk-sagepub-com.libdatab.strayer.edu/video/training-that-improves-the-bottom-line-a-short-tutorial) (13 m) to illustrate and reinforce these concepts.

    ## **Post a Response**

    After watching the training case study tutorial, respond to the following:

    Imagine you hired a new training coordinator; how would you describe the various options and importance of each of these steps to the new coordinator:

    1. Needs Assessment.
    2. Design.
    3. Implementation.
    4. Evaluation.

    https://sk-sagepub-com.libdatab.strayer.edu/video/training-that-improves-the-bottom-line-a-short-tutorial

    – 2 years ago

  • [Solved] Unit 7.2 DB: Codependency

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    What is codependency? In defining the concept, share the characteristics of someone struggling with codependency. Discuss these characteristics in detail. – 2 years ago

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    What is codependency? In defining the concept, share the characteristics of someone struggling with codependency. Discuss these characteristics in detail.

    – 2 years ago

  • [Solved] Unit 7.1 DB: Substance Abuse Programs

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    What alternatives to 12-step programs are there for substance abusers? Conduct an Internet search and read about alternative approaches to treating substance abuse. Choose one and write a summary of the approach. – 2 years ago

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    Assignment Prompt & Instructions

    What alternatives to 12-step programs are there for substance abusers? Conduct an Internet search and read about alternative approaches to treating substance abuse. Choose one and write a summary of the approach.

    – 2 years ago

  • [Solved] WEEK 6

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    SEE ATTACHED – 2 years ago **files (2)** – ## GradDiscussionRubric.pdf – ## WEEK6DISRES78HRA549.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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    SEE ATTACHED

    – 2 years ago

    **files (2)**

    – ## GradDiscussionRubric.pdf

    – ## WEEK6DISRES78HRA549.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)

    **## WEEK6DISRES78HRA549.docx**

    **Specifically, focus your responses to your peers' initial postings FOR 1A AND B. Cite scholarly authors, C & D discussion.**

    **1A KW…** I believe there should not be a strict age limit on when individuals must stop working as long as they can perform their duties effectively. While many still see 65 as a reasonable retirement age, others prefer to work into their 70s or beyond. The elimination of mandatory retirement under the Age Discrimination in Employment Act (ADEA) reflects that individuals should not be forced to leave the workforce solely based on age (Moran, 2014).

    As people age, many want to stay engaged in the workforce for financial reasons or personal fulfillment (Harrar, 2022). However, concerns about productivity and safety are valid, particularly in physically demanding roles. Employers should assess employees based on their abilities rather than making assumptions about age-related decline. Age bias remains a significant issue, as highlighted by a survey from the American Staffing Association (ASA), which found that 78% of baby boomers feel their age negatively impacts their hiring chances. Moreover, only 24% of boomers are considering job changes this year, compared to higher rates among younger generations (Terrell, 2024).

    To further protect employees from discrimination, additional policies could strengthen existing laws. For example, expanding workplace accommodations, implementing robust training to address age bias, and enhancing legal protections against subtle forms of discrimination could foster a more inclusive work environment. AARP (2023) suggests that employers include age as part of their diversity, equity, and inclusion strategy, ensure age-neutral hiring practices, and offer career development opportunities to workers of all ages. Furthermore, they advocate for strengthening and enforcing age discrimination laws to better protect older workers (Choi-Allum, 2023).

    **References:**

    Choi-Allum, L. (2023, September 5).
    _The value of older workers: Breaking barriers and embracing experience_. AARP.
    [https://www.aarp.org/pri/topics/work-finances-retirement/employers-workforce/value-of-older-workers-breaking-barriers-embracing-experience](https://www.aarp.org/pri/topics/work-finances-retirement/employers-workforce/value-of-older-workers-breaking-barriers-embracing-experience)

    Harrar, S. (2022, June 6).
    _It’s time to throw out stereotypes on aging._ AARP.
    [https://www.aarp.org/health/healthy-living/info-2022/aging-survey.html](https://www.aarp.org/health/healthy-living/info-2022/aging-survey.html)

    Moran, J. J. (2014).
    _Employment law: New challenges in the business environment_(7th ed.). Pearson.

    Terrell, K. (2024, March 22).
    _Does age matter when looking for jobs? Most boomers say yes_. AARP.
    [https://www.aarp.org/work/job-search/boomers-age-looking-for-jobs/](https://www.aarp.org/work/job-search/boomers-age-looking-for-jobs/)

    **1B**. The retirement age in America is constantly in question. In 1983, Congress passed a law that gradually increased the full retirement age (FRA) since people are living longer. For individuals born between 1943 and 1954, their FRA is 66. They can start receiving Social Security benefits at 62. For people born after 1960, their FRA is 67 even though they can also start receiving Social Security benefits at 62 (SSA, n.d.). Recently, the Republican Study Committee (RSC) recommended the FRA be increased to 69. Under current law, the FRA is set at 67 (Ross, 2024).

    Personally, I am of the opinion that people should be allowed to work for as long as they have the mental, emotional, and physical capacity to do so. If people want to work past the age of 65, they should be allowed to. BettyReid Sokin made history as the longest serving National Park Services Park Ranger. She retired at 100 years old. She started working for the NPS when she was 84 years old (National Park Service, 2022).

    Many Americans are choosing to delay their retirement or re-enter the workforce due to the economy. Due to this, more and more senior citizens are in the workforce. The Age Discrimination in Employment Act of 1967 protects employees over the age of 40 from discrimination due to their age. They are protected in “hiring, promotion, discharge, compensation, or terms, conditions or privileges of employment” (U.S. Department of Labor, n.d.). I think this law is adequate, however; there could be some additional laws to strengthen protections. As the FRA increases, more senior citizens will need protection.

    ‌References

    Benefits Planner: Retirement | Born between 1943 and 1954 | SSA. (n.d.).
    [www.ssa.gov](https://www.ssa.gov/).
    [https://www.ssa.gov/benefits/retirement/planner/1943.html](https://www.ssa.gov/benefits/retirement/planner/1943.html)

    ‌Ross, K. (2024, July 31). Raising the Retirement Age for Social Security Would Cut Benefits by Thousands of Dollars Each Year. Center for American Progress.
    [https://doi.org/10.2105//AJPH.2023.307310/](https://doi.org/10.2105/AJPH.2023.307310/)

    U.S. Department of Labor. (n.d.). Age Discrimination | U.S. Department of Labor. Dol.gov; U.S. Department of Labor.
    [https://www.dol.gov/general/topic/discrimination/agedisc](https://www.dol.gov/general/topic/discrimination/agedisc)

    ‌100 year-old National Park Service Ranger Betty Reid Soskin retires after remarkable career – Office of Communications (U.S. National Park Service). (2022, March 31). Nps.gov.
    [https://www.nps.gov/orgs/1207/soskin-retires-2022.htm](https://www.nps.gov/orgs/1207/soskin-retires-2022.htm)

    **1C. DIS**….Think about your own orientation and onboarding experiences in the workplace. Describe examples of experiences you have had as a new hire that have been particularly effective and/or ineffective. Why were they effective or ineffective? What could have been done to improve your experiences? Did your experiences affect your decision to remain employed in the organization(s)?

    **1D:** Conduct either an exit interview OR what Sullivan calls a “stay interview”:

    **Exit Interview**
    Conduct a “post-exit” interview with someone who has
    **_voluntarily_** left a job within the past 2 years. You
    **may not** interview yourself, and you
    **may not** interview someone who was fired, laid off (no involuntary turnover), or someone who left due to retirement or a medical issue (no unavoidable turnover).

    **Stay Interview**
    Conduct a stay interview with a colleague, friend, or significant other who has been with his or her organization for at least 2 years. Again, you
    **may not** interview yourself. Likewise, do not interview a coworker unless it is within your power to make changes based on the coworker’s feedback.

    **In your interview, obtain the following information:**

    · Job title

    · Brief job description

    · Approximate length of time in the job

    **For an exit interview:**

    · Reasons for leaving the job

    · Any attempts to negotiate with the organization before leaving

    **For a stay interview:**

    · Reasons for staying on the job

    · Reasons the employee would consider leaving

    Summarize this information in a discussion post to share with your classmates. Additionally, use what you have learned from this module’s readings to highlight aspects of the job that may lead/or may have led to voluntary turnover and any retention efforts that could be/could have been used to keep that employee working at the job.

    **## WEEK6DISRES78HRA549.docx**

    **Specifically, focus your responses to your peers' initial postings FOR 1A AND B. Cite scholarly authors, C & D discussion.**

    **1A KW…** I believe there should not be a strict age limit on when individuals must stop working as long as they can perform their duties effectively. While many still see 65 as a reasonable retirement age, others prefer to work into their 70s or beyond. The elimination of mandatory retirement under the Age Discrimination in Employment Act (ADEA) reflects that individuals should not be forced to leave the workforce solely based on age (Moran, 2014).

    As people age, many want to stay engaged in the workforce for financial reasons or personal fulfillment (Harrar, 2022). However, concerns about productivity and safety are valid, particularly in physically demanding roles. Employers should assess employees based on their abilities rather than making assumptions about age-related decline. Age bias remains a significant issue, as highlighted by a survey from the American Staffing Association (ASA), which found that 78% of baby boomers feel their age negatively impacts their hiring chances. Moreover, only 24% of boomers are considering job changes this year, compared to higher rates among younger generations (Terrell, 2024).

    To further protect employees from discrimination, additional policies could strengthen existing laws. For example, expanding workplace accommodations, implementing robust training to address age bias, and enhancing legal protections against subtle forms of discrimination could foster a more inclusive work environment. AARP (2023) suggests that employers include age as part of their diversity, equity, and inclusion strategy, ensure age-neutral hiring practices, and offer career development opportunities to workers of all ages. Furthermore, they advocate for strengthening and enforcing age discrimination laws to better protect older workers (Choi-Allum, 2023).

    **References:**

    Choi-Allum, L. (2023, September 5).
    _The value of older workers: Breaking barriers and embracing experience_. AARP.
    [https://www.aarp.org/pri/topics/work-finances-retirement/employers-workforce/value-of-older-workers-breaking-barriers-embracing-experience](https://www.aarp.org/pri/topics/work-finances-retirement/employers-workforce/value-of-older-workers-breaking-barriers-embracing-experience)

    Harrar, S. (2022, June 6).
    _It’s time to throw out stereotypes on aging._ AARP.
    [https://www.aarp.org/health/healthy-living/info-2022/aging-survey.html](https://www.aarp.org/health/healthy-living/info-2022/aging-survey.html)

    Moran, J. J. (2014).
    _Employment law: New challenges in the business environment_(7th ed.). Pearson.

    Terrell, K. (2024, March 22).
    _Does age matter when looking for jobs? Most boomers say yes_. AARP.
    [https://www.aarp.org/work/job-search/boomers-age-looking-for-jobs/](https://www.aarp.org/work/job-search/boomers-age-looking-for-jobs/)

    **1B**. The retirement age in America is constantly in question. In 1983, Congress passed a law that gradually increased the full retirement age (FRA) since people are living longer. For individuals born between 1943 and 1954, their FRA is 66. They can start receiving Social Security benefits at 62. For people born after 1960, their FRA is 67 even though they can also start receiving Social Security benefits at 62 (SSA, n.d.). Recently, the Republican Study Committee (RSC) recommended the FRA be increased to 69. Under current law, the FRA is set at 67 (Ross, 2024).

    Personally, I am of the opinion that people should be allowed to work for as long as they have the mental, emotional, and physical capacity to do so. If people want to work past the age of 65, they should be allowed to. BettyReid Sokin made history as the longest serving National Park Services Park Ranger. She retired at 100 years old. She started working for the NPS when she was 84 years old (National Park Service, 2022).

    Many Americans are choosing to delay their retirement or re-enter the workforce due to the economy. Due to this, more and more senior citizens are in the workforce. The Age Discrimination in Employment Act of 1967 protects employees over the age of 40 from discrimination due to their age. They are protected in “hiring, promotion, discharge, compensation, or terms, conditions or privileges of employment” (U.S. Department of Labor, n.d.). I think this law is adequate, however; there could be some additional laws to strengthen protections. As the FRA increases, more senior citizens will need protection.

    ‌References

    Benefits Planner: Retirement | Born between 1943 and 1954 | SSA. (n.d.).
    [www.ssa.gov](https://www.ssa.gov/).
    [https://www.ssa.gov/benefits/retirement/planner/1943.html](https://www.ssa.gov/benefits/retirement/planner/1943.html)

    ‌Ross, K. (2024, July 31). Raising the Retirement Age for Social Security Would Cut Benefits by Thousands of Dollars Each Year. Center for American Progress.
    [https://doi.org/10.2105//AJPH.2023.307310/](https://doi.org/10.2105/AJPH.2023.307310/)

    U.S. Department of Labor. (n.d.). Age Discrimination | U.S. Department of Labor. Dol.gov; U.S. Department of Labor.
    [https://www.dol.gov/general/topic/discrimination/agedisc](https://www.dol.gov/general/topic/discrimination/agedisc)

    ‌100 year-old National Park Service Ranger Betty Reid Soskin retires after remarkable career – Office of Communications (U.S. National Park Service). (2022, March 31). Nps.gov.
    [https://www.nps.gov/orgs/1207/soskin-retires-2022.htm](https://www.nps.gov/orgs/1207/soskin-retires-2022.htm)

    **1C. DIS**….Think about your own orientation and onboarding experiences in the workplace. Describe examples of experiences you have had as a new hire that have been particularly effective and/or ineffective. Why were they effective or ineffective? What could have been done to improve your experiences? Did your experiences affect your decision to remain employed in the organization(s)?

    **1D:** Conduct either an exit interview OR what Sullivan calls a “stay interview”:

    **Exit Interview**
    Conduct a “post-exit” interview with someone who has
    **_voluntarily_** left a job within the past 2 years. You
    **may not** interview yourself, and you
    **may not** interview someone who was fired, laid off (no involuntary turnover), or someone who left due to retirement or a medical issue (no unavoidable turnover).

    **Stay Interview**
    Conduct a stay interview with a colleague, friend, or significant other who has been with his or her organization for at least 2 years. Again, you
    **may not** interview yourself. Likewise, do not interview a coworker unless it is within your power to make changes based on the coworker’s feedback.

    **In your interview, obtain the following information:**

    · Job title

    · Brief job description

    · Approximate length of time in the job

    **For an exit interview:**

    · Reasons for leaving the job

    · Any attempts to negotiate with the organization before leaving

    **For a stay interview:**

    · Reasons for staying on the job

    · Reasons the employee would consider leaving

    Summarize this information in a discussion post to share with your classmates. Additionally, use what you have learned from this module’s readings to highlight aspects of the job that may lead/or may have led to voluntary turnover and any retention efforts that could be/could have been used to keep that employee working at the job.

    **## 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)

    **## WEEK6DISRES78HRA549.docx**

    **Specifically, focus your responses to your peers' initial postings FOR 1A AND B. Cite scholarly authors, C & D discussion.**

    **1A KW…** I believe there should not be a strict age limit on when individuals must stop working as long as they can perform their duties effectively. While many still see 65 as a reasonable retirement age, others prefer to work into their 70s or beyond. The elimination of mandatory retirement under the Age Discrimination in Employment Act (ADEA) reflects that individuals should not be forced to leave the workforce solely based on age (Moran, 2014).

    As people age, many want to stay engaged in the workforce for financial reasons or personal fulfillment (Harrar, 2022). However, concerns about productivity and safety are valid, particularly in physically demanding roles. Employers should assess employees based on their abilities rather than making assumptions about age-related decline. Age bias remains a significant issue, as highlighted by a survey from the American Staffing Association (ASA), which found that 78% of baby boomers feel their age negatively impacts their hiring chances. Moreover, only 24% of boomers are considering job changes this year, compared to higher rates among younger generations (Terrell, 2024).

    To further protect employees from discrimination, additional policies could strengthen existing laws. For example, expanding workplace accommodations, implementing robust training to address age bias, and enhancing legal protections against subtle forms of discrimination could foster a more inclusive work environment. AARP (2023) suggests that employers include age as part of their diversity, equity, and inclusion strategy, ensure age-neutral hiring practices, and offer career development opportunities to workers of all ages. Furthermore, they advocate for strengthening and enforcing age discrimination laws to better protect older workers (Choi-Allum, 2023).

    **References:**

    Choi-Allum, L. (2023, September 5).
    _The value of older workers: Breaking barriers and embracing experience_. AARP.
    [https://www.aarp.org/pri/topics/work-finances-retirement/employers-workforce/value-of-older-workers-breaking-barriers-embracing-experience](https://www.aarp.org/pri/topics/work-finances-retirement/employers-workforce/value-of-older-workers-breaking-barriers-embracing-experience)

    Harrar, S. (2022, June 6).
    _It’s time to throw out stereotypes on aging._ AARP.
    [https://www.aarp.org/health/healthy-living/info-2022/aging-survey.html](https://www.aarp.org/health/healthy-living/info-2022/aging-survey.html)

    Moran, J. J. (2014).
    _Employment law: New challenges in the business environment_(7th ed.). Pearson.

    Terrell, K. (2024, March 22).
    _Does age matter when looking for jobs? Most boomers say yes_. AARP.
    [https://www.aarp.org/work/job-search/boomers-age-looking-for-jobs/](https://www.aarp.org/work/job-search/boomers-age-looking-for-jobs/)

    **1B**. The retirement age in America is constantly in question. In 1983, Congress passed a law that gradually increased the full retirement age (FRA) since people are living longer. For individuals born between 1943 and 1954, their FRA is 66. They can start receiving Social Security benefits at 62. For people born after 1960, their FRA is 67 even though they can also start receiving Social Security benefits at 62 (SSA, n.d.). Recently, the Republican Study Committee (RSC) recommended the FRA be increased to 69. Under current law, the FRA is set at 67 (Ross, 2024).

    Personally, I am of the opinion that people should be allowed to work for as long as they have the mental, emotional, and physical capacity to do so. If people want to work past the age of 65, they should be allowed to. BettyReid Sokin made history as the longest serving National Park Services Park Ranger. She retired at 100 years old. She started working for the NPS when she was 84 years old (National Park Service, 2022).

    Many Americans are choosing to delay their retirement or re-enter the workforce due to the economy. Due to this, more and more senior citizens are in the workforce. The Age Discrimination in Employment Act of 1967 protects employees over the age of 40 from discrimination due to their age. They are protected in “hiring, promotion, discharge, compensation, or terms, conditions or privileges of employment” (U.S. Department of Labor, n.d.). I think this law is adequate, however; there could be some additional laws to strengthen protections. As the FRA increases, more senior citizens will need protection.

    ‌References

    Benefits Planner: Retirement | Born between 1943 and 1954 | SSA. (n.d.).
    [www.ssa.gov](https://www.ssa.gov/).
    [https://www.ssa.gov/benefits/retirement/planner/1943.html](https://www.ssa.gov/benefits/retirement/planner/1943.html)

    ‌Ross, K. (2024, July 31). Raising the Retirement Age for Social Security Would Cut Benefits by Thousands of Dollars Each Year. Center for American Progress.
    [https://doi.org/10.2105//AJPH.2023.307310/](https://doi.org/10.2105/AJPH.2023.307310/)

    U.S. Department of Labor. (n.d.). Age Discrimination | U.S. Department of Labor. Dol.gov; U.S. Department of Labor.
    [https://www.dol.gov/general/topic/discrimination/agedisc](https://www.dol.gov/general/topic/discrimination/agedisc)

    ‌100 year-old National Park Service Ranger Betty Reid Soskin retires after remarkable career – Office of Communications (U.S. National Park Service). (2022, March 31). Nps.gov.
    [https://www.nps.gov/orgs/1207/soskin-retires-2022.htm](https://www.nps.gov/orgs/1207/soskin-retires-2022.htm)

    **1C. DIS**….Think about your own orientation and onboarding experiences in the workplace. Describe examples of experiences you have had as a new hire that have been particularly effective and/or ineffective. Why were they effective or ineffective? What could have been done to improve your experiences? Did your experiences affect your decision to remain employed in the organization(s)?

    **1D:** Conduct either an exit interview OR what Sullivan calls a “stay interview”:

    **Exit Interview**
    Conduct a “post-exit” interview with someone who has
    **_voluntarily_** left a job within the past 2 years. You
    **may not** interview yourself, and you
    **may not** interview someone who was fired, laid off (no involuntary turnover), or someone who left due to retirement or a medical issue (no unavoidable turnover).

    **Stay Interview**
    Conduct a stay interview with a colleague, friend, or significant other who has been with his or her organization for at least 2 years. Again, you
    **may not** interview yourself. Likewise, do not interview a coworker unless it is within your power to make changes based on the coworker’s feedback.

    **In your interview, obtain the following information:**

    · Job title

    · Brief job description

    · Approximate length of time in the job

    **For an exit interview:**

    · Reasons for leaving the job

    · Any attempts to negotiate with the organization before leaving

    **For a stay interview:**

    · Reasons for staying on the job

    · Reasons the employee would consider leaving

    Summarize this information in a discussion post to share with your classmates. Additionally, use what you have learned from this module’s readings to highlight aspects of the job that may lead/or may have led to voluntary turnover and any retention efforts that could be/could have been used to keep that employee working at the job.

    **## 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)

    **## WEEK6DISRES78HRA549.docx**

    **Specifically, focus your responses to your peers' initial postings FOR 1A AND B. Cite scholarly authors, C & D discussion.**

    **1A KW…** I believe there should not be a strict age limit on when individuals must stop working as long as they can perform their duties effectively. While many still see 65 as a reasonable retirement age, others prefer to work into their 70s or beyond. The elimination of mandatory retirement under the Age Discrimination in Employment Act (ADEA) reflects that individuals should not be forced to leave the workforce solely based on age (Moran, 2014).

    As people age, many want to stay engaged in the workforce for financial reasons or personal fulfillment (Harrar, 2022). However, concerns about productivity and safety are valid, particularly in physically demanding roles. Employers should assess employees based on their abilities rather than making assumptions about age-related decline. Age bias remains a significant issue, as highlighted by a survey from the American Staffing Association (ASA), which found that 78% of baby boomers feel their age negatively impacts their hiring chances. Moreover, only 24% of boomers are considering job changes this year, compared to higher rates among younger generations (Terrell, 2024).

    To further protect employees from discrimination, additional policies could strengthen existing laws. For example, expanding workplace accommodations, implementing robust training to address age bias, and enhancing legal protections against subtle forms of discrimination could foster a more inclusive work environment. AARP (2023) suggests that employers include age as part of their diversity, equity, and inclusion strategy, ensure age-neutral hiring practices, and offer career development opportunities to workers of all ages. Furthermore, they advocate for strengthening and enforcing age discrimination laws to better protect older workers (Choi-Allum, 2023).

    **References:**

    Choi-Allum, L. (2023, September 5).
    _The value of older workers: Breaking barriers and embracing experience_. AARP.
    [https://www.aarp.org/pri/topics/work-finances-retirement/employers-workforce/value-of-older-workers-breaking-barriers-embracing-experience](https://www.aarp.org/pri/topics/work-finances-retirement/employers-workforce/value-of-older-workers-breaking-barriers-embracing-experience)

    Harrar, S. (2022, June 6).
    _It’s time to throw out stereotypes on aging._ AARP.
    [https://www.aarp.org/health/healthy-living/info-2022/aging-survey.html](https://www.aarp.org/health/healthy-living/info-2022/aging-survey.html)

    Moran, J. J. (2014).
    _Employment law: New challenges in the business environment_(7th ed.). Pearson.

    Terrell, K. (2024, March 22).
    _Does age matter when looking for jobs? Most boomers say yes_. AARP.
    [https://www.aarp.org/work/job-search/boomers-age-looking-for-jobs/](https://www.aarp.org/work/job-search/boomers-age-looking-for-jobs/)

    **1B**. The retirement age in America is constantly in question. In 1983, Congress passed a law that gradually increased the full retirement age (FRA) since people are living longer. For individuals born between 1943 and 1954, their FRA is 66. They can start receiving Social Security benefits at 62. For people born after 1960, their FRA is 67 even though they can also start receiving Social Security benefits at 62 (SSA, n.d.). Recently, the Republican Study Committee (RSC) recommended the FRA be increased to 69. Under current law, the FRA is set at 67 (Ross, 2024).

    Personally, I am of the opinion that people should be allowed to work for as long as they have the mental, emotional, and physical capacity to do so. If people want to work past the age of 65, they should be allowed to. BettyReid Sokin made history as the longest serving National Park Services Park Ranger. She retired at 100 years old. She started working for the NPS when she was 84 years old (National Park Service, 2022).

    Many Americans are choosing to delay their retirement or re-enter the workforce due to the economy. Due to this, more and more senior citizens are in the workforce. The Age Discrimination in Employment Act of 1967 protects employees over the age of 40 from discrimination due to their age. They are protected in “hiring, promotion, discharge, compensation, or terms, conditions or privileges of employment” (U.S. Department of Labor, n.d.). I think this law is adequate, however; there could be some additional laws to strengthen protections. As the FRA increases, more senior citizens will need protection.

    ‌References

    Benefits Planner: Retirement | Born between 1943 and 1954 | SSA. (n.d.).
    [www.ssa.gov](https://www.ssa.gov/).
    [https://www.ssa.gov/benefits/retirement/planner/1943.html](https://www.ssa.gov/benefits/retirement/planner/1943.html)

    ‌Ross, K. (2024, July 31). Raising the Retirement Age for Social Security Would Cut Benefits by Thousands of Dollars Each Year. Center for American Progress.
    [https://doi.org/10.2105//AJPH.2023.307310/](https://doi.org/10.2105/AJPH.2023.307310/)

    U.S. Department of Labor. (n.d.). Age Discrimination | U.S. Department of Labor. Dol.gov; U.S. Department of Labor.
    [https://www.dol.gov/general/topic/discrimination/agedisc](https://www.dol.gov/general/topic/discrimination/agedisc)

    ‌100 year-old National Park Service Ranger Betty Reid Soskin retires after remarkable career – Office of Communications (U.S. National Park Service). (2022, March 31). Nps.gov.
    [https://www.nps.gov/orgs/1207/soskin-retires-2022.htm](https://www.nps.gov/orgs/1207/soskin-retires-2022.htm)

    **1C. DIS**….Think about your own orientation and onboarding experiences in the workplace. Describe examples of experiences you have had as a new hire that have been particularly effective and/or ineffective. Why were they effective or ineffective? What could have been done to improve your experiences? Did your experiences affect your decision to remain employed in the organization(s)?

    **1D:** Conduct either an exit interview OR what Sullivan calls a “stay interview”:

    **Exit Interview**
    Conduct a “post-exit” interview with someone who has
    **_voluntarily_** left a job within the past 2 years. You
    **may not** interview yourself, and you
    **may not** interview someone who was fired, laid off (no involuntary turnover), or someone who left due to retirement or a medical issue (no unavoidable turnover).

    **Stay Interview**
    Conduct a stay interview with a colleague, friend, or significant other who has been with his or her organization for at least 2 years. Again, you
    **may not** interview yourself. Likewise, do not interview a coworker unless it is within your power to make changes based on the coworker’s feedback.

    **In your interview, obtain the following information:**

    · Job title

    · Brief job description

    · Approximate length of time in the job

    **For an exit interview:**

    · Reasons for leaving the job

    · Any attempts to negotiate with the organization before leaving

    **For a stay interview:**

    · Reasons for staying on the job

    · Reasons the employee would consider leaving

    Summarize this information in a discussion post to share with your classmates. Additionally, use what you have learned from this module’s readings to highlight aspects of the job that may lead/or may have led to voluntary turnover and any retention efforts that could be/could have been used to keep that employee working at the job.

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    **## JWI510_WK8_LectureNotes_1194.pdf**

    JWI 510: Leadership in the 21st Century
    Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
    copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 510 – Lecture Notes (1194) Page 1 of 4

    Week 8: Achieving Results

    Although achieving results through lateral and upward leadership is important, “you need to tend to your
    subordinates with the same level of attention and concern” (Welch, 2005, p. 280). The first step to
    achieving results through your team is to get the right players in the right positions, something you will
    learn more about in your People Management course. This week, the focus is on empowering people to
    execute and avoiding leadership errors that can derail a career and an organization.

    Getting it Done!

    In Winning (Welch, 2005), Chapter 6, Jack describes the 4E’s + P framework for hiring employees. The
    fourth E stands for execute, the ability to get the job done. Jack’s Eight Rules for what leaders do,
    covered earlier in the course, describe an approach to leadership focused on building an organization
    where people can effectively execute a winning strategy. Specific characteristics underpin this kind of
    leadership, including a relentless drive to never settle for good enough (Bossidy & Charan, 2004). All of
    these traits require courage, and demand that leaders:

    • Energize others: aligning with Jack’s rule about getting into everyone’s skin, exuding positive
    energy and optimism. They create energy in others, they hire energetic individuals, and they help
    people maintain their momentum by celebrating short-term wins.

    • Are decisive: facing tough decisions head-on rather than procrastinating and avoiding them.
    Doing this requires emotional strength.

    • Are good at getting work done through others: setting milestones and watching for follow-through.

    • Follow through: constantly clarifying what needs to be done, who will do it, and when they will do it.
    They provide the resources to meet milestones and monitor progress.

    In becoming a leader who knows how to win, it is important to be aware of – and avoid – common
    leadership errors that can derail your career and your organization. These errors are the Six Sins of
    Leadership.

    The Six Sins of Leadership

    In this course, we have already devoted thousands of words to discussing what leaders should do. But
    before we get much further along, there is much to be learned from exploring what leaders commonly get
    wrong. For it is in their failures that leaders often have the most impact, both on individuals and
    organizations.

    JWI 510: Leadership in the 21st Century
    Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
    copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 510 – Lecture Notes (1194) Page 2 of 4

    Consider the following material with a critical eye. Do any Sins apply to your own behaviors? If so, self-
    awareness is the first step to corrective action. And for those of you who are not yet leaders, scrutiny is
    advised. Understanding where leaders you have worked for might have gone astray will serve you well in
    the future.

    Being a leader is perhaps the hardest challenge anyone will ever face. No matter how long you work at it,
    practicing the right behavior is a never-ending task. Knowing and avoiding the wrong behavior are never-
    ending tasks.

    1. Not Giving Self-Confidence Its Due
    Self-confidence is the lifeblood of success. When people have it, they’re bold. They try new
    things, offer ideas, exude positive energy, and cooperate with their colleagues instead of
    attempting to get ahead by bringing them down. When they lack self-confidence, it's just the
    opposite. People cower. They plod. They spread negativity with their words and gestures. You
    cannot unleash the creative power of individuals who doubt themselves.

    Leaders can never stop striving to develop self-confidence in their teams. The ways to do so are
    myriad. Make sure goals are challenging, but achievable. Give positive feedback. Remind your
    direct reports of what they do right.

    2. Muzzling Voice
    Perhaps the most frustrating way that leaders underperform is by over-talking. That is, they act
    like know-it-alls. They can tell you how the world works, what corporate is thinking, how it will
    backfire if you try this or that, and why you can’t possibly change the product for the better.

    Sometimes, such blowhards get their swagger from a few positive experiences, but usually,
    they're just victims of their own destructive personalities. Ultimately, the company ends up being
    a victim, too, because know-it-alls aren't just insufferable – they’re dangerous. They don’t listen,
    and that deafness makes it very hard for new ideas to get debated, expanded upon, or
    improved. No single person, no matter how smart, can take a business to its apex. For that, you
    need every voice to be heard. Know-it-all leadership creates a deadly silence.1

    1 As CEO of GE, Jack decided to launch an initiative called “Work-Out,” where every employee of the company was
    given the opportunity to speak his or her mind about how work was done. The output was shocking. Terrific new ideas,
    long buried in bureaucracy or under the weight of know-it-all bosses, were set free, leading to an explosion of
    productivity and employee buy-in. After one such session, a middle-aged appliance worker approached Jack. “For 25
    years, you paid for my hands,” he said. “You could have had my brain, too – for free.”

    JWI 510: Leadership in the 21st Century
    Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
    copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 510 – Lecture Notes (1194) Page 3 of 4

    3. Acting Phony
    Can you spot a phony? Of course, you can, and so can your people. Indeed, if there is one
    widespread human capability, it is sniffing out someone who is putting on airs, pretending to be
    who they are not, or just keeping their real self hidden.

    Too many leaders spend way too much time creating personas that put a wall between them
    and their employees. What a waste! Authenticity is what makes people love you. Visibly
    grappling with challenging problems, sweating the details, laughing, and caring – these are the
    activities that make people respond and feel engaged with what you're saying. Sure, some
    people will tell you that being mysterious grants you power as a leader. In reality, all it
    generates is fear. And, who wants to motivate that way?

    4. Lacking the Guts to Differentiate
    You only have to be in business for a few weeks to know that not all investment opportunities are
    created equal. But some leaders can't face that reality, and so, they sprinkle their resources like
    cheese on a pizza – a little bit everywhere. As a result, promising growth opportunities too often
    don’t get them the outsized infusions of cash and people they need. If they did that, someone
    might get offended during the resource-allocation process – someone like the manager of a weak
    business or the sponsor of a dubious investment proposal.

    But leaders who don’t differentiate do the most damage when it comes to people. Unwilling to
    deliver candid, rigorous performance reviews, they give every employee the same kind of bland,
    mushy, nice job sign-off. Then, when rewards are doled out, they give star performers little more
    than the laggards. You can call this egalitarian approach kind or fair – as these lousy leaders
    usually do – but it's just weakness. And when it comes to building a thriving organization where
    people have the chance to grow and succeed, weakness just doesn’t cut it.

    5. Fixation on Results at the Expense of Values
    Real leaders deliver! Oratory without results equals nothing. But leaders are committing a
    dereliction of duties if all they care about are the numbers. They also have to care about how
    those numbers came to be. Were the right behaviors practiced? Was the company's culture of
    integrity honored? Were people taken care of properly? Was the law obeyed, in both letter and
    spirit?

    Values are funny items in business. Companies love to talk about them. They like to hang them
    up on plaques in the lobby and boast about them to potential hires and customers. But they're
    meaningless if leaders don’t live and breathe them. Sometimes, that can take courage. It can
    mean letting go of a top performer who’s a brute to his colleagues, or not promoting a star who
    doesn’t share her best ideas with the team. That’s hard. And, yet, if you are a leader, this is a sin
    you can’t ignore. When you nail your results, make sure you can also report back to a crowded
    room, "We did this the right way, according to our values."

    JWI 510: Leadership in the 21st Century
    Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
    copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 510 – Lecture Notes (1194) Page 4 of 4

    6. Skipping the Fun Part
    What is it about celebrating that makes managers so nervous? Maybe throwing a party doesn't
    seem professional, or it makes people worry that they won't look serious to the powers that be,
    or, if the office is too happy, people will stop working their tails off. Whatever the reason, too
    many leaders don’t celebrate enough.

    To be clear here, we do not mean celebrating by conducting one of those boring company-
    orchestrated events that everyone hates, in which the whole team is marched out to a local
    restaurant for an evening of forced merriment when they’d rather be at home. We’re talking
    about sending a team to Disney World with their families, or giving each team member tickets to
    a show or movie, or handing each member of the team a new iPad. What a lost opportunity!

    Celebrating makes people feel like winners and creates an atmosphere of recognition and
    positive energy. Work is too much a part of life not to recognize moments of achievement. Grab
    as many of these as you can. Make a big deal out of them. That’s part of the leader’s job – that’s
    the fun part!

    Your Leadership Journey

    • If you are new to leadership, think about how you can be the kind of employee who is a doer –
    someone who makes life easier for their boss

    • If you are a team leader, consider whether you have an effective evaluation system in place

    • If you are a senior/veteran leader, consider whether the Six Sins of Leadership have been taking
    hold in teams throughout your organization

    **Week8Discussion.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week8discussion-jpeg-10201241)

    **InsideAmazonWrestlingBigIdeasinaBruisingWorkplace.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/insideamazonwrestlingbigideasinabruisingworkplace-pdf)

    **InsideAmazonWrestlingBigIdeasinaBruisingWorkplace.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/insideamazonwrestlingbigideasinabruisingworkplace-pdf)

    **## JWI510_WK8_LectureNotes_1194.pdf**

    JWI 510: Leadership in the 21st Century
    Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
    copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 510 – Lecture Notes (1194) Page 1 of 4

    Week 8: Achieving Results

    Although achieving results through lateral and upward leadership is important, “you need to tend to your
    subordinates with the same level of attention and concern” (Welch, 2005, p. 280). The first step to
    achieving results through your team is to get the right players in the right positions, something you will
    learn more about in your People Management course. This week, the focus is on empowering people to
    execute and avoiding leadership errors that can derail a career and an organization.

    Getting it Done!

    In Winning (Welch, 2005), Chapter 6, Jack describes the 4E’s + P framework for hiring employees. The
    fourth E stands for execute, the ability to get the job done. Jack’s Eight Rules for what leaders do,
    covered earlier in the course, describe an approach to leadership focused on building an organization
    where people can effectively execute a winning strategy. Specific characteristics underpin this kind of
    leadership, including a relentless drive to never settle for good enough (Bossidy & Charan, 2004). All of
    these traits require courage, and demand that leaders:

    • Energize others: aligning with Jack’s rule about getting into everyone’s skin, exuding positive
    energy and optimism. They create energy in others, they hire energetic individuals, and they help
    people maintain their momentum by celebrating short-term wins.

    • Are decisive: facing tough decisions head-on rather than procrastinating and avoiding them.
    Doing this requires emotional strength.

    • Are good at getting work done through others: setting milestones and watching for follow-through.

    • Follow through: constantly clarifying what needs to be done, who will do it, and when they will do it.
    They provide the resources to meet milestones and monitor progress.

    In becoming a leader who knows how to win, it is important to be aware of – and avoid – common
    leadership errors that can derail your career and your organization. These errors are the Six Sins of
    Leadership.

    The Six Sins of Leadership

    In this course, we have already devoted thousands of words to discussing what leaders should do. But
    before we get much further along, there is much to be learned from exploring what leaders commonly get
    wrong. For it is in their failures that leaders often have the most impact, both on individuals and
    organizations.

    JWI 510: Leadership in the 21st Century
    Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
    copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 510 – Lecture Notes (1194) Page 2 of 4

    Consider the following material with a critical eye. Do any Sins apply to your own behaviors? If so, self-
    awareness is the first step to corrective action. And for those of you who are not yet leaders, scrutiny is
    advised. Understanding where leaders you have worked for might have gone astray will serve you well in
    the future.

    Being a leader is perhaps the hardest challenge anyone will ever face. No matter how long you work at it,
    practicing the right behavior is a never-ending task. Knowing and avoiding the wrong behavior are never-
    ending tasks.

    1. Not Giving Self-Confidence Its Due
    Self-confidence is the lifeblood of success. When people have it, they’re bold. They try new
    things, offer ideas, exude positive energy, and cooperate with their colleagues instead of
    attempting to get ahead by bringing them down. When they lack self-confidence, it's just the
    opposite. People cower. They plod. They spread negativity with their words and gestures. You
    cannot unleash the creative power of individuals who doubt themselves.

    Leaders can never stop striving to develop self-confidence in their teams. The ways to do so are
    myriad. Make sure goals are challenging, but achievable. Give positive feedback. Remind your
    direct reports of what they do right.

    2. Muzzling Voice
    Perhaps the most frustrating way that leaders underperform is by over-talking. That is, they act
    like know-it-alls. They can tell you how the world works, what corporate is thinking, how it will
    backfire if you try this or that, and why you can’t possibly change the product for the better.

    Sometimes, such blowhards get their swagger from a few positive experiences, but usually,
    they're just victims of their own destructive personalities. Ultimately, the company ends up being
    a victim, too, because know-it-alls aren't just insufferable – they’re dangerous. They don’t listen,
    and that deafness makes it very hard for new ideas to get debated, expanded upon, or
    improved. No single person, no matter how smart, can take a business to its apex. For that, you
    need every voice to be heard. Know-it-all leadership creates a deadly silence.1

    1 As CEO of GE, Jack decided to launch an initiative called “Work-Out,” where every employee of the company was
    given the opportunity to speak his or her mind about how work was done. The output was shocking. Terrific new ideas,
    long buried in bureaucracy or under the weight of know-it-all bosses, were set free, leading to an explosion of
    productivity and employee buy-in. After one such session, a middle-aged appliance worker approached Jack. “For 25
    years, you paid for my hands,” he said. “You could have had my brain, too – for free.”

    JWI 510: Leadership in the 21st Century
    Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
    copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 510 – Lecture Notes (1194) Page 3 of 4

    3. Acting Phony
    Can you spot a phony? Of course, you can, and so can your people. Indeed, if there is one
    widespread human capability, it is sniffing out someone who is putting on airs, pretending to be
    who they are not, or just keeping their real self hidden.

    Too many leaders spend way too much time creating personas that put a wall between them
    and their employees. What a waste! Authenticity is what makes people love you. Visibly
    grappling with challenging problems, sweating the details, laughing, and caring – these are the
    activities that make people respond and feel engaged with what you're saying. Sure, some
    people will tell you that being mysterious grants you power as a leader. In reality, all it
    generates is fear. And, who wants to motivate that way?

    4. Lacking the Guts to Differentiate
    You only have to be in business for a few weeks to know that not all investment opportunities are
    created equal. But some leaders can't face that reality, and so, they sprinkle their resources like
    cheese on a pizza – a little bit everywhere. As a result, promising growth opportunities too often
    don’t get them the outsized infusions of cash and people they need. If they did that, someone
    might get offended during the resource-allocation process – someone like the manager of a weak
    business or the sponsor of a dubious investment proposal.

    But leaders who don’t differentiate do the most damage when it comes to people. Unwilling to
    deliver candid, rigorous performance reviews, they give every employee the same kind of bland,
    mushy, nice job sign-off. Then, when rewards are doled out, they give star performers little more
    than the laggards. You can call this egalitarian approach kind or fair – as these lousy leaders
    usually do – but it's just weakness. And when it comes to building a thriving organization where
    people have the chance to grow and succeed, weakness just doesn’t cut it.

    5. Fixation on Results at the Expense of Values
    Real leaders deliver! Oratory without results equals nothing. But leaders are committing a
    dereliction of duties if all they care about are the numbers. They also have to care about how
    those numbers came to be. Were the right behaviors practiced? Was the company's culture of
    integrity honored? Were people taken care of properly? Was the law obeyed, in both letter and
    spirit?

    Values are funny items in business. Companies love to talk about them. They like to hang them
    up on plaques in the lobby and boast about them to potential hires and customers. But they're
    meaningless if leaders don’t live and breathe them. Sometimes, that can take courage. It can
    mean letting go of a top performer who’s a brute to his colleagues, or not promoting a star who
    doesn’t share her best ideas with the team. That’s hard. And, yet, if you are a leader, this is a sin
    you can’t ignore. When you nail your results, make sure you can also report back to a crowded
    room, "We did this the right way, according to our values."

    JWI 510: Leadership in the 21st Century
    Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
    copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 510 – Lecture Notes (1194) Page 4 of 4

    6. Skipping the Fun Part
    What is it about celebrating that makes managers so nervous? Maybe throwing a party doesn't
    seem professional, or it makes people worry that they won't look serious to the powers that be,
    or, if the office is too happy, people will stop working their tails off. Whatever the reason, too
    many leaders don’t celebrate enough.

    To be clear here, we do not mean celebrating by conducting one of those boring company-
    orchestrated events that everyone hates, in which the whole team is marched out to a local
    restaurant for an evening of forced merriment when they’d rather be at home. We’re talking
    about sending a team to Disney World with their families, or giving each team member tickets to
    a show or movie, or handing each member of the team a new iPad. What a lost opportunity!

    Celebrating makes people feel like winners and creates an atmosphere of recognition and
    positive energy. Work is too much a part of life not to recognize moments of achievement. Grab
    as many of these as you can. Make a big deal out of them. That’s part of the leader’s job – that’s
    the fun part!

    Your Leadership Journey

    • If you are new to leadership, think about how you can be the kind of employee who is a doer –
    someone who makes life easier for their boss

    • If you are a team leader, consider whether you have an effective evaluation system in place

    • If you are a senior/veteran leader, consider whether the Six Sins of Leadership have been taking
    hold in teams throughout your organization

    **Week8Discussion.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week8discussion-jpeg-10201241)

    **InsideAmazonWrestlingBigIdeasinaBruisingWorkplace.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/insideamazonwrestlingbigideasinabruisingworkplace-pdf)

    **## JWI510_WK8_LectureNotes_1194.pdf**

    JWI 510: Leadership in the 21st Century
    Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
    copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 510 – Lecture Notes (1194) Page 1 of 4

    Week 8: Achieving Results

    Although achieving results through lateral and upward leadership is important, “you need to tend to your
    subordinates with the same level of attention and concern” (Welch, 2005, p. 280). The first step to
    achieving results through your team is to get the right players in the right positions, something you will
    learn more about in your People Management course. This week, the focus is on empowering people to
    execute and avoiding leadership errors that can derail a career and an organization.

    Getting it Done!

    In Winning (Welch, 2005), Chapter 6, Jack describes the 4E’s + P framework for hiring employees. The
    fourth E stands for execute, the ability to get the job done. Jack’s Eight Rules for what leaders do,
    covered earlier in the course, describe an approach to leadership focused on building an organization
    where people can effectively execute a winning strategy. Specific characteristics underpin this kind of
    leadership, including a relentless drive to never settle for good enough (Bossidy & Charan, 2004). All of
    these traits require courage, and demand that leaders:

    • Energize others: aligning with Jack’s rule about getting into everyone’s skin, exuding positive
    energy and optimism. They create energy in others, they hire energetic individuals, and they help
    people maintain their momentum by celebrating short-term wins.

    • Are decisive: facing tough decisions head-on rather than procrastinating and avoiding them.
    Doing this requires emotional strength.

    • Are good at getting work done through others: setting milestones and watching for follow-through.

    • Follow through: constantly clarifying what needs to be done, who will do it, and when they will do it.
    They provide the resources to meet milestones and monitor progress.

    In becoming a leader who knows how to win, it is important to be aware of – and avoid – common
    leadership errors that can derail your career and your organization. These errors are the Six Sins of
    Leadership.

    The Six Sins of Leadership

    In this course, we have already devoted thousands of words to discussing what leaders should do. But
    before we get much further along, there is much to be learned from exploring what leaders commonly get
    wrong. For it is in their failures that leaders often have the most impact, both on individuals and
    organizations.

    JWI 510: Leadership in the 21st Century
    Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
    copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 510 – Lecture Notes (1194) Page 2 of 4

    Consider the following material with a critical eye. Do any Sins apply to your own behaviors? If so, self-
    awareness is the first step to corrective action. And for those of you who are not yet leaders, scrutiny is
    advised. Understanding where leaders you have worked for might have gone astray will serve you well in
    the future.

    Being a leader is perhaps the hardest challenge anyone will ever face. No matter how long you work at it,
    practicing the right behavior is a never-ending task. Knowing and avoiding the wrong behavior are never-
    ending tasks.

    1. Not Giving Self-Confidence Its Due
    Self-confidence is the lifeblood of success. When people have it, they’re bold. They try new
    things, offer ideas, exude positive energy, and cooperate with their colleagues instead of
    attempting to get ahead by bringing them down. When they lack self-confidence, it's just the
    opposite. People cower. They plod. They spread negativity with their words and gestures. You
    cannot unleash the creative power of individuals who doubt themselves.

    Leaders can never stop striving to develop self-confidence in their teams. The ways to do so are
    myriad. Make sure goals are challenging, but achievable. Give positive feedback. Remind your
    direct reports of what they do right.

    2. Muzzling Voice
    Perhaps the most frustrating way that leaders underperform is by over-talking. That is, they act
    like know-it-alls. They can tell you how the world works, what corporate is thinking, how it will
    backfire if you try this or that, and why you can’t possibly change the product for the better.

    Sometimes, such blowhards get their swagger from a few positive experiences, but usually,
    they're just victims of their own destructive personalities. Ultimately, the company ends up being
    a victim, too, because know-it-alls aren't just insufferable – they’re dangerous. They don’t listen,
    and that deafness makes it very hard for new ideas to get debated, expanded upon, or
    improved. No single person, no matter how smart, can take a business to its apex. For that, you
    need every voice to be heard. Know-it-all leadership creates a deadly silence.1

    1 As CEO of GE, Jack decided to launch an initiative called “Work-Out,” where every employee of the company was
    given the opportunity to speak his or her mind about how work was done. The output was shocking. Terrific new ideas,
    long buried in bureaucracy or under the weight of know-it-all bosses, were set free, leading to an explosion of
    productivity and employee buy-in. After one such session, a middle-aged appliance worker approached Jack. “For 25
    years, you paid for my hands,” he said. “You could have had my brain, too – for free.”

    JWI 510: Leadership in the 21st Century
    Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
    copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 510 – Lecture Notes (1194) Page 3 of 4

    3. Acting Phony
    Can you spot a phony? Of course, you can, and so can your people. Indeed, if there is one
    widespread human capability, it is sniffing out someone who is putting on airs, pretending to be
    who they are not, or just keeping their real self hidden.

    Too many leaders spend way too much time creating personas that put a wall between them
    and their employees. What a waste! Authenticity is what makes people love you. Visibly
    grappling with challenging problems, sweating the details, laughing, and caring – these are the
    activities that make people respond and feel engaged with what you're saying. Sure, some
    people will tell you that being mysterious grants you power as a leader. In reality, all it
    generates is fear. And, who wants to motivate that way?

    4. Lacking the Guts to Differentiate
    You only have to be in business for a few weeks to know that not all investment opportunities are
    created equal. But some leaders can't face that reality, and so, they sprinkle their resources like
    cheese on a pizza – a little bit everywhere. As a result, promising growth opportunities too often
    don’t get them the outsized infusions of cash and people they need. If they did that, someone
    might get offended during the resource-allocation process – someone like the manager of a weak
    business or the sponsor of a dubious investment proposal.

    But leaders who don’t differentiate do the most damage when it comes to people. Unwilling to
    deliver candid, rigorous performance reviews, they give every employee the same kind of bland,
    mushy, nice job sign-off. Then, when rewards are doled out, they give star performers little more
    than the laggards. You can call this egalitarian approach kind or fair – as these lousy leaders
    usually do – but it's just weakness. And when it comes to building a thriving organization where
    people have the chance to grow and succeed, weakness just doesn’t cut it.

    5. Fixation on Results at the Expense of Values
    Real leaders deliver! Oratory without results equals nothing. But leaders are committing a
    dereliction of duties if all they care about are the numbers. They also have to care about how
    those numbers came to be. Were the right behaviors practiced? Was the company's culture of
    integrity honored? Were people taken care of properly? Was the law obeyed, in both letter and
    spirit?

    Values are funny items in business. Companies love to talk about them. They like to hang them
    up on plaques in the lobby and boast about them to potential hires and customers. But they're
    meaningless if leaders don’t live and breathe them. Sometimes, that can take courage. It can
    mean letting go of a top performer who’s a brute to his colleagues, or not promoting a star who
    doesn’t share her best ideas with the team. That’s hard. And, yet, if you are a leader, this is a sin
    you can’t ignore. When you nail your results, make sure you can also report back to a crowded
    room, "We did this the right way, according to our values."

    JWI 510: Leadership in the 21st Century
    Lecture Notes

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
    copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 510 – Lecture Notes (1194) Page 4 of 4

    6. Skipping the Fun Part
    What is it about celebrating that makes managers so nervous? Maybe throwing a party doesn't
    seem professional, or it makes people worry that they won't look serious to the powers that be,
    or, if the office is too happy, people will stop working their tails off. Whatever the reason, too
    many leaders don’t celebrate enough.

    To be clear here, we do not mean celebrating by conducting one of those boring company-
    orchestrated events that everyone hates, in which the whole team is marched out to a local
    restaurant for an evening of forced merriment when they’d rather be at home. We’re talking
    about sending a team to Disney World with their families, or giving each team member tickets to
    a show or movie, or handing each member of the team a new iPad. What a lost opportunity!

    Celebrating makes people feel like winners and creates an atmosphere of recognition and
    positive energy. Work is too much a part of life not to recognize moments of achievement. Grab
    as many of these as you can. Make a big deal out of them. That’s part of the leader’s job – that’s
    the fun part!

    Your Leadership Journey

    • If you are new to leadership, think about how you can be the kind of employee who is a doer –
    someone who makes life easier for their boss

    • If you are a team leader, consider whether you have an effective evaluation system in place

    • If you are a senior/veteran leader, consider whether the Six Sins of Leadership have been taking
    hold in teams throughout your organization

    **Week8Discussion.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week8discussion-jpeg-10201241)

    **InsideAmazonWrestlingBigIdeasinaBruisingWorkplace.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/insideamazonwrestlingbigideasinabruisingworkplace-pdf)