Tag: Human Resource Management Case Studies & Problem Sets

  • [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] 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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    Assignment Prompt & Instructions

    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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    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**

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    **InsideAmazonWrestlingBigIdeasinaBruisingWorkplace.pdf**

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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)

    **## 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)

  • [Solved] Human Resource Management Unit 7 Assignment:

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    you will have the opportunity to explore a specialized crisis intervention topic of your choice from the list. – [\ \ HSV368Unit7Assignment.pdf](https://www.sweetstudy.com/files/hsv368unit7assignment-pdf "HSV368Unit7Assignment.pdf") – 2 years ago

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    Assignment Prompt & Instructions

    you will have the opportunity to explore a specialized crisis intervention topic of your choice from the list.

    – [\
    \
    HSV368Unit7Assignment.pdf](https://www.sweetstudy.com/files/hsv368unit7assignment-pdf "HSV368Unit7Assignment.pdf")

    – 2 years ago

  • [Solved] Case Study

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## HRM307Unit7Assignment.pdf **## HRM307Unit7Assignment.pdf** Copyright Post University 2022, All Rights Reserved Due Date: 11:59 pm EST, Sunday of Unit 7 Points: 100 Overview: To understand how to design a comprehensive compensation strategy, you will apply your learni…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## HRM307Unit7Assignment.pdf

    **## HRM307Unit7Assignment.pdf**

    Copyright Post University 2022, All Rights Reserved

    Due Date: 11:59 pm EST, Sunday of Unit 7
    Points: 100

    Overview:

    To understand how to design a comprehensive compensation strategy, you will apply
    your learning to the selected case study.

    Instructions:

    Continue using the same company from Case Study 1 and 2 analysis.

    • Record your name, the date, and the company name you have chosen for your
    case study on the title page of your paper.

    Take time to read and review Chapters 9-13 to answer these questions.

    Answer the following questions for the case study you have chosen. Read all aspects of
    your case study carefully. Please make sure you address each question thoroughly and
    clearly. Each question should be at least 2-3 paragraphs to illustrate your
    understanding. Review the grading rubric before writing your paper.

    Review the answers you have already provided to each of your assignments for your
    case study. Consider how you answered the questions regarding your business
    strategy, your compensation objectives, your company’s values, the factors that shape
    your company’s external competitiveness, and your competitive pay policy, as well as
    your internal pay structure and hierarchy. You have essentially begun the process of
    designing your company’s total compensation policies.

    With the information you have already built about your company, answer the following
    questions to complete your total rewards design:

    1) What behaviors do you want to reinforce in your company? Why are these
    behaviors important? How will you link behaviors to performance?

    2) What type of pay mix would you design for your company?

    a) Discuss base pay increases (merit, COLA, promotions) that would best fit
    your company. What (if any) would you implement and why (How will this

    HRM307 – Compensation &
    Benefits
    Case Study 3

    Copyright Post University 2022, All Rights Reserved

    improve performance)? What are the implications for the company and its
    ability to pay?

    b) Discuss individual variable pay incentives that would best fit your
    company. Be specific. What (if any) type would you implement and why
    (How will these incentives improve performance)?

    c) Discuss team incentives that would best fit your company. Be specific.
    What (if any) type would you implement and why (How will these
    incentives improve performance)?

    3) What type of performance appraisal would best fit your company and why?

    4) What benefits would be important to your employee population? What and how
    would you offer them and why?

    5) What other total rewards strategies would you like to implement in your company
    that have not been identified above that would best fit your unique organization?

    Requirements:

    • Submit a Word document in APA format (double spaced with references and
    APA in text citations).

    • Maximum 6 pages in length, excluding the Title and Reference pages.
    • At least two resources.

    Be sure to read the criteria below by which your work will be evaluated before
    you write and again after you write.

    Copyright Post University 2022, All Rights Reserved

    Evaluation Rubric for Case Study 3

    CRITERIA Deficient Needs
    Improvement

    Proficient Exemplary

    0 – 17 points 18 – 23 points 24 – 29
    points

    30 points

    Relevance Does not
    understand
    each question
    nor its
    relevance to
    the learning
    material

    Generally,
    understands
    each question
    and its relevance
    to the learning
    material

    Mostly
    understands
    each
    question and
    its relevance
    to the
    learning
    material

    Completely
    understands
    each question
    and its
    relevance to
    the learning
    material

    Complete and
    Concise

    Fails to answer
    each question
    thoroughly and
    concisely

    Somewhat
    answers each
    question
    thoroughly and
    concisely

    Mostly
    answers
    each
    question
    thoroughly
    and concisely

    Thoroughly
    answers each
    question
    completely and
    concisely

    Support Fails to provide
    relevant
    examples
    and/or sources
    supporting
    each answer

    Generally, it
    provides relevant
    examples and/or
    sources
    supporting each
    answer

    Mostly
    provides
    relevant
    examples
    and/or
    sources
    supporting
    each answer

    Completely
    provides
    relevant
    examples
    and/or sources
    supporting
    each answer

    0 – 5 points 6 – 7 points 8 – 9 points 10 points
    Clear and
    Professional
    Writing and
    APA Format

    Errors impede
    professional
    presentation;
    guidelines not
    followed.

    Significant errors
    that do not
    impede
    professional
    presentation.

    Few errors
    that do not
    impede
    professional
    presentation.

    Writing and
    format are
    clear,
    professional,
    APA compliant,
    and error-free.

    – Overview:
    – Instructions:
    – Requirements:
    – Evaluation Rubric for Case Study 3

    **## HRM307Unit7Assignment.pdf**

    Copyright Post University 2022, All Rights Reserved

    Due Date: 11:59 pm EST, Sunday of Unit 7
    Points: 100

    Overview:

    To understand how to design a comprehensive compensation strategy, you will apply
    your learning to the selected case study.

    Instructions:

    Continue using the same company from Case Study 1 and 2 analysis.

    • Record your name, the date, and the company name you have chosen for your
    case study on the title page of your paper.

    Take time to read and review Chapters 9-13 to answer these questions.

    Answer the following questions for the case study you have chosen. Read all aspects of
    your case study carefully. Please make sure you address each question thoroughly and
    clearly. Each question should be at least 2-3 paragraphs to illustrate your
    understanding. Review the grading rubric before writing your paper.

    Review the answers you have already provided to each of your assignments for your
    case study. Consider how you answered the questions regarding your business
    strategy, your compensation objectives, your company’s values, the factors that shape
    your company’s external competitiveness, and your competitive pay policy, as well as
    your internal pay structure and hierarchy. You have essentially begun the process of
    designing your company’s total compensation policies.

    With the information you have already built about your company, answer the following
    questions to complete your total rewards design:

    1) What behaviors do you want to reinforce in your company? Why are these
    behaviors important? How will you link behaviors to performance?

    2) What type of pay mix would you design for your company?

    a) Discuss base pay increases (merit, COLA, promotions) that would best fit
    your company. What (if any) would you implement and why (How will this

    HRM307 – Compensation &
    Benefits
    Case Study 3

    Copyright Post University 2022, All Rights Reserved

    improve performance)? What are the implications for the company and its
    ability to pay?

    b) Discuss individual variable pay incentives that would best fit your
    company. Be specific. What (if any) type would you implement and why
    (How will these incentives improve performance)?

    c) Discuss team incentives that would best fit your company. Be specific.
    What (if any) type would you implement and why (How will these
    incentives improve performance)?

    3) What type of performance appraisal would best fit your company and why?

    4) What benefits would be important to your employee population? What and how
    would you offer them and why?

    5) What other total rewards strategies would you like to implement in your company
    that have not been identified above that would best fit your unique organization?

    Requirements:

    • Submit a Word document in APA format (double spaced with references and
    APA in text citations).

    • Maximum 6 pages in length, excluding the Title and Reference pages.
    • At least two resources.

    Be sure to read the criteria below by which your work will be evaluated before
    you write and again after you write.

    Copyright Post University 2022, All Rights Reserved

    Evaluation Rubric for Case Study 3

    CRITERIA Deficient Needs
    Improvement

    Proficient Exemplary

    0 – 17 points 18 – 23 points 24 – 29
    points

    30 points

    Relevance Does not
    understand
    each question
    nor its
    relevance to
    the learning
    material

    Generally,
    understands
    each question
    and its relevance
    to the learning
    material

    Mostly
    understands
    each
    question and
    its relevance
    to the
    learning
    material

    Completely
    understands
    each question
    and its
    relevance to
    the learning
    material

    Complete and
    Concise

    Fails to answer
    each question
    thoroughly and
    concisely

    Somewhat
    answers each
    question
    thoroughly and
    concisely

    Mostly
    answers
    each
    question
    thoroughly
    and concisely

    Thoroughly
    answers each
    question
    completely and
    concisely

    Support Fails to provide
    relevant
    examples
    and/or sources
    supporting
    each answer

    Generally, it
    provides relevant
    examples and/or
    sources
    supporting each
    answer

    Mostly
    provides
    relevant
    examples
    and/or
    sources
    supporting
    each answer

    Completely
    provides
    relevant
    examples
    and/or sources
    supporting
    each answer

    0 – 5 points 6 – 7 points 8 – 9 points 10 points
    Clear and
    Professional
    Writing and
    APA Format

    Errors impede
    professional
    presentation;
    guidelines not
    followed.

    Significant errors
    that do not
    impede
    professional
    presentation.

    Few errors
    that do not
    impede
    professional
    presentation.

    Writing and
    format are
    clear,
    professional,
    APA compliant,
    and error-free.

    – Overview:
    – Instructions:
    – Requirements:
    – Evaluation Rubric for Case Study 3

  • [Solved] Human Resource Management TODAY HOMEWORK

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    SEE ATTACHED – 2 years ago **files (1)** – ## TODAYHOMEWORK.docx **## TODAYHOMEWORK.docx** Internal staffing systems work in fundamentally different ways than do external staffing systems. Question 1 options: | | | | — | — | | | True | | | False | **Question 2**(1 point) Most jurisdictions allow…

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    Assignment Prompt & Instructions

    SEE ATTACHED

    – 2 years ago

    **files (1)**

    – ## TODAYHOMEWORK.docx

    **## TODAYHOMEWORK.docx**

    Internal staffing systems work in fundamentally different ways than do external staffing systems.

    Question 1 options:

    | | |
    | — | — |
    | | True |
    | | False |

    **Question 2**(1 point)

    Most jurisdictions allow for candidate or employee medical information to be shared with supervisors if HR deems it wise.

    Question 2 options:

    | | |
    | — | — |
    | | True |
    | | False |

    **Question 3**(1 point)

    A major concern regarding the use of cognitive ability tests is disparate impact, even though the tests may be highly valid.

    Question 3 options:

    | | |
    | — | — |
    | | True |
    | | False |

    **Question 4**(1 point)

    Cognitive ability tests are excellent predictors for executive and professional level jobs; they are of no value for entry level, clerical, or blue collar jobs.

    Question 4 options:

    | | |
    | — | — |
    | | True |
    | | False |

    **Question 5**(1 point)

    Biodata tends to be quite reliable and valid when used to predict future job performance.

    Question 5 options:

    | | |
    | — | — |
    | | True |
    | | False |

    **Question 6**(2 points)

    Which of the following methods is the most valid predictor of performance?

    Question 6 options:

    | | |
    | — | — |
    | | Personality tests |
    | | Handwriting analysis |
    | | Unstructured interviews |
    | | Biodata forms |

    **Question 7**(2 points)

    The correlation between structured interviews and cognitive ability tests is __________.

    Question 7 options:

    | | |
    | — | — |
    | | moderately negative |
    | | moderately positive |
    | | highly positive |
    | | zero |

    **Question 8**(2 points)

    Job applicants may have a negative view of biodata inventories because of issues with:

    Question 8 options:

    | | |
    | — | — |
    | | construct validity. |
    | | criterion-related validity. |
    | | face validity. |
    | | content validity. |

    **Question 9**(2 points)

    In comparing internal selection with external selection, an advantage of internal selection is that __________.

    Question 9 options:

    | | |
    | — | — |
    | | there is less need to use multiple predictors in assessing internal candidates than with external candidates |
    | | internal selection presents fewer dangers of incurring legal liability than external selection |
    | | information about internal candidates tends to be more verifiable than information about external candidates |
    | | internal selection requires few procedures to locate and screen viable job candidates |

    **Question 10**(7 points)

    Briefly discuss when and how a personality test might be useful in the selection process. Give an example of 2 jobs where personality tests might be used, and explain why they would be used.

    Question 10 options:

    | |
    | — |
    | |

    **## TODAYHOMEWORK.docx**

    Internal staffing systems work in fundamentally different ways than do external staffing systems.

    Question 1 options:

    | | |
    | — | — |
    | | True |
    | | False |

    **Question 2**(1 point)

    Most jurisdictions allow for candidate or employee medical information to be shared with supervisors if HR deems it wise.

    Question 2 options:

    | | |
    | — | — |
    | | True |
    | | False |

    **Question 3**(1 point)

    A major concern regarding the use of cognitive ability tests is disparate impact, even though the tests may be highly valid.

    Question 3 options:

    | | |
    | — | — |
    | | True |
    | | False |

    **Question 4**(1 point)

    Cognitive ability tests are excellent predictors for executive and professional level jobs; they are of no value for entry level, clerical, or blue collar jobs.

    Question 4 options:

    | | |
    | — | — |
    | | True |
    | | False |

    **Question 5**(1 point)

    Biodata tends to be quite reliable and valid when used to predict future job performance.

    Question 5 options:

    | | |
    | — | — |
    | | True |
    | | False |

    **Question 6**(2 points)

    Which of the following methods is the most valid predictor of performance?

    Question 6 options:

    | | |
    | — | — |
    | | Personality tests |
    | | Handwriting analysis |
    | | Unstructured interviews |
    | | Biodata forms |

    **Question 7**(2 points)

    The correlation between structured interviews and cognitive ability tests is __________.

    Question 7 options:

    | | |
    | — | — |
    | | moderately negative |
    | | moderately positive |
    | | highly positive |
    | | zero |

    **Question 8**(2 points)

    Job applicants may have a negative view of biodata inventories because of issues with:

    Question 8 options:

    | | |
    | — | — |
    | | construct validity. |
    | | criterion-related validity. |
    | | face validity. |
    | | content validity. |

    **Question 9**(2 points)

    In comparing internal selection with external selection, an advantage of internal selection is that __________.

    Question 9 options:

    | | |
    | — | — |
    | | there is less need to use multiple predictors in assessing internal candidates than with external candidates |
    | | internal selection presents fewer dangers of incurring legal liability than external selection |
    | | information about internal candidates tends to be more verifiable than information about external candidates |
    | | internal selection requires few procedures to locate and screen viable job candidates |

    **Question 10**(7 points)

    Briefly discuss when and how a personality test might be useful in the selection process. Give an example of 2 jobs where personality tests might be used, and explain why they would be used.

    Question 10 options:

    | |
    | — |
    | |

  • [Solved] respond to discussion

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## SLP1.docx **## SLP1.docx** 2 **SLP 1** Student’s Name Institutional Affiliation Course Name and Number Instructor’s Name Due Date **SLP 1** **Elasticity of Demand** Price elasticity of demand is one of the fundamental principles of economics, which measures the respo…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## SLP1.docx

    **## SLP1.docx**

    2

    **SLP 1**

    Student’s Name

    Institutional Affiliation

    Course Name and Number

    Instructor’s Name

    Due Date

    **SLP 1**

    **Elasticity of Demand**

    Price elasticity of demand is one of the fundamental principles of economics, which measures the responsiveness of the quantity demanded for a good when its price changes. If the demand is elastic, a small rise in price will cause the demand to fall sharply. However, when the demand is inelastic, the changes in price will not make much difference for the demanded quantity (Tiedemann et al., 2023). For the business owner, understanding price elasticity helps them make the right pricing decisions for maximum sales and profits.

    **Impact of a 5% Price Increase on Demand**

    If the price is raised by 5%, the effect on demand will depend upon the elasticity of the good. If the good is elastic (i.e., non-essential goods or luxury goods), the demand will fall heavily (Li et al., 2023). Consumers will switch over to some other good or will reduce their consumption. However, if the good is inelastic (i.e., essential good or one-of-a-kind good where the good has very close substitutes available), the demand will not fall much even after the price increase. For instance, if the business is selling one-of-a-kind customized work with not many substitutes, raising the price by 5% will not make much impact on the demand. However, when the business is selling something like bottled water, raising the price by 5% will make the buyers switch over to the competitors. Hence, prior to raising the price, the elasticity of the commodity has to be evaluated so as not to lose the buyers.

    **Impact of a Short Introductory Period on Demand**

    An introductory period is one form of common price strategy where the product is priced lower for some brief length of time for the objective of inducing buyers. If the introductory period is brief, the potential buyers will not have the ability to hear about the product and gain experience from its use. Therefore, the demand will not grow extensively when the price is raised. Nevertheless, when the introductory period is larger, the greater base of buyers gain experience, thus resulting in increased demand even after the price is raised (Tiedemann et al., 2023). For instance, if a tech firm introduces a new smartphone, it can provide an introductory discount for one month. Suppose the introductory period is only one week. In that case, most buyers will not have gotten the opportunity to buy the product for the reduced price, resulting in reduced overall sales. An optimum introductory period assists the firm in establishing the brand and lets the buyers evaluate the product's value.

    **Price Reduction Required to Increase Sales by 25%**

    The percentage by which the price needs to be reduced to achieve a 25% increase in sales depends on the price elasticity of demand. Using the elasticity formula:

    PED = (%change in quantity demanded) / (%change in price)

    If the product has a price elasticity of demand of -2, then:

    -2 = (25%) / (%change in price)

    Solving for the required price reduction:

    %change in price = (25%) / (2) = 12.5% (Li et al., 2023).

    This means the price has to decrease by 12.5% for the sales to increase by 25%. However, when the elasticity is lower (closer -1), the price decreases even more. One has to find the elasticity of the business's products for the right price-related decisions.

    **Economic and Non-Economic Factors Affecting Global Market Reception**

    **Economic Factors**

    · Competitor Pricing: If similar products from the competitors sell for less, the buyers will switch to the less expensive versions unless the product is superior in value.

    · Income Levels: A country's level of income influences the amount the consumer is willing to pay for the good. Higher-income levels can afford increased prices over lower-income levels, thus affecting the level of demand.

    · Inflation: When inflation is high, the price level for goods and services increases, lessening the purchasing capacity of the consumers. This decreases the demand for non-essential goods, as individuals prefer essential things over them.

    · Exchange Rates: The continuous change in exchange rates leads to higher prices for imported products. Market demand for imports changes when the local currency gains value because import prices decrease, but the market demand swings the opposite when currency value decreases because import prices rise.

    **Non-Economic Factors**

    · Brand Reputation: A known brand develops customer loyalty through the decreased price sensitiveness of buyers towards its products. Demand is subject to the credibility of the name of the brand.

    · Government Regulations: Government regulations impact the affordability and accessibility of the product, like taxations, import bans, and tariffs in many different nations. To ensure market entry, local regulations need to be complied with.

    · Cultural Preferences: Consumer preference patterns differ by the culture and traditional backgrounds of the person. Consumer favorites trend extensively in some geographical points but not others because their religious beliefs differ from one geographical point to the next.

    · Social Trends: The consumer culture changes over the years through societal movements and rising global awareness. Higher consumer demands for ecologically friendly products support the market for clean energy resources and ecologically friendly packaging.

    · Technological Changes: Changes within the sector rapidly make the available products obsolete. To remain competitive, the business must continuously involve itself in innovative activities.

    **References**

    Li, Y., Shao, M., Sun, L., Wang, X., & Song, S. (2023). Research on Demand Price Elasticity Based on Expressway ETC Data: A Case Study of Shanghai, China.
    _Sustainability_,
    _15_(5), 4379.
    [https://www.mdpi.com/2071-1050/15/5/4379](https://www.mdpi.com/2071-1050/15/5/4379)

    Tiedemann, S., Sgarlato, R., & Hirth, L. (2023). Price elasticity of electricity demand: Using instrumental variable regressions to address endogeneity and autocorrelation of high-frequency time series.
    _arXiv preprint arXiv:2306.12863_.
    [https://arxiv.org/pdf/2306.12863](https://arxiv.org/pdf/2306.12863)

    **## SLP1.docx**

    2

    **SLP 1**

    Student’s Name

    Institutional Affiliation

    Course Name and Number

    Instructor’s Name

    Due Date

    **SLP 1**

    **Elasticity of Demand**

    Price elasticity of demand is one of the fundamental principles of economics, which measures the responsiveness of the quantity demanded for a good when its price changes. If the demand is elastic, a small rise in price will cause the demand to fall sharply. However, when the demand is inelastic, the changes in price will not make much difference for the demanded quantity (Tiedemann et al., 2023). For the business owner, understanding price elasticity helps them make the right pricing decisions for maximum sales and profits.

    **Impact of a 5% Price Increase on Demand**

    If the price is raised by 5%, the effect on demand will depend upon the elasticity of the good. If the good is elastic (i.e., non-essential goods or luxury goods), the demand will fall heavily (Li et al., 2023). Consumers will switch over to some other good or will reduce their consumption. However, if the good is inelastic (i.e., essential good or one-of-a-kind good where the good has very close substitutes available), the demand will not fall much even after the price increase. For instance, if the business is selling one-of-a-kind customized work with not many substitutes, raising the price by 5% will not make much impact on the demand. However, when the business is selling something like bottled water, raising the price by 5% will make the buyers switch over to the competitors. Hence, prior to raising the price, the elasticity of the commodity has to be evaluated so as not to lose the buyers.

    **Impact of a Short Introductory Period on Demand**

    An introductory period is one form of common price strategy where the product is priced lower for some brief length of time for the objective of inducing buyers. If the introductory period is brief, the potential buyers will not have the ability to hear about the product and gain experience from its use. Therefore, the demand will not grow extensively when the price is raised. Nevertheless, when the introductory period is larger, the greater base of buyers gain experience, thus resulting in increased demand even after the price is raised (Tiedemann et al., 2023). For instance, if a tech firm introduces a new smartphone, it can provide an introductory discount for one month. Suppose the introductory period is only one week. In that case, most buyers will not have gotten the opportunity to buy the product for the reduced price, resulting in reduced overall sales. An optimum introductory period assists the firm in establishing the brand and lets the buyers evaluate the product's value.

    **Price Reduction Required to Increase Sales by 25%**

    The percentage by which the price needs to be reduced to achieve a 25% increase in sales depends on the price elasticity of demand. Using the elasticity formula:

    PED = (%change in quantity demanded) / (%change in price)

    If the product has a price elasticity of demand of -2, then:

    -2 = (25%) / (%change in price)

    Solving for the required price reduction:

    %change in price = (25%) / (2) = 12.5% (Li et al., 2023).

    This means the price has to decrease by 12.5% for the sales to increase by 25%. However, when the elasticity is lower (closer -1), the price decreases even more. One has to find the elasticity of the business's products for the right price-related decisions.

    **Economic and Non-Economic Factors Affecting Global Market Reception**

    **Economic Factors**

    · Competitor Pricing: If similar products from the competitors sell for less, the buyers will switch to the less expensive versions unless the product is superior in value.

    · Income Levels: A country's level of income influences the amount the consumer is willing to pay for the good. Higher-income levels can afford increased prices over lower-income levels, thus affecting the level of demand.

    · Inflation: When inflation is high, the price level for goods and services increases, lessening the purchasing capacity of the consumers. This decreases the demand for non-essential goods, as individuals prefer essential things over them.

    · Exchange Rates: The continuous change in exchange rates leads to higher prices for imported products. Market demand for imports changes when the local currency gains value because import prices decrease, but the market demand swings the opposite when currency value decreases because import prices rise.

    **Non-Economic Factors**

    · Brand Reputation: A known brand develops customer loyalty through the decreased price sensitiveness of buyers towards its products. Demand is subject to the credibility of the name of the brand.

    · Government Regulations: Government regulations impact the affordability and accessibility of the product, like taxations, import bans, and tariffs in many different nations. To ensure market entry, local regulations need to be complied with.

    · Cultural Preferences: Consumer preference patterns differ by the culture and traditional backgrounds of the person. Consumer favorites trend extensively in some geographical points but not others because their religious beliefs differ from one geographical point to the next.

    · Social Trends: The consumer culture changes over the years through societal movements and rising global awareness. Higher consumer demands for ecologically friendly products support the market for clean energy resources and ecologically friendly packaging.

    · Technological Changes: Changes within the sector rapidly make the available products obsolete. To remain competitive, the business must continuously involve itself in innovative activities.

    **References**

    Li, Y., Shao, M., Sun, L., Wang, X., & Song, S. (2023). Research on Demand Price Elasticity Based on Expressway ETC Data: A Case Study of Shanghai, China.
    _Sustainability_,
    _15_(5), 4379.
    [https://www.mdpi.com/2071-1050/15/5/4379](https://www.mdpi.com/2071-1050/15/5/4379)

    Tiedemann, S., Sgarlato, R., & Hirth, L. (2023). Price elasticity of electricity demand: Using instrumental variable regressions to address endogeneity and autocorrelation of high-frequency time series.
    _arXiv preprint arXiv:2306.12863_.
    [https://arxiv.org/pdf/2306.12863](https://arxiv.org/pdf/2306.12863)

  • [Solved] Creating an Ethical Audit

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In this assignment, you will explore the concept of discrimination as an ethical issue. You will choose a category of discrimination that interests you from the [EEOC Laws and GuidanceLinks to an external site.](https://www.eeoc.gov/laws-guidance) and apply it to the below scenario. You will use the…

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    Assignment Prompt & Instructions

    In this assignment, you will explore the concept of discrimination as an ethical issue. You will choose a category of discrimination that interests you from the [EEOC Laws and GuidanceLinks to an external site.](https://www.eeoc.gov/laws-guidance) and apply it to the below scenario. You will use the knowledge and skills you have gained from your textbook, other readings, videos, and your own research to design an ethical audit. As you have learned, designing an ethical audit involves a systematic and thorough assessment of the organization's policies, practices, and culture to identify areas of potential bias and discrimination. **For this audit, you will focus on the specific type of discrimination you selected as it relates to hiring, training, and promotion for the organization in the scenario.**

    ## **Scenario**

    QuantumNet Innovations is a well-established tech firm that prides itself on innovation and diversity in the workplace. Recently, employees and job applicants have raised concerns about potential discriminatory practices within the company related to hiring, training, and promotions. As an HR manager responsible for ensuring fair and inclusive practices, you have decided to investigate recent allegations of discrimination by designing an ethical audit to gather important data. ( _Note: This is a fictional company and scenario that should be used as a starting point for the assignment. Make all assumptions necessary based on your knowledge of human resource management._)

    ## **Instructions**

    **Research:** Visit the [EEOC Laws and GuidanceLinks to an external site.](https://www.eeoc.gov/laws-guidance) website to choose **one** type of discrimination you want to research and audit for this assignment. See "Discrimination by Type" on the right side of the website. ( _Note: Later in the course you will use that data to create and implement recommended changes to promote a more inclusive and diverse work environment._)

    – Preview the assignment instructions below and take notes on the type of discrimination you want to use for your report.

    **Report:** Create a 7-8 page report for the company leadership that represents your recommendations on designing the ethical audit.

    Include the following:

    **1. Establish Clear Objectives:** Define the purpose and scope of the ethical audit focusing on the chosen type of discrimination.

    – Clearly outline the audit process's goals, expectations, and desired outcomes.

    **2. Review Policies and Procedures:** If you were to examine QuantumNet's HR policies, procedures, and practices what might you uncover related to recruitment, hiring, promotion, training, and employee development?

    – Recommend how two or more of these policies could be revised to better promote equal opportunities for all employees. ( _Note: Make all assumptions necessary based on your knowledge of human resource management._)

    **3. Analyze Data and Metrics:** Determine what workforce demographic data you would review to identify any patterns or disparities related to the type of discrimination.

    – Summarize the workforce demographic data you would review.
    – Describe the data analysis needed to determine if there are any trends indicating bias in decision-making processes.

    **4. Gather Employee Observations and Experiences:** Gather qualitative data from employees.

    – Describe how you would engage with employees at all levels of the organization to gather feedback on their experiences related to diversity, inclusivity, and discrimination.
    – Identify three types of questions you would ask to encourage open and honest communication to uncover any underlying issues.

    **5. Assess Training and Awareness Programs:** Assume the company has existing diversity and inclusion training programs.

    – Recommend two methods to evaluate the effectiveness of diversity and inclusion training programs.

    **6. Review Recruitment and Selection Practices:** Imagine you have examined the organization's recruitment strategies, job descriptions, interview processes, and selection criteria. What would you look for to identify any biases that may disadvantage candidates based on your chosen discrimination type?

    – Describe one example per category (recruitment, job descriptions, interview processes, and selection criteria).
    – Recommend two strategies to improve organizational policy that would help ensure that hiring decisions are based on merit, skills, and qualifications rather than discriminatory stereotypes.

    **7. Evaluate Leadership Commitment:** You want to ensure buy-in from company leadership to make the necessary changes to reduce discrimination and promote a culture of respect and acceptance for all employees.

    – Determine three ways to assess the commitment of organizational leaders and managers to promoting diversity and inclusion in the workplace.

    Provide a minimum of **3 quality academic resources**

    – 2 years ago