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Salary Negotiation Letter (Counteroffer)
Before interviewing for a job, you must do job research and find out what the current salary range is. For this letter, you need to do this research and compose a letter negotiating for a salary five thousand dollars more than what is being offered to you by the company. Treat this as an email and make sure to keep a professional tone. See the links below for more details.
Write the instructions for your class product. Include the logo you’ve started designing for the product in Discussion 3 on the first page of the manual, as well.
These instructions should guide users through the process of using and /or caring for the product both safely and efficiently.
This assignment consists of TWO main parts: The actual product logo and instructions themselves and then an overview of the process you used to write them.
Discussion Topic: Soap Note 2 “Acute Sinusitis”
Requirements
– The discussion must address the topic
– Rationale must be provided
– Use at least 600 words (no included 1st page or references in the 600 words)
– May use examples from your nursing practice
– Formatted and cited in current APA 7
– Use 3 academic sources, not older than 5 years. Not Websites are allowed.
– Plagiarism is NOT permitted
I have attached a SOAP note template, a sample, and the rubric.
Please no plagiarism and make sure you are able to access all resources on your own before you bid. Main references come from Neukrug, E. S., & Fawcett, R. C. (2015) and/or Encyclopedia of Counseling (2017). You need to have scholarly support for any claim of fact or recommendation regarding treatment. Please respond to all 3 of my classmates separately. You need to have scholarly support for any claim of fact or recommendation like peer-reviewed, professional scholarly journals. I need this completed by 01/17/20 at 5pm.
Expectation:
Responses to peers. Respond to at least three of your colleagues posts by finding one colleague who had a similar experience and one who had a different experience. Compare the insights you gained.
THREE PEER RESPONSE POSTS should contain at least 150 words. No references are required for Peer Response posts. Please note that responding to your peers is required by the classroom, means a substantive post (150 words min.) and one that contains detail and thoroughness. Also, please note that just merely answering the Main Discussion post with 2 references is not an automatic 100.
1. Classmate (C. Ree)
To be asked questions by someone I have just met was intimidating and made me feel unsure about taking an assessment. To be asked questions was fine until it got to the math portion. I thought, I can subtract so why am I not getting these answers incorrect. Then I felt that I was not smart enough since the title of the assessment is Mental State Exam. Anxiety producing. I kept thinking, what if I do not do well, will she think less of me when these questions are very simple. After entering the data to produce the scores, I was not happy with the results and I disagreed with them. I got confused on certain numbers. When she told me what number I should be on I was not on that number so I do not think this was an accurate reflection of my responses.
Taking thee Jung assessment online was interesting but extensive. I was not expecting it to involve so many questions. I do feel, however that the assessment described me somewhat. I can agree with the findings because I assumed as much of myself. The assessment listed my current job as suitable employment while naming counseling as another job Id enjoy. Those two elements I can agree on totally. I did disagree with the finding that I like to socialize in large crowds, totally inaccurate description of something I would engage in. Insights gained from being assessed was it can be interesting until the results come back. Being involved in an assessment can be (for me scary) since a lot of people look at assessments as a true measure of who you are. I think client would react in a similar way because to be assessed can be nerve wrecking for some, while others jump at the chance to reveal their results.
2. Classmate (C. Yob)
The Mini Mental State Exam was interesting. I found myself questioning the assessment; part of me wondered if each question had an ulterior meaning behind it. I scored a 30. Through the exam I had thoughts ranging from, Didnt she just ask me that? to Oh god, I hate math. I also think there were a couple questions that may have been misnumbered. Overall, taking the Mini Mental State Exam was fine, and I think that if I were in front of a student who was somehow mentally impaired or borderline then asking them these simple questions would throw them off enough to get insight into their state. However, Im not sure I would feel comfortable using this exam for much more than gaining some insight into the clients current state. Test givers should remember the impact that their decisions will have on clients and monitor the quality of the tests they use, their level of competence to administer tests, and their ability to make accurate interpretations of client material (Neukrug, E.S., & Fawcett, R.C., 2015). I do not have the level of competence necessary at this point to appropriately analyze this test for a student.
The Jung assessment is one Ive taken multiple times and I usually receive the same answer – INFP. There are sometimes it may be ENFP, depending on how Im feeling about people that day. The Feeling, Intuitive, Forward-looking personality does tend to align with my opinion of myself. This test in general is more fun to take and I think students might find it more enjoyable to take rather than the Mini Mental State Exam. Projective and objective personality tests are valuable tools because they can guide us towards the most effective methods of working with a specific student, including how to interact with the students opinion of themselves. People love to take personality quizzes, so I think with a projective test which has more stimuli versus the objective test (pen and paper), students will be happier to participate and learn (Neukrug, E.S., & Fawcett, R.C., 2015)..
References
Neukrug, E.S., & Fawcett, R.C. (2015). Chapter 11: Clinical assessment: Objective and projective personality tests. The Essentials of Testing and Assessment: A Practical Guide for Counselors, Social Workers, and Psychologists (pp.247-280). Stamford, CN: Cengage Learning.
3. Classmate (A. Mul)
I was interested (and nervous) to see what was shown by the results of the Mini-Mental State Exam. The Mini-Mental State Exam (MMSE) is a popular cognitive functioning test used by mental health counselors (Neukrug & Fawcett, 2015). I was anxious as she began to ask questions but I was quickly confused when the first few questions seemed so obvious. I found myself overthinking the question regarding what level of the building was I on. I was in the basement but wondered if that would be considered the first floor or basement. I wondered if there was a wrong answer. Overall I found the test fairly simple other than the math questions. Those took me a bit longer as math is a weak area for me. The results of this assessment seemed accurate for me and my current ability but I see how this would be a good indicator if someone presented with concern such as a jeopardized mental state or intoxication.
I found the Jung Assessment to be very long and repetitive. I felt that the same questions were asked repeatedly attempting to get a different response. I also felt some of the questions to be difficult to answer concretely. The answers of NO and no vs. YES and yes I found confusing. I used NO/YES = absolutely no/absolutely yes, and no/yes = sometimes no/sometimes yes. When I was answering these questions I wondered if others, possibly coping with mental illness may become frustrated at a long, redundant YES, yes, NO, no assessment.
The results of my Jung assessment were ESFJ or Extraverted, Sensing, Feeling and Judging. I was shocked to see the meaning and how accurately the description fit my personality. Descriptors such as generous, entertainer, emotional, control, protector all describe me very well. I felt this would be helpful in developing treatment plans with individuals or families to get a better understanding of oneself and how one interacts with others. Clients may find such an assessment as enlightening and empowering.
Neukrug, E. S., & Fawcett, R. C. (2015). The essentials of Testing and Assessment: A practical guide for counselors, social workers, and psychologists. Stamford, CN: Cengage Learning.
Required Resources
Neukrug, E. S., & Fawcett, R. C. (2015). Chapter 9: Intellectual and Cognitive Functioning: Intelligence Testing and Neuropsychological Assessment. In The essentials of Testing and Assessment: A practical guide for counselors, social workers, and psychologists (pp. 190-220). Stamford, CN: Cengage Learning.
Neukrug, E. S., & Fawcett, R. C. (2015). Chapter 11: Clinical assessment: Objective and projective personality tests. In The essentials of Testing and Assessment: A practical guide for counselors, social workers, and psychologists (pp. 247-280). Stamford, CN: Cengage Learning.
Humanmetrics Inc. (1998-2017). Jung typology test. Retrieved at http://www.humanmetrics.com/
Document: Folstein Scoring Sheet (Excel Workbook)
You will use the Folstein Scoring Sheet to complete this week’s Discussion.
Required Media
Laureate Education (2018). Mini Mental State exam [Video file]. Baltimore, MD: Producer.
Note: The approximate length of this media piece is 9 minutes.
Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript
Optional Resources
OPP (2018). Myers-Briggs type inventory (MBTI). Retrieved from https://www.opp.com/en/tools/MBTI/MBTI-personality-types
Great Plains Health (n.d.). Beck Anxiety Inventory (BAI). Retrieved from https://www.gphealth.org/media/1087/anxiety.pdf
Strong (2012). Strong interest inventory (SII). Retrieved from https://www.skillsone.com/Pdfs/smp284220.pdf
Barbaranelli, C., Fida, R., Paciello, M., DiGiunta, L., & Capara, G. V. (2008). Assessing personality in early adolescence through self-report and other-ratings a multitrait-multimethod analysis of the BFQ-C. Personality and Individual Differences, 44(4), pp. 876-886. Doi: 10.1016/j.paid.2007.10.014
Polanski, P. J., & Hinkle, J. S. (2000). The mental status examination: Its use by professional counselors. Journal of Counseling and Development, 78(3), 357364.
Assignment 4: Avoiding Wrongful Employee TerminationsDue Week 10 and worth 200 points To be wrongfully terminated is to be fired for an illegal reason, which may involve violation of federal anti-discrimination laws or a contractual breach. The legal standards governing termination differ substantially depending on whether private-sector and nonunion employees or public-sector and unionized employees are being considered. As the company HR leader, you are accountable to the organization to ensure that all employee terminations are initiated and completed while maintaining strict adherence to current employment laws and EEOC guidelines. Write a five to six (5-6) page paper in which you: Address your understanding of the term constructive discharge (What is it?). Then, identify factors courts might focus on to determine if a claim of constructive discharge exists. How might the organization avoid claims of constructive discharge? HINT: https://employment.findlaw.com/losing-a-job/constructive-dismissal-and-wrongful-termination.html Discuss the differences between pure employment at-will and employment at-will with exceptions. Do you believe employment at-will is fair? If not, what is an alternative? Briefly describe what is the Montana Wrongful Discharge from Employment Act (WDEA). What do you see as benefits of this act to employees? Employers? Identify and discuss a minimum of three (3) actions organizations may want to consider as they seek to handle employee terminations legally. Go to https://research.strayer.edu to locate at least three (3) quality academic resources in this assignment. Note: Wikipedia and other websites do not qualify as academic resources. Your assignment must follow these formatting requirements:Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions. Include a cover page containing the title of the assignment, the students name, the professors name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length. The specific course learning outcomes associated with this assignment are:Develop policies that are compliant with employment laws. Examine methods to assist in avoiding wrongful terminations. Use technology and information resources to research issues in employment law. Write clearly and concisely about employment law using proper writing mechanics.
Name: HRM510 Week 10 Assignment 4: Avoiding Wrongful Employee TerminationsDescription: HRM510 Week 10 Assignment 4: Avoiding Wrongful Employee Terminations
Grid ViewList View Unacceptable 0 – 69% F Fair 70 – 79% C Proficient 80 – 89% B Exemplary 90 – 100% A 1. Address your understanding of the term constructive discharge (What is it?). Then, identify factors courts might focus on to determine if a claim of constructive discharge exists. How might the organization avoid claims of constructive discharge?15% Points: Points Range: 0 (0%) – 20.7 (10.35%) Did not submit or incompletely addressed your understanding of the term constructive discharge (What is it?), and identified factors courts might focus on to determine if a claim of constructive discharge exists to include stating how might the organization avoid claims of constructive discharge. Feedback: Points: Points Range: 21 (10.5%) – 23.7 (11.85%) Partially addressed your understanding of the term constructive discharge (What is it?), and identified factors courts might focus on to determine if a claim of constructive discharge exists to include stating how might the organization avoid claims of constructive discharge. Feedback: Points: Points Range: 24 (12%) – 26.7 (13.35%) Satisfactorily addressed your understanding of the term constructive discharge (What is it?), and identified factors courts might focus on to determine if a claim of constructive discharge exists to include stating how might the organization avoid claims of constructive discharge. Feedback: Points: Points Range: 27 (13.5%) – 30 (15%) Thoroughly addressed your understanding of the term constructive discharge (What is it?), and identified factors courts might focus on to determine if a claim of constructive discharge exists to include stating how might the organization avoid claims of constructive discharge. Feedback: 2. Discuss the differences between pure employment at-will and employment at-will with exceptions. Do you believe employment at-will is fair? If not, what is an alternative?20% Points: Points Range: 0 (0%) – 27.6 (13.8%) Did not submit or incompletely discussed the differences between pure employment at-will and employment at-will with exceptions and offered your belief on whether employment at-will is fair. If not, did not submit or incompletely discussed an alternative. Feedback: Points: Points Range: 28 (14%) – 31.6 (15.8%) Partially discussed the differences between pure employment at-will and employment at-will with exceptions and offered your belief on whether employment at-will is fair? If not, partially discussed an alternative. Feedback: Points: Points Range: 32 (16%) – 35.6 (17.8%) Satisfactorily discussed the differences between pure employment at-will and employment at-will with exceptions and offered your belief on whether employment at-will is fair? If not, satisfactorily discussed an alternative. Feedback: Points: Points Range: 36 (18%) – 40 (20%) Thoroughly discussed the differences between pure employment at-will and employment at-will with exceptions and offered your belief on whether employment at-will is fair? If not, thoroughly discussed an alternative. Feedback: 3. Briefly describe what is the Montana Wrongful Discharge from Employment Act (WDEA). What do you see as benefits of this act to employees? Employers?20% Points: Points Range: 0 (0%) – 27.6 (13.8%) Did not submit or incompletely briefly described what is the Montana Wrongful Discharge from Employment Act (WDEA) and what you see as benefits of this act to employees and employers. Feedback: Points: Points Range: 28 (14%) – 31.6 (15.8%) Partially described what is the Montana Wrongful Discharge from Employment Act (WDEA) and what you see as benefits of this act to employees and employers. Feedback: Points: Points Range: 32 (16%) – 35.6 (17.8%) Satisfactorily described what is the Montana Wrongful Discharge from Employment Act (WDEA) and what you see as benefits of this act to employees and employers. Feedback: Points: Points Range: 36 (18%) – 40 (20%) Thoroughly described what is the Montana Wrongful Discharge from Employment Act (WDEA) and what you see as benefits of this act to employees and employers. Feedback: 4. Identify and discuss a minimum of three (3) actions organizations may want to consider as they seek to handle employee terminations legally.20% Points: Points Range: 0 (0%) – 27.6 (13.8%) Did not submit or incompletely identified and discussed a minimum of three (3) actions organizations may want to consider as they seek to handle employee terminations legally. Feedback: Points: Points Range: 28 (14%) – 31.6 (15.8%) Partially identified and discussed a minimum of three (3) actions organizations may want to consider as they seek to handle employee terminations legally. Feedback: Points: Points Range: 32 (16%) – 35.6 (17.8%) Satisfactorily identified and discussed a minimum of three (3) actions organizations may want to consider as they seek to handle employee terminations legally. Feedback: Points: Points Range: 36 (18%) – 40 (20%) Thoroughly identified and discussed a minimum of three (3) actions organizations may want to consider as they seek to handle employee terminations legally. Feedback: HRM510-A4-55. 3 references5% Points: Points Range: 0 (0%) – 6.9 (3.45%) No references provided. Feedback: Points: Points Range: 7 (3.5%) – 7.9 (3.95%) Does not meet the required number of references; some or all references poor quality choices. Feedback: Points: Points Range: 8 (4%) – 8.9 (4.45%) Meets number of required references; all references high quality choices. Feedback: Points: Points Range: 9 (4.5%) – 10 (5%) Exceeds number of required references; all references high quality choices. Feedback: HRM510-A4-66. Writing Mechanics, Grammar, and Formatting5% Points: Points Range: 0 (0%) – 6.9 (3.45%) Serious and persistent errors in grammar, spelling, punctuation, or formatting. Feedback: Points: Points Range: 7 (3.5%) – 7.9 (3.95%) Partially free of errors in grammar, spelling, punctuation, or formatting. Feedback: Points: Points Range: 8 (4%) – 8.9 (4.45%) Mostly free of errors in grammar, spelling, punctuation, or formatting. Feedback: Points: Points Range: 9 (4.5%) – 10 (5%) Error free or almost error free grammar, spelling, punctuation, or formatting. Feedback: HRM510-A4-77. Appropriate use of APA in-text citations and reference Points: Points Range: 0 (0%) – 6.9 (3.45%) Lack of in-text citations and / or lack of reference section. Feedback: Points: Points Range: 7 (3.5%) – 7.9 (3.95%) In-text citations and references are provided, but they are only partially formatted correctly in APA style. Feedback: Points: Points Range: 8 (4%) – 8.9 (4.45%) Most in-text citations and references are provided, and they are generally formatted correctly in APA style. Feedback: Points: Points Range: 9 (4.5%) – 10 (5%) In-text citations and references are error free or almost error free and consistently formatted correctly in APA style. Feedback: HRM510-A4-88. Information Literacy / Integration of Sources5% Points: Points Range: 0 (0%) – 6.9 (3.45%) Serious errors in the integration of sources, such as intentional or accidental plagiarism, or failure to use in-text citations. Feedback: Points: Points Range: 7 (3.5%) – 7.9 (3.95%) Sources are partially integrated using effective techniques of quoting, paraphrasing, and summarizing. Feedback: Points: Points Range: 8 (4%) – 8.9 (4.45%) Sources are mostly integrated using effective techniques of quoting, paraphrasing, and summarizing. Feedback: Points: Points Range: 9 (4.5%) – 10 (5%) Sources are consistently integrated using effective techniques of quoting, paraphrasing, and summarizing. Feedback: HRM510-A4-99. Clarity and Coherence of Writing5% Points: Points Range: 0 (0%) – 6.9 (3.45%) Information is confusing to the reader and fails to include reasons and evidence that logically support ideas. Feedback: Points: Points Range: 7 (3.5%) – 7.9 (3.95%) Information is partially clear with minimal reasons and evidence that logically support ideas. Feedback: Points: Points Range: 8 (4%) – 8.9 (4.45%) Information is mostly clear and generally supported with reasons and evidence that logically support ideas. Feedback: Points: Points Range: 9 (4.5%) – 10 (5%) Information is provided in a clear, coherent, and consistent manner with reasons and evidence that logically support ideas. Feedback: Show Descriptions Show Feedback 1. Address your understanding of the term constructive discharge (What is it?). Then, identify factors courts might focus on to determine if a claim of constructive discharge exists. How might the organization avoid claims of constructive discharge?15%–Levels of Achievement: Unacceptable 0 – 69% F 0 (0%) – 20.7 (10.35%) Did not submit or incompletely addressed your understanding of the term constructive discharge (What is it?), and identified factors courts might focus on to determine if a claim of constructive discharge exists to include stating how might the organization avoid claims of constructive discharge.Fair 70 – 79% C 21 (10.5%) – 23.7 (11.85%) Partially addressed your understanding of the term constructive discharge (What is it?), and identified factors courts might focus on to determine if a claim of constructive discharge exists to include stating how might the organization avoid claims of constructive discharge.Proficient 80 – 89% B 24 (12%) – 26.7 (13.35%) Satisfactorily addressed your understanding of the term constructive discharge (What is it?), and identified factors courts might focus on to determine if a claim of constructive discharge exists to include stating how might the organization avoid claims of constructive discharge.Exemplary 90 – 100% A 27 (13.5%) – 30 (15%) Thoroughly addressed your understanding of the term constructive discharge (What is it?), and identified factors courts might focus on to determine if a claim of constructive discharge exists to include stating how might the organization avoid claims of constructive discharge.Feedback:
2. Discuss the differences between pure employment at-will and employment at-will with exceptions. Do you believe employment at-will is fair? If not, what is an alternative?20%–Levels of Achievement: Unacceptable 0 – 69% F 0 (0%) – 27.6 (13.8%) Did not submit or incompletely discussed the differences between pure employment at-will and employment at-will with exceptions and offered your belief on whether employment at-will is fair. If not, did not submit or incompletely discussed an alternative.Fair 70 – 79% C 28 (14%) – 31.6 (15.8%) Partially discussed the differences between pure employment at-will and employment at-will with exceptions and offered your belief on whether employment at-will is fair? If not, partially discussed an alternative.Proficient 80 – 89% B 32 (16%) – 35.6 (17.8%) Satisfactorily discussed the differences between pure employment at-will and employment at-will with exceptions and offered your belief on whether employment at-will is fair? If not, satisfactorily discussed an alternative.Exemplary 90 – 100% A 36 (18%) – 40 (20%) Thoroughly discussed the differences between pure employment at-will and employment at-will with exceptions and offered your belief on whether employment at-will is fair? If not, thoroughly discussed an alternative.Feedback:
3. Briefly describe what is the Montana Wrongful Discharge from Employment Act (WDEA). What do you see as benefits of this act to employees? Employers?20%–Levels of Achievement: Unacceptable 0 – 69% F 0 (0%) – 27.6 (13.8%) Did not submit or incompletely briefly described what is the Montana Wrongful Discharge from Employment Act (WDEA) and what you see as benefits of this act to employees and employers.Fair 70 – 79% C 28 (14%) – 31.6 (15.8%) Partially described what is the Montana Wrongful Discharge from Employment Act (WDEA) and what you see as benefits of this act to employees and employers.Proficient 80 – 89% B 32 (16%) – 35.6 (17.8%) Satisfactorily described what is the Montana Wrongful Discharge from Employment Act (WDEA) and what you see as benefits of this act to employees and employers.Exemplary 90 – 100% A 36 (18%) – 40 (20%) Thoroughly described what is the Montana Wrongful Discharge from Employment Act (WDEA) and what you see as benefits of this act to employees and employers.Feedback:
4. Identify and discuss a minimum of three (3) actions organizations may want to consider as they seek to handle employee terminations legally.20%–Levels of Achievement: Unacceptable 0 – 69% F 0 (0%) – 27.6 (13.8%) Did not submit or incompletely identified and discussed a minimum of three (3) actions organizations may want to consider as they seek to handle employee terminations legally.Fair 70 – 79% C 28 (14%) – 31.6 (15.8%) Partially identified and discussed a minimum of three (3) actions organizations may want to consider as they seek to handle employee terminations legally.Proficient 80 – 89% B 32 (16%) – 35.6 (17.8%) Satisfactorily identified and discussed a minimum of three (3) actions organizations may want to consider as they seek to handle employee terminations legally.Exemplary 90 – 100% A 36 (18%) – 40 (20%) Thoroughly identified and discussed a minimum of three (3) actions organizations may want to consider as they seek to handle employee terminations legally.Feedback:
HRM510-A4-55. 3 references5%–Levels of Achievement: Unacceptable 0 – 69% F 0 (0%) – 6.9 (3.45%) No references provided.Fair 70 – 79% C 7 (3.5%) – 7.9 (3.95%) Does not meet the required number of references; some or all references poor quality choices.Proficient 80 – 89% B 8 (4%) – 8.9 (4.45%) Meets number of required references; all references high quality choices.Exemplary 90 – 100% A 9 (4.5%) – 10 (5%) Exceeds number of required references; all references high quality choices.Feedback:
HRM510-A4-66. Writing Mechanics, Grammar, and Formatting5%–Levels of Achievement: Unacceptable 0 – 69% F 0 (0%) – 6.9 (3.45%) Serious and persistent errors in grammar, spelling, punctuation, or formatting.Fair 70 – 79% C 7 (3.5%) – 7.9 (3.95%) Partially free of errors in grammar, spelling, punctuation, or formatting.Proficient 80 – 89% B 8 (4%) – 8.9 (4.45%) Mostly free of errors in grammar, spelling, punctuation, or formatting.Exemplary 90 – 100% A 9 (4.5%) – 10 (5%) Error free or almost error free grammar, spelling, punctuation, or formatting.Feedback:
HRM510-A4-77. Appropriate use of APA in-text citations and reference–Levels of Achievement: Unacceptable 0 – 69% F 0 (0%) – 6.9 (3.45%) Lack of in-text citations and / or lack of reference section.Fair 70 – 79% C 7 (3.5%) – 7.9 (3.95%) In-text citations and references are provided, but they are only partially formatted correctly in APA style.Proficient 80 – 89% B 8 (4%) – 8.9 (4.45%) Most in-text citations and references are provided, and they are generally formatted correctly in APA style.Exemplary 90 – 100% A 9 (4.5%) – 10 (5%) In-text citations and references are error free or almost error free and consistently formatted correctly in APA style.Feedback:
HRM510-A4-88. Information Literacy / Integration of Sources5%–Levels of Achievement: Unacceptable 0 – 69% F 0 (0%) – 6.9 (3.45%) Serious errors in the integration of sources, such as intentional or accidental plagiarism, or failure to use in-text citations.Fair 70 – 79% C 7 (3.5%) – 7.9 (3.95%) Sources are partially integrated using effective techniques of quoting, paraphrasing, and summarizing.Proficient 80 – 89% B 8 (4%) – 8.9 (4.45%) Sources are mostly integrated using effective techniques of quoting, paraphrasing, and summarizing.Exemplary 90 – 100% A 9 (4.5%) – 10 (5%) Sources are consistently integrated using effective techniques of quoting, paraphrasing, and summarizing.Feedback:
HRM510-A4-99. Clarity and Coherence of Writing5%–Levels of Achievement: Unacceptable 0 – 69% F 0 (0%) – 6.9 (3.45%) Information is confusing to the reader and fails to include reasons and evidence that logically support ideas.Fair 70 – 79% C 7 (3.5%) – 7.9 (3.95%) Information is partially clear with minimal reasons and evidence that logically support ideas.Proficient 80 – 89% B 8 (4%) – 8.9 (4.45%) Information is mostly clear and generally supported with reasons and evidence that logically support ideas.Exemplary 90 – 100% A 9 (4.5%) – 10 (5%) Information is provided in a clear, coherent, and consistent manner with reasons and evidence that logically support ideas.Feedback:
Name:HRM510 Week 10 Assignment 4: Avoiding Wrongful Employee TerminationsDescription:HRM510 Week 10 Assignment 4: Avoiding Wrongful Employee Terminations
DiscussionDiscuss the team dynamics for a highly effective or ineffective team of which you were a member. Can you explain why the team performed so well or so poorly? Reply 1:-Team dynamics are very important in success of a project. Effective teams are enthusiastic, goal oriented, self-motivated to achieve common mission. Team dynamics can be improved with teambuilding activities. Team building enhances strong communications within team members as well as individuals. Creativity and productivity can be improved with it. One more main advantage of team building is having clear procedures and policies which motivates team members to attain goals. With team building, collaboration and cooperation will be more which helps in solving complex problems (Fapohunda, 2013). I worked in many different teams. Two of them fall under criteria of effective and ineffective teams. Firstly, I worked with Optum technology for a year and half. I was part of a software development team. We used to have clear goals for every two weeks on what tasks we would be working on. Team lead had full trust on all team members and support among the team members was appreciable. Team consisted of diverse team members like old, young, different nationalities. All were worked well together. We had very tight deadlines for that project. We made it possible by delivering that project on time and which showed teams commitment. I am happy to say that this is the most effective team that I worked on so far.In my recent past, I have worked in Ameriprise Financial Solutions. There, I was working in a team for couple of months. Work was not equally divided among the team members. If someone is efficient then that person is overloaded with the work whereas rest of the team sits idle. Team lead or the management was never used to mind about the team or team building as long as the work was done. One team member used to blame the other for delay in the delivery of the project. This team performed so poorly which resulted in so many defects for application software as well as delay in the project delivery. This is the most ineffective team that I worked on so far.Reply 2:-Many talent management departments, leaders boards, nonprofits, and companies are challenged by building a high-performance team (Losada, & Heaphy, 2004). Team dynamics for a successful team involve the motivating forces that help the team to achieve the mission and goals, and these forces are observed by interplay of the individual on the team, the assigned task, and the entire team. The following are the things shared by a productive team (Chong, 2007);· Identification of a leader- this is a person who guides the process, assist in the cross-functional teamwork, coordination of efforts, and steady supply of resources required in the team.· Establishing roles and responsibilities- for every team to be successful, each member should understand the roles and responsibilities, and every team member is assigned roles that match with the special interests.· Establishment of a plan to determine how the team reaches an agreement- the team I was in had a plan that determines the agreements of the team to ensure that the right decisions are made.· Proper and timely use of quality tools- for the team to be successful, it should have the knowledge to utilize and comprehend quality tools for the project.In a team I was in, there was high energy around the communication. For the team to achieve the goals and objectives, communication should be effective at all stages to ensure that the team members are aware of their roles and responsibilities. There was an exchange of ideas among the teammates, which is essential for the success of every project. High engagements in between the team members ensured that there was a high performance in the team, and this involved full participation of members and also engagement in explorations. This is why the team performed so well.
GUIDE DETAILS for Case, Toys R Us in Japan: MID-TERM Assignment
Short Answer Essays
See article/pdf file
Read the case about what happened when Toys R Us entered the Japanese market. Your analysis of the events will then be organized into a series of short-answer essays that make up the paper. You will find it helpful to place all major case events into a TIMELINE document and print it out for quick reference. You are asked to submit your timeline as a part of the assignment.
Short answer essay means that you review each topic and answer that topic with several sentences, or what is needed to explain your answer. Organize the sentences into paragraphs so that you write more than one paragraph per answer. Each paragraph should identify one idea or topic, with supporting sentences to explain that topic.
To format the assignment:
1. Provide a cover page with assignment title, your name, course name, and date submitted.
2. Copy each of the essay topic and its number onto your file document and then write your answer as a short essay.
3. This assignment will NOT need an introduction or a conclusion.
4. See individual topics for when to add references used.
DUE: ****
615 Mid-term Short Answer Essay Assignment/Rubric
1. Write a summary of the major events of ToysR Us (TRU) when it launched its effort to expand in Japan. Include at least 4 events.
Add in-text cites when using information from Case. Primary authors are Spar and Mackenzie. See footnote at end of first page of the TRU case.
YES/completed NO/not clearly described.
2. Identify sets of beliefs from three (3) groups that probably impacted the initial expansion of TRU. Select from any of the following groups:
· American-based TRU executives
· Japanese government agency managers
· Japanese wholesalers
· Japanese retailers
· Japanese consumers
To identify the beliefs search the case for stated or likely beliefs towards goals and expectations for how to conduct business. Then, in your words, write about each groups beliefs.
Add in-text cites when using information from the TRU Case.
YES/completed NO/not clearly explained.
3. Contrast and compare US and Japanese culture using Hofstede weblink http://geert-hofstede.com/countries.html Answer these questions:
· What dimension or category has the most difference?
· Identify the likely impact.
· What dimension or category is most similar?
· Suggest a likely advantage for managing by using similarity.
· Add in-text cite for use of any Hofstede materials or ideas.
YES/completed NO/not clearly explained.
4. Think about the likely leadership activities in the case. Then decide if TRU had the right strategy or not. Answer these questions:
· TRU STRATEGY: If you were the leader, would you have managed the initial expansion like TRU executives? What are your reasons?
· DIFFERENT LEADER STRATEGY: If you were the leader, would you have managed the initial expansion differently? If yes, what would you have done?
Add in-text cite for reference to any leader model (Northouse, or other source)
YES/completed NO/not clearly explained.
5. Include your timeline.
YES/included NO/cannot locate
6. Optional: (ADD POINTS) Research events since the initial entry into Japan. Summarize.
Add in-text cite for any article or website used.
YES/included NO/cannot locate
ABOUT SCORING: Grading Rubric
The essay answers are worth up to 20 points each. They will be scored as summary total. Expected range for performance: A score of 80 or above.
15% of each answer will be reviewed for logical or sequenced sentence and paragraph structure.
· 5% of each answer will be scored for correct grammar/spelling. 5% of each answer will be reviewed for APA cite required.
Your answers should be submitted to TURNITIN.com
Analysis of Toys R Us Case meets the following course learning objectives:
· Understand adjusting of communication styles and content to adapt both the methods and the medium to domestic and global contexts (Examination of Toys R Us (TRU) and the initial gaps in its success help you understand the impact of assuming domestic culture (US) should shape the culture of other geographic locations). This case analysis leads to a bigger understanding of what must happen when planning or expanding business outside of the US.
· Analyze leadership research, and apply it in domestic and global contexts. (TRU advancement into Japan had important, serious ramifications for the companys managers). Evaluation of the case leadership iand determining whether it was effective benefits from tested and published theory. Use of theory to assist you in your evaluation informs your understanding of leadership for a global context similar to TRU expansion
· Examine communication methods to support effective leadership, decision-making and conflict management. TRU encountered unexpected barriers in the Japanese entry. Identifying the important sub-groups and their likely beliefs is an important step for understanding areas needing additional discussion in project negotiations.
Original work only – use attached template to complete
In this assignment, you will conduct a SWOT (Strength, Weakness, Opportunity, and Threat) analysis for the type of beverage you have selected, and for your company overall. As you work on the assignment, consider why you have chosen one type of non-alcoholic beverage over another and the reasons for that choice. As you complete your SWOT analysis, be sure to include external factors such as industry / market trends and competition, and internal factors such as your capabilities or abilities to reach certain market segments.
Write a three to five (3-5) page paper, in which you:
1. Create your revised NAB company name and explain its significance. Describe the non-alcoholic beverage you will produce and sell.
2. Develop your revised companys Mission Statement and provide a rationale for its components.
Hints: Use the Statement of Mission template on pp. 72-73 on the course textbook: Successful Business Plan to aid your development. Click here for help accessing a specific page number in your eBook.
Extracting appropriate information from the NAB company portfolio, where applicable. You should fill in other required items in the template using your personal preferences.
3. Describe the trends in the non-alcoholic beverage industry, especially the specific type of beverage category you have chosen. Justify at least three (3) reasons why you have chosen this type of non-alcoholic beverage.
Hints: Research and outline beverage industry trends. Consider the size and growth rate of the industry overall and the specific beverage type you have chosen. Use the worksheet in the course text (p. 88 | Past and Future Growth of Your Industry) to help you project the future growth rate. Consider the use of industry associations and search engines to find reliable, recent data.
4. Choose one (1) strategic position from the course text (pp. 142143) that you believe is the best strategic position for your company. Explain the approach you will use to implement this strategic position in order to distinguish your beverage from other non-alcoholic beverages.
5. Provide an overview of your companys distribution channels. Explain the manner in which your product will reach end users. Provide a rationale for your chosen method.
Hints: For example, will you sell your beverage in grocery stores, restaurants, or sports venues? If so, describe the types of resellers and distributors who will sell to resellers and fulfill their orders. If you are attempting to sell direct-to-consumers, such as online via a monthly subscription, how will you manage warehousing / fulfillment / shipping?
6. Outline at least three (3) types of risks (including any regulatory risks) that your business faces. Describe your companys plan to mitigate such risk.
Hints: You may refer to the types of risk listed in the course text (pp. 148149) as well as any risks not listed in the text. Regulation weighs more heavily on beverage and food businesses than many other types of companies, so be certain to consider any regulatory risks your type of beverage faces. For example, what kind of regulation and / or risks are you likely to face if you make health claims about your beverage?
7. Develop a SWOT analysis for your NAB company using the SWOT matrix worksheet in the course text (p. 153 | SWOT: Strengths / Weaknesses / Opportunities / Threats)
Hints: What are your companys likely strengths? Have you chosen a beverage segment that is growing and lacks an entrenched competitor? Are you in a niche market that has great potential? What are the strengths that you and other team members bring to your company? Do you or other team members have previous experience in the food and beverage industry?
Hints: What are your companys likely weaknesses? Is the competition in your industry segment entrenched? Is your own management team inexperienced? Will it be challenging to actually produce your product and maintain quality?
Hints: What are your companys opportunities? Does your segment have more demand than supply? Have larger corporations stopped serving smaller or niche markets that you could enter? Is a new market emerging because of demographics, immigration, changing tastes?
Hints: What are your companys threats? Is there a clear market leader that will be hard and expensive to displace? Are downward-pricing pressures in the segment making profit margins slim? Are there little or no barriers-to-entry for new competitors; if you have a novel idea that succeeds, can the competition easily enter your market? If you have a global aspect to your company, do factors such as currency fluctuations, political instability, offshoring or outsourcing pose threats?
8. Format your assignment according to these formatting requirements:
a. Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format. Check with your professor for any additional instructions.
b. Include a cover page containing the title of the assignment, the students name, the professors name, the course title, and the date. The cover page and the reference page are not included in the required page length.
Please attach a typed 1/2 page to 1 page Word document (double spaced) that contains the following information:
What fitness activities are you currently participating in?
After reading chapter 2, what did you discover that you were NOT doing correctly (keep the FITT principles in mind).
What fitness Myths did you believe? (if none – explain how you learned about proper fitness principles)
Don’t have time to exercise? Well here is an article with some good ideas for finding little ways to exercise during a busy day (eh hem, or life). http://www.medicinenet.com/script/main/art.asp?articlekey=43497
Why do you need to work out?
There are many reasons why it is important to work out but I will focus on the main reasons.
To Delay Death – This may sound morbid but all of us will die. There is no escaping it. . . the death statistics are 100%. The goal is to have the highest quality of life for the longest period of time. By living a healthy and safe lifestyle in a healthy environment we can increase are chances of extending our lifespans and our abilities to be mobile and active through the entirety of our lives. A healthy lifestyle should include exercise to experience the highest level of physical health.
To Avoid Disease & Lower the Risks of Health Problems – To have a high quality of life we ,obviously, would like to avoid diseases. Engaging in many forms of physical activity can have a direct correlation to deterring certain diseases and health problems such as coronary heart disease, hypertension (high blood pressure), diabetes, strokes, heart attacks, osteoporosis, lower back problems, cholesterol level problems and even stress.
To Feel Good About Yourself – Exercise can have a positive effect on your mental outlook and your emotional well-being. When engaging in cardiovascular exercise, chemicals called endorphins are released in the body that create a feel good mood and can help to make a person feel less stressed and more relaxed. Exercise can help you sleep better and can even be helpful in treating mild to moderate depression and other mental disorders.
To Control Weight – Exercise can help to “burn” unneeded/excess calories. Excess calories are stored in our bodies as fat cells. In order to take off a pound of fat, your body has to burn 3,500 calories more than the number of calories you are consuming. Aerobic exercise can be used to increase metabolism and burn calories to help reduce weight over time. Even after an aerobic workout session your metabolism stays elevated for several hours, burning more calories. Aerobic exercise also suppresses appetite, so you arent as tempted to eat.
Exercise Basics.
Benefits of Exercising, Regularly…
Medical Questionaire
This is for YOUR INFORMATION ONLY – you do not have to turn this in, it is NOT graded… but it is to help you understand if you are MEDICALLY ready to participate in exercise activities.
Please Read and Answer the following questions:
The Physical Activity Readiness Questionnaire (PAR-Q) Being physically active is very safe for most people. Some people, however, should check with their doctors before they increase their current level of activity. The PAR-Q has been designed to identify the small number of adults for whom physical activity may be inappropriate or those who should have medical advice concerning the type of activity most suitable for them.
Answer yes or no to the following questions:
Has your doctor ever said that you have a heart condition and that you should only do physical activity recommended by a doctor?
Do you feel pain in your chest when you do physical activity?
In the past month, have you had chest pain when you were not doing physical activity?
Do you lose your balance because of dizziness or do you ever lose consciousness?
Do you have a bone or joint problem that could be made worse by a change in your physical activity?
Is your doctor currently prescribing drugs (for example, water pills) for your blood pressure or heart condition?
Do you know of any other reason why you should not do physical activity?
If you answered yes: If you answered yes to one or more questions, are older than age 40 and have been inactive or are concerned about your health, consult a physician before taking a fitness test or substantially increasing your physical activity. You should ask for a medical clearance along with information about specific exercise limitations you may have.
In most cases, you will still be able to do any type of activity you want as long as you adhere to some guidelines.
If you answered no: If you answered no to all the PAR-Q questions, you can be reasonably sure that you can exercise safely and have low risk of having any medical complications from exercise. It is still important to start slowing and increase gradually. It may also be helpful to have a fitness assessment with a personal trainer or coach in order to determine where to begin.
When to delay the start of an exercise program:
If you are not feeling well because of a temporary illness, such as a cold or a fever, wait until you feel better to begin exercising.
If you are or may be pregnant, talk with your doctor before you start becoming more active.
module 1 case study
Natural Disaster and the Retail Business Owner
In the aftermath of Hurricane Sandy, the news has been full of examples like this one from Hurricane Katrina:
During Hurricane Katrina, there were several cases of retail businesses increasing their prices. Gasoline prices went up, food prices increased as food became scarcer, and the prices of generators also became virtually unaffordable for many. As it became more evident that Hurricane Katrina was going to impact the New Orleans area, many people decided to evacuate the area and move north to Arkansas, Northern Mississippi, and Tennessee to wait out the storm. As vacant motel rooms became fewer and fewer, Brian Johnson, who owned a motel on Interstate 55 near McComb, Mississippi called up his day manager, Lilly and said “We know there are going to be a lot of people coming up to stay out of the direct path of the Hurricane. I want you to change our rate from $55 to $200 a night.” Lilly was aghast. She responded “We can’t do that Mr. Johnson, these people need help.” “Lilly, this is our opportunity to make some money from a bad situation. I really need you to do this.” Lilly was silent for a few moments then responded “Mr. Johnson, if you insist on increasing these rates, I will quit.” Taken by surprise, Brian stated “Well Lilly, I guess you have to do what you have to do but I’m going to raise these rates.” Lilly angrily told Brian she quit and hung up the phone. Brian did increase his prices for the motel over the next week, but only to $125 vice the $200 he initially wanted to. Approximately 3 months after Hurricane Katrina decimated the New Orleans area, Lilly reapplied for her job at the motel Brian owned. Brian was still resentful about what Lilly had done, but he had also tried to see it from her point-of-view. He was not sure what to do. Brian asks you what you think.
Should Brian give Lilly her job back?
Case Expectations:
Read the background material for this module. Apply that material to the decision making that Lilly made and the decision making that Brian made. Which approach are you applying in deciding what to recommend to Brian?
Write a 2-3 page paper, not including cover page and reference page, explaining your analysis and advice to Brian. Be sure to demonstrate that you understand the normative ethics issues and the utilitarian and deontological approaches.
General Expectations:
Your paper should be double-spaced with 12-point font.
Your paper should have a separate cover page and a separate reference page containing the full citations corresponding to the in-text citations you choose to use in the body of your paper. So in addition to the 2-3 page body of your paper you will have a title page and a reference page. So overall, you will be submitting a 4 to 5 page document.
Be sure to cite references and proofread your paper.
Upload your paper to Coursenet by the end of the module.
Rev. January 7, 2014
module 1 SLP
<pstyle=”color: rgb(0,=”” 0,=”” 0);=”” font-family:=”” verdana;=”” font-size:=”” 13px;=”” background-color:=”” rgb(255,=”” 255,=”” 255);”=”” style=”font-family: Verdana, arial, sans-serif; line-height: normal;”>The session long project for this class is not a term paper. It is not a long project due at the end of the course.
Rather, the session long project for this class is your chance to take something from the real world and develop a cumulative approach to the analysis of an ethical issue.
There are two parts to this module 1 session long project which is a little bit of a practice run for the remaining cumulative SLP project:
I
It is best to select the company you work for as your real world situation to study. If you do not wish to do that, then please select a company you know something about.
You will be thinking about how your company handles different moral problems.
Please write a little bit about the company you will be working on
II
After you have selected a company to look at, identify a moral problem, something the company is working to correct. Every company has some kind of moral problem. Whether they face up to it or not is another matter. But they have problems. Find a simple one. It could be something as small as refusing to listen to minor safety claims, listening in on personal phone calls, strict dress codes, and the like. That might not seem like much, but it can be very important to the people concerned.
SLP Expectations:
Find a small problem and tell me what the utilitarian considerations are, and what rights (deontological considerations) are involved. This is more of practice to get set up. I want to know about the company you select and some small moral problem.
Please write one or two pages and upload it to Coursenet by the end of this module.
General Expectations
Your paper should be double-spaced with 12-point font.
Your paper should have a separate cover page and if you are using any in-text citations then a separate reference page.
Be sure to proofread your paper.
Upload your paper to Coursenet by the end of the module.
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Rev. January 7, 2014