250 words, 150 words for each peer response – 2 years ago
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– 2 years ago
see attached – 2 years ago **files (1)** – ## HUM6100Week2Journal.docx **## HUM6100Week2Journal.docx** Active Listening Prior to working on this journal, · Review “Habits of Poor Listeners” in Chapter 3 of your course textbook, _Communicating in Groups: Applications and Skills_ (11th ed.). · Review …
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– 2 years ago
**files (1)**
– ## HUM6100Week2Journal.docx
**## HUM6100Week2Journal.docx**
Active Listening
Prior to working on this journal,
· Review “Habits of Poor Listeners” in Chapter 3 of your course textbook,
_Communicating in Groups: Applications and Skills_ (11th ed.).
· Review the article
[Active ListeningLinks to an external site.](https://www.ncbi.nlm.nih.gov/books/NBK442015/) in
_StatPearls_ book.
· Reflect on recent conversations you have had with clients, friends, loved ones, or colleagues.
· Analyze whether you were actively listening throughout the duration of each of these conversations.
· Describe any poor listening habits that you might want to improve to enhance your ability to deliver human services, work effectively with clients, and/or collaborate as part of a group in your human services agency.
**Note:** Locate at least 2 credible Internet sources that educate individuals in the helping professions on how to improve active listening. You do not need to cite and reference external additional sources; however, if you use thoughts, ideas, or quotes from the required text, you must cite and reference your journal entry in APA format. Your reflective journal entry should consist of 350–500 words.
Required Resources
Text
Adams, K. L., Galanes, G., & Hoelscher, C. S. (2021).
[_Communicating in groups: Applications and skills_](https://uagc.instructure.com/courses/145114/modules/items/7400781) (11th ed.). McGraw Hill.
· Chapter 3: Communication Principles for Group Members
· Review “Habits of Poor Listeners” in Chapter 3 of your course textbook,
_Communicating in Groups: Applications and Skills_ (11th ed.).
· The full-text version of this ebook is available through the RedShelf platform. Chapter 3 discusses the foundational principles of communication necessary for effective group communication.
Books
Polites, A. (2021).
_Dynamics of group communication_. Pressbooks. https://cod.pressbooks.pub/dogc
· Chapter 8:
[Verbal CommunicationLinks to an external site.](https://cod.pressbooks.pub/dogc/chapter/verbal-and-nonverbal-communication)
· Chapter 9:
[Nonverbal CommunicationLinks to an external site.](https://cod.pressbooks.pub/dogc/chapter/nonverbal-communication)
· Chapter 8 of this ebook focuses on verbal communication, emphasizing its role in sharing thoughts and building relationships in a group. Chapter 9 discusses how nonverbal cues complement or contradict verbal messages and highlights the importance of mindful interpretation in group settings. Chapters 8 and 9 will assist with your Verbal and Nonverbal Communication in Groups discussion forum this week.
Accessibility Statement does not exist.
Privacy Policy does not exist.
Tennant, K., Long, A., & Toney-Butler, T. J. (2023).
[Active listeningLinks to an external site.](https://www.ncbi.nlm.nih.gov/books/NBK442015). In
_StatPearls_. StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK442015
· This article in this book discusses the critical role of active listening in high-pressure environments. This article will assist with your Active Listening journal this week.
[Accessibility StatementLinks to an external site.](https://www.nlm.nih.gov/accessibility.html) [Privacy PolicyLinks to an external site.](https://www.nlm.nih.gov/web_policies.html)
**## HUM6100Week2Journal.docx**
Active Listening
Prior to working on this journal,
· Review “Habits of Poor Listeners” in Chapter 3 of your course textbook,
_Communicating in Groups: Applications and Skills_ (11th ed.).
· Review the article
[Active ListeningLinks to an external site.](https://www.ncbi.nlm.nih.gov/books/NBK442015/) in
_StatPearls_ book.
· Reflect on recent conversations you have had with clients, friends, loved ones, or colleagues.
· Analyze whether you were actively listening throughout the duration of each of these conversations.
· Describe any poor listening habits that you might want to improve to enhance your ability to deliver human services, work effectively with clients, and/or collaborate as part of a group in your human services agency.
**Note:** Locate at least 2 credible Internet sources that educate individuals in the helping professions on how to improve active listening. You do not need to cite and reference external additional sources; however, if you use thoughts, ideas, or quotes from the required text, you must cite and reference your journal entry in APA format. Your reflective journal entry should consist of 350–500 words.
Required Resources
Text
Adams, K. L., Galanes, G., & Hoelscher, C. S. (2021).
[_Communicating in groups: Applications and skills_](https://uagc.instructure.com/courses/145114/modules/items/7400781) (11th ed.). McGraw Hill.
· Chapter 3: Communication Principles for Group Members
· Review “Habits of Poor Listeners” in Chapter 3 of your course textbook,
_Communicating in Groups: Applications and Skills_ (11th ed.).
· The full-text version of this ebook is available through the RedShelf platform. Chapter 3 discusses the foundational principles of communication necessary for effective group communication.
Books
Polites, A. (2021).
_Dynamics of group communication_. Pressbooks. https://cod.pressbooks.pub/dogc
· Chapter 8:
[Verbal CommunicationLinks to an external site.](https://cod.pressbooks.pub/dogc/chapter/verbal-and-nonverbal-communication)
· Chapter 9:
[Nonverbal CommunicationLinks to an external site.](https://cod.pressbooks.pub/dogc/chapter/nonverbal-communication)
· Chapter 8 of this ebook focuses on verbal communication, emphasizing its role in sharing thoughts and building relationships in a group. Chapter 9 discusses how nonverbal cues complement or contradict verbal messages and highlights the importance of mindful interpretation in group settings. Chapters 8 and 9 will assist with your Verbal and Nonverbal Communication in Groups discussion forum this week.
Accessibility Statement does not exist.
Privacy Policy does not exist.
Tennant, K., Long, A., & Toney-Butler, T. J. (2023).
[Active listeningLinks to an external site.](https://www.ncbi.nlm.nih.gov/books/NBK442015). In
_StatPearls_. StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK442015
· This article in this book discusses the critical role of active listening in high-pressure environments. This article will assist with your Active Listening journal this week.
[Accessibility StatementLinks to an external site.](https://www.nlm.nih.gov/accessibility.html) [Privacy PolicyLinks to an external site.](https://www.nlm.nih.gov/web_policies.html)
see attached – 2 years ago **files (1)** – ## HUM6100Week2DB.docx **## HUM6100Week2DB.docx** **Prior to beginning work on this discussion forum**, · Read Chapters 3 and 4 from the textbook _Communicating in Groups: Applications and Skills_ (11th ed.). · Read Chapter 8: [Verbal CommunicationLinks to …
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Have this question answered from scratch according to your specific instructions and deadline.
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– 2 years ago
**files (1)**
– ## HUM6100Week2DB.docx
**## HUM6100Week2DB.docx**
**Prior to beginning work on this discussion forum**,
· Read Chapters 3 and 4 from the textbook
_Communicating in Groups: Applications and Skills_ (11th ed.).
· Read Chapter 8:
[Verbal CommunicationLinks to an external site.](https://cod.pressbooks.pub/dogc/chapter/verbal-and-nonverbal-communication) from the
_Dynamics of Group Communication_ ebook.
· Read Chapter 9:
[Nonverbal CommunicationLinks to an external site.](https://cod.pressbooks.pub/dogc/chapter/nonverbal-communication) from the
_Dynamics of Group Communication_ ebook.
**Teach the Class:**
· Conduct independent research (using quality videos, credible Internet resources, and/or scholarly journal articles) to find three sources pertaining to nonverbal communication.
· Examine these materials and educate your classmates on the functions, challenges, and/or bonuses of using nonverbal communication and behaviors to understand people.
· The
[_Scholarly, Peer-Reviewed, and Other Credible SourcesLinks to an external site._](https://content.bridgepointeducation.com/curriculum/file/e5359309-7d3c-4a21-a410-44d59303ccef/1/Scholarly%20Peer-Reviewed%20and%20Other%20Credible%20Sources.pdf) table offers additional guidance on appropriate source types.
· Cite and reference your three resources in
[_APA StyleLinks to an external site._](https://writingcenter.uagc.edu/apa-style) as outlined in the Writing Center resource.
· Be sure to cite and reference the required textbook if your work includes any thoughts, ideas, or quotes from it.
· If you choose to post any graphics to enhance the discussion, cite and reference them in APA style as well.
Address the following prompts, supporting your thinking with reference to your sources and providing examples.
· Explain what you learned about cultural variance in nonverbal communication.
· Describe what you learned about the categories of nonverbal behaviors.
Required Resources
Text
Adams, K. L., Galanes, G., & Hoelscher, C. S. (2021).
[_Communicating in groups: Applications and skills_](https://uagc.instructure.com/courses/145114/modules/items/7400781) (11th ed.). McGraw Hill.
· Chapter 3: Communication Principles for Group Members
· Chapter 4: Using Verbal and Nonverbal Messages in a Group
· The full-text version of this ebook is available through the RedShelf platform. Chapter 3 discusses the foundational principles of communication necessary for effective group communication. Chapter 4 examines the influence of verbal and nonverbal communication on group dynamics and effectiveness. These chapters will assist with your Verbal and Nonverbal Communication in Groups discussion forum, and Chapter 3 will also assist you with your Active Listening journal this week.
Books
Polites, A. (2021).
_Dynamics of group communication_. Pressbooks. https://cod.pressbooks.pub/dogc
· Chapter 8:
[Verbal CommunicationLinks to an external site.](https://cod.pressbooks.pub/dogc/chapter/verbal-and-nonverbal-communication)
· Chapter 9:
[Nonverbal CommunicationLinks to an external site.](https://cod.pressbooks.pub/dogc/chapter/nonverbal-communication)
· Chapter 8 of this ebook focuses on verbal communication, emphasizing its role in sharing thoughts and building relationships in a group. Chapter 9 discusses how nonverbal cues complement or contradict verbal messages and highlights the importance of mindful interpretation in group settings. Chapters 8 and 9 will assist with your Verbal and Nonverbal Communication in Groups discussion forum this week.
Accessibility Statement does not exist.
Privacy Policy does not exist.
Tennant, K., Long, A., & Toney-Butler, T. J. (2023).
[Active listeningLinks to an external site.](https://www.ncbi.nlm.nih.gov/books/NBK442015). In
_StatPearls_. StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK442015
· This article in this book discusses the critical role of active listening in high-pressure environments. This article will assist with your Active Listening journal this week.
[Accessibility StatementLinks to an external site.](https://www.nlm.nih.gov/accessibility.html) [Privacy PolicyLinks to an external site.](https://www.nlm.nih.gov/web_policies.html)
**## HUM6100Week2DB.docx**
**Prior to beginning work on this discussion forum**,
· Read Chapters 3 and 4 from the textbook
_Communicating in Groups: Applications and Skills_ (11th ed.).
· Read Chapter 8:
[Verbal CommunicationLinks to an external site.](https://cod.pressbooks.pub/dogc/chapter/verbal-and-nonverbal-communication) from the
_Dynamics of Group Communication_ ebook.
· Read Chapter 9:
[Nonverbal CommunicationLinks to an external site.](https://cod.pressbooks.pub/dogc/chapter/nonverbal-communication) from the
_Dynamics of Group Communication_ ebook.
**Teach the Class:**
· Conduct independent research (using quality videos, credible Internet resources, and/or scholarly journal articles) to find three sources pertaining to nonverbal communication.
· Examine these materials and educate your classmates on the functions, challenges, and/or bonuses of using nonverbal communication and behaviors to understand people.
· The
[_Scholarly, Peer-Reviewed, and Other Credible SourcesLinks to an external site._](https://content.bridgepointeducation.com/curriculum/file/e5359309-7d3c-4a21-a410-44d59303ccef/1/Scholarly%20Peer-Reviewed%20and%20Other%20Credible%20Sources.pdf) table offers additional guidance on appropriate source types.
· Cite and reference your three resources in
[_APA StyleLinks to an external site._](https://writingcenter.uagc.edu/apa-style) as outlined in the Writing Center resource.
· Be sure to cite and reference the required textbook if your work includes any thoughts, ideas, or quotes from it.
· If you choose to post any graphics to enhance the discussion, cite and reference them in APA style as well.
Address the following prompts, supporting your thinking with reference to your sources and providing examples.
· Explain what you learned about cultural variance in nonverbal communication.
· Describe what you learned about the categories of nonverbal behaviors.
Required Resources
Text
Adams, K. L., Galanes, G., & Hoelscher, C. S. (2021).
[_Communicating in groups: Applications and skills_](https://uagc.instructure.com/courses/145114/modules/items/7400781) (11th ed.). McGraw Hill.
· Chapter 3: Communication Principles for Group Members
· Chapter 4: Using Verbal and Nonverbal Messages in a Group
· The full-text version of this ebook is available through the RedShelf platform. Chapter 3 discusses the foundational principles of communication necessary for effective group communication. Chapter 4 examines the influence of verbal and nonverbal communication on group dynamics and effectiveness. These chapters will assist with your Verbal and Nonverbal Communication in Groups discussion forum, and Chapter 3 will also assist you with your Active Listening journal this week.
Books
Polites, A. (2021).
_Dynamics of group communication_. Pressbooks. https://cod.pressbooks.pub/dogc
· Chapter 8:
[Verbal CommunicationLinks to an external site.](https://cod.pressbooks.pub/dogc/chapter/verbal-and-nonverbal-communication)
· Chapter 9:
[Nonverbal CommunicationLinks to an external site.](https://cod.pressbooks.pub/dogc/chapter/nonverbal-communication)
· Chapter 8 of this ebook focuses on verbal communication, emphasizing its role in sharing thoughts and building relationships in a group. Chapter 9 discusses how nonverbal cues complement or contradict verbal messages and highlights the importance of mindful interpretation in group settings. Chapters 8 and 9 will assist with your Verbal and Nonverbal Communication in Groups discussion forum this week.
Accessibility Statement does not exist.
Privacy Policy does not exist.
Tennant, K., Long, A., & Toney-Butler, T. J. (2023).
[Active listeningLinks to an external site.](https://www.ncbi.nlm.nih.gov/books/NBK442015). In
_StatPearls_. StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK442015
· This article in this book discusses the critical role of active listening in high-pressure environments. This article will assist with your Active Listening journal this week.
[Accessibility StatementLinks to an external site.](https://www.nlm.nih.gov/accessibility.html) [Privacy PolicyLinks to an external site.](https://www.nlm.nih.gov/web_policies.html)
hw help – 2 years ago **files (1)** – ## GanttChart.pdf **## GanttChart.pdf** Using the Simple Gantt Chart tool in Microsoft Excel, create a Gantt chart that outlines your timeline for developing, implementing, and evaluating the training program for Moller-Maersk. You must include actual dates in t…
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Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →hw help
– 2 years ago
**files (1)**
– ## GanttChart.pdf
**## GanttChart.pdf**
Using the Simple Gantt Chart tool in Microsoft Excel, create a Gantt chart that outlines
your timeline for developing, implementing, and evaluating the training program for
Moller-Maersk.
You must include actual dates in the Gantt chart. The Start Date should be the first day
that you begin to complete tasks for your event. The End Date should be the day on
which you turn in a final report (which summarizes the event and provides data to show
what did/did not go well) to your superiors. This means that the dates of the training
event itself should be included in the Gantt chart.
The chart should be organized by grouped tasksand should be as detailed as
possible. When creating the chart, consider pre- and post-event activities. Pre-event
activities include things like setting goals, program design, facility reservations,
searching for guest speakers, developing an evaluation tool (i.e., survey), and
equipment/supplies purchases (to name a few) while post-event activities include
surveying trainees and developing a final report. Ask yourself the following questions to
get started:
● When will you begin to plan the event?
● How long will it take you to plan the event?
○ For this assignment, you must use a timeline of 3 to 6 months. You do
NOT need to stay within the time parameters of this course term.
● When will you make reservations for the facility and equipment needed for the
training program?
● When will you purchase materials, software, etc.?
● When will you inform trainees about the program?
● When will trainees be able to register for the program?
● When will the training event take place?
● When will you have trainees evaluate the program?
● When will you submit a final report about the training program to your superiors?
I recommend conducting a Google search of "Gantt chart examples" to get some ideas
of the tasks you want to include and how you want to categorize those tasks. Also,
make sure that you click on the Google "Images" tab when you conduct your search.
**## GanttChart.pdf**
Using the Simple Gantt Chart tool in Microsoft Excel, create a Gantt chart that outlines
your timeline for developing, implementing, and evaluating the training program for
Moller-Maersk.
You must include actual dates in the Gantt chart. The Start Date should be the first day
that you begin to complete tasks for your event. The End Date should be the day on
which you turn in a final report (which summarizes the event and provides data to show
what did/did not go well) to your superiors. This means that the dates of the training
event itself should be included in the Gantt chart.
The chart should be organized by grouped tasksand should be as detailed as
possible. When creating the chart, consider pre- and post-event activities. Pre-event
activities include things like setting goals, program design, facility reservations,
searching for guest speakers, developing an evaluation tool (i.e., survey), and
equipment/supplies purchases (to name a few) while post-event activities include
surveying trainees and developing a final report. Ask yourself the following questions to
get started:
● When will you begin to plan the event?
● How long will it take you to plan the event?
○ For this assignment, you must use a timeline of 3 to 6 months. You do
NOT need to stay within the time parameters of this course term.
● When will you make reservations for the facility and equipment needed for the
training program?
● When will you purchase materials, software, etc.?
● When will you inform trainees about the program?
● When will trainees be able to register for the program?
● When will the training event take place?
● When will you have trainees evaluate the program?
● When will you submit a final report about the training program to your superiors?
I recommend conducting a Google search of "Gantt chart examples" to get some ideas
of the tasks you want to include and how you want to categorize those tasks. Also,
make sure that you click on the Google "Images" tab when you conduct your search.
– 2 years ago **files (2)** – ## Module2Case.docx – ## Module2-Resources.docx **## Module2Case.docx** **Module 2 – Case** **Job Analysis; Staffing; EEO; Diversity** **Case Assignment** Address the following questions in an essay format which includes an introduction and conclusion (not a Q & A forma…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →– 2 years ago
**files (2)**
– ## Module2Case.docx
– ## Module2-Resources.docx
**## Module2Case.docx**
**Module 2 – Case**
**Job Analysis; Staffing; EEO; Diversity**
**Case Assignment**
Address the following questions in an essay format which includes an introduction and conclusion (not a Q & A format):
· How your employer reduce labor costs and still save as many jobs as possible?
· How might up-to-date job analysis information aid your employer in determining how to reduce labor costs?
· Discuss the short-term and long-term implications of downsizing. Be sure to also discuss possible EEO issues that may occur in downsizing.
Introduce information from
**at least 2 sources** from the Trident Online Library to help strengthen and validate your discussion.
When possible, provide private-sector employer examples of HRM programs, systems, processes, and/or procedures as you address the assignment requirements. Provide names of the employers. Use different employer examples in this course than what has been used previously in your other papers and courses.
Paper length:
**3–4 pages** (not counting the cover and reference pages).
**Assignment Expectations**
_Your paper will be evaluated using the criteria as stated in the Case rubric. The following is a review of the rubric criteria:_
·
**Assignment-Driven:** Does the paper fully address all aspects of the assignment? Is the assignment addressed accurately and precisely using sound logic? Does the paper meet minimum length requirements?
·
**Critical Thinking:** Does the paper demonstrate graduate-level analysis, in which information derived from multiple sources, expert opinions, and assumptions has been critically evaluated and synthesized in the formulation of a logical set of conclusions? Does the paper address the topic with sufficient depth of discussion and analysis?
·
**Business Writing:** Is the essay logical, well organized and well written? Are the grammar, spelling, and vocabulary appropriate for graduate-level work? Are section headings included? Are paraphrasing and synthesis of concepts the primary means of responding, or is justification/support instead conveyed through excessive use of direct quotations?
·
**Effective Use of Information:** Does the submission demonstrate that the student has read, understood, and can apply the background materials for the module? If required, has the student demonstrated effective research, as evidenced by student’s use of relevant and quality sources? Do additional sources used provide strong support for conclusions drawn, and do they help in shaping the overall paper?
·
**Citing Sources:** Does the student demonstrate understanding of APA Style of referencing, by inclusion of proper citations (for paraphrased text and direct quotations) as appropriate? Have all sources (e.g., references used from the Background page, the assignment readings, and outside research) been included, and are these properly cited? Have all sources cited in the paper been included on the References page?
·
**Timeliness:** Has the assignment been submitted to TLC (Trident’s learning management system) on or before the module’s due date?
**## Module2-Resources.docx**
**Module 2 – Resources**
**Job Analysis; Staffing; EEO; Diversity**
**Job Analysis**
Before we turn to a discussion of the staffing function, EEO, and diversity, let us look at the process called “job analysis” (sometimes called “job study”). Job analysis is what should happen before an organization hires employees. We know, though, that it sometimes is not a systematic process that occurs to develop jobs, but instead a haphazard one. HRM professionals realize, however, that job analysis is supposed to be a systematic procedure to identify and analyze the level of a job and what its profile should look like.
The information gathered during a job analysis process is valuable to decide job design, write job descriptions, determine job qualifications, and identify job worth (how much the job contributes to the organization). All of the other HRM functions—for example, recruitment and selection, training and development, wage and salary administration, and performance management—should begin with accurate, up-to-date information gained from studying a job.
Please note that the links below will open in a new window and may require activation of a LinkedIn account on the first attempt. Trident students may use their student email address to access this free subscription to LinkedIn Learning as a part of this course.
[_Human Resources: Strategic Workforce Planning_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=223276&type=lti&rcode=TUI-505571&srcou=104372) -LinkedIn Learning
[_The selection process_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=223276&type=lti&rcode=TUI-505572&srcou=104372) -LinkedIn Learning
As we can see from the above, it is safe to say that the entire success of HRM is based on an effective job analysis process that is the foundation of the staffing function and the many HRM functions that follow.
**Equal Employment Opportunity:**
Equal employment opportunity is a large field of study within human resource management. (Our MGT516 course focuses on EEO.) But more than that, it is the law of the land and provides regulations private-sector employers must follow.
Because human resource actions affect organization-wide policies and procedures, they often deal with the selection of employees for jobs, promotions, training programs, pay and benefits, layoffs, employee discipline, and discharge. Whenever one employee/applicant is selected over another for whatever reason, there are possible EEO concerns.
EEO involves many different areas to study, including discrimination and affirmative action.
The keystone of each organization’s defense in protecting itself against any type of employee relations law violations, charges, and claims is a clear, unambiguous written company policy stating the company’s support and intention to closely adhere to the provisions of employment law. But the process does not stop there.
Actions are also important. What do the company’s statistics show on the numbers of minorities, women, and disabled persons in its workforce? And importantly, what are the company’s actions related to nurturing the diversity that they have been able to achieve?
The global nature of our current environment means that many of us work alongside others who have backgrounds different than our own. The ability to effectively consider all employee contributions provides organizations with a competitive advantage.
It is easy to see, then, that the most successful companies actually manage and nurture the diversity in their organizations.
It is not enough to merely meet EEO hiring quotas. The goal of these successful organizations is to do all they can to allow all employees to contribute to the organization’s goals and to experience their own personal growth.
Managing diversity often includes changing the company culture. Employees need to feel comfortable working in their work environments.
Finish this module by reading the following:
Marshall, P. (2010, April). Taking action on diversity.
_The Canadian Manager, 35_(1), 17-18,3. Retrieved from ProQuest in the Trident Online Library.
**Other Required Sources for Module 2:**
Juneja, P. (n.d.).
[_Job analysis and human resource planning._](https://www.managementstudyguide.com/job-analysis-and-human-resource-planning.htm) Management Study Guide. https://www.managementstudyguide.com/job-analysis-and-human-resource-planning.htm
The use of this material from Managementstudyguide.com is free for learning and education purpose.
Jusko, J. (2011). Cutting costs without cutting people.
_Industry Week, 260_(4), 30-n/a. Retrieved from ProQuest in the Trident Online Library.
Reed, S. M. (2017). Chapter 3: Workforce planning and employment. In
_A Guide to the Human Resource Body of Knowledge_ (HRBoK). HRCI, John Wiley & Son. Available in the Trident Online Library SkillSoft Books database.
**SLP**
[_U.S. Department of Labor_](https://www.dol.gov/)(https://www.dol.gov).
[_U.S. Census Bureau_](http://censtats.census.gov/pub/Profiles.shtml) (http://censtats.census.gov/pub/Profiles.shtml).
**Optional Sources for Module 2:**
Fox, A. (2011, May). Mixing it up.
_HR Magazine, 56_(5), 22-27. Retrieve from ProQuest in the Trident online library.
[_Job analysis background research_](https://tlc.trident.edu/content/enforced/223276-MGT509-2025APR07FT-1/Job%20Analysis%20Background%20Research.ppt?_&d2lSessionVal=KAfHkzqdWXxZVHXPxWpnaXGIv&ou=104372&ou=223276) [PowerPoint slides]. Retrieved from https://uwf.edu/search/index.html?q=job+analysis+background+research
Management Study Guide. (2016).
[_Approaches to job design_](http://managementstudyguide.com/approaches-to-job-design.htm). Retrieved from http://managementstudyguide.com/approaches-to-job-design.htm
Owens, D. (2011, May). Bank on diverse talent.
_HR Magazine, 56_(5), 32-33. Retrieved from ProQuest in the Trident Online Library.
Perrett, B. (2013). Halving labor costs.
_Aviation Week & Space Technology, 175_(31), 52. Retrieved from EBSCOhost in the Trident Online Library.
**## Module2-Resources.docx**
**Module 2 – Resources**
**Job Analysis; Staffing; EEO; Diversity**
**Job Analysis**
Before we turn to a discussion of the staffing function, EEO, and diversity, let us look at the process called “job analysis” (sometimes called “job study”). Job analysis is what should happen before an organization hires employees. We know, though, that it sometimes is not a systematic process that occurs to develop jobs, but instead a haphazard one. HRM professionals realize, however, that job analysis is supposed to be a systematic procedure to identify and analyze the level of a job and what its profile should look like.
The information gathered during a job analysis process is valuable to decide job design, write job descriptions, determine job qualifications, and identify job worth (how much the job contributes to the organization). All of the other HRM functions—for example, recruitment and selection, training and development, wage and salary administration, and performance management—should begin with accurate, up-to-date information gained from studying a job.
Please note that the links below will open in a new window and may require activation of a LinkedIn account on the first attempt. Trident students may use their student email address to access this free subscription to LinkedIn Learning as a part of this course.
[_Human Resources: Strategic Workforce Planning_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=223276&type=lti&rcode=TUI-505571&srcou=104372) -LinkedIn Learning
[_The selection process_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=223276&type=lti&rcode=TUI-505572&srcou=104372) -LinkedIn Learning
As we can see from the above, it is safe to say that the entire success of HRM is based on an effective job analysis process that is the foundation of the staffing function and the many HRM functions that follow.
**Equal Employment Opportunity:**
Equal employment opportunity is a large field of study within human resource management. (Our MGT516 course focuses on EEO.) But more than that, it is the law of the land and provides regulations private-sector employers must follow.
Because human resource actions affect organization-wide policies and procedures, they often deal with the selection of employees for jobs, promotions, training programs, pay and benefits, layoffs, employee discipline, and discharge. Whenever one employee/applicant is selected over another for whatever reason, there are possible EEO concerns.
EEO involves many different areas to study, including discrimination and affirmative action.
The keystone of each organization’s defense in protecting itself against any type of employee relations law violations, charges, and claims is a clear, unambiguous written company policy stating the company’s support and intention to closely adhere to the provisions of employment law. But the process does not stop there.
Actions are also important. What do the company’s statistics show on the numbers of minorities, women, and disabled persons in its workforce? And importantly, what are the company’s actions related to nurturing the diversity that they have been able to achieve?
The global nature of our current environment means that many of us work alongside others who have backgrounds different than our own. The ability to effectively consider all employee contributions provides organizations with a competitive advantage.
It is easy to see, then, that the most successful companies actually manage and nurture the diversity in their organizations.
It is not enough to merely meet EEO hiring quotas. The goal of these successful organizations is to do all they can to allow all employees to contribute to the organization’s goals and to experience their own personal growth.
Managing diversity often includes changing the company culture. Employees need to feel comfortable working in their work environments.
Finish this module by reading the following:
Marshall, P. (2010, April). Taking action on diversity.
_The Canadian Manager, 35_(1), 17-18,3. Retrieved from ProQuest in the Trident Online Library.
**Other Required Sources for Module 2:**
Juneja, P. (n.d.).
[_Job analysis and human resource planning._](https://www.managementstudyguide.com/job-analysis-and-human-resource-planning.htm) Management Study Guide. https://www.managementstudyguide.com/job-analysis-and-human-resource-planning.htm
The use of this material from Managementstudyguide.com is free for learning and education purpose.
Jusko, J. (2011). Cutting costs without cutting people.
_Industry Week, 260_(4), 30-n/a. Retrieved from ProQuest in the Trident Online Library.
Reed, S. M. (2017). Chapter 3: Workforce planning and employment. In
_A Guide to the Human Resource Body of Knowledge_ (HRBoK). HRCI, John Wiley & Son. Available in the Trident Online Library SkillSoft Books database.
**SLP**
[_U.S. Department of Labor_](https://www.dol.gov/)(https://www.dol.gov).
[_U.S. Census Bureau_](http://censtats.census.gov/pub/Profiles.shtml) (http://censtats.census.gov/pub/Profiles.shtml).
**Optional Sources for Module 2:**
Fox, A. (2011, May). Mixing it up.
_HR Magazine, 56_(5), 22-27. Retrieve from ProQuest in the Trident online library.
[_Job analysis background research_](https://tlc.trident.edu/content/enforced/223276-MGT509-2025APR07FT-1/Job%20Analysis%20Background%20Research.ppt?_&d2lSessionVal=KAfHkzqdWXxZVHXPxWpnaXGIv&ou=104372&ou=223276) [PowerPoint slides]. Retrieved from https://uwf.edu/search/index.html?q=job+analysis+background+research
Management Study Guide. (2016).
[_Approaches to job design_](http://managementstudyguide.com/approaches-to-job-design.htm). Retrieved from http://managementstudyguide.com/approaches-to-job-design.htm
Owens, D. (2011, May). Bank on diverse talent.
_HR Magazine, 56_(5), 32-33. Retrieved from ProQuest in the Trident Online Library.
Perrett, B. (2013). Halving labor costs.
_Aviation Week & Space Technology, 175_(31), 52. Retrieved from EBSCOhost in the Trident Online Library.
**## Module2Case.docx**
**Module 2 – Case**
**Job Analysis; Staffing; EEO; Diversity**
**Case Assignment**
Address the following questions in an essay format which includes an introduction and conclusion (not a Q & A format):
· How your employer reduce labor costs and still save as many jobs as possible?
· How might up-to-date job analysis information aid your employer in determining how to reduce labor costs?
· Discuss the short-term and long-term implications of downsizing. Be sure to also discuss possible EEO issues that may occur in downsizing.
Introduce information from
**at least 2 sources** from the Trident Online Library to help strengthen and validate your discussion.
When possible, provide private-sector employer examples of HRM programs, systems, processes, and/or procedures as you address the assignment requirements. Provide names of the employers. Use different employer examples in this course than what has been used previously in your other papers and courses.
Paper length:
**3–4 pages** (not counting the cover and reference pages).
**Assignment Expectations**
_Your paper will be evaluated using the criteria as stated in the Case rubric. The following is a review of the rubric criteria:_
·
**Assignment-Driven:** Does the paper fully address all aspects of the assignment? Is the assignment addressed accurately and precisely using sound logic? Does the paper meet minimum length requirements?
·
**Critical Thinking:** Does the paper demonstrate graduate-level analysis, in which information derived from multiple sources, expert opinions, and assumptions has been critically evaluated and synthesized in the formulation of a logical set of conclusions? Does the paper address the topic with sufficient depth of discussion and analysis?
·
**Business Writing:** Is the essay logical, well organized and well written? Are the grammar, spelling, and vocabulary appropriate for graduate-level work? Are section headings included? Are paraphrasing and synthesis of concepts the primary means of responding, or is justification/support instead conveyed through excessive use of direct quotations?
·
**Effective Use of Information:** Does the submission demonstrate that the student has read, understood, and can apply the background materials for the module? If required, has the student demonstrated effective research, as evidenced by student’s use of relevant and quality sources? Do additional sources used provide strong support for conclusions drawn, and do they help in shaping the overall paper?
·
**Citing Sources:** Does the student demonstrate understanding of APA Style of referencing, by inclusion of proper citations (for paraphrased text and direct quotations) as appropriate? Have all sources (e.g., references used from the Background page, the assignment readings, and outside research) been included, and are these properly cited? Have all sources cited in the paper been included on the References page?
·
**Timeliness:** Has the assignment been submitted to TLC (Trident’s learning management system) on or before the module’s due date?
**## Module2-Resources.docx**
**Module 2 – Resources**
**Job Analysis; Staffing; EEO; Diversity**
**Job Analysis**
Before we turn to a discussion of the staffing function, EEO, and diversity, let us look at the process called “job analysis” (sometimes called “job study”). Job analysis is what should happen before an organization hires employees. We know, though, that it sometimes is not a systematic process that occurs to develop jobs, but instead a haphazard one. HRM professionals realize, however, that job analysis is supposed to be a systematic procedure to identify and analyze the level of a job and what its profile should look like.
The information gathered during a job analysis process is valuable to decide job design, write job descriptions, determine job qualifications, and identify job worth (how much the job contributes to the organization). All of the other HRM functions—for example, recruitment and selection, training and development, wage and salary administration, and performance management—should begin with accurate, up-to-date information gained from studying a job.
Please note that the links below will open in a new window and may require activation of a LinkedIn account on the first attempt. Trident students may use their student email address to access this free subscription to LinkedIn Learning as a part of this course.
[_Human Resources: Strategic Workforce Planning_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=223276&type=lti&rcode=TUI-505571&srcou=104372) -LinkedIn Learning
[_The selection process_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=223276&type=lti&rcode=TUI-505572&srcou=104372) -LinkedIn Learning
As we can see from the above, it is safe to say that the entire success of HRM is based on an effective job analysis process that is the foundation of the staffing function and the many HRM functions that follow.
**Equal Employment Opportunity:**
Equal employment opportunity is a large field of study within human resource management. (Our MGT516 course focuses on EEO.) But more than that, it is the law of the land and provides regulations private-sector employers must follow.
Because human resource actions affect organization-wide policies and procedures, they often deal with the selection of employees for jobs, promotions, training programs, pay and benefits, layoffs, employee discipline, and discharge. Whenever one employee/applicant is selected over another for whatever reason, there are possible EEO concerns.
EEO involves many different areas to study, including discrimination and affirmative action.
The keystone of each organization’s defense in protecting itself against any type of employee relations law violations, charges, and claims is a clear, unambiguous written company policy stating the company’s support and intention to closely adhere to the provisions of employment law. But the process does not stop there.
Actions are also important. What do the company’s statistics show on the numbers of minorities, women, and disabled persons in its workforce? And importantly, what are the company’s actions related to nurturing the diversity that they have been able to achieve?
The global nature of our current environment means that many of us work alongside others who have backgrounds different than our own. The ability to effectively consider all employee contributions provides organizations with a competitive advantage.
It is easy to see, then, that the most successful companies actually manage and nurture the diversity in their organizations.
It is not enough to merely meet EEO hiring quotas. The goal of these successful organizations is to do all they can to allow all employees to contribute to the organization’s goals and to experience their own personal growth.
Managing diversity often includes changing the company culture. Employees need to feel comfortable working in their work environments.
Finish this module by reading the following:
Marshall, P. (2010, April). Taking action on diversity.
_The Canadian Manager, 35_(1), 17-18,3. Retrieved from ProQuest in the Trident Online Library.
**Other Required Sources for Module 2:**
Juneja, P. (n.d.).
[_Job analysis and human resource planning._](https://www.managementstudyguide.com/job-analysis-and-human-resource-planning.htm) Management Study Guide. https://www.managementstudyguide.com/job-analysis-and-human-resource-planning.htm
The use of this material from Managementstudyguide.com is free for learning and education purpose.
Jusko, J. (2011). Cutting costs without cutting people.
_Industry Week, 260_(4), 30-n/a. Retrieved from ProQuest in the Trident Online Library.
Reed, S. M. (2017). Chapter 3: Workforce planning and employment. In
_A Guide to the Human Resource Body of Knowledge_ (HRBoK). HRCI, John Wiley & Son. Available in the Trident Online Library SkillSoft Books database.
**SLP**
[_U.S. Department of Labor_](https://www.dol.gov/)(https://www.dol.gov).
[_U.S. Census Bureau_](http://censtats.census.gov/pub/Profiles.shtml) (http://censtats.census.gov/pub/Profiles.shtml).
**Optional Sources for Module 2:**
Fox, A. (2011, May). Mixing it up.
_HR Magazine, 56_(5), 22-27. Retrieve from ProQuest in the Trident online library.
[_Job analysis background research_](https://tlc.trident.edu/content/enforced/223276-MGT509-2025APR07FT-1/Job%20Analysis%20Background%20Research.ppt?_&d2lSessionVal=KAfHkzqdWXxZVHXPxWpnaXGIv&ou=104372&ou=223276) [PowerPoint slides]. Retrieved from https://uwf.edu/search/index.html?q=job+analysis+background+research
Management Study Guide. (2016).
[_Approaches to job design_](http://managementstudyguide.com/approaches-to-job-design.htm). Retrieved from http://managementstudyguide.com/approaches-to-job-design.htm
Owens, D. (2011, May). Bank on diverse talent.
_HR Magazine, 56_(5), 32-33. Retrieved from ProQuest in the Trident Online Library.
Perrett, B. (2013). Halving labor costs.
_Aviation Week & Space Technology, 175_(31), 52. Retrieved from EBSCOhost in the Trident Online Library.
**## Module2Case.docx**
**Module 2 – Case**
**Job Analysis; Staffing; EEO; Diversity**
**Case Assignment**
Address the following questions in an essay format which includes an introduction and conclusion (not a Q & A format):
· How your employer reduce labor costs and still save as many jobs as possible?
· How might up-to-date job analysis information aid your employer in determining how to reduce labor costs?
· Discuss the short-term and long-term implications of downsizing. Be sure to also discuss possible EEO issues that may occur in downsizing.
Introduce information from
**at least 2 sources** from the Trident Online Library to help strengthen and validate your discussion.
When possible, provide private-sector employer examples of HRM programs, systems, processes, and/or procedures as you address the assignment requirements. Provide names of the employers. Use different employer examples in this course than what has been used previously in your other papers and courses.
Paper length:
**3–4 pages** (not counting the cover and reference pages).
**Assignment Expectations**
_Your paper will be evaluated using the criteria as stated in the Case rubric. The following is a review of the rubric criteria:_
·
**Assignment-Driven:** Does the paper fully address all aspects of the assignment? Is the assignment addressed accurately and precisely using sound logic? Does the paper meet minimum length requirements?
·
**Critical Thinking:** Does the paper demonstrate graduate-level analysis, in which information derived from multiple sources, expert opinions, and assumptions has been critically evaluated and synthesized in the formulation of a logical set of conclusions? Does the paper address the topic with sufficient depth of discussion and analysis?
·
**Business Writing:** Is the essay logical, well organized and well written? Are the grammar, spelling, and vocabulary appropriate for graduate-level work? Are section headings included? Are paraphrasing and synthesis of concepts the primary means of responding, or is justification/support instead conveyed through excessive use of direct quotations?
·
**Effective Use of Information:** Does the submission demonstrate that the student has read, understood, and can apply the background materials for the module? If required, has the student demonstrated effective research, as evidenced by student’s use of relevant and quality sources? Do additional sources used provide strong support for conclusions drawn, and do they help in shaping the overall paper?
·
**Citing Sources:** Does the student demonstrate understanding of APA Style of referencing, by inclusion of proper citations (for paraphrased text and direct quotations) as appropriate? Have all sources (e.g., references used from the Background page, the assignment readings, and outside research) been included, and are these properly cited? Have all sources cited in the paper been included on the References page?
·
**Timeliness:** Has the assignment been submitted to TLC (Trident’s learning management system) on or before the module’s due date?
**## Module2-Resources.docx**
**Module 2 – Resources**
**Job Analysis; Staffing; EEO; Diversity**
**Job Analysis**
Before we turn to a discussion of the staffing function, EEO, and diversity, let us look at the process called “job analysis” (sometimes called “job study”). Job analysis is what should happen before an organization hires employees. We know, though, that it sometimes is not a systematic process that occurs to develop jobs, but instead a haphazard one. HRM professionals realize, however, that job analysis is supposed to be a systematic procedure to identify and analyze the level of a job and what its profile should look like.
The information gathered during a job analysis process is valuable to decide job design, write job descriptions, determine job qualifications, and identify job worth (how much the job contributes to the organization). All of the other HRM functions—for example, recruitment and selection, training and development, wage and salary administration, and performance management—should begin with accurate, up-to-date information gained from studying a job.
Please note that the links below will open in a new window and may require activation of a LinkedIn account on the first attempt. Trident students may use their student email address to access this free subscription to LinkedIn Learning as a part of this course.
[_Human Resources: Strategic Workforce Planning_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=223276&type=lti&rcode=TUI-505571&srcou=104372) -LinkedIn Learning
[_The selection process_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=223276&type=lti&rcode=TUI-505572&srcou=104372) -LinkedIn Learning
As we can see from the above, it is safe to say that the entire success of HRM is based on an effective job analysis process that is the foundation of the staffing function and the many HRM functions that follow.
**Equal Employment Opportunity:**
Equal employment opportunity is a large field of study within human resource management. (Our MGT516 course focuses on EEO.) But more than that, it is the law of the land and provides regulations private-sector employers must follow.
Because human resource actions affect organization-wide policies and procedures, they often deal with the selection of employees for jobs, promotions, training programs, pay and benefits, layoffs, employee discipline, and discharge. Whenever one employee/applicant is selected over another for whatever reason, there are possible EEO concerns.
EEO involves many different areas to study, including discrimination and affirmative action.
The keystone of each organization’s defense in protecting itself against any type of employee relations law violations, charges, and claims is a clear, unambiguous written company policy stating the company’s support and intention to closely adhere to the provisions of employment law. But the process does not stop there.
Actions are also important. What do the company’s statistics show on the numbers of minorities, women, and disabled persons in its workforce? And importantly, what are the company’s actions related to nurturing the diversity that they have been able to achieve?
The global nature of our current environment means that many of us work alongside others who have backgrounds different than our own. The ability to effectively consider all employee contributions provides organizations with a competitive advantage.
It is easy to see, then, that the most successful companies actually manage and nurture the diversity in their organizations.
It is not enough to merely meet EEO hiring quotas. The goal of these successful organizations is to do all they can to allow all employees to contribute to the organization’s goals and to experience their own personal growth.
Managing diversity often includes changing the company culture. Employees need to feel comfortable working in their work environments.
Finish this module by reading the following:
Marshall, P. (2010, April). Taking action on diversity.
_The Canadian Manager, 35_(1), 17-18,3. Retrieved from ProQuest in the Trident Online Library.
**Other Required Sources for Module 2:**
Juneja, P. (n.d.).
[_Job analysis and human resource planning._](https://www.managementstudyguide.com/job-analysis-and-human-resource-planning.htm) Management Study Guide. https://www.managementstudyguide.com/job-analysis-and-human-resource-planning.htm
The use of this material from Managementstudyguide.com is free for learning and education purpose.
Jusko, J. (2011). Cutting costs without cutting people.
_Industry Week, 260_(4), 30-n/a. Retrieved from ProQuest in the Trident Online Library.
Reed, S. M. (2017). Chapter 3: Workforce planning and employment. In
_A Guide to the Human Resource Body of Knowledge_ (HRBoK). HRCI, John Wiley & Son. Available in the Trident Online Library SkillSoft Books database.
**SLP**
[_U.S. Department of Labor_](https://www.dol.gov/)(https://www.dol.gov).
[_U.S. Census Bureau_](http://censtats.census.gov/pub/Profiles.shtml) (http://censtats.census.gov/pub/Profiles.shtml).
**Optional Sources for Module 2:**
Fox, A. (2011, May). Mixing it up.
_HR Magazine, 56_(5), 22-27. Retrieve from ProQuest in the Trident online library.
[_Job analysis background research_](https://tlc.trident.edu/content/enforced/223276-MGT509-2025APR07FT-1/Job%20Analysis%20Background%20Research.ppt?_&d2lSessionVal=KAfHkzqdWXxZVHXPxWpnaXGIv&ou=104372&ou=223276) [PowerPoint slides]. Retrieved from https://uwf.edu/search/index.html?q=job+analysis+background+research
Management Study Guide. (2016).
[_Approaches to job design_](http://managementstudyguide.com/approaches-to-job-design.htm). Retrieved from http://managementstudyguide.com/approaches-to-job-design.htm
Owens, D. (2011, May). Bank on diverse talent.
_HR Magazine, 56_(5), 32-33. Retrieved from ProQuest in the Trident Online Library.
Perrett, B. (2013). Halving labor costs.
_Aviation Week & Space Technology, 175_(31), 52. Retrieved from EBSCOhost in the Trident Online Library.
– 2 years ago **files (2)** – ## Module2SLP.docx – ## Module2-Resources.docx **## Module2SLP.docx** **Module 2 – SLP** **Job Analysis; Staffing; EEO; Diversity** **Assignment** When business improves for your organization, the company plans to build a facility in Detroit, MI. Research and explain th…
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**files (2)**
– ## Module2SLP.docx
– ## Module2-Resources.docx
**## Module2SLP.docx**
**Module 2 – SLP**
**Job Analysis; Staffing; EEO; Diversity**
**Assignment**
When business improves for your organization, the company plans to build a facility in Detroit, MI. Research and explain the following in an essay format which includes an introduction and conclusion (not a Q & A format):
· The demographic characteristics of the Detroit labor market. Would the company find the diversity and the skill levels needed to build its technology component? Discuss. If not, where is the closest location to Detroit you would recommend and why?
**References:**
[_U.S. Department of Labor_](https://www.dol.gov/) (https://www.dol.gov).
[_U.S. Census Bureau_](https://www.census.gov/data.html) – https://www.census.gov/data.html
[_QuickFacts – Detroit city, Michigan_](https://www.census.gov/quickfacts/detroitcitymichigan) – https://www.census.gov/quickfacts/detroitcitymichigan
**Note**: These are both national databases. Also check with the state department of labor and other sources for information.
For this SLP assignment utilize
**at least 2 sources from the Trident Online Library** to help strengthen and validate your discussion.
Make reasonable, cost-effective assumptions in your paper, if needed. State your assumptions in the beginning of your discussion.
**Paper length: 2 to 3 pages** (not counting the cover and reference pages).
**SLP Assignment Expectations**
_Your paper will be evaluated using the criteria as stated in the SLP rubric. The following is a review of the rubric criteria:_
·
**Assignment-Driven:** Does the paper fully address all aspects of the assignment? Is the assignment addressed accurately and precisely using sound logic? Does the paper meet minimum length requirements?
·
**Critical Thinking:** Does the paper demonstrate graduate-level analysis, in which information derived from multiple sources, expert opinions, and assumptions has been critically evaluated and synthesized in the formulation of a logical set of conclusions? Does the paper address the topic with sufficient depth of discussion and analysis?
·
**Business Writing:** Is the essay logical, well organized, and well written? Are the grammar, spelling, and vocabulary appropriate for graduate-level work? Are section headings included? Are paraphrasing and synthesis of concepts the primary means of responding, or is justification/support instead conveyed through excessive use of direct quotations?
·
**Effective Use of Information:** Does the submission demonstrate that the student has read, understood and can apply the background materials for the module? If required, has the student demonstrated effective research, as evidenced by student’s use of relevant and quality sources? Do additional sources used provide strong support for conclusions drawn, and do they help in shaping the overall paper?
·
**Citing Sources:** Does the student demonstrate understanding of APA Style of referencing, by inclusion of proper citations (for paraphrased text and direct quotations) as appropriate? Have all sources (e.g., references used from the
_Background_ page, the assignment readings, and outside research) been included, and are these properly cited? Have all sources cited in the paper been included on the
_References_ page?
·
**Timeliness**: Has the assignment been submitted to TLC (Trident’s learning management system) on or before the module’s due date?
**## Module2-Resources.docx**
**Module 2 – Resources**
**Job Analysis; Staffing; EEO; Diversity**
**Job Analysis**
Before we turn to a discussion of the staffing function, EEO, and diversity, let us look at the process called “job analysis” (sometimes called “job study”). Job analysis is what should happen before an organization hires employees. We know, though, that it sometimes is not a systematic process that occurs to develop jobs, but instead a haphazard one. HRM professionals realize, however, that job analysis is supposed to be a systematic procedure to identify and analyze the level of a job and what its profile should look like.
The information gathered during a job analysis process is valuable to decide job design, write job descriptions, determine job qualifications, and identify job worth (how much the job contributes to the organization). All of the other HRM functions—for example, recruitment and selection, training and development, wage and salary administration, and performance management—should begin with accurate, up-to-date information gained from studying a job.
Please note that the links below will open in a new window and may require activation of a LinkedIn account on the first attempt. Trident students may use their student email address to access this free subscription to LinkedIn Learning as a part of this course.
[_Human Resources: Strategic Workforce Planning_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=223276&type=lti&rcode=TUI-505571&srcou=104372) -LinkedIn Learning
[_The selection process_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=223276&type=lti&rcode=TUI-505572&srcou=104372) -LinkedIn Learning
As we can see from the above, it is safe to say that the entire success of HRM is based on an effective job analysis process that is the foundation of the staffing function and the many HRM functions that follow.
**Equal Employment Opportunity:**
Equal employment opportunity is a large field of study within human resource management. (Our MGT516 course focuses on EEO.) But more than that, it is the law of the land and provides regulations private-sector employers must follow.
Because human resource actions affect organization-wide policies and procedures, they often deal with the selection of employees for jobs, promotions, training programs, pay and benefits, layoffs, employee discipline, and discharge. Whenever one employee/applicant is selected over another for whatever reason, there are possible EEO concerns.
EEO involves many different areas to study, including discrimination and affirmative action.
The keystone of each organization’s defense in protecting itself against any type of employee relations law violations, charges, and claims is a clear, unambiguous written company policy stating the company’s support and intention to closely adhere to the provisions of employment law. But the process does not stop there.
Actions are also important. What do the company’s statistics show on the numbers of minorities, women, and disabled persons in its workforce? And importantly, what are the company’s actions related to nurturing the diversity that they have been able to achieve?
The global nature of our current environment means that many of us work alongside others who have backgrounds different than our own. The ability to effectively consider all employee contributions provides organizations with a competitive advantage.
It is easy to see, then, that the most successful companies actually manage and nurture the diversity in their organizations.
It is not enough to merely meet EEO hiring quotas. The goal of these successful organizations is to do all they can to allow all employees to contribute to the organization’s goals and to experience their own personal growth.
Managing diversity often includes changing the company culture. Employees need to feel comfortable working in their work environments.
Finish this module by reading the following:
Marshall, P. (2010, April). Taking action on diversity.
_The Canadian Manager, 35_(1), 17-18,3. Retrieved from ProQuest in the Trident Online Library.
**Other Required Sources for Module 2:**
Juneja, P. (n.d.).
[_Job analysis and human resource planning._](https://www.managementstudyguide.com/job-analysis-and-human-resource-planning.htm) Management Study Guide. https://www.managementstudyguide.com/job-analysis-and-human-resource-planning.htm
The use of this material from Managementstudyguide.com is free for learning and education purpose.
Jusko, J. (2011). Cutting costs without cutting people.
_Industry Week, 260_(4), 30-n/a. Retrieved from ProQuest in the Trident Online Library.
Reed, S. M. (2017). Chapter 3: Workforce planning and employment. In
_A Guide to the Human Resource Body of Knowledge_ (HRBoK). HRCI, John Wiley & Son. Available in the Trident Online Library SkillSoft Books database.
**SLP**
[_U.S. Department of Labor_](https://www.dol.gov/)(https://www.dol.gov).
[_U.S. Census Bureau_](http://censtats.census.gov/pub/Profiles.shtml) (http://censtats.census.gov/pub/Profiles.shtml).
**Optional Sources for Module 2:**
Fox, A. (2011, May). Mixing it up.
_HR Magazine, 56_(5), 22-27. Retrieve from ProQuest in the Trident online library.
[_Job analysis background research_](https://tlc.trident.edu/content/enforced/223276-MGT509-2025APR07FT-1/Job%20Analysis%20Background%20Research.ppt?_&d2lSessionVal=KAfHkzqdWXxZVHXPxWpnaXGIv&ou=104372&ou=223276) [PowerPoint slides]. Retrieved from https://uwf.edu/search/index.html?q=job+analysis+background+research
Management Study Guide. (2016).
[_Approaches to job design_](http://managementstudyguide.com/approaches-to-job-design.htm). Retrieved from http://managementstudyguide.com/approaches-to-job-design.htm
Owens, D. (2011, May). Bank on diverse talent.
_HR Magazine, 56_(5), 32-33. Retrieved from ProQuest in the Trident Online Library.
Perrett, B. (2013). Halving labor costs.
_Aviation Week & Space Technology, 175_(31), 52. Retrieved from EBSCOhost in the Trident Online Library.
**## Module2-Resources.docx**
**Module 2 – Resources**
**Job Analysis; Staffing; EEO; Diversity**
**Job Analysis**
Before we turn to a discussion of the staffing function, EEO, and diversity, let us look at the process called “job analysis” (sometimes called “job study”). Job analysis is what should happen before an organization hires employees. We know, though, that it sometimes is not a systematic process that occurs to develop jobs, but instead a haphazard one. HRM professionals realize, however, that job analysis is supposed to be a systematic procedure to identify and analyze the level of a job and what its profile should look like.
The information gathered during a job analysis process is valuable to decide job design, write job descriptions, determine job qualifications, and identify job worth (how much the job contributes to the organization). All of the other HRM functions—for example, recruitment and selection, training and development, wage and salary administration, and performance management—should begin with accurate, up-to-date information gained from studying a job.
Please note that the links below will open in a new window and may require activation of a LinkedIn account on the first attempt. Trident students may use their student email address to access this free subscription to LinkedIn Learning as a part of this course.
[_Human Resources: Strategic Workforce Planning_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=223276&type=lti&rcode=TUI-505571&srcou=104372) -LinkedIn Learning
[_The selection process_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=223276&type=lti&rcode=TUI-505572&srcou=104372) -LinkedIn Learning
As we can see from the above, it is safe to say that the entire success of HRM is based on an effective job analysis process that is the foundation of the staffing function and the many HRM functions that follow.
**Equal Employment Opportunity:**
Equal employment opportunity is a large field of study within human resource management. (Our MGT516 course focuses on EEO.) But more than that, it is the law of the land and provides regulations private-sector employers must follow.
Because human resource actions affect organization-wide policies and procedures, they often deal with the selection of employees for jobs, promotions, training programs, pay and benefits, layoffs, employee discipline, and discharge. Whenever one employee/applicant is selected over another for whatever reason, there are possible EEO concerns.
EEO involves many different areas to study, including discrimination and affirmative action.
The keystone of each organization’s defense in protecting itself against any type of employee relations law violations, charges, and claims is a clear, unambiguous written company policy stating the company’s support and intention to closely adhere to the provisions of employment law. But the process does not stop there.
Actions are also important. What do the company’s statistics show on the numbers of minorities, women, and disabled persons in its workforce? And importantly, what are the company’s actions related to nurturing the diversity that they have been able to achieve?
The global nature of our current environment means that many of us work alongside others who have backgrounds different than our own. The ability to effectively consider all employee contributions provides organizations with a competitive advantage.
It is easy to see, then, that the most successful companies actually manage and nurture the diversity in their organizations.
It is not enough to merely meet EEO hiring quotas. The goal of these successful organizations is to do all they can to allow all employees to contribute to the organization’s goals and to experience their own personal growth.
Managing diversity often includes changing the company culture. Employees need to feel comfortable working in their work environments.
Finish this module by reading the following:
Marshall, P. (2010, April). Taking action on diversity.
_The Canadian Manager, 35_(1), 17-18,3. Retrieved from ProQuest in the Trident Online Library.
**Other Required Sources for Module 2:**
Juneja, P. (n.d.).
[_Job analysis and human resource planning._](https://www.managementstudyguide.com/job-analysis-and-human-resource-planning.htm) Management Study Guide. https://www.managementstudyguide.com/job-analysis-and-human-resource-planning.htm
The use of this material from Managementstudyguide.com is free for learning and education purpose.
Jusko, J. (2011). Cutting costs without cutting people.
_Industry Week, 260_(4), 30-n/a. Retrieved from ProQuest in the Trident Online Library.
Reed, S. M. (2017). Chapter 3: Workforce planning and employment. In
_A Guide to the Human Resource Body of Knowledge_ (HRBoK). HRCI, John Wiley & Son. Available in the Trident Online Library SkillSoft Books database.
**SLP**
[_U.S. Department of Labor_](https://www.dol.gov/)(https://www.dol.gov).
[_U.S. Census Bureau_](http://censtats.census.gov/pub/Profiles.shtml) (http://censtats.census.gov/pub/Profiles.shtml).
**Optional Sources for Module 2:**
Fox, A. (2011, May). Mixing it up.
_HR Magazine, 56_(5), 22-27. Retrieve from ProQuest in the Trident online library.
[_Job analysis background research_](https://tlc.trident.edu/content/enforced/223276-MGT509-2025APR07FT-1/Job%20Analysis%20Background%20Research.ppt?_&d2lSessionVal=KAfHkzqdWXxZVHXPxWpnaXGIv&ou=104372&ou=223276) [PowerPoint slides]. Retrieved from https://uwf.edu/search/index.html?q=job+analysis+background+research
Management Study Guide. (2016).
[_Approaches to job design_](http://managementstudyguide.com/approaches-to-job-design.htm). Retrieved from http://managementstudyguide.com/approaches-to-job-design.htm
Owens, D. (2011, May). Bank on diverse talent.
_HR Magazine, 56_(5), 32-33. Retrieved from ProQuest in the Trident Online Library.
Perrett, B. (2013). Halving labor costs.
_Aviation Week & Space Technology, 175_(31), 52. Retrieved from EBSCOhost in the Trident Online Library.
**## Module2SLP.docx**
**Module 2 – SLP**
**Job Analysis; Staffing; EEO; Diversity**
**Assignment**
When business improves for your organization, the company plans to build a facility in Detroit, MI. Research and explain the following in an essay format which includes an introduction and conclusion (not a Q & A format):
· The demographic characteristics of the Detroit labor market. Would the company find the diversity and the skill levels needed to build its technology component? Discuss. If not, where is the closest location to Detroit you would recommend and why?
**References:**
[_U.S. Department of Labor_](https://www.dol.gov/) (https://www.dol.gov).
[_U.S. Census Bureau_](https://www.census.gov/data.html) – https://www.census.gov/data.html
[_QuickFacts – Detroit city, Michigan_](https://www.census.gov/quickfacts/detroitcitymichigan) – https://www.census.gov/quickfacts/detroitcitymichigan
**Note**: These are both national databases. Also check with the state department of labor and other sources for information.
For this SLP assignment utilize
**at least 2 sources from the Trident Online Library** to help strengthen and validate your discussion.
Make reasonable, cost-effective assumptions in your paper, if needed. State your assumptions in the beginning of your discussion.
**Paper length: 2 to 3 pages** (not counting the cover and reference pages).
**SLP Assignment Expectations**
_Your paper will be evaluated using the criteria as stated in the SLP rubric. The following is a review of the rubric criteria:_
·
**Assignment-Driven:** Does the paper fully address all aspects of the assignment? Is the assignment addressed accurately and precisely using sound logic? Does the paper meet minimum length requirements?
·
**Critical Thinking:** Does the paper demonstrate graduate-level analysis, in which information derived from multiple sources, expert opinions, and assumptions has been critically evaluated and synthesized in the formulation of a logical set of conclusions? Does the paper address the topic with sufficient depth of discussion and analysis?
·
**Business Writing:** Is the essay logical, well organized, and well written? Are the grammar, spelling, and vocabulary appropriate for graduate-level work? Are section headings included? Are paraphrasing and synthesis of concepts the primary means of responding, or is justification/support instead conveyed through excessive use of direct quotations?
·
**Effective Use of Information:** Does the submission demonstrate that the student has read, understood and can apply the background materials for the module? If required, has the student demonstrated effective research, as evidenced by student’s use of relevant and quality sources? Do additional sources used provide strong support for conclusions drawn, and do they help in shaping the overall paper?
·
**Citing Sources:** Does the student demonstrate understanding of APA Style of referencing, by inclusion of proper citations (for paraphrased text and direct quotations) as appropriate? Have all sources (e.g., references used from the
_Background_ page, the assignment readings, and outside research) been included, and are these properly cited? Have all sources cited in the paper been included on the
_References_ page?
·
**Timeliness**: Has the assignment been submitted to TLC (Trident’s learning management system) on or before the module’s due date?
**## Module2-Resources.docx**
**Module 2 – Resources**
**Job Analysis; Staffing; EEO; Diversity**
**Job Analysis**
Before we turn to a discussion of the staffing function, EEO, and diversity, let us look at the process called “job analysis” (sometimes called “job study”). Job analysis is what should happen before an organization hires employees. We know, though, that it sometimes is not a systematic process that occurs to develop jobs, but instead a haphazard one. HRM professionals realize, however, that job analysis is supposed to be a systematic procedure to identify and analyze the level of a job and what its profile should look like.
The information gathered during a job analysis process is valuable to decide job design, write job descriptions, determine job qualifications, and identify job worth (how much the job contributes to the organization). All of the other HRM functions—for example, recruitment and selection, training and development, wage and salary administration, and performance management—should begin with accurate, up-to-date information gained from studying a job.
Please note that the links below will open in a new window and may require activation of a LinkedIn account on the first attempt. Trident students may use their student email address to access this free subscription to LinkedIn Learning as a part of this course.
[_Human Resources: Strategic Workforce Planning_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=223276&type=lti&rcode=TUI-505571&srcou=104372) -LinkedIn Learning
[_The selection process_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=223276&type=lti&rcode=TUI-505572&srcou=104372) -LinkedIn Learning
As we can see from the above, it is safe to say that the entire success of HRM is based on an effective job analysis process that is the foundation of the staffing function and the many HRM functions that follow.
**Equal Employment Opportunity:**
Equal employment opportunity is a large field of study within human resource management. (Our MGT516 course focuses on EEO.) But more than that, it is the law of the land and provides regulations private-sector employers must follow.
Because human resource actions affect organization-wide policies and procedures, they often deal with the selection of employees for jobs, promotions, training programs, pay and benefits, layoffs, employee discipline, and discharge. Whenever one employee/applicant is selected over another for whatever reason, there are possible EEO concerns.
EEO involves many different areas to study, including discrimination and affirmative action.
The keystone of each organization’s defense in protecting itself against any type of employee relations law violations, charges, and claims is a clear, unambiguous written company policy stating the company’s support and intention to closely adhere to the provisions of employment law. But the process does not stop there.
Actions are also important. What do the company’s statistics show on the numbers of minorities, women, and disabled persons in its workforce? And importantly, what are the company’s actions related to nurturing the diversity that they have been able to achieve?
The global nature of our current environment means that many of us work alongside others who have backgrounds different than our own. The ability to effectively consider all employee contributions provides organizations with a competitive advantage.
It is easy to see, then, that the most successful companies actually manage and nurture the diversity in their organizations.
It is not enough to merely meet EEO hiring quotas. The goal of these successful organizations is to do all they can to allow all employees to contribute to the organization’s goals and to experience their own personal growth.
Managing diversity often includes changing the company culture. Employees need to feel comfortable working in their work environments.
Finish this module by reading the following:
Marshall, P. (2010, April). Taking action on diversity.
_The Canadian Manager, 35_(1), 17-18,3. Retrieved from ProQuest in the Trident Online Library.
**Other Required Sources for Module 2:**
Juneja, P. (n.d.).
[_Job analysis and human resource planning._](https://www.managementstudyguide.com/job-analysis-and-human-resource-planning.htm) Management Study Guide. https://www.managementstudyguide.com/job-analysis-and-human-resource-planning.htm
The use of this material from Managementstudyguide.com is free for learning and education purpose.
Jusko, J. (2011). Cutting costs without cutting people.
_Industry Week, 260_(4), 30-n/a. Retrieved from ProQuest in the Trident Online Library.
Reed, S. M. (2017). Chapter 3: Workforce planning and employment. In
_A Guide to the Human Resource Body of Knowledge_ (HRBoK). HRCI, John Wiley & Son. Available in the Trident Online Library SkillSoft Books database.
**SLP**
[_U.S. Department of Labor_](https://www.dol.gov/)(https://www.dol.gov).
[_U.S. Census Bureau_](http://censtats.census.gov/pub/Profiles.shtml) (http://censtats.census.gov/pub/Profiles.shtml).
**Optional Sources for Module 2:**
Fox, A. (2011, May). Mixing it up.
_HR Magazine, 56_(5), 22-27. Retrieve from ProQuest in the Trident online library.
[_Job analysis background research_](https://tlc.trident.edu/content/enforced/223276-MGT509-2025APR07FT-1/Job%20Analysis%20Background%20Research.ppt?_&d2lSessionVal=KAfHkzqdWXxZVHXPxWpnaXGIv&ou=104372&ou=223276) [PowerPoint slides]. Retrieved from https://uwf.edu/search/index.html?q=job+analysis+background+research
Management Study Guide. (2016).
[_Approaches to job design_](http://managementstudyguide.com/approaches-to-job-design.htm). Retrieved from http://managementstudyguide.com/approaches-to-job-design.htm
Owens, D. (2011, May). Bank on diverse talent.
_HR Magazine, 56_(5), 32-33. Retrieved from ProQuest in the Trident Online Library.
Perrett, B. (2013). Halving labor costs.
_Aviation Week & Space Technology, 175_(31), 52. Retrieved from EBSCOhost in the Trident Online Library.
**## Module2SLP.docx**
**Module 2 – SLP**
**Job Analysis; Staffing; EEO; Diversity**
**Assignment**
When business improves for your organization, the company plans to build a facility in Detroit, MI. Research and explain the following in an essay format which includes an introduction and conclusion (not a Q & A format):
· The demographic characteristics of the Detroit labor market. Would the company find the diversity and the skill levels needed to build its technology component? Discuss. If not, where is the closest location to Detroit you would recommend and why?
**References:**
[_U.S. Department of Labor_](https://www.dol.gov/) (https://www.dol.gov).
[_U.S. Census Bureau_](https://www.census.gov/data.html) – https://www.census.gov/data.html
[_QuickFacts – Detroit city, Michigan_](https://www.census.gov/quickfacts/detroitcitymichigan) – https://www.census.gov/quickfacts/detroitcitymichigan
**Note**: These are both national databases. Also check with the state department of labor and other sources for information.
For this SLP assignment utilize
**at least 2 sources from the Trident Online Library** to help strengthen and validate your discussion.
Make reasonable, cost-effective assumptions in your paper, if needed. State your assumptions in the beginning of your discussion.
**Paper length: 2 to 3 pages** (not counting the cover and reference pages).
**SLP Assignment Expectations**
_Your paper will be evaluated using the criteria as stated in the SLP rubric. The following is a review of the rubric criteria:_
·
**Assignment-Driven:** Does the paper fully address all aspects of the assignment? Is the assignment addressed accurately and precisely using sound logic? Does the paper meet minimum length requirements?
·
**Critical Thinking:** Does the paper demonstrate graduate-level analysis, in which information derived from multiple sources, expert opinions, and assumptions has been critically evaluated and synthesized in the formulation of a logical set of conclusions? Does the paper address the topic with sufficient depth of discussion and analysis?
·
**Business Writing:** Is the essay logical, well organized, and well written? Are the grammar, spelling, and vocabulary appropriate for graduate-level work? Are section headings included? Are paraphrasing and synthesis of concepts the primary means of responding, or is justification/support instead conveyed through excessive use of direct quotations?
·
**Effective Use of Information:** Does the submission demonstrate that the student has read, understood and can apply the background materials for the module? If required, has the student demonstrated effective research, as evidenced by student’s use of relevant and quality sources? Do additional sources used provide strong support for conclusions drawn, and do they help in shaping the overall paper?
·
**Citing Sources:** Does the student demonstrate understanding of APA Style of referencing, by inclusion of proper citations (for paraphrased text and direct quotations) as appropriate? Have all sources (e.g., references used from the
_Background_ page, the assignment readings, and outside research) been included, and are these properly cited? Have all sources cited in the paper been included on the
_References_ page?
·
**Timeliness**: Has the assignment been submitted to TLC (Trident’s learning management system) on or before the module’s due date?
**## Module2-Resources.docx**
**Module 2 – Resources**
**Job Analysis; Staffing; EEO; Diversity**
**Job Analysis**
Before we turn to a discussion of the staffing function, EEO, and diversity, let us look at the process called “job analysis” (sometimes called “job study”). Job analysis is what should happen before an organization hires employees. We know, though, that it sometimes is not a systematic process that occurs to develop jobs, but instead a haphazard one. HRM professionals realize, however, that job analysis is supposed to be a systematic procedure to identify and analyze the level of a job and what its profile should look like.
The information gathered during a job analysis process is valuable to decide job design, write job descriptions, determine job qualifications, and identify job worth (how much the job contributes to the organization). All of the other HRM functions—for example, recruitment and selection, training and development, wage and salary administration, and performance management—should begin with accurate, up-to-date information gained from studying a job.
Please note that the links below will open in a new window and may require activation of a LinkedIn account on the first attempt. Trident students may use their student email address to access this free subscription to LinkedIn Learning as a part of this course.
[_Human Resources: Strategic Workforce Planning_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=223276&type=lti&rcode=TUI-505571&srcou=104372) -LinkedIn Learning
[_The selection process_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=223276&type=lti&rcode=TUI-505572&srcou=104372) -LinkedIn Learning
As we can see from the above, it is safe to say that the entire success of HRM is based on an effective job analysis process that is the foundation of the staffing function and the many HRM functions that follow.
**Equal Employment Opportunity:**
Equal employment opportunity is a large field of study within human resource management. (Our MGT516 course focuses on EEO.) But more than that, it is the law of the land and provides regulations private-sector employers must follow.
Because human resource actions affect organization-wide policies and procedures, they often deal with the selection of employees for jobs, promotions, training programs, pay and benefits, layoffs, employee discipline, and discharge. Whenever one employee/applicant is selected over another for whatever reason, there are possible EEO concerns.
EEO involves many different areas to study, including discrimination and affirmative action.
The keystone of each organization’s defense in protecting itself against any type of employee relations law violations, charges, and claims is a clear, unambiguous written company policy stating the company’s support and intention to closely adhere to the provisions of employment law. But the process does not stop there.
Actions are also important. What do the company’s statistics show on the numbers of minorities, women, and disabled persons in its workforce? And importantly, what are the company’s actions related to nurturing the diversity that they have been able to achieve?
The global nature of our current environment means that many of us work alongside others who have backgrounds different than our own. The ability to effectively consider all employee contributions provides organizations with a competitive advantage.
It is easy to see, then, that the most successful companies actually manage and nurture the diversity in their organizations.
It is not enough to merely meet EEO hiring quotas. The goal of these successful organizations is to do all they can to allow all employees to contribute to the organization’s goals and to experience their own personal growth.
Managing diversity often includes changing the company culture. Employees need to feel comfortable working in their work environments.
Finish this module by reading the following:
Marshall, P. (2010, April). Taking action on diversity.
_The Canadian Manager, 35_(1), 17-18,3. Retrieved from ProQuest in the Trident Online Library.
**Other Required Sources for Module 2:**
Juneja, P. (n.d.).
[_Job analysis and human resource planning._](https://www.managementstudyguide.com/job-analysis-and-human-resource-planning.htm) Management Study Guide. https://www.managementstudyguide.com/job-analysis-and-human-resource-planning.htm
The use of this material from Managementstudyguide.com is free for learning and education purpose.
Jusko, J. (2011). Cutting costs without cutting people.
_Industry Week, 260_(4), 30-n/a. Retrieved from ProQuest in the Trident Online Library.
Reed, S. M. (2017). Chapter 3: Workforce planning and employment. In
_A Guide to the Human Resource Body of Knowledge_ (HRBoK). HRCI, John Wiley & Son. Available in the Trident Online Library SkillSoft Books database.
**SLP**
[_U.S. Department of Labor_](https://www.dol.gov/)(https://www.dol.gov).
[_U.S. Census Bureau_](http://censtats.census.gov/pub/Profiles.shtml) (http://censtats.census.gov/pub/Profiles.shtml).
**Optional Sources for Module 2:**
Fox, A. (2011, May). Mixing it up.
_HR Magazine, 56_(5), 22-27. Retrieve from ProQuest in the Trident online library.
[_Job analysis background research_](https://tlc.trident.edu/content/enforced/223276-MGT509-2025APR07FT-1/Job%20Analysis%20Background%20Research.ppt?_&d2lSessionVal=KAfHkzqdWXxZVHXPxWpnaXGIv&ou=104372&ou=223276) [PowerPoint slides]. Retrieved from https://uwf.edu/search/index.html?q=job+analysis+background+research
Management Study Guide. (2016).
[_Approaches to job design_](http://managementstudyguide.com/approaches-to-job-design.htm). Retrieved from http://managementstudyguide.com/approaches-to-job-design.htm
Owens, D. (2011, May). Bank on diverse talent.
_HR Magazine, 56_(5), 32-33. Retrieved from ProQuest in the Trident Online Library.
Perrett, B. (2013). Halving labor costs.
_Aviation Week & Space Technology, 175_(31), 52. Retrieved from EBSCOhost in the Trident Online Library.
– 2 years ago **files (1)** – ## Discussion2.docx **## Discussion2.docx** Discussion 2 In this discussion, respond to the following questions: Conduct online research about the top companies for diversity in the last few years. 1. Select one of the companies discovered in your research. Refer to th…
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Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →– 2 years ago
**files (1)**
– ## Discussion2.docx
**## Discussion2.docx**
Discussion 2
In this discussion, respond to the following questions:
Conduct online research about the top companies for diversity in the last few years.
1. Select one of the companies discovered in your research. Refer to that company by name. Research its diversity and inclusion initiatives.
2. Compare and contrast the company’s diversity and inclusion efforts with those of your own organization or another one with which you are familiar. Discuss what one or both of these companies say formally about the importance of inclusion of diverse groups. Do you think they walk their talk? Why?
3. Examine the equal employment opportunity (EEO) efforts and/or affirmative action efforts of your own company or another one with which you are familiar. What does this company say formally about those efforts? Are those efforts the same or different than its diversity and inclusion efforts? Why?
Support your initial response with information from at least
**two reputable sources** (library and/or Web-based) and provide the full citation at the end. Use APA format for your references.
**## Discussion2.docx**
Discussion 2
In this discussion, respond to the following questions:
Conduct online research about the top companies for diversity in the last few years.
1. Select one of the companies discovered in your research. Refer to that company by name. Research its diversity and inclusion initiatives.
2. Compare and contrast the company’s diversity and inclusion efforts with those of your own organization or another one with which you are familiar. Discuss what one or both of these companies say formally about the importance of inclusion of diverse groups. Do you think they walk their talk? Why?
3. Examine the equal employment opportunity (EEO) efforts and/or affirmative action efforts of your own company or another one with which you are familiar. What does this company say formally about those efforts? Are those efforts the same or different than its diversity and inclusion efforts? Why?
Support your initial response with information from at least
**two reputable sources** (library and/or Web-based) and provide the full citation at the end. Use APA format for your references.
The leadership team has requested that you, as the training manager, revitalize the management development strategy. As part of the charge, you are also asked to consider talent acquisition and management of executive-level leaders. report of 700 to 1,050 words that outlines an approach to revitaliz…
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Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →The leadership team has requested that you, as the training manager, revitalize the management development strategy. As part of the charge, you are also asked to consider talent acquisition and management of executive-level leaders.
report of 700 to 1,050 words that outlines an approach to revitalize management development programs within a small engineering firm to align with the organization's culture, future goals, and talent management processes.
– Alternatives for employee and organizational development
– Considerations for management development
– Role of executive coaching and mentoring in management development
– Training content areas used to ensure the quality and productivity in management development in relation to the organization's culture and future goals
– The succession planning process and its relationship to management development
– 2 years ago
I need your help – [\ \ CommunicationReedsResponse.jpeg](https://www.sweetstudy.com/files/communicationreedsresponse-jpeg "CommunicationReedsResponse.jpeg") – [\ \ CommunicationShadasiasResponse.jpeg](https://www.sweetstudy.com/files/communicationshadasiasresponse-jpeg "CommunicationShadasiasRes…
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– 2 years ago
– a year ago **files (1)** – ## HSV335Unit8Assignment.pdf **## HSV335Unit8Assignment.pdf** HSV335– Violence Against Women Unit 8: Due Date: Points: 100 Overview: This exam will only cover Unit 8 materials! Please be sure to answer each question fully and include references to your textbook and at le…
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Order on TutorsGallery →– a year ago
**files (1)**
– ## HSV335Unit8Assignment.pdf
**## HSV335Unit8Assignment.pdf**
HSV335– Violence Against Women
Unit 8:
Due Date:
Points: 100
Overview:
This exam will only cover Unit 8 materials! Please be sure to answer each question fully
and include references to your textbook and at least two supplemental resources. Each
response should be at least 500 words in length. You will have the opportunity to save
your work and return to it as needed. Due by Wednesday 11.59pm
.
Instructions:
1. Question 1: After reviewing all the types of gender violence these past 7 weeks what
do you see as the most vital changes needed to eradicate this violence? Be specific
and identify at least 2-3 examples. How would your suggested changes benefit women
and other marginalized groups discussed during this course?
2. Question 2: What do you think of Gay’s assertion that demeaning language supports
and perpetuates gender violence and changing language is key to social justice? Do
you agree? Why or why not? Be sure to use examples from society to support you
argument.
Requirements:
• Can only be submitted once.
• Each answer should be at least 500 words in length.
• Use at least two supplemental resources, in addition to your textbook.
• APA formatted.
Be sure to read the criteria below by which your work will be evaluated before
you write and again after you write.
Evaluation Rubric for Final Exam Assignment
CRITERIA Deficient Needs
Improvement
Proficient Exemplary
0 – 11 points 12 – 19 points 20 – 29 points 30 points
Answer to
Question 1
Answer to
question is
missing or
inadequate.
Question is
somewhat
answered, and
supportive
detail is
missing.
Question is
mostly
answered with
some
supportive
detail.
Question is
answered fully
using supportive
detail.
0 – 11 points 12 – 19 points 20 – 29 points 30 points
Answer to
Question 2
Answer to
question is
missing or
inadequate.
Question is
somewhat
answered, and
supportive
detail is
missing.
Question is
mostly
answered with
some
supportive
detail.
Question is
answered fully
using supportive
detail.
0 – 8 points 9 – 14 points 15 – 19 points 20 points
Resources 0 resources 1 resource 2 resources More than 2
resources
0 – 5 points 10 points
Answer
Length
Less than 500
words
n/a n/a 500 words or
more
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:
**## HSV335Unit8Assignment.pdf**
HSV335– Violence Against Women
Unit 8:
Due Date:
Points: 100
Overview:
This exam will only cover Unit 8 materials! Please be sure to answer each question fully
and include references to your textbook and at least two supplemental resources. Each
response should be at least 500 words in length. You will have the opportunity to save
your work and return to it as needed. Due by Wednesday 11.59pm
.
Instructions:
1. Question 1: After reviewing all the types of gender violence these past 7 weeks what
do you see as the most vital changes needed to eradicate this violence? Be specific
and identify at least 2-3 examples. How would your suggested changes benefit women
and other marginalized groups discussed during this course?
2. Question 2: What do you think of Gay’s assertion that demeaning language supports
and perpetuates gender violence and changing language is key to social justice? Do
you agree? Why or why not? Be sure to use examples from society to support you
argument.
Requirements:
• Can only be submitted once.
• Each answer should be at least 500 words in length.
• Use at least two supplemental resources, in addition to your textbook.
• APA formatted.
Be sure to read the criteria below by which your work will be evaluated before
you write and again after you write.
Evaluation Rubric for Final Exam Assignment
CRITERIA Deficient Needs
Improvement
Proficient Exemplary
0 – 11 points 12 – 19 points 20 – 29 points 30 points
Answer to
Question 1
Answer to
question is
missing or
inadequate.
Question is
somewhat
answered, and
supportive
detail is
missing.
Question is
mostly
answered with
some
supportive
detail.
Question is
answered fully
using supportive
detail.
0 – 11 points 12 – 19 points 20 – 29 points 30 points
Answer to
Question 2
Answer to
question is
missing or
inadequate.
Question is
somewhat
answered, and
supportive
detail is
missing.
Question is
mostly
answered with
some
supportive
detail.
Question is
answered fully
using supportive
detail.
0 – 8 points 9 – 14 points 15 – 19 points 20 points
Resources 0 resources 1 resource 2 resources More than 2
resources
0 – 5 points 10 points
Answer
Length
Less than 500
words
n/a n/a 500 words or
more
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: