Category: Human Resource Management

  • [Solved] unit 6

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    – 2 years ago **files (1)** – ## unit6.pdf **## unit6.pdf** HSV335 – Violence Against Women Unit 6 Assignment: Sexual Violence in K-12 Due Date: Points: 100 Overview: You are a concerned parent who recently read Nan Stein’s chapter on sexual violence in K-12 and have been called to make a presentati…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## unit6.pdf

    **## unit6.pdf**

    HSV335 – Violence Against Women

    Unit 6 Assignment: Sexual Violence in K-12

    Due Date:
    Points: 100

    Overview:
    You are a concerned parent who recently read Nan Stein’s chapter on sexual violence
    in K-12 and have been called to make a presentation to the school board relating your
    concerns. In your presentation, about why sexual violence should not be framed as
    bullying and concreate practices teachers and school administration can put into
    practice. To prepare your presentation you develop a Powerpoint, which covers:

    • Stein’s research along with what you found on the topic. Include statistics to
    justify the importance of this topic. (2 slides)

    • Why sexual violence should not be framed as bullying (1 slide)

    • Concreate practices teachers and school administration can put into practice. (2
    slides)

    Instructions:

    Develop a 5 slide Powerpoint to educate teachers, school board members, and other
    parents on the serious problem of sexual violence in K-12.

    Requirements:

    • Submit a PowerPoint presentation.

    • 5 slides in length.

    • Resources cited in APA format on appropriate slides.

    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 Unit 6 Assignment

    CRITERIA Deficient Needs
    Improvement

    Proficient Exemplary

    0 – 20 points 21 – 38 points 39 – 59 points 60 points
    Content PowerPoint

    presentation
    does not cover
    the required
    content to
    educate
    teachers, school
    board members,
    and other
    parents on the
    serious problem
    of sexual
    violence in K-12.

    PowerPoint
    presentation
    vaguely covers
    the required
    content to
    educate
    teachers, school
    board members,
    and other
    parents on the
    serious problem
    of sexual
    violence in K-12

    PowerPoint
    presentation
    mostly covers
    the required
    content to
    educate
    teachers, school
    board members,
    and other
    parents on the
    serious problem
    of sexual
    violence in K-12

    PowerPoint
    presentation
    throughly covers
    the required
    content to
    educate
    teachers, school
    board members,
    and other
    parents on the
    serious problem
    of sexual
    violence in K-12

    0 – 5 points 6 – 10 points 11 – 14 points 15 points
    PowerPoint
    Length

    More than 5
    slides

    n/a n/a 5 slides as
    required.

    0 – 5 points 6 – 7 points 8 – 9 points 10 points
    Speaker Notes
    are Clear,
    Concise and
    Appropriate to
    the Audience

    Does not
    provide speaker
    notes or the
    speaker notes
    are missing key
    details.

    Audience
    appropriate
    speaker notes
    are present but
    missing key
    details.

    Audience
    appropriate
    speaker notes
    are present but
    missing minor
    details.

    Audience
    appropriate
    speaker notes
    are clear and
    concise and
    includes all key
    details.

    0 – 5 points 6 – 10 points 11 – 14 points 15 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 is clear,
    professional,
    APA compliant,
    and error free.

    – Overview:
    – Instructions:
    – Requirements:
    – Evaluation Rubric for Unit 6 Assignment

    **## unit6.pdf**

    HSV335 – Violence Against Women

    Unit 6 Assignment: Sexual Violence in K-12

    Due Date:
    Points: 100

    Overview:
    You are a concerned parent who recently read Nan Stein’s chapter on sexual violence
    in K-12 and have been called to make a presentation to the school board relating your
    concerns. In your presentation, about why sexual violence should not be framed as
    bullying and concreate practices teachers and school administration can put into
    practice. To prepare your presentation you develop a Powerpoint, which covers:

    • Stein’s research along with what you found on the topic. Include statistics to
    justify the importance of this topic. (2 slides)

    • Why sexual violence should not be framed as bullying (1 slide)

    • Concreate practices teachers and school administration can put into practice. (2
    slides)

    Instructions:

    Develop a 5 slide Powerpoint to educate teachers, school board members, and other
    parents on the serious problem of sexual violence in K-12.

    Requirements:

    • Submit a PowerPoint presentation.

    • 5 slides in length.

    • Resources cited in APA format on appropriate slides.

    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 Unit 6 Assignment

    CRITERIA Deficient Needs
    Improvement

    Proficient Exemplary

    0 – 20 points 21 – 38 points 39 – 59 points 60 points
    Content PowerPoint

    presentation
    does not cover
    the required
    content to
    educate
    teachers, school
    board members,
    and other
    parents on the
    serious problem
    of sexual
    violence in K-12.

    PowerPoint
    presentation
    vaguely covers
    the required
    content to
    educate
    teachers, school
    board members,
    and other
    parents on the
    serious problem
    of sexual
    violence in K-12

    PowerPoint
    presentation
    mostly covers
    the required
    content to
    educate
    teachers, school
    board members,
    and other
    parents on the
    serious problem
    of sexual
    violence in K-12

    PowerPoint
    presentation
    throughly covers
    the required
    content to
    educate
    teachers, school
    board members,
    and other
    parents on the
    serious problem
    of sexual
    violence in K-12

    0 – 5 points 6 – 10 points 11 – 14 points 15 points
    PowerPoint
    Length

    More than 5
    slides

    n/a n/a 5 slides as
    required.

    0 – 5 points 6 – 7 points 8 – 9 points 10 points
    Speaker Notes
    are Clear,
    Concise and
    Appropriate to
    the Audience

    Does not
    provide speaker
    notes or the
    speaker notes
    are missing key
    details.

    Audience
    appropriate
    speaker notes
    are present but
    missing key
    details.

    Audience
    appropriate
    speaker notes
    are present but
    missing minor
    details.

    Audience
    appropriate
    speaker notes
    are clear and
    concise and
    includes all key
    details.

    0 – 5 points 6 – 10 points 11 – 14 points 15 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 is clear,
    professional,
    APA compliant,
    and error free.

    – Overview:
    – Instructions:
    – Requirements:
    – Evaluation Rubric for Unit 6 Assignment

  • [Solved] HSA 3170 -Dsic 5

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    need 2 replies – [\ \ IMG_2573.png](https://www.sweetstudy.com/files/img-2573-png "IMG_2573.png") – [\ \ IMG_4437.png](https://www.sweetstudy.com/files/img-4437-png-10276569 "IMG_4437.png") – [\ \ IMG_4436.png](https://www.sweetstudy.com/files/img-4436-png "IMG_4436.png") – [\ \ IMG_4440…

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    Assignment Prompt & Instructions

    need 2 replies

    – [\
    \
    IMG_2573.png](https://www.sweetstudy.com/files/img-2573-png "IMG_2573.png")
    – [\
    \
    IMG_4437.png](https://www.sweetstudy.com/files/img-4437-png-10276569 "IMG_4437.png")
    – [\
    \
    IMG_4436.png](https://www.sweetstudy.com/files/img-4436-png "IMG_4436.png")
    – [\
    \
    IMG_4440.png](https://www.sweetstudy.com/files/img-4440-png "IMG_4440.png")
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    – [\
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    IMG_4438.png](https://www.sweetstudy.com/files/img-4438-png "IMG_4438.png")

    – 2 years ago

  • [Solved] Mod 4 568

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (8)** – ## Mod4practicingreflect.docx – ## Module4resources.docx – PowerPosing.pdf – Decoding_of_inconsistent_commu.pdf – ExaminingLeadershipThroughCriticalFeministReadings.pdf – UnconsciousDesireforHierarchy.pdf – PowerApproachandInhibition.pdf – The_contingent_smile_A_…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – 2 years ago

    **files (8)**

    – ## Mod4practicingreflect.docx

    – ## Module4resources.docx

    – PowerPosing.pdf
    – Decoding_of_inconsistent_commu.pdf
    – ExaminingLeadershipThroughCriticalFeministReadings.pdf
    – UnconsciousDesireforHierarchy.pdf
    – PowerApproachandInhibition.pdf
    – The_contingent_smile_A_meta-a.pdf

    **## Mod4practicingreflect.docx**

    Module 4: Practicing Reflective Analysis

    Instructions

    Each week students are expected to have read the course material and prepare a written reflection/reaction/annotated bibliography.

    **FIRST**: Reflect – write a 2-page reflection offering your insights regarding the course discussion from the weekly group discussion activities, and course learning materials (movies, articles, videos, field notes, and Photographs). This should be properly cited and formatted according to APA, and show an attempt to grapple with the content offered.   (You are required to use material from the Module to support your thoughts.  At this point, your citations should be many.)

    **AND THEN:**  React to the materials from the module by responding to the following prompts:

    1. How do the concepts of power posing and nonverbal communication intersect with gender dynamics in leadership roles? Consider the research on smiling, body language, and perceptions of competence.

    2. How might leaders consciously utilize nonverbal cues to enhance their message and influence? What ethical considerations should be taken into account?

    3. What personal insights or challenges have you encountered in aligning your verbal and nonverbal communication to convey confidence and authority, and how might you apply the concepts from this module to enhance your leadership presence?

    4. What questions or areas of curiosity remain for you after completing this module?

    **FINALLY:**  Annotate your reading to demonstrate your understanding of the journal articles.
    **Choose, 3 articles from the module** and create a short annotated bibliography using APA format (example provided here).  Your annotations should include a summary of the article's major points, and demonstrate the source’s application to your paper.

    For the ANNOTATED BIBLIOGRAPHY, please keep in mind that all text, including the write-up beneath the citation, must be indented so that the author's last name is the only text that is flush left.

    SAMPLE APA ANNOTATION

    Ehrenreich, B. (2001).
    _Nickel and dimed: On (not) getting by in America_. Henry Holt and Company.

    In this book of nonfiction based on the journalist's experiential research, Ehrenreich attempts to ascertain whether it is currently possible for an individual to live on a minimum wage in America. Taking jobs as a waitress, a maid in a cleaning service, and a Walmart sales employee, the author summarizes and reflects on her work, her relationships with fellow workers, and her financial struggles in each situation.

    An experienced journalist, Ehrenreich is aware of the limitations of her experiment and the ethical implications of her experiential research tactics and reflects on these issues in the text. The author is forthcoming about her methods and supplements her experiences with scholarly research on her places of employment, the economy, and the rising cost of living in America. Ehrenreich’s project is timely, descriptive, and well-researched.

    The annotation above both summarizes and assesses the book in the citation. The first paragraph provides a summary of the author's project in the book, covering the main points of the work. The second paragraph points out the project’s strengths and evaluates its methods and presentation. This particular annotation does not reflect the source’s potential importance or usefulness for this person’s research.

    For information on formatting APA citations, see our
    [APA Formatting and Style Guide (Links to an external site.)](https://owl.purdue.edu/owl/research_and_citation/apa6_style/apa_style_introduction.html).

    Use the template provided here and then upload your completed paper. This paper is worth 20  points.

    **## Module4resources.docx**

    Module 4: Learning Materials

    **Readings**

    **_Important Note:_** Sometimes it’s easier to print any supplementary articles (or key parts of your e-text readings as applicable) and keep that content in a separate notebook (tabbed by module number) to allow for active reading, personal annotations, etc.

    Anything in the
    **_"Learning Materials"_** content area is "fair game" for the critical analysis prompts and application (as is any other content presented in the module).  You'll also be doing some analysis and synthesis types of writing in this graduate-level course, so be sure to read "actively" and take notes / make notes as you go along.

    In addition to the introductory readings and content provided in
    **_Module 0_**, please read the following articles , as well as any online content, articles, videos, and/or presentations (as applicable) listed below.   Then proceed through the Module 3 content in the order presented.

    **Articles or Other Readings:**

    ·
    **Power Pose:**

    · Carney, Dana R., Amy J.C. Cuddy, and Yap, A.J. 2010. "Power Posing: Brief Nonverbal Displays Affect Neuroendocrine Levels and Risk Tolerance." Psychological Science vol. 21, no. 10: 1363–1368.

    ·
    [Power Posing.pdf](https://asu.instructure.com/courses/207506/files/98629986/download?wrap=1)

    ·

    ·
    **Power Approach**

    · Keltner, Dacher; Gruenfeld, Deborah H.; Anderson, Cameron. 2003. "Power, approach, and inhibition." Psychological Review, 110, 2: 265-284.

    ·
    [Power Approach and Inhibition.pdf](https://asu.instructure.com/courses/207506/files/98629987/download?wrap=1)

    ·
    **Smile**

    · LaFrance, M., Hecht, M. A., & Paluck, E. L. 2003. "The contingent smile: A meta-analysis of sex differences in smiling." Psychological Bulletin, 129, 2: 305-334.

    ·
    [The_contingent_smile_A_meta-a.pdf](https://asu.instructure.com/courses/207506/files/98629985/download?wrap=1)

    ·

    ·
    **Communication**

    · Mehrabian, Albert; Wiener, Morton. 1967. "Decoding of Inconsistent Communications." Journal of Personality and Social Psychology, 6, 1: 109–114.

    ·
    [Decoding_of_inconsistent_commu.pdf](https://asu.instructure.com/courses/207506/files/98629990/download?wrap=1)

    ·

    ·
    **Nonverbal**

    · Mehrabian, Albert; Ferris, Susan R.1967. "Inference of Attitudes from Nonverbal Communication in Two Channels." Journal of Consulting Psychology, 31, 3: 248–252.

    ·
    **Desire for Hierarchy**

    · Tiedens, L.Z., Unzueta, M. M., and Young, M.J. 2007. "An Unconscious Desire for Hierarchy? The Motivated Perception of Dominance Complementarity in Task Partners." Journal of Personality and Social Psychology, vol. 93, no. 3: 402–414
    [Unconscious Desire for Hierarchy.pdf](https://asu.instructure.com/courses/207506/files/98629989/download?wrap=1)

    **Active Reading – Importance and Tips:**  What is active reading? Why should you do it? (To improve your success in class, your degree pursuit, and in life!)  The following link provides some ideas on how to go about active-reading.  Please read it "actively!"

    [_Click_\
    _**HERE** for Active Reading Tips_](https://asu.instructure.com/courses/53705/files/16361791/download?wrap=1)

    **PowerPosing.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/powerposing-pdf-10259745)

    **Decoding_of_inconsistent_commu.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/decoding-of-inconsistent-commu-pdf-10259739)

    **ExaminingLeadershipThroughCriticalFeministReadings.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/examiningleadershipthroughcriticalfeministreadings-pdf-10259747)

    **UnconsciousDesireforHierarchy.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/unconsciousdesireforhierarchy-pdf-10259737)

    **PowerApproachandInhibition.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/powerapproachandinhibition-pdf-10259743)

    **The_contingent_smile_A_meta-a.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/the-contingent-smile-a-meta-a-pdf-10259741)

    **The_contingent_smile_A_meta-a.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/the-contingent-smile-a-meta-a-pdf-10259741)

    **## Mod4practicingreflect.docx**

    Module 4: Practicing Reflective Analysis

    Instructions

    Each week students are expected to have read the course material and prepare a written reflection/reaction/annotated bibliography.

    **FIRST**: Reflect – write a 2-page reflection offering your insights regarding the course discussion from the weekly group discussion activities, and course learning materials (movies, articles, videos, field notes, and Photographs). This should be properly cited and formatted according to APA, and show an attempt to grapple with the content offered.   (You are required to use material from the Module to support your thoughts.  At this point, your citations should be many.)

    **AND THEN:**  React to the materials from the module by responding to the following prompts:

    1. How do the concepts of power posing and nonverbal communication intersect with gender dynamics in leadership roles? Consider the research on smiling, body language, and perceptions of competence.

    2. How might leaders consciously utilize nonverbal cues to enhance their message and influence? What ethical considerations should be taken into account?

    3. What personal insights or challenges have you encountered in aligning your verbal and nonverbal communication to convey confidence and authority, and how might you apply the concepts from this module to enhance your leadership presence?

    4. What questions or areas of curiosity remain for you after completing this module?

    **FINALLY:**  Annotate your reading to demonstrate your understanding of the journal articles.
    **Choose, 3 articles from the module** and create a short annotated bibliography using APA format (example provided here).  Your annotations should include a summary of the article's major points, and demonstrate the source’s application to your paper.

    For the ANNOTATED BIBLIOGRAPHY, please keep in mind that all text, including the write-up beneath the citation, must be indented so that the author's last name is the only text that is flush left.

    SAMPLE APA ANNOTATION

    Ehrenreich, B. (2001).
    _Nickel and dimed: On (not) getting by in America_. Henry Holt and Company.

    In this book of nonfiction based on the journalist's experiential research, Ehrenreich attempts to ascertain whether it is currently possible for an individual to live on a minimum wage in America. Taking jobs as a waitress, a maid in a cleaning service, and a Walmart sales employee, the author summarizes and reflects on her work, her relationships with fellow workers, and her financial struggles in each situation.

    An experienced journalist, Ehrenreich is aware of the limitations of her experiment and the ethical implications of her experiential research tactics and reflects on these issues in the text. The author is forthcoming about her methods and supplements her experiences with scholarly research on her places of employment, the economy, and the rising cost of living in America. Ehrenreich’s project is timely, descriptive, and well-researched.

    The annotation above both summarizes and assesses the book in the citation. The first paragraph provides a summary of the author's project in the book, covering the main points of the work. The second paragraph points out the project’s strengths and evaluates its methods and presentation. This particular annotation does not reflect the source’s potential importance or usefulness for this person’s research.

    For information on formatting APA citations, see our
    [APA Formatting and Style Guide (Links to an external site.)](https://owl.purdue.edu/owl/research_and_citation/apa6_style/apa_style_introduction.html).

    Use the template provided here and then upload your completed paper. This paper is worth 20  points.

    **## Module4resources.docx**

    Module 4: Learning Materials

    **Readings**

    **_Important Note:_** Sometimes it’s easier to print any supplementary articles (or key parts of your e-text readings as applicable) and keep that content in a separate notebook (tabbed by module number) to allow for active reading, personal annotations, etc.

    Anything in the
    **_"Learning Materials"_** content area is "fair game" for the critical analysis prompts and application (as is any other content presented in the module).  You'll also be doing some analysis and synthesis types of writing in this graduate-level course, so be sure to read "actively" and take notes / make notes as you go along.

    In addition to the introductory readings and content provided in
    **_Module 0_**, please read the following articles , as well as any online content, articles, videos, and/or presentations (as applicable) listed below.   Then proceed through the Module 3 content in the order presented.

    **Articles or Other Readings:**

    ·
    **Power Pose:**

    · Carney, Dana R., Amy J.C. Cuddy, and Yap, A.J. 2010. "Power Posing: Brief Nonverbal Displays Affect Neuroendocrine Levels and Risk Tolerance." Psychological Science vol. 21, no. 10: 1363–1368.

    ·
    [Power Posing.pdf](https://asu.instructure.com/courses/207506/files/98629986/download?wrap=1)

    ·

    ·
    **Power Approach**

    · Keltner, Dacher; Gruenfeld, Deborah H.; Anderson, Cameron. 2003. "Power, approach, and inhibition." Psychological Review, 110, 2: 265-284.

    ·
    [Power Approach and Inhibition.pdf](https://asu.instructure.com/courses/207506/files/98629987/download?wrap=1)

    ·
    **Smile**

    · LaFrance, M., Hecht, M. A., & Paluck, E. L. 2003. "The contingent smile: A meta-analysis of sex differences in smiling." Psychological Bulletin, 129, 2: 305-334.

    ·
    [The_contingent_smile_A_meta-a.pdf](https://asu.instructure.com/courses/207506/files/98629985/download?wrap=1)

    ·

    ·
    **Communication**

    · Mehrabian, Albert; Wiener, Morton. 1967. "Decoding of Inconsistent Communications." Journal of Personality and Social Psychology, 6, 1: 109–114.

    ·
    [Decoding_of_inconsistent_commu.pdf](https://asu.instructure.com/courses/207506/files/98629990/download?wrap=1)

    ·

    ·
    **Nonverbal**

    · Mehrabian, Albert; Ferris, Susan R.1967. "Inference of Attitudes from Nonverbal Communication in Two Channels." Journal of Consulting Psychology, 31, 3: 248–252.

    ·
    **Desire for Hierarchy**

    · Tiedens, L.Z., Unzueta, M. M., and Young, M.J. 2007. "An Unconscious Desire for Hierarchy? The Motivated Perception of Dominance Complementarity in Task Partners." Journal of Personality and Social Psychology, vol. 93, no. 3: 402–414
    [Unconscious Desire for Hierarchy.pdf](https://asu.instructure.com/courses/207506/files/98629989/download?wrap=1)

    **Active Reading – Importance and Tips:**  What is active reading? Why should you do it? (To improve your success in class, your degree pursuit, and in life!)  The following link provides some ideas on how to go about active-reading.  Please read it "actively!"

    [_Click_\
    _**HERE** for Active Reading Tips_](https://asu.instructure.com/courses/53705/files/16361791/download?wrap=1)

    **PowerPosing.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/powerposing-pdf-10259745)

    **Decoding_of_inconsistent_commu.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/decoding-of-inconsistent-commu-pdf-10259739)

    **ExaminingLeadershipThroughCriticalFeministReadings.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/examiningleadershipthroughcriticalfeministreadings-pdf-10259747)

    **UnconsciousDesireforHierarchy.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/unconsciousdesireforhierarchy-pdf-10259737)

    **PowerApproachandInhibition.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/powerapproachandinhibition-pdf-10259743)

    **The_contingent_smile_A_meta-a.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/the-contingent-smile-a-meta-a-pdf-10259741)

    **## Mod4practicingreflect.docx**

    Module 4: Practicing Reflective Analysis

    Instructions

    Each week students are expected to have read the course material and prepare a written reflection/reaction/annotated bibliography.

    **FIRST**: Reflect – write a 2-page reflection offering your insights regarding the course discussion from the weekly group discussion activities, and course learning materials (movies, articles, videos, field notes, and Photographs). This should be properly cited and formatted according to APA, and show an attempt to grapple with the content offered.   (You are required to use material from the Module to support your thoughts.  At this point, your citations should be many.)

    **AND THEN:**  React to the materials from the module by responding to the following prompts:

    1. How do the concepts of power posing and nonverbal communication intersect with gender dynamics in leadership roles? Consider the research on smiling, body language, and perceptions of competence.

    2. How might leaders consciously utilize nonverbal cues to enhance their message and influence? What ethical considerations should be taken into account?

    3. What personal insights or challenges have you encountered in aligning your verbal and nonverbal communication to convey confidence and authority, and how might you apply the concepts from this module to enhance your leadership presence?

    4. What questions or areas of curiosity remain for you after completing this module?

    **FINALLY:**  Annotate your reading to demonstrate your understanding of the journal articles.
    **Choose, 3 articles from the module** and create a short annotated bibliography using APA format (example provided here).  Your annotations should include a summary of the article's major points, and demonstrate the source’s application to your paper.

    For the ANNOTATED BIBLIOGRAPHY, please keep in mind that all text, including the write-up beneath the citation, must be indented so that the author's last name is the only text that is flush left.

    SAMPLE APA ANNOTATION

    Ehrenreich, B. (2001).
    _Nickel and dimed: On (not) getting by in America_. Henry Holt and Company.

    In this book of nonfiction based on the journalist's experiential research, Ehrenreich attempts to ascertain whether it is currently possible for an individual to live on a minimum wage in America. Taking jobs as a waitress, a maid in a cleaning service, and a Walmart sales employee, the author summarizes and reflects on her work, her relationships with fellow workers, and her financial struggles in each situation.

    An experienced journalist, Ehrenreich is aware of the limitations of her experiment and the ethical implications of her experiential research tactics and reflects on these issues in the text. The author is forthcoming about her methods and supplements her experiences with scholarly research on her places of employment, the economy, and the rising cost of living in America. Ehrenreich’s project is timely, descriptive, and well-researched.

    The annotation above both summarizes and assesses the book in the citation. The first paragraph provides a summary of the author's project in the book, covering the main points of the work. The second paragraph points out the project’s strengths and evaluates its methods and presentation. This particular annotation does not reflect the source’s potential importance or usefulness for this person’s research.

    For information on formatting APA citations, see our
    [APA Formatting and Style Guide (Links to an external site.)](https://owl.purdue.edu/owl/research_and_citation/apa6_style/apa_style_introduction.html).

    Use the template provided here and then upload your completed paper. This paper is worth 20  points.

    **## Module4resources.docx**

    Module 4: Learning Materials

    **Readings**

    **_Important Note:_** Sometimes it’s easier to print any supplementary articles (or key parts of your e-text readings as applicable) and keep that content in a separate notebook (tabbed by module number) to allow for active reading, personal annotations, etc.

    Anything in the
    **_"Learning Materials"_** content area is "fair game" for the critical analysis prompts and application (as is any other content presented in the module).  You'll also be doing some analysis and synthesis types of writing in this graduate-level course, so be sure to read "actively" and take notes / make notes as you go along.

    In addition to the introductory readings and content provided in
    **_Module 0_**, please read the following articles , as well as any online content, articles, videos, and/or presentations (as applicable) listed below.   Then proceed through the Module 3 content in the order presented.

    **Articles or Other Readings:**

    ·
    **Power Pose:**

    · Carney, Dana R., Amy J.C. Cuddy, and Yap, A.J. 2010. "Power Posing: Brief Nonverbal Displays Affect Neuroendocrine Levels and Risk Tolerance." Psychological Science vol. 21, no. 10: 1363–1368.

    ·
    [Power Posing.pdf](https://asu.instructure.com/courses/207506/files/98629986/download?wrap=1)

    ·

    ·
    **Power Approach**

    · Keltner, Dacher; Gruenfeld, Deborah H.; Anderson, Cameron. 2003. "Power, approach, and inhibition." Psychological Review, 110, 2: 265-284.

    ·
    [Power Approach and Inhibition.pdf](https://asu.instructure.com/courses/207506/files/98629987/download?wrap=1)

    ·
    **Smile**

    · LaFrance, M., Hecht, M. A., & Paluck, E. L. 2003. "The contingent smile: A meta-analysis of sex differences in smiling." Psychological Bulletin, 129, 2: 305-334.

    ·
    [The_contingent_smile_A_meta-a.pdf](https://asu.instructure.com/courses/207506/files/98629985/download?wrap=1)

    ·

    ·
    **Communication**

    · Mehrabian, Albert; Wiener, Morton. 1967. "Decoding of Inconsistent Communications." Journal of Personality and Social Psychology, 6, 1: 109–114.

    ·
    [Decoding_of_inconsistent_commu.pdf](https://asu.instructure.com/courses/207506/files/98629990/download?wrap=1)

    ·

    ·
    **Nonverbal**

    · Mehrabian, Albert; Ferris, Susan R.1967. "Inference of Attitudes from Nonverbal Communication in Two Channels." Journal of Consulting Psychology, 31, 3: 248–252.

    ·
    **Desire for Hierarchy**

    · Tiedens, L.Z., Unzueta, M. M., and Young, M.J. 2007. "An Unconscious Desire for Hierarchy? The Motivated Perception of Dominance Complementarity in Task Partners." Journal of Personality and Social Psychology, vol. 93, no. 3: 402–414
    [Unconscious Desire for Hierarchy.pdf](https://asu.instructure.com/courses/207506/files/98629989/download?wrap=1)

    **Active Reading – Importance and Tips:**  What is active reading? Why should you do it? (To improve your success in class, your degree pursuit, and in life!)  The following link provides some ideas on how to go about active-reading.  Please read it "actively!"

    [_Click_\
    _**HERE** for Active Reading Tips_](https://asu.instructure.com/courses/53705/files/16361791/download?wrap=1)

    **PowerPosing.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/powerposing-pdf-10259745)

    **Decoding_of_inconsistent_commu.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/decoding-of-inconsistent-commu-pdf-10259739)

    **ExaminingLeadershipThroughCriticalFeministReadings.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/examiningleadershipthroughcriticalfeministreadings-pdf-10259747)

    **UnconsciousDesireforHierarchy.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/unconsciousdesireforhierarchy-pdf-10259737)

    **PowerApproachandInhibition.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/powerapproachandinhibition-pdf-10259743)

    **The_contingent_smile_A_meta-a.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/the-contingent-smile-a-meta-a-pdf-10259741)

  • [Solved] Police Leadership

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    Prepare a 15-minute PowerPoint presentation explaining how can police leaders prepare for the future of policing develop adaptive leadership skills. – 2 years ago

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    Prepare a 15-minute PowerPoint presentation explaining how can police leaders prepare for the future of policing develop adaptive leadership skills.

    – 2 years ago

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  • [Solved] Non-monetary Compensation

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    – 2 years ago **files (1)** – ## HRM411Unit6Pre-Assessment.pdf **## HRM411Unit6Pre-Assessment.pdf** HRM411 – Seminar in Human Resource Management Pre-Assessment: Non-monetary Compensation Due Date: 11:59 pm EST, Sunday of Unit 6 Points: 100 Overview: Compensation by law includes ‘wages/cash,’ and ye…

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    – 2 years ago

    **files (1)**

    – ## HRM411Unit6Pre-Assessment.pdf

    **## HRM411Unit6Pre-Assessment.pdf**

    HRM411 – Seminar in Human
    Resource Management

    Pre-Assessment: Non-monetary Compensation

    Due Date: 11:59 pm EST, Sunday of Unit 6
    Points: 100

    Overview:

    Compensation by law includes ‘wages/cash,’ and yet many companies offer what has
    been termed non-monetary rewards. This assignment explores non-monetary
    compensation and its value.

    Instructions:

    • Define the term non-monetary compensation include an example.
    • Describe at least two non-monetary rewards and explain why a company should

    offer those benefits.
    • Describe non-monetary rewards and explain their value to the overall

    compensation and benefits plans.

    Requirements:

    • Submit a Word document.
    • Maximum three pages, minimum 500 words in length.

    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 Pre-Assessment: Non-monetary Compensation
    Assignment

    CRITERIA Deficient Needs

    Improvement
    Proficient Exemplary

    0 – 44 points 45 – 59 points 60 – 74 points 75 points
    Content Does not cover

    the assigned
    topic;
    assertions are
    not supported
    by evidence;
    paper is
    seriously
    lacking in
    content and
    detail.

    Does not do an
    adequate job of
    covering the
    assigned topic;
    assertions are
    weakly
    supported by
    evidence.

    Sufficient
    coverage of the
    topics; most
    assertions are
    supported by
    evidence.

    Provides in-
    depth coverage
    of the topics,
    assertions are
    clearly
    supported by
    evidence.

    0 – 5 points 6 – 7 points 8 – 9 points 10 points
    Paper Length Does not meet

    the length
    requirement.

    n/a n/a Meets the
    length
    requirement.

    0 – 8 points 9 – 11 points 12 – 14 points 15 points
    Clear and
    Professional
    Writing

    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.

    – Overview:
    – Instructions:
    – Requirements:
    – Evaluation Rubric for Pre-Assessment: Non-monetary Compensation Assignment

    **## HRM411Unit6Pre-Assessment.pdf**

    HRM411 – Seminar in Human
    Resource Management

    Pre-Assessment: Non-monetary Compensation

    Due Date: 11:59 pm EST, Sunday of Unit 6
    Points: 100

    Overview:

    Compensation by law includes ‘wages/cash,’ and yet many companies offer what has
    been termed non-monetary rewards. This assignment explores non-monetary
    compensation and its value.

    Instructions:

    • Define the term non-monetary compensation include an example.
    • Describe at least two non-monetary rewards and explain why a company should

    offer those benefits.
    • Describe non-monetary rewards and explain their value to the overall

    compensation and benefits plans.

    Requirements:

    • Submit a Word document.
    • Maximum three pages, minimum 500 words in length.

    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 Pre-Assessment: Non-monetary Compensation
    Assignment

    CRITERIA Deficient Needs

    Improvement
    Proficient Exemplary

    0 – 44 points 45 – 59 points 60 – 74 points 75 points
    Content Does not cover

    the assigned
    topic;
    assertions are
    not supported
    by evidence;
    paper is
    seriously
    lacking in
    content and
    detail.

    Does not do an
    adequate job of
    covering the
    assigned topic;
    assertions are
    weakly
    supported by
    evidence.

    Sufficient
    coverage of the
    topics; most
    assertions are
    supported by
    evidence.

    Provides in-
    depth coverage
    of the topics,
    assertions are
    clearly
    supported by
    evidence.

    0 – 5 points 6 – 7 points 8 – 9 points 10 points
    Paper Length Does not meet

    the length
    requirement.

    n/a n/a Meets the
    length
    requirement.

    0 – 8 points 9 – 11 points 12 – 14 points 15 points
    Clear and
    Professional
    Writing

    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.

    – Overview:
    – Instructions:
    – Requirements:
    – Evaluation Rubric for Pre-Assessment: Non-monetary Compensation Assignment

  • [Solved] Journal Benefits and Rewards

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## HRM411Unit6Journal.pdf **## HRM411Unit6Journal.pdf** HRM411 – Seminar in Human Resource Management Journal: Benefits and Rewards Due Date: 11:59 pm EST, Sunday of Unit 6 Points: 100 Overview: Organizations need to identify critical benefits and rewards programs that …

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## HRM411Unit6Journal.pdf

    **## HRM411Unit6Journal.pdf**

    HRM411 – Seminar in Human
    Resource Management

    Journal: Benefits and Rewards

    Due Date: 11:59 pm EST, Sunday of Unit 6
    Points: 100

    Overview:

    Organizations need to identify critical benefits and rewards programs that impact
    recruitment/selection and retention required to maintain a superior talent pool. The
    primary reason companies offer total rewards benefit packages is an increased ability to
    recruit/retain top talent. However, federal and state law also dictates mandated benefits
    not related to wages.

    Instructions:

    • Describe at least two benefits/rewards mandated by federal law.

    • Describe at least two benefits/rewards required by the laws in your state.

    • Explain why each is important.

    • Explain why each may be "mandated."

    Requirements:

    • Submit a Word document in APA format.
    • Maximum three pages, minimum 500 words in length, excluding the Title and

    Reference pages.
    • Include at least one resource/citation for each benefit listed.

    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 Journal: Benefits and Rewards Assignment

    CRITERIA Deficient Needs
    Improvement

    Proficient Exemplary

    0 – 38 points 39 – 51 points 52 – 64 points 65 points
    Content Does not cover

    the assigned
    topic;
    assertions are
    not supported
    by evidence;
    paper is
    seriously
    lacking in
    content and
    detail.

    Does not do an
    adequate job of
    covering the
    assigned topic;
    assertions are
    weakly
    supported by
    evidence.

    Sufficient
    coverage of the
    topics; most
    assertions are
    supported by
    evidence.

    Provides in-
    depth coverage
    of the topics,
    assertions are
    clearly
    supported by
    evidence.

    0 – 5 points 6 – 7 points 8 – 9 points 10 points
    Resources 0 resources or

    resources that
    were not
    relevant

    n/a 1 relevant
    resource

    2 relevant
    resources

    Paper Length Does not meet
    the length
    requirement.

    n/a n/a Meets the
    length
    requirement.

    0 – 8 points 9 – 11 points 12 – 14 points 15 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.

    **## HRM411Unit6Journal.pdf**

    HRM411 – Seminar in Human
    Resource Management

    Journal: Benefits and Rewards

    Due Date: 11:59 pm EST, Sunday of Unit 6
    Points: 100

    Overview:

    Organizations need to identify critical benefits and rewards programs that impact
    recruitment/selection and retention required to maintain a superior talent pool. The
    primary reason companies offer total rewards benefit packages is an increased ability to
    recruit/retain top talent. However, federal and state law also dictates mandated benefits
    not related to wages.

    Instructions:

    • Describe at least two benefits/rewards mandated by federal law.

    • Describe at least two benefits/rewards required by the laws in your state.

    • Explain why each is important.

    • Explain why each may be "mandated."

    Requirements:

    • Submit a Word document in APA format.
    • Maximum three pages, minimum 500 words in length, excluding the Title and

    Reference pages.
    • Include at least one resource/citation for each benefit listed.

    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 Journal: Benefits and Rewards Assignment

    CRITERIA Deficient Needs
    Improvement

    Proficient Exemplary

    0 – 38 points 39 – 51 points 52 – 64 points 65 points
    Content Does not cover

    the assigned
    topic;
    assertions are
    not supported
    by evidence;
    paper is
    seriously
    lacking in
    content and
    detail.

    Does not do an
    adequate job of
    covering the
    assigned topic;
    assertions are
    weakly
    supported by
    evidence.

    Sufficient
    coverage of the
    topics; most
    assertions are
    supported by
    evidence.

    Provides in-
    depth coverage
    of the topics,
    assertions are
    clearly
    supported by
    evidence.

    0 – 5 points 6 – 7 points 8 – 9 points 10 points
    Resources 0 resources or

    resources that
    were not
    relevant

    n/a 1 relevant
    resource

    2 relevant
    resources

    Paper Length Does not meet
    the length
    requirement.

    n/a n/a Meets the
    length
    requirement.

    0 – 8 points 9 – 11 points 12 – 14 points 15 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.

  • [Solved] assistance

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    Executive Solution Overview

    healthcare innovation – 2 years ago **files (1)** – ## innnovation.docx **## innnovation.docx** | | | — | | This is an APA formatted paper with a title and reference page, introduction, conclusion, appropriate paragraphs and in-text citations. Please include the following information:<br>1. Innov…

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    Assignment Prompt & Instructions

    healthcare innovation

    – 2 years ago

    **files (1)**

    – ## innnovation.docx

    **## innnovation.docx**

    | |
    | — |
    | This is an APA formatted paper with a title and reference page, introduction, conclusion, appropriate paragraphs and in-text citations. Please include the following information:<br>1. Innovations in Healthcare Management<br>a. Technology and Healthcare Innovation<br>1. <br>a. <br>i. Explore the role of technology in transforming healthcare delivery and management (e.g., telemedicine, health information systems, predictive analytics).<br>ii. Discuss the benefits and challenges associated with integrating technology into healthcare practices.<br>b. Population Health Management<br>2. <br>b. <br>i. Examine innovative approaches to population health management, including preventive care, care coordination, and community partnerships.<br>ii. Discuss the importance of population health strategies in improving health outcomes and reducing healthcare costs.<br>2. Conclusion<br>a. Summarize key takeaways from the assignment, highlighting the importance of effective healthcare management in addressing current and future challenges. |

    **## innnovation.docx**

    | |
    | — |
    | This is an APA formatted paper with a title and reference page, introduction, conclusion, appropriate paragraphs and in-text citations. Please include the following information:<br>1. Innovations in Healthcare Management<br>a. Technology and Healthcare Innovation<br>1. <br>a. <br>i. Explore the role of technology in transforming healthcare delivery and management (e.g., telemedicine, health information systems, predictive analytics).<br>ii. Discuss the benefits and challenges associated with integrating technology into healthcare practices.<br>b. Population Health Management<br>2. <br>b. <br>i. Examine innovative approaches to population health management, including preventive care, care coordination, and community partnerships.<br>ii. Discuss the importance of population health strategies in improving health outcomes and reducing healthcare costs.<br>2. Conclusion<br>a. Summarize key takeaways from the assignment, highlighting the importance of effective healthcare management in addressing current and future challenges. |

  • [Solved] human resource

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    I need your help – 2 years ago **files (3)** – ## JWI_521_Week_2_lecture_1192.pdf – Discussion2Recruiting.jpeg – diversity-recruiting-strategy_.htm **## JWI_521_Week_2_lecture_1192.pdf** © Strayer University. All Rights Reserved. This document contains Strayer University confidential and …

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    I need your help

    – 2 years ago

    **files (3)**

    – ## JWI_521_Week_2_lecture_1192.pdf

    – Discussion2Recruiting.jpeg
    – diversity-recruiting-strategy_.htm

    **## JWI_521_Week_2_lecture_1192.pdf**

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

    JWI 521 – Week 2 Lecture Notes (1192) Page 1 of 5

    JWI 521
    Recruit, Develop, Assess, Reward, Retain

    Week Two Lecture Notes

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

    JWI 521 – Week 2 Lecture Notes (1192) Page 2 of 5

    IDENTIFYING YOUR STRATEGIC POSITIONS

    What it Means

    Successful companies have well-developed systems for managing and retaining their high-
    performance and high-potential employees. These are the people that Jack calls the “A Players.” A
    winning workforce is made up of great individuals, so it makes sense for your company to devote
    time and energy to identifying, developing, and retaining its stars. Your “A Players” only belong in
    high-impact jobs; it is just too expensive to attract, select, develop, and retain top performers for
    every last position in the company. This lecture will help you identify the jobs – no matter what part
    of the organization you manage – that are crucial to the success of your strategy.

    Why it Matters

    • Your top performers must be engaged in work that is essential to the company’s
    strategy

    • Strategic positions vary by company – they must reflect the company’s strategic
    capabilities

    • Knowing which positions are essential to your strategy will improve workforce
    management

    “Building a great team is your job. You’re only as good
    as the people you hire.”

    Jack Welch

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

    JWI 521 – Week 2 Lecture Notes (1192) Page 3 of 5

    WHAT IS A STRATEGIC POSITION?

    Let’s divide the work of an organization into three categories:

    1. Strategic work has a profound impact upon the creation of customer and economic value.

    2. Support work includes a wide range of functions that enable and support the strategic work.

    3. Surplus work may have created value in the past, but no longer contributes much value to the
    business. It is work that remains in a company for reasons of tradition, politics, or inertia.

    There are no inherently strategic positions – whether or not a job is strategic depends upon a company’s
    goals. For instance, in a consumer products business, the director of marketing may make the difference
    between success and failure. They obviously hold a strategic position. In another company, marketing may
    be relatively unimportant; the head of research may be the person who most strongly influences the
    company’s fate. Relatively few positions in any given company involve truly strategic work.

    Unfortunately, many leaders don’t know how to identify the strategic positions for their organization. They
    assign strategic importance to the jobs held by the most highly skilled, hardest working employees, or those
    exercising the most responsibility. Alternatively, they may think that, if people are highly paid, their
    position must be strategic. Why else would they be earning so much?

    Of course, sometimes compensation is linked to strategic work, but not always. In most retail outlets, for
    instance, cashiers are paid minimum wage and do not need any special credentials to be hired. But if you
    are managing a store whose competitive advantage is a positive buying experience, including getting
    through the checkout line quickly, your cashiers are key strategic players. Or take the example of Wall
    Street. For many years, it paid its bankers like kings – after all, they were doing all the important work. The
    financial crisis made it clear, however, that some of the most strategic positions on Wall Street were in the
    compliance and risk management functions. And so now, in many financial businesses, compliance
    professionals are considered to be key strategic players and are paid accordingly.

    STRATEGIC CAPABILITIES DEFINE STRATEGIC POSITIONS

    In order to identify the strategic positions in your own organization, you must first identify your organization’s
    strategic capabilities. What activities can your company perform in a way that your competitors cannot?
    What makes customers want to choose your product or service over others?

    As a shortcut, consider this. You know an activity is strategic if it:

    • Positively affects your customers’ perception of value
    • Allows you to make or deliver your product or service at the desired cost
    • Enables you to charge your desired price, be it high or low

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

    JWI 521 – Week 2 Lecture Notes (1192) Page 4 of 5

    Most organizations and business units have no more than four or five strategic capabilities. Walmart, for
    example, has strategic capabilities in IT Analytics, which tracks customer purchasing patterns in great detail,
    and in its ability to purchase products in bulk, which pushes down costs. By contrast, the strategic
    capabilities at Neiman Marcus revolve around stylish products and well-designed interiors, both of which
    drive the company’s strategy of providing a high-end, glamorous shopping experience.

    Let’s look at a real-world example of two companies to see how their strategic capabilities relate to their
    strategic positions. Two well-known retailers who differ widely in their missions and target markets are
    Nordstrom and Costco. Both rely on customer satisfaction to produce growth and shareholder value, but
    they rely on very different types of capability to generate that satisfaction. Nordstrom satisfies customers with
    its ability to provide personalized service and advice; Costco satisfies customers with its ability to offer a
    wide range of products at rock-bottom prices. Since the strategic capabilities are different, strategic roles at
    these companies are also different. Front-line sales associates are vital at Nordstrom, but Costco places
    much more value on purchasing managers, a role that is central to the company’s success.

    MANAGING YOUR A, B, AND C PLAYERS

    Determining which positions are essential to your strategy can increase efficiency in managing your
    workforce. You will minimize time spent on jobs with little direct impact upon your company’s success.
    Instead, you will invest significant time and effort into performance improvements in strategically important
    positions. Take the store cashier we discussed earlier. If your strategic advantage lies with the customer
    experience, do not just hire someone who can scan products correctly and collect money with a friendly
    smile. You need a person who notices what customers buy and suggests other products. You want a person
    who likes to move quickly and understands that the customers waiting in line want quick service, too.

    Put simply, it is critical to fill your A jobs with A players and to pay them appropriately. Top-performing people
    in strategic roles should earn better-than-market rates. Your organization must continually evaluate and
    improve its programs to recruit the best people for your strategic positions. To fill these key positions, your
    company must create effective job descriptions, find strong candidates, conduct insightful interviews, and
    make good hiring decisions. It is the responsibility of HR to support managers in this important process.

    Although it makes sense to disproportionately invest in your top performers doing strategic work, that does
    not mean you should ignore employees in other positions. Competent support staff members are essential,
    and poor performance in such jobs can be costly. For example, baggage handlers are not central to an
    airline’s strategy, but one lost bag can turn a customer into a walking advertisement for the competition.
    Think of it this way: although competent actions by employees in support jobs will not generally cause you to
    win, incompetent actions by such individuals can certainly cause you to lose.

    How about surplus work, those outdated jobs that were never removed or updated? Overcoming tradition,
    politics, or inertia can be hard. But you may conclude after careful analysis that, just as you need to weed
    out your C players over time, you may need to weed out some of your C positions over time, as well. The
    marketplace is too competitive for a company to pay for work that adds no value.

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

    JWI 521 – Week 2 Lecture Notes (1192) Page 5 of 5

    GETTING THE MOST OUT OF THIS WEEK’S CLASS

    As you read the materials and participate in class activities, stay focused on the key learning outcomes for
    the week:

    • Understand the difference between strategic positions and support positions

    Think about what this means for you and your team in your current company. Does your HR team
    have a clear grasp of the difference between these two types of positions? Does the organization
    apply sufficient resources to hiring, training, and managing “A players”? Are top performers placed in
    appropriate positions, where they can have an influence on strategy and add value for the
    company? Are the support functions staffed with competent employees? Are there good systems in
    place to catch incompetent performers before they do too much harm to the bottom line? If not, what
    can the HR team do to drive change and address the issues?

    • Analyze a company’s strategic capabilities to identify its strategic positions

    Does your HR team understand the strategic capabilities that make your company competitive in its
    sector and market? Do they know how to use an understanding of those capabilities to identify the
    key strategic positions in your company? Do the leadership and management in your organization
    simply assume that the people with the most challenging roles or those with the highest pay must
    surely have the most strategic jobs? If this is the case, how can HR help to deepen their
    understanding as to which positions are the most strategic in your company?

    • Explore and discuss how to make great hires for your organization

    Take a look at your own organization’s hiring practices with a critical eye. What do they do well?
    What could be improved? How effective are the processes used to create job descriptions, source
    and identify candidates, screen and interview people, check references, and make hiring decisions?
    If there are areas that could be improved – and there always are – what can HR do to add tools,
    train staff who participate in making hires, and improve the quality and potential of new people
    brought into the organization?

    **Discussion2Recruiting.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/discussion2recruiting-jpeg)

    **diversity-recruiting-strategy_.htm**

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

    **diversity-recruiting-strategy_.htm**

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

    **## JWI_521_Week_2_lecture_1192.pdf**

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

    JWI 521 – Week 2 Lecture Notes (1192) Page 1 of 5

    JWI 521
    Recruit, Develop, Assess, Reward, Retain

    Week Two Lecture Notes

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

    JWI 521 – Week 2 Lecture Notes (1192) Page 2 of 5

    IDENTIFYING YOUR STRATEGIC POSITIONS

    What it Means

    Successful companies have well-developed systems for managing and retaining their high-
    performance and high-potential employees. These are the people that Jack calls the “A Players.” A
    winning workforce is made up of great individuals, so it makes sense for your company to devote
    time and energy to identifying, developing, and retaining its stars. Your “A Players” only belong in
    high-impact jobs; it is just too expensive to attract, select, develop, and retain top performers for
    every last position in the company. This lecture will help you identify the jobs – no matter what part
    of the organization you manage – that are crucial to the success of your strategy.

    Why it Matters

    • Your top performers must be engaged in work that is essential to the company’s
    strategy

    • Strategic positions vary by company – they must reflect the company’s strategic
    capabilities

    • Knowing which positions are essential to your strategy will improve workforce
    management

    “Building a great team is your job. You’re only as good
    as the people you hire.”

    Jack Welch

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

    JWI 521 – Week 2 Lecture Notes (1192) Page 3 of 5

    WHAT IS A STRATEGIC POSITION?

    Let’s divide the work of an organization into three categories:

    1. Strategic work has a profound impact upon the creation of customer and economic value.

    2. Support work includes a wide range of functions that enable and support the strategic work.

    3. Surplus work may have created value in the past, but no longer contributes much value to the
    business. It is work that remains in a company for reasons of tradition, politics, or inertia.

    There are no inherently strategic positions – whether or not a job is strategic depends upon a company’s
    goals. For instance, in a consumer products business, the director of marketing may make the difference
    between success and failure. They obviously hold a strategic position. In another company, marketing may
    be relatively unimportant; the head of research may be the person who most strongly influences the
    company’s fate. Relatively few positions in any given company involve truly strategic work.

    Unfortunately, many leaders don’t know how to identify the strategic positions for their organization. They
    assign strategic importance to the jobs held by the most highly skilled, hardest working employees, or those
    exercising the most responsibility. Alternatively, they may think that, if people are highly paid, their
    position must be strategic. Why else would they be earning so much?

    Of course, sometimes compensation is linked to strategic work, but not always. In most retail outlets, for
    instance, cashiers are paid minimum wage and do not need any special credentials to be hired. But if you
    are managing a store whose competitive advantage is a positive buying experience, including getting
    through the checkout line quickly, your cashiers are key strategic players. Or take the example of Wall
    Street. For many years, it paid its bankers like kings – after all, they were doing all the important work. The
    financial crisis made it clear, however, that some of the most strategic positions on Wall Street were in the
    compliance and risk management functions. And so now, in many financial businesses, compliance
    professionals are considered to be key strategic players and are paid accordingly.

    STRATEGIC CAPABILITIES DEFINE STRATEGIC POSITIONS

    In order to identify the strategic positions in your own organization, you must first identify your organization’s
    strategic capabilities. What activities can your company perform in a way that your competitors cannot?
    What makes customers want to choose your product or service over others?

    As a shortcut, consider this. You know an activity is strategic if it:

    • Positively affects your customers’ perception of value
    • Allows you to make or deliver your product or service at the desired cost
    • Enables you to charge your desired price, be it high or low

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

    JWI 521 – Week 2 Lecture Notes (1192) Page 4 of 5

    Most organizations and business units have no more than four or five strategic capabilities. Walmart, for
    example, has strategic capabilities in IT Analytics, which tracks customer purchasing patterns in great detail,
    and in its ability to purchase products in bulk, which pushes down costs. By contrast, the strategic
    capabilities at Neiman Marcus revolve around stylish products and well-designed interiors, both of which
    drive the company’s strategy of providing a high-end, glamorous shopping experience.

    Let’s look at a real-world example of two companies to see how their strategic capabilities relate to their
    strategic positions. Two well-known retailers who differ widely in their missions and target markets are
    Nordstrom and Costco. Both rely on customer satisfaction to produce growth and shareholder value, but
    they rely on very different types of capability to generate that satisfaction. Nordstrom satisfies customers with
    its ability to provide personalized service and advice; Costco satisfies customers with its ability to offer a
    wide range of products at rock-bottom prices. Since the strategic capabilities are different, strategic roles at
    these companies are also different. Front-line sales associates are vital at Nordstrom, but Costco places
    much more value on purchasing managers, a role that is central to the company’s success.

    MANAGING YOUR A, B, AND C PLAYERS

    Determining which positions are essential to your strategy can increase efficiency in managing your
    workforce. You will minimize time spent on jobs with little direct impact upon your company’s success.
    Instead, you will invest significant time and effort into performance improvements in strategically important
    positions. Take the store cashier we discussed earlier. If your strategic advantage lies with the customer
    experience, do not just hire someone who can scan products correctly and collect money with a friendly
    smile. You need a person who notices what customers buy and suggests other products. You want a person
    who likes to move quickly and understands that the customers waiting in line want quick service, too.

    Put simply, it is critical to fill your A jobs with A players and to pay them appropriately. Top-performing people
    in strategic roles should earn better-than-market rates. Your organization must continually evaluate and
    improve its programs to recruit the best people for your strategic positions. To fill these key positions, your
    company must create effective job descriptions, find strong candidates, conduct insightful interviews, and
    make good hiring decisions. It is the responsibility of HR to support managers in this important process.

    Although it makes sense to disproportionately invest in your top performers doing strategic work, that does
    not mean you should ignore employees in other positions. Competent support staff members are essential,
    and poor performance in such jobs can be costly. For example, baggage handlers are not central to an
    airline’s strategy, but one lost bag can turn a customer into a walking advertisement for the competition.
    Think of it this way: although competent actions by employees in support jobs will not generally cause you to
    win, incompetent actions by such individuals can certainly cause you to lose.

    How about surplus work, those outdated jobs that were never removed or updated? Overcoming tradition,
    politics, or inertia can be hard. But you may conclude after careful analysis that, just as you need to weed
    out your C players over time, you may need to weed out some of your C positions over time, as well. The
    marketplace is too competitive for a company to pay for work that adds no value.

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

    JWI 521 – Week 2 Lecture Notes (1192) Page 5 of 5

    GETTING THE MOST OUT OF THIS WEEK’S CLASS

    As you read the materials and participate in class activities, stay focused on the key learning outcomes for
    the week:

    • Understand the difference between strategic positions and support positions

    Think about what this means for you and your team in your current company. Does your HR team
    have a clear grasp of the difference between these two types of positions? Does the organization
    apply sufficient resources to hiring, training, and managing “A players”? Are top performers placed in
    appropriate positions, where they can have an influence on strategy and add value for the
    company? Are the support functions staffed with competent employees? Are there good systems in
    place to catch incompetent performers before they do too much harm to the bottom line? If not, what
    can the HR team do to drive change and address the issues?

    • Analyze a company’s strategic capabilities to identify its strategic positions

    Does your HR team understand the strategic capabilities that make your company competitive in its
    sector and market? Do they know how to use an understanding of those capabilities to identify the
    key strategic positions in your company? Do the leadership and management in your organization
    simply assume that the people with the most challenging roles or those with the highest pay must
    surely have the most strategic jobs? If this is the case, how can HR help to deepen their
    understanding as to which positions are the most strategic in your company?

    • Explore and discuss how to make great hires for your organization

    Take a look at your own organization’s hiring practices with a critical eye. What do they do well?
    What could be improved? How effective are the processes used to create job descriptions, source
    and identify candidates, screen and interview people, check references, and make hiring decisions?
    If there are areas that could be improved – and there always are – what can HR do to add tools,
    train staff who participate in making hires, and improve the quality and potential of new people
    brought into the organization?

    **Discussion2Recruiting.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/discussion2recruiting-jpeg)

    **diversity-recruiting-strategy_.htm**

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

    **## JWI_521_Week_2_lecture_1192.pdf**

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

    JWI 521 – Week 2 Lecture Notes (1192) Page 1 of 5

    JWI 521
    Recruit, Develop, Assess, Reward, Retain

    Week Two Lecture Notes

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

    JWI 521 – Week 2 Lecture Notes (1192) Page 2 of 5

    IDENTIFYING YOUR STRATEGIC POSITIONS

    What it Means

    Successful companies have well-developed systems for managing and retaining their high-
    performance and high-potential employees. These are the people that Jack calls the “A Players.” A
    winning workforce is made up of great individuals, so it makes sense for your company to devote
    time and energy to identifying, developing, and retaining its stars. Your “A Players” only belong in
    high-impact jobs; it is just too expensive to attract, select, develop, and retain top performers for
    every last position in the company. This lecture will help you identify the jobs – no matter what part
    of the organization you manage – that are crucial to the success of your strategy.

    Why it Matters

    • Your top performers must be engaged in work that is essential to the company’s
    strategy

    • Strategic positions vary by company – they must reflect the company’s strategic
    capabilities

    • Knowing which positions are essential to your strategy will improve workforce
    management

    “Building a great team is your job. You’re only as good
    as the people you hire.”

    Jack Welch

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

    JWI 521 – Week 2 Lecture Notes (1192) Page 3 of 5

    WHAT IS A STRATEGIC POSITION?

    Let’s divide the work of an organization into three categories:

    1. Strategic work has a profound impact upon the creation of customer and economic value.

    2. Support work includes a wide range of functions that enable and support the strategic work.

    3. Surplus work may have created value in the past, but no longer contributes much value to the
    business. It is work that remains in a company for reasons of tradition, politics, or inertia.

    There are no inherently strategic positions – whether or not a job is strategic depends upon a company’s
    goals. For instance, in a consumer products business, the director of marketing may make the difference
    between success and failure. They obviously hold a strategic position. In another company, marketing may
    be relatively unimportant; the head of research may be the person who most strongly influences the
    company’s fate. Relatively few positions in any given company involve truly strategic work.

    Unfortunately, many leaders don’t know how to identify the strategic positions for their organization. They
    assign strategic importance to the jobs held by the most highly skilled, hardest working employees, or those
    exercising the most responsibility. Alternatively, they may think that, if people are highly paid, their
    position must be strategic. Why else would they be earning so much?

    Of course, sometimes compensation is linked to strategic work, but not always. In most retail outlets, for
    instance, cashiers are paid minimum wage and do not need any special credentials to be hired. But if you
    are managing a store whose competitive advantage is a positive buying experience, including getting
    through the checkout line quickly, your cashiers are key strategic players. Or take the example of Wall
    Street. For many years, it paid its bankers like kings – after all, they were doing all the important work. The
    financial crisis made it clear, however, that some of the most strategic positions on Wall Street were in the
    compliance and risk management functions. And so now, in many financial businesses, compliance
    professionals are considered to be key strategic players and are paid accordingly.

    STRATEGIC CAPABILITIES DEFINE STRATEGIC POSITIONS

    In order to identify the strategic positions in your own organization, you must first identify your organization’s
    strategic capabilities. What activities can your company perform in a way that your competitors cannot?
    What makes customers want to choose your product or service over others?

    As a shortcut, consider this. You know an activity is strategic if it:

    • Positively affects your customers’ perception of value
    • Allows you to make or deliver your product or service at the desired cost
    • Enables you to charge your desired price, be it high or low

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

    JWI 521 – Week 2 Lecture Notes (1192) Page 4 of 5

    Most organizations and business units have no more than four or five strategic capabilities. Walmart, for
    example, has strategic capabilities in IT Analytics, which tracks customer purchasing patterns in great detail,
    and in its ability to purchase products in bulk, which pushes down costs. By contrast, the strategic
    capabilities at Neiman Marcus revolve around stylish products and well-designed interiors, both of which
    drive the company’s strategy of providing a high-end, glamorous shopping experience.

    Let’s look at a real-world example of two companies to see how their strategic capabilities relate to their
    strategic positions. Two well-known retailers who differ widely in their missions and target markets are
    Nordstrom and Costco. Both rely on customer satisfaction to produce growth and shareholder value, but
    they rely on very different types of capability to generate that satisfaction. Nordstrom satisfies customers with
    its ability to provide personalized service and advice; Costco satisfies customers with its ability to offer a
    wide range of products at rock-bottom prices. Since the strategic capabilities are different, strategic roles at
    these companies are also different. Front-line sales associates are vital at Nordstrom, but Costco places
    much more value on purchasing managers, a role that is central to the company’s success.

    MANAGING YOUR A, B, AND C PLAYERS

    Determining which positions are essential to your strategy can increase efficiency in managing your
    workforce. You will minimize time spent on jobs with little direct impact upon your company’s success.
    Instead, you will invest significant time and effort into performance improvements in strategically important
    positions. Take the store cashier we discussed earlier. If your strategic advantage lies with the customer
    experience, do not just hire someone who can scan products correctly and collect money with a friendly
    smile. You need a person who notices what customers buy and suggests other products. You want a person
    who likes to move quickly and understands that the customers waiting in line want quick service, too.

    Put simply, it is critical to fill your A jobs with A players and to pay them appropriately. Top-performing people
    in strategic roles should earn better-than-market rates. Your organization must continually evaluate and
    improve its programs to recruit the best people for your strategic positions. To fill these key positions, your
    company must create effective job descriptions, find strong candidates, conduct insightful interviews, and
    make good hiring decisions. It is the responsibility of HR to support managers in this important process.

    Although it makes sense to disproportionately invest in your top performers doing strategic work, that does
    not mean you should ignore employees in other positions. Competent support staff members are essential,
    and poor performance in such jobs can be costly. For example, baggage handlers are not central to an
    airline’s strategy, but one lost bag can turn a customer into a walking advertisement for the competition.
    Think of it this way: although competent actions by employees in support jobs will not generally cause you to
    win, incompetent actions by such individuals can certainly cause you to lose.

    How about surplus work, those outdated jobs that were never removed or updated? Overcoming tradition,
    politics, or inertia can be hard. But you may conclude after careful analysis that, just as you need to weed
    out your C players over time, you may need to weed out some of your C positions over time, as well. The
    marketplace is too competitive for a company to pay for work that adds no value.

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

    JWI 521 – Week 2 Lecture Notes (1192) Page 5 of 5

    GETTING THE MOST OUT OF THIS WEEK’S CLASS

    As you read the materials and participate in class activities, stay focused on the key learning outcomes for
    the week:

    • Understand the difference between strategic positions and support positions

    Think about what this means for you and your team in your current company. Does your HR team
    have a clear grasp of the difference between these two types of positions? Does the organization
    apply sufficient resources to hiring, training, and managing “A players”? Are top performers placed in
    appropriate positions, where they can have an influence on strategy and add value for the
    company? Are the support functions staffed with competent employees? Are there good systems in
    place to catch incompetent performers before they do too much harm to the bottom line? If not, what
    can the HR team do to drive change and address the issues?

    • Analyze a company’s strategic capabilities to identify its strategic positions

    Does your HR team understand the strategic capabilities that make your company competitive in its
    sector and market? Do they know how to use an understanding of those capabilities to identify the
    key strategic positions in your company? Do the leadership and management in your organization
    simply assume that the people with the most challenging roles or those with the highest pay must
    surely have the most strategic jobs? If this is the case, how can HR help to deepen their
    understanding as to which positions are the most strategic in your company?

    • Explore and discuss how to make great hires for your organization

    Take a look at your own organization’s hiring practices with a critical eye. What do they do well?
    What could be improved? How effective are the processes used to create job descriptions, source
    and identify candidates, screen and interview people, check references, and make hiring decisions?
    If there are areas that could be improved – and there always are – what can HR do to add tools,
    train staff who participate in making hires, and improve the quality and potential of new people
    brought into the organization?

    **Discussion2Recruiting.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/discussion2recruiting-jpeg)

    **diversity-recruiting-strategy_.htm**

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

  • [Solved] hw help

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    help – 2 years ago **files (3)** – ## YuzuReaderHumanResourceDevelopmentTalentDevelopment.html – ## DesignElements_Moller-Maersk.pdf – figurep150.JPG **## YuzuReaderHumanResourceDevelopmentTalentDevelopment.html** You need to enable JavaScript to run this app. **## DesignElements_Moller-Maersk.pdf…

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    help

    – 2 years ago

    **files (3)**

    – ## YuzuReaderHumanResourceDevelopmentTalentDevelopment.html

    – ## DesignElements_Moller-Maersk.pdf

    – figurep150.JPG

    **## YuzuReaderHumanResourceDevelopmentTalentDevelopment.html**

    You need to enable JavaScript to run this app.

    **## DesignElements_Moller-Maersk.pdf**

    In the Needs Assessment that you turned in during Week 3, you should have noted
    areas in which the “mission critical” group, which includes the 120 most important
    positions at Moller-Maersk, might be deficient in their knowledge, skills, or abilities, or
    noted important organizational changes (or lack thereof) that have occurred or are
    occurring. In addition, you should have made training recommendations based on those
    deficiencies or changes. For this assignment, you will need to focus on ONE of those
    recommendations.

    Based on the recommendation you choose, your task is to design a training program
    that will be given to "mission critical" employees. Your training program may focus on
    one or more topics. For instance, you may choose to develop a training program that
    focuses on recruitment AND retention, or you may focus on retention, only. Other
    examples of training topics include, but are not limited to, leadership, organizational
    culture, and diversity. Whichever topic(s) you choose, make sure they relate to the
    case study.

    Once you have chosen your topic, refer to Figure 5.2 (p. 150) in the course textbook
    and use the image as a template. Include each of the following in the assignment:

    ● Program title
    ● Program goals (3) and objectives (2 per goal) – Use the SMART method

    ○ Do NOT create a goal/objective for each of the SMART criteria.
    Rather, a single goal/objective can incorporate more than one
    SMART criteria, but does not have to incorporate ALL criteria.

    ○ Each goal/objective must directly relate to the training program you
    are developing (i.e., program goals). These are NOT organizational
    goals.

    ● List of tasks you will need to do in preparation for the training event
    ● Description of the Physical Environment

    ○ What type(s) of space(s) will you use (e.g., ballroom, conference
    room, amphitheater, etc.)?

    ● List of equipment, supplies, and other materials you will need to run the
    training program

    ○ Be as specific as possible
    ○ What type(s) of space(s) will you need (e.g., ballroom, conference

    room, amphitheater, etc.)?
    ● Name of the instructor(s)
    ● Estimated number of attendees & job titles

    ○ Include a list of possible job titles for those attendees. Job titles
    should be high enough in rank so that they represent individuals
    who are a part of the "mission critical" group at Moller-Maersk.

    **figurep150.JPG**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/figurep150-jpg)

    **figurep150.JPG**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/figurep150-jpg)

    **## YuzuReaderHumanResourceDevelopmentTalentDevelopment.html**

    You need to enable JavaScript to run this app.

    **## DesignElements_Moller-Maersk.pdf**

    In the Needs Assessment that you turned in during Week 3, you should have noted
    areas in which the “mission critical” group, which includes the 120 most important
    positions at Moller-Maersk, might be deficient in their knowledge, skills, or abilities, or
    noted important organizational changes (or lack thereof) that have occurred or are
    occurring. In addition, you should have made training recommendations based on those
    deficiencies or changes. For this assignment, you will need to focus on ONE of those
    recommendations.

    Based on the recommendation you choose, your task is to design a training program
    that will be given to "mission critical" employees. Your training program may focus on
    one or more topics. For instance, you may choose to develop a training program that
    focuses on recruitment AND retention, or you may focus on retention, only. Other
    examples of training topics include, but are not limited to, leadership, organizational
    culture, and diversity. Whichever topic(s) you choose, make sure they relate to the
    case study.

    Once you have chosen your topic, refer to Figure 5.2 (p. 150) in the course textbook
    and use the image as a template. Include each of the following in the assignment:

    ● Program title
    ● Program goals (3) and objectives (2 per goal) – Use the SMART method

    ○ Do NOT create a goal/objective for each of the SMART criteria.
    Rather, a single goal/objective can incorporate more than one
    SMART criteria, but does not have to incorporate ALL criteria.

    ○ Each goal/objective must directly relate to the training program you
    are developing (i.e., program goals). These are NOT organizational
    goals.

    ● List of tasks you will need to do in preparation for the training event
    ● Description of the Physical Environment

    ○ What type(s) of space(s) will you use (e.g., ballroom, conference
    room, amphitheater, etc.)?

    ● List of equipment, supplies, and other materials you will need to run the
    training program

    ○ Be as specific as possible
    ○ What type(s) of space(s) will you need (e.g., ballroom, conference

    room, amphitheater, etc.)?
    ● Name of the instructor(s)
    ● Estimated number of attendees & job titles

    ○ Include a list of possible job titles for those attendees. Job titles
    should be high enough in rank so that they represent individuals
    who are a part of the "mission critical" group at Moller-Maersk.

    **figurep150.JPG**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/figurep150-jpg)

    **## YuzuReaderHumanResourceDevelopmentTalentDevelopment.html**

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    **## DesignElements_Moller-Maersk.pdf**

    In the Needs Assessment that you turned in during Week 3, you should have noted
    areas in which the “mission critical” group, which includes the 120 most important
    positions at Moller-Maersk, might be deficient in their knowledge, skills, or abilities, or
    noted important organizational changes (or lack thereof) that have occurred or are
    occurring. In addition, you should have made training recommendations based on those
    deficiencies or changes. For this assignment, you will need to focus on ONE of those
    recommendations.

    Based on the recommendation you choose, your task is to design a training program
    that will be given to "mission critical" employees. Your training program may focus on
    one or more topics. For instance, you may choose to develop a training program that
    focuses on recruitment AND retention, or you may focus on retention, only. Other
    examples of training topics include, but are not limited to, leadership, organizational
    culture, and diversity. Whichever topic(s) you choose, make sure they relate to the
    case study.

    Once you have chosen your topic, refer to Figure 5.2 (p. 150) in the course textbook
    and use the image as a template. Include each of the following in the assignment:

    ● Program title
    ● Program goals (3) and objectives (2 per goal) – Use the SMART method

    ○ Do NOT create a goal/objective for each of the SMART criteria.
    Rather, a single goal/objective can incorporate more than one
    SMART criteria, but does not have to incorporate ALL criteria.

    ○ Each goal/objective must directly relate to the training program you
    are developing (i.e., program goals). These are NOT organizational
    goals.

    ● List of tasks you will need to do in preparation for the training event
    ● Description of the Physical Environment

    ○ What type(s) of space(s) will you use (e.g., ballroom, conference
    room, amphitheater, etc.)?

    ● List of equipment, supplies, and other materials you will need to run the
    training program

    ○ Be as specific as possible
    ○ What type(s) of space(s) will you need (e.g., ballroom, conference

    room, amphitheater, etc.)?
    ● Name of the instructor(s)
    ● Estimated number of attendees & job titles

    ○ Include a list of possible job titles for those attendees. Job titles
    should be high enough in rank so that they represent individuals
    who are a part of the "mission critical" group at Moller-Maersk.

    **figurep150.JPG**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/figurep150-jpg)