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Tag: Human Resource Management

  • [Solved] human resources

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    _Job descriptions_ are foundational documents that serve multiple purposes within an organization. They are essential tools for clarifying roles, aligning expectations, and supporting various human resources (HR) and business functions. The _point method_ is a job evaluation technique used to assess…

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    _Job descriptions_ are foundational documents that serve multiple purposes within an organization. They are essential tools for clarifying roles, aligning expectations, and supporting various human resources (HR) and business functions.
    The _point method_ is a job evaluation technique used to assess the relative value or worth of jobs within an organization based on compensable factors. This method assigns points to various aspects of a job (called _compensable factors_), such as skills, responsibilities, and working conditions, and then combines those points to determine the job’s overall value in relation to other jobs within the organization. In this assignment, you will create job descriptions for two distinct roles within an organization and conduct a point method evaluation to assess their relative value.
    Read this article to learn more about the point method: [Point Method of Job Evaluation](https://www.youtube.com/watch?v=L07rWAQJAoY)
    For this assignment, use ChatGPT, Microsoft Copilot, or another artificial intelligence (AI) tool you are comfortable with, and create 2 job descriptions—one for a compensation manager and another for an HR benefits specialist.
    Download the [Unit 2 Excel Job Evaluation template](https://resources.careered.com/LCMSFileSharePreview/Resources/MSExcelWorkbook/Unit%202%20Point%20Factor%20Assignment.xlsx). Evaluate the job descriptions you created using the Point Evaluation tab in the provided Excel template, using the following steps:
    1. Evaluate each job and identify at least four compensable factors. Use the Excel template provided to complete the point factor evaluation method.
    2. Assign points to each factor.
    3. For each factor, assign an appropriate weight based on the job description (e.g., a job that requires a bachelor’s degree may receive a weight of 10%; a job that requires a master’s degree may receive 15%).
    4. Determine the appropriate degree for each factor.
    – **Degree 1:** Basic skills, minimal experience (low value)
    – **Degree 2:** Moderate skills, some experience or training required (medium value)
    – **Degree 3:** Highly specialized skills, extensive experience (high value)
    5. Calculate the overall points assigned to each factor.
    Finally, on the Questions tab in the Excel template, write 500-750 words (per question) that address the following:
    – Provide a rationale for each compensable factor.
    – Why were the weights amount assigned?
    – How can the points impact where the potential compensation should fall for each position? Keep in mind that the higher the total points, the higher the potential salary range or pay band for that role.

  • [Solved] module 7 EI

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    – ## Module6EI.docx **## Module6EI.docx** **Module 6: Critical Thinking/Application Prompts** Instructions Each week, you will be presented with a series of critical thinking prompts and application prompts. Please copy/paste the prompts into an offline document (Word, for example) and compose your …

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    – ## Module6EI.docx

    **## Module6EI.docx**

    **Module 6: Critical Thinking/Application Prompts**

    Instructions

    Each week, you will be presented with a series of critical thinking prompts and application prompts.

    Please copy/paste the prompts into an offline document (Word, for example) and compose your responses offline (be sure to save your work).  Then click on the "Submit Assignment" button above, copy/paste your work into the text box (
    **please be sure to include the prompts prior to your responses**), and click "Submit Assignment" at the bottom of the page.

    Each question is generally worthy of,
    **at a minimum**, at least 250 words (2-3 well-written paragraphs) in response for the open-ended types of prompts.  Be sure to connect with (and informally
    **cite in-text**) the applicable readings/videos from the module's learning materials.

    **_A note on in-text citing and connecting with the learning materials:_**  As a graduate student, it's
    _very important_ that you offer perspectives and arguments that are grounded in the literature –
    _NOT simply personal opinion or anecdotal evidence._ I don't want a works-cited page, but I do want you to clearly cite your sources in-text for the various connections you'll be making between the learning materials and your application thereof.  For example, one might write,
    _"While I marveled at the uncanny ability of the psychic to tap into my true personality, the Barnum Effect_
    _**(Aronson, 2022, p. 117)** could have well explained my feelings…"_ Be sure to use these informal in-text cites to make your arguments and to support your perspectives.

    **Excluding the prompts that are simply requiring you to input data, these are all open-ended prompts/questions, each deserving of a well thought out response. Again, that generally means two to three well-constructed paragraphs (about 250 words on average) per prompt.**

    The following exercise includes the following six prompts:

    **_Critical Thinking/Application Prompt 1:_** As we bring the semester to a close, it is important to not overlook the potential “dark side” of EI.  Thus, go online and locate a few articles addressing “the dark side of EI.”  (For example, see links to four different articles below.  If pressed for time, feel free to use them if you like)  Summarize the basic message of the articles you examine – and respond to them critically.  Note how EI is typically referred to as a “tool” that is “morally neutral.”  Place these thoughts in the context of integral theory – where emotional intelligence is one of many different lines of development or “multiple intelligences” (another of which is “moral intelligence”).  Is the claim that there is a dark side to EI a valid claim with merit?  Would an emotionally intelligent leader be prone to hypnotize people (in a manner similar to a person practicing NLP Programming (NLP)?  If you like, you can even address the question: “Does EI really make you a more successful leader?”

    ·
    ["The Dark Side of Emotional Intelligence" (\
    _The Atlantic_)Links to an external site.](https://www.theatlantic.com/health/archive/2014/01/the-dark-side-of-emotional-intelligence/282720/)

    ·
    ["There's a Dark Side to EI: Here's How to Protect Yourself" (\
    _Time_)Links to an external site.](https://time.com/5300642/dark-side-emotional-intelligence/)

    ·
    ["The Dark Side of Emotional Intelligence (\
    _Psychology Today_)Links to an external site.](https://www.psychologytoday.com/us/blog/good-thinking/201408/the-dark-side-emotional-intelligence)

    ·
    ["Does EI Have a Dark Side?: A Review of the Literature (\
    _Frontiers_)Links to an external site.](https://www.frontiersin.org/articles/10.3389/fpsyg.2016.01316/full)

    **_A first step in addressing how to promote EI in your own organization is to contemplate two of your social systems: 1) your team; 2) your organization as a whole.  Thus, address yourself to Prompts 2 and 3 below_**.

    **_Critical Thinking/Application Prompt 2 (My Team & Me):_**  Address yourself to the bullet points below – treating them as one single data-collection prompt.

    · Who we are: our individual names (if possible) and what we call the team (if the team had a name)

    · Values that guide how we behave with each other

    · Our purpose as a group, what we are trying to accomplish

    · What we are proud of, what makes us feel good about ourselves

    · Our dreams and aspirations as a team

    · The challenges we face together

    **_Critical Thinking/Application Prompt 3 (My Organization or Institution & Me):_**  Address yourself to the bullet points below – treating them as one single data-collection prompt.

    · My organization’s name and purpose

    · What we are funded to do

    · Core values that inform our work and guide our culture

    · Our strengths

    · Our dream as an organization

    · Our biggest challenge as an organization

    · Our most important stakeholders

    **_Critical Thinking/Application Prompt 4 (Am I a Resonant Leader?):_**  Time to be truly honest with oneself.  Fully address yourself to the questions below.

    · Am I inspirational? How do I inspire people?

    · Do I create an overall positive emotional tone that is characterized by hope? How?

    · Am I in touch with others? Do I really know what is in others’ hearts and on their minds?  How do I show this?

    · Do I regularly experience and demonstrate compassion?  How?

    · Am I authentic and in tune with myself, others, and the environment? How can people see this in me?

    **_Critical Thinking/Application Prompt 5:_** In his article “The Focused Leader,” Goleman points out that effective primal/resonant leadership lies in the need for leaders to be attentive while focusing on self, others, and the world (for Wilber, this is evidence of the evolution of emotional, cognitive, and moral development).  And in
    _Resonant Leadership_, Boyatzis and McKee address the "Sacrifice Syndrome.”  They all point out that even highly emotionally intelligent leaders can easily slip into dissonant leadership due to "power stress” (stress burn out); and they highlight the need for organizational leaders to continually renew themselves through attention — mindfulness, hope, and compassion.  "We have found that leaders who sustain their resonance understand that renewing oneself is a
    **_holistic_** process that involves the mind, body, heart, and spirit" (
    _Resonant Leadership_ 8).  Using the four quadrants/dimensions inherent in integral theory (Ken Wilber's AQAL Map), create your own holistic/integral agenda in order to stay in a state of continual renewal – and cultivate effective resonant leadership.  What can you do on an ongoing basis to cultivate a more healthy:
    **_mind_**(e.g., reading and study, taking multiple perspectives, meditation practice, dreamwork, psychoanalysis),
    **_body_** (e.g., weightlifting, aerobics, diet, hatha yoga),
    **_organizational culture_** (e.g., conflict resolution, negotiation skill-building, anger management, interpersonal workshops), and
    **_organizational systems_** (e.g., structures, practices, processes, TQM)?

    **_Critical Thinking/Application Prompt 6 (Learning Agenda for the Promotion of EI in My Organization):_** Using the information you shared in the prompts above, using your Self-Directed Learning Agenda from Module Four, and, of course, using anything else that you have learned this semester (e.g., leadership styles, effective listening through dialogue, etc), create a
    **"Learning Agenda for the Promotion of EI in My Organization."** List four goals, break each goal into 3-5 action steps, and share potential resources that can be utilized in order to meet the goals and/or action steps.  The goal here is to create a brief report/agenda designed to bring more emotional intelligence into your workplace.

    References

    [https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2016.01316/full](https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2016.01316/full)

    [https://www.theatlantic.com/health/archive/2014/01/the-dark-side-of-emotional-intelligence/282720/](https://www.theatlantic.com/health/archive/2014/01/the-dark-side-of-emotional-intelligence/282720/)

    [https://time.com/5300642/dark-side-emotional-intelligence/](https://time.com/5300642/dark-side-emotional-intelligence/)

    [https://www.psychologytoday.com/us/blog/good-thinking/201408/the-dark-side-of-emotional-intelligence](https://www.psychologytoday.com/us/blog/good-thinking/201408/the-dark-side-of-emotional-intelligence)

    **## Module6EI.docx**

    **Module 6: Critical Thinking/Application Prompts**

    Instructions

    Each week, you will be presented with a series of critical thinking prompts and application prompts.

    Please copy/paste the prompts into an offline document (Word, for example) and compose your responses offline (be sure to save your work).  Then click on the "Submit Assignment" button above, copy/paste your work into the text box (
    **please be sure to include the prompts prior to your responses**), and click "Submit Assignment" at the bottom of the page.

    Each question is generally worthy of,
    **at a minimum**, at least 250 words (2-3 well-written paragraphs) in response for the open-ended types of prompts.  Be sure to connect with (and informally
    **cite in-text**) the applicable readings/videos from the module's learning materials.

    **_A note on in-text citing and connecting with the learning materials:_**  As a graduate student, it's
    _very important_ that you offer perspectives and arguments that are grounded in the literature –
    _NOT simply personal opinion or anecdotal evidence._ I don't want a works-cited page, but I do want you to clearly cite your sources in-text for the various connections you'll be making between the learning materials and your application thereof.  For example, one might write,
    _"While I marveled at the uncanny ability of the psychic to tap into my true personality, the Barnum Effect_
    _**(Aronson, 2022, p. 117)** could have well explained my feelings…"_ Be sure to use these informal in-text cites to make your arguments and to support your perspectives.

    **Excluding the prompts that are simply requiring you to input data, these are all open-ended prompts/questions, each deserving of a well thought out response. Again, that generally means two to three well-constructed paragraphs (about 250 words on average) per prompt.**

    The following exercise includes the following six prompts:

    **_Critical Thinking/Application Prompt 1:_** As we bring the semester to a close, it is important to not overlook the potential “dark side” of EI.  Thus, go online and locate a few articles addressing “the dark side of EI.”  (For example, see links to four different articles below.  If pressed for time, feel free to use them if you like)  Summarize the basic message of the articles you examine – and respond to them critically.  Note how EI is typically referred to as a “tool” that is “morally neutral.”  Place these thoughts in the context of integral theory – where emotional intelligence is one of many different lines of development or “multiple intelligences” (another of which is “moral intelligence”).  Is the claim that there is a dark side to EI a valid claim with merit?  Would an emotionally intelligent leader be prone to hypnotize people (in a manner similar to a person practicing NLP Programming (NLP)?  If you like, you can even address the question: “Does EI really make you a more successful leader?”

    ·
    ["The Dark Side of Emotional Intelligence" (\
    _The Atlantic_)Links to an external site.](https://www.theatlantic.com/health/archive/2014/01/the-dark-side-of-emotional-intelligence/282720/)

    ·
    ["There's a Dark Side to EI: Here's How to Protect Yourself" (\
    _Time_)Links to an external site.](https://time.com/5300642/dark-side-emotional-intelligence/)

    ·
    ["The Dark Side of Emotional Intelligence (\
    _Psychology Today_)Links to an external site.](https://www.psychologytoday.com/us/blog/good-thinking/201408/the-dark-side-emotional-intelligence)

    ·
    ["Does EI Have a Dark Side?: A Review of the Literature (\
    _Frontiers_)Links to an external site.](https://www.frontiersin.org/articles/10.3389/fpsyg.2016.01316/full)

    **_A first step in addressing how to promote EI in your own organization is to contemplate two of your social systems: 1) your team; 2) your organization as a whole.  Thus, address yourself to Prompts 2 and 3 below_**.

    **_Critical Thinking/Application Prompt 2 (My Team & Me):_**  Address yourself to the bullet points below – treating them as one single data-collection prompt.

    · Who we are: our individual names (if possible) and what we call the team (if the team had a name)

    · Values that guide how we behave with each other

    · Our purpose as a group, what we are trying to accomplish

    · What we are proud of, what makes us feel good about ourselves

    · Our dreams and aspirations as a team

    · The challenges we face together

    **_Critical Thinking/Application Prompt 3 (My Organization or Institution & Me):_**  Address yourself to the bullet points below – treating them as one single data-collection prompt.

    · My organization’s name and purpose

    · What we are funded to do

    · Core values that inform our work and guide our culture

    · Our strengths

    · Our dream as an organization

    · Our biggest challenge as an organization

    · Our most important stakeholders

    **_Critical Thinking/Application Prompt 4 (Am I a Resonant Leader?):_**  Time to be truly honest with oneself.  Fully address yourself to the questions below.

    · Am I inspirational? How do I inspire people?

    · Do I create an overall positive emotional tone that is characterized by hope? How?

    · Am I in touch with others? Do I really know what is in others’ hearts and on their minds?  How do I show this?

    · Do I regularly experience and demonstrate compassion?  How?

    · Am I authentic and in tune with myself, others, and the environment? How can people see this in me?

    **_Critical Thinking/Application Prompt 5:_** In his article “The Focused Leader,” Goleman points out that effective primal/resonant leadership lies in the need for leaders to be attentive while focusing on self, others, and the world (for Wilber, this is evidence of the evolution of emotional, cognitive, and moral development).  And in
    _Resonant Leadership_, Boyatzis and McKee address the "Sacrifice Syndrome.”  They all point out that even highly emotionally intelligent leaders can easily slip into dissonant leadership due to "power stress” (stress burn out); and they highlight the need for organizational leaders to continually renew themselves through attention — mindfulness, hope, and compassion.  "We have found that leaders who sustain their resonance understand that renewing oneself is a
    **_holistic_** process that involves the mind, body, heart, and spirit" (
    _Resonant Leadership_ 8).  Using the four quadrants/dimensions inherent in integral theory (Ken Wilber's AQAL Map), create your own holistic/integral agenda in order to stay in a state of continual renewal – and cultivate effective resonant leadership.  What can you do on an ongoing basis to cultivate a more healthy:
    **_mind_**(e.g., reading and study, taking multiple perspectives, meditation practice, dreamwork, psychoanalysis),
    **_body_** (e.g., weightlifting, aerobics, diet, hatha yoga),
    **_organizational culture_** (e.g., conflict resolution, negotiation skill-building, anger management, interpersonal workshops), and
    **_organizational systems_** (e.g., structures, practices, processes, TQM)?

    **_Critical Thinking/Application Prompt 6 (Learning Agenda for the Promotion of EI in My Organization):_** Using the information you shared in the prompts above, using your Self-Directed Learning Agenda from Module Four, and, of course, using anything else that you have learned this semester (e.g., leadership styles, effective listening through dialogue, etc), create a
    **"Learning Agenda for the Promotion of EI in My Organization."** List four goals, break each goal into 3-5 action steps, and share potential resources that can be utilized in order to meet the goals and/or action steps.  The goal here is to create a brief report/agenda designed to bring more emotional intelligence into your workplace.

    References

    [https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2016.01316/full](https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2016.01316/full)

    [https://www.theatlantic.com/health/archive/2014/01/the-dark-side-of-emotional-intelligence/282720/](https://www.theatlantic.com/health/archive/2014/01/the-dark-side-of-emotional-intelligence/282720/)

    [https://time.com/5300642/dark-side-emotional-intelligence/](https://time.com/5300642/dark-side-emotional-intelligence/)

    [https://www.psychologytoday.com/us/blog/good-thinking/201408/the-dark-side-of-emotional-intelligence](https://www.psychologytoday.com/us/blog/good-thinking/201408/the-dark-side-of-emotional-intelligence)

  • [Solved] HRM320 Mod 6 HR Inbox

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    In-depth study guidance and analytical solution covering HRM320 Mod 6 HR Inbox.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] hum. rel. exp 2

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    Is the "grapevine" helpful or hurtful at work? Use information from your readings to support your answer. ## **Length/Formatting Instructions** **Length** 100 Words **Font** 12 point **Program/File Type** Submit Online **Attachments** Should be pasted into the Word document if possible. **Referencin…

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    Assignment Prompt & Instructions

    Is the "grapevine" helpful or hurtful at work? Use information from your readings to support your answer.
    ## **Length/Formatting Instructions**
    **Length** 100 Words **Font** 12 point **Program/File Type** Submit Online **Attachments** Should be pasted into the Word document if possible. **Referencing system** APA referencing system is necessary in assignments, especially material copied from the Internet.
    For examples of correct citations, visit the following links:

  • [Solved] Human Resource Management HUM 5300 Week 5 assignment

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    Executive Solution Overview

    see attached – 2 years ago **files (1)** – ## HUM5300Week5Assignment.docx **## HUM5300Week5Assignment.docx** · Read Chapter 14 from the textbook _American Social Welfare Policy: A Pluralist Approach._ Karger, H. J., & Stoesz, D. (2023). [_American social welfare policy: A pluralist approach_](https:…

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    Assignment Prompt & Instructions

    see attached

    – 2 years ago

    **files (1)**

    – ## HUM5300Week5Assignment.docx

    **## HUM5300Week5Assignment.docx**

    · Read Chapter 14 from the textbook
    _American Social Welfare Policy: A Pluralist Approach._

    Karger, H. J., & Stoesz, D. (2023).
    [_American social welfare policy: A pluralist approach_](https://uagc.instructure.com/courses/143693/modules/items/7325140) (9th ed). Pearson.

    · The full-text version of this ebook is available through the RedShelf platform.

    · Read the article
    [Evaluating Selection for Sexually Violent Predator (SVP) Commitment: A Comparison of Those Committed, Not Committed, and Nearly CommittedLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pdh&AN=2020-66866-001&site=eds-live&scope=site&custid=s8856897).

    · Read the article
    [Defining Reasonable Degree of Certainty in Sexually Violent Predator EvaluationsLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pdh&AN=2022-60036-001&site=eds-live&scope=site&custid=s8856897).

    · Read the article
    [Treatment Satisfaction in a Civil Commitment Facility for Sexually Violent PersonsLinks to an external site.](https://go.openathens.net/redirector/ashford.edu?url=https%3A%2F%2Fjournals.sagepub.com%2Fdoi%2Fpdf%2F10.1177%2F10790632211019728).

    **WRITE**

    Sexually violent predators are among the most feared and the most ridiculed individuals in our society. Some states have enacted legislation to allow civil commitment of sexually violent predators once they have been released from prison.

    In your paper,

    · Explain your research on the topic of civil commitment of sexually violent predators.

    · Formulate an opinion based on your research.

    · Argue your position for or against the civil commitment of sexually violent predators.

    **Assignment Requirements**

    The Position Paper: Sexually Violent Offenders paper

    · must be 4 to 6 double-spaced pages in length (not including title and references pages) and formatted according to
    [_APA Style_ Links to an external site.](https://writingcenter.uagc.edu/apa-style) as outlined in the Writing Center’s
    [_APA Formatting for Microsoft Word_ Links to an external site.](https://writingcenter.uagc.edu/apa-formatting-microsoft-word) resource.

    · must include a separate title page with the following in title case:

    · title of paper in bold font

    · Space should appear between the title and the rest of the information on the title page.

    · student’s name

    · name of institution (The University of Arizona Global Campus)

    · course name and number

    · instructor’s name

    · due date

    · must utilize academic voice.

    · Review the
    [_Academic Voice_ Links to an external site.](https://writingcenter.uagc.edu/academic-voice) resource for additional guidance.

    · must include an introduction and conclusion paragraph.

    · Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.

    · For assistance on writing
    [_Introductions & Conclusions_ Links to an external site.](https://writingcenter.uagc.edu/introductions-conclusions) and
    [_Writing a Thesis Statement_ Links to an external site.](https://writingcenter.uagc.edu/writing-a-thesis), refer to the Writing Center resources.

    · must use at least 3 credible sources in addition to the course text.

    · The
    [_Scholarly, Peer-Reviewed, and Other Credible Sources_ Links to an external site.](https://content.bridgepointeducation.com/curriculum/file/e5359309-7d3c-4a21-a410-44d59303ccef/1/Scholarly%20Peer-Reviewed%20and%20Other%20Credible%20Sources.pdf) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source.

    · To assist you in completing the research required for this assignment, refer to this
    [_Quick and Easy Library Research_ Links to an external site.](https://ashford.mediaspace.kaltura.com/media/Ashford+University+Library+Quick+%27n%27+Dirty/0_bcsbcjee) tutorial, which introduces the University of Arizona Global Campus Library and the research process, and provides some library search tips.

    · must document any information used from sources in APA Style as outlined in the Writing Center’s
    [_APA: Citing Within Your Paper_ Links to an external site.](https://writingcenter.uagc.edu/apa-citing-within-your-paper) guide.

    · must include a separate references page that is formatted according to APA Style as outlined in the Writing Center.

    · Refer to the
    [_APA: Formatting Your References List_ Links to an external site.](https://writingcenter.uagc.edu/format-your-reference-list) resource in the Writing Center for specifications.

    **## HUM5300Week5Assignment.docx**

    · Read Chapter 14 from the textbook
    _American Social Welfare Policy: A Pluralist Approach._

    Karger, H. J., & Stoesz, D. (2023).
    [_American social welfare policy: A pluralist approach_](https://uagc.instructure.com/courses/143693/modules/items/7325140) (9th ed). Pearson.

    · The full-text version of this ebook is available through the RedShelf platform.

    · Read the article
    [Evaluating Selection for Sexually Violent Predator (SVP) Commitment: A Comparison of Those Committed, Not Committed, and Nearly CommittedLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pdh&AN=2020-66866-001&site=eds-live&scope=site&custid=s8856897).

    · Read the article
    [Defining Reasonable Degree of Certainty in Sexually Violent Predator EvaluationsLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pdh&AN=2022-60036-001&site=eds-live&scope=site&custid=s8856897).

    · Read the article
    [Treatment Satisfaction in a Civil Commitment Facility for Sexually Violent PersonsLinks to an external site.](https://go.openathens.net/redirector/ashford.edu?url=https%3A%2F%2Fjournals.sagepub.com%2Fdoi%2Fpdf%2F10.1177%2F10790632211019728).

    **WRITE**

    Sexually violent predators are among the most feared and the most ridiculed individuals in our society. Some states have enacted legislation to allow civil commitment of sexually violent predators once they have been released from prison.

    In your paper,

    · Explain your research on the topic of civil commitment of sexually violent predators.

    · Formulate an opinion based on your research.

    · Argue your position for or against the civil commitment of sexually violent predators.

    **Assignment Requirements**

    The Position Paper: Sexually Violent Offenders paper

    · must be 4 to 6 double-spaced pages in length (not including title and references pages) and formatted according to
    [_APA Style_ Links to an external site.](https://writingcenter.uagc.edu/apa-style) as outlined in the Writing Center’s
    [_APA Formatting for Microsoft Word_ Links to an external site.](https://writingcenter.uagc.edu/apa-formatting-microsoft-word) resource.

    · must include a separate title page with the following in title case:

    · title of paper in bold font

    · Space should appear between the title and the rest of the information on the title page.

    · student’s name

    · name of institution (The University of Arizona Global Campus)

    · course name and number

    · instructor’s name

    · due date

    · must utilize academic voice.

    · Review the
    [_Academic Voice_ Links to an external site.](https://writingcenter.uagc.edu/academic-voice) resource for additional guidance.

    · must include an introduction and conclusion paragraph.

    · Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.

    · For assistance on writing
    [_Introductions & Conclusions_ Links to an external site.](https://writingcenter.uagc.edu/introductions-conclusions) and
    [_Writing a Thesis Statement_ Links to an external site.](https://writingcenter.uagc.edu/writing-a-thesis), refer to the Writing Center resources.

    · must use at least 3 credible sources in addition to the course text.

    · The
    [_Scholarly, Peer-Reviewed, and Other Credible Sources_ Links to an external site.](https://content.bridgepointeducation.com/curriculum/file/e5359309-7d3c-4a21-a410-44d59303ccef/1/Scholarly%20Peer-Reviewed%20and%20Other%20Credible%20Sources.pdf) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source.

    · To assist you in completing the research required for this assignment, refer to this
    [_Quick and Easy Library Research_ Links to an external site.](https://ashford.mediaspace.kaltura.com/media/Ashford+University+Library+Quick+%27n%27+Dirty/0_bcsbcjee) tutorial, which introduces the University of Arizona Global Campus Library and the research process, and provides some library search tips.

    · must document any information used from sources in APA Style as outlined in the Writing Center’s
    [_APA: Citing Within Your Paper_ Links to an external site.](https://writingcenter.uagc.edu/apa-citing-within-your-paper) guide.

    · must include a separate references page that is formatted according to APA Style as outlined in the Writing Center.

    · Refer to the
    [_APA: Formatting Your References List_ Links to an external site.](https://writingcenter.uagc.edu/format-your-reference-list) resource in the Writing Center for specifications.

  • [Solved] HUM Week 5 Journal

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    see attached – 2 years ago **files (1)** – ## HUM5300Week5Journal.docx **## HUM5300Week5Journal.docx** Prior to beginning work on this journal entry, · Read Chapter 14 from the textbook _American Social Welfare Policy: A Pluralist Approach_. Karger, H. J., & Stoesz, D. (2023). [_American social welf…

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    Assignment Prompt & Instructions

    see attached

    – 2 years ago

    **files (1)**

    – ## HUM5300Week5Journal.docx

    **## HUM5300Week5Journal.docx**

    Prior to beginning work on this journal entry,

    · Read Chapter 14 from the textbook
    _American Social Welfare Policy: A Pluralist Approach_.

    Karger, H. J., & Stoesz, D. (2023).
    [_American social welfare policy: A pluralist approach_](https://uagc.instructure.com/courses/143693/modules/items/7325140) (9th ed). Pearson.

    · The full-text version of this ebook is available through the RedShelf platform.

    · Review the interactive
    _A Caseworker's Challenge With Recidivism_.

    Meet Devon and Michael: Devon is a community caseworker in a small agency in an under sourced area.

    Michael is a 55-year-old man repeatedly incarcerated for various offenses.

    Devon’s agency focuses on providing housing and job placement assistance to individuals who are newly released from incarceration. He has been promoted to lead a small team focused on individuals with a high recidivism rate.

    He is assigned to work with Michael, who has been incarcerated for most of his adult life. Michael has a history of mental health and substance use disorders. He has alienated his family members, has no support system, and has never held a job for more than a few months. In the past year, Michael has been in jail several times for offenses ranging from petty theft to public intoxication.

    Devon wants to do everything he can for Michael and make a good impression in his new role as a recidivism caseworker and team leader. He also knows that state laws and the agency’s policies will impact his efforts, which limit the number of times clients can receive assistance despite the focus on recidivism.

    **INTRUCTIONS**

    For this journal entry, you are primarily encouraged to explore the interactive
    _A Caseworker's Challenge With Recidivism_.

    In your journal entry,

    · Analyze the aspects that Devon’s assessment needs to include to explore Michael’s background, underlying issues, and potential reasons for recidivism.

    · Evaluate how Devon begins to build a rapport with Michael, considering Michael’s likely distrust of community agencies he has worked with in the past.

    · Identify some of the strategies Devon could implement to help Michael rebuild his life.

    · Evaluate some of the potential ethical considerations for caseworkers who work with clients who have been incarcerated.

    **## HUM5300Week5Journal.docx**

    Prior to beginning work on this journal entry,

    · Read Chapter 14 from the textbook
    _American Social Welfare Policy: A Pluralist Approach_.

    Karger, H. J., & Stoesz, D. (2023).
    [_American social welfare policy: A pluralist approach_](https://uagc.instructure.com/courses/143693/modules/items/7325140) (9th ed). Pearson.

    · The full-text version of this ebook is available through the RedShelf platform.

    · Review the interactive
    _A Caseworker's Challenge With Recidivism_.

    Meet Devon and Michael: Devon is a community caseworker in a small agency in an under sourced area.

    Michael is a 55-year-old man repeatedly incarcerated for various offenses.

    Devon’s agency focuses on providing housing and job placement assistance to individuals who are newly released from incarceration. He has been promoted to lead a small team focused on individuals with a high recidivism rate.

    He is assigned to work with Michael, who has been incarcerated for most of his adult life. Michael has a history of mental health and substance use disorders. He has alienated his family members, has no support system, and has never held a job for more than a few months. In the past year, Michael has been in jail several times for offenses ranging from petty theft to public intoxication.

    Devon wants to do everything he can for Michael and make a good impression in his new role as a recidivism caseworker and team leader. He also knows that state laws and the agency’s policies will impact his efforts, which limit the number of times clients can receive assistance despite the focus on recidivism.

    **INTRUCTIONS**

    For this journal entry, you are primarily encouraged to explore the interactive
    _A Caseworker's Challenge With Recidivism_.

    In your journal entry,

    · Analyze the aspects that Devon’s assessment needs to include to explore Michael’s background, underlying issues, and potential reasons for recidivism.

    · Evaluate how Devon begins to build a rapport with Michael, considering Michael’s likely distrust of community agencies he has worked with in the past.

    · Identify some of the strategies Devon could implement to help Michael rebuild his life.

    · Evaluate some of the potential ethical considerations for caseworkers who work with clients who have been incarcerated.

  • [Solved] HUM Week 5 Discussion Board

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    see attached – 2 years ago **files (1)** – ## HUM5300Week5DB.docx **## HUM5300Week5DB.docx** **WEEK 5 DISCUSSION FORUM** **Prior to beginning work on this discussion forum**, · Read Chapter 14 from the textbook _American Social Welfare Policy: A Pluralist Approach_. Karger, H. J., & Stoesz, D. (2023…

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    Assignment Prompt & Instructions

    see attached

    – 2 years ago

    **files (1)**

    – ## HUM5300Week5DB.docx

    **## HUM5300Week5DB.docx**

    **WEEK 5 DISCUSSION FORUM**

    **Prior to beginning work on this discussion forum**,

    · Read Chapter 14 from the textbook
    _American Social Welfare Policy: A Pluralist Approach_.

    Karger, H. J., & Stoesz, D. (2023).
    [_American social welfare policy: A pluralist approach_](https://uagc.instructure.com/courses/143693/modules/items/7325140) (9th ed). Pearson.

    The full-text version of this ebook is available through the RedShelf platform.

    · Read the article
    [Evaluating Selection for Sexually Violent Predator (SVP) Commitment: A Comparison of Those Committed, Not Committed, and Nearly CommittedLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pdh&AN=2020-66866-001&site=eds-live&scope=site&custid=s8856897).

    · Read the article
    [Defining Reasonable Degree of Certainty in Sexually Violent Predator EvaluationsLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pdh&AN=2022-60036-001&site=eds-live&scope=site&custid=s8856897).

    · Read the article
    [Treatment Satisfaction in a Civil Commitment Facility for Sexually Violent PersonsLinks to an external site.](https://go.openathens.net/redirector/ashford.edu?url=https%3A%2F%2Fjournals.sagepub.com%2Fdoi%2Fpdf%2F10.1177%2F10790632211019728).

    **![](https://www.sweetstudy.com/questions/hum-week-5-discussion-board)** |
    **Write**

    The legalization of marijuana continues to be a controversial topic in the human services field, the criminal justice system, the healthcare system, and political arenas. Begin by researching the laws pertaining to marijuana in your state; then, analyze what you believe to be the positive or negative consequences of marijuana legalization, particularly from a human services perspective.

    In your post,

    · Begin your discussion post with a brief overview of the laws pertaining to marijuana in your state, and then explore the negative or positive impact of marijuana legalization and the positive/negative implications for human services providers.

    · Consider presenting an opposing perspective to the one you hold on the topic. For example, if you believe legalization has had an overall positive impact, present an opposing argument.

    · Cite and reference your sources in
    [_APA Style_ Links to an external site.](https://writingcenter.uagc.edu/apa-style) as outlined in the Writing Center resource.

    ## image1.png

    **## HUM5300Week5DB.docx**

    **WEEK 5 DISCUSSION FORUM**

    **Prior to beginning work on this discussion forum**,

    · Read Chapter 14 from the textbook
    _American Social Welfare Policy: A Pluralist Approach_.

    Karger, H. J., & Stoesz, D. (2023).
    [_American social welfare policy: A pluralist approach_](https://uagc.instructure.com/courses/143693/modules/items/7325140) (9th ed). Pearson.

    The full-text version of this ebook is available through the RedShelf platform.

    · Read the article
    [Evaluating Selection for Sexually Violent Predator (SVP) Commitment: A Comparison of Those Committed, Not Committed, and Nearly CommittedLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pdh&AN=2020-66866-001&site=eds-live&scope=site&custid=s8856897).

    · Read the article
    [Defining Reasonable Degree of Certainty in Sexually Violent Predator EvaluationsLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=pdh&AN=2022-60036-001&site=eds-live&scope=site&custid=s8856897).

    · Read the article
    [Treatment Satisfaction in a Civil Commitment Facility for Sexually Violent PersonsLinks to an external site.](https://go.openathens.net/redirector/ashford.edu?url=https%3A%2F%2Fjournals.sagepub.com%2Fdoi%2Fpdf%2F10.1177%2F10790632211019728).

    **![](https://www.sweetstudy.com/questions/hum-week-5-discussion-board)** |
    **Write**

    The legalization of marijuana continues to be a controversial topic in the human services field, the criminal justice system, the healthcare system, and political arenas. Begin by researching the laws pertaining to marijuana in your state; then, analyze what you believe to be the positive or negative consequences of marijuana legalization, particularly from a human services perspective.

    In your post,

    · Begin your discussion post with a brief overview of the laws pertaining to marijuana in your state, and then explore the negative or positive impact of marijuana legalization and the positive/negative implications for human services providers.

    · Consider presenting an opposing perspective to the one you hold on the topic. For example, if you believe legalization has had an overall positive impact, present an opposing argument.

    · Cite and reference your sources in
    [_APA Style_ Links to an external site.](https://writingcenter.uagc.edu/apa-style) as outlined in the Writing Center resource.

    ## image1.png

  • [Solved] week 4 PRDIS

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    SEE ATTACHED – 2 years ago **files (1)** – ## WEEK4RESdis.docx **## WEEK4RESdis.docx** **Please response to the 2 peer collaboration of its discussion.** **CITE 2 OR MORE SCHOLAR AUTHORS INCLUDING**: **Mello, J. A. (2019). Strategic human management (5th ed.). Cengage Learning INC. ISBN-13:978-1-337…

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

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    Assignment Prompt & Instructions

    SEE ATTACHED

    – 2 years ago

    **files (1)**

    – ## WEEK4RESdis.docx

    **## WEEK4RESdis.docx**

    **Please response to the 2 peer collaboration of its discussion.**

    **CITE 2 OR MORE SCHOLAR AUTHORS INCLUDING**:
    **Mello, J. A. (2019). Strategic human management (5th ed.). Cengage Learning INC. ISBN-13:978-1-337-61999-8**

    **Staffing Strategies for Morgan High School**

    **1A.** Developing talent strategies that acquire, deploy, and preserve human capital is the key to gaining a competitive advantage for many companies (Sears, 2003). This is no different when recommending a staffing strategy for Morgan HS. Since Morgan HS is a brand new school, establishing the right climate and culture that aligns with Hillsborough County Public Schools (HCPS) vision and mission will draw in the diversity and skill sets needed to fill all positions and strongly support students' academic performance. Within the school district, a transfer period occurs in mid-April, reflecting the movement of employees with the lowest seniority to other schools if those job allocations have been lost due to a drop in student enrollment. Morgan HS will open in August, and the rezoning of neighboring high schools such as Lennard, Sumner, and East Bay will require staff from those schools to transfer into our school or another school due to their job position going into the pool.

    One staffing strategy our principal and hiring staff have been implementing is reaching out to those schools before the pool to assess these employees, invite them to tour the state-of-the-art classrooms and technology enhancements, and persuade them to build their curriculum the way that best suits their ability to facilitate the highest learning possible. This is a proactive approach to seeking out high performers through talent management while minimizing the number of force-fed teachers we must take if they are not hired at other schools. Knowledge-intensive workers are the means of their production, making organizations need them more than talent needs organizations (Sears, 2003). Teachers are our product; without their skills and abilities, we would receive a low school grade, making us less competitive and parents' school-choosing out of their designated zone.

    Another critical aspect of staffing the new school is the proper ratio of teachers to students within the classroom. Since we will not accurately measure student enrollment numbers until the 20-day count after the first month of school, having proficient school counselors in place to assist with adjusting classroom sizes and students' academic needs will be critical. School counselors are vital to students' academic success and mental health (Brown & Knight, 2023). A typical school counselor oversees two to three hundred students' academic profiles. Our principal is allowing these counselors the flexibility to come into work this summer to review their assigned students' academic progress and placement while offering compensatory time of time and a half. This will ease the frustration and confusion of adjustments required to classroom ratios from the large pool of students who enroll the first week of school due to moving over the summer or changing school options at the last minute.

    To help create a positive school culture and retain teachers and staff after the first school year, school administration should be trained in team-building, conflict resolution, and fostering mentorship programs for new teachers to lessen burnout. Incorporating team-building events during pre-planning and incentives for attending professional development opportunities will also help increase retention rates.

    **Summary**

    There is no standard for measuring and reporting the value of human capital; it depends on the organization’s strategy (Mello, 2019). Having the foresight to assess our school's needs, the human capital required to facilitate these needs, and the establishment of clear staffing strategies to obtain desired results will create a positive school culture and ensure a smooth transition for all students attending our new high school.

    **References**

    Brown, C. H., & Knight, D. (2023). Staffing Schools to Support the Classroom: Examining Student-to-School-Counselor Ratios and Academic Student Outcomes in Texas.
    _Professional School Counseling_,
    _27_(1).
    [https://doi.org/10.1177/2156759X231165497](https://doi.org/10.1177/2156759X231165497)

    Mello, J. A. (2019). Strategic human management (5th ed.). Cengage Learning INC. ISBN-13:978-1-337-61999-8.

    Sears, D. (2003).
    _Successful Talent Strategies : Achieving Superior Business Results Through Market-focused Staffing_. AMACOM.

    **1B.**

    Toyota Motor Corporation faces significant staffing challenges as it transforms from a traditional automotive manufacturer to a mobility technology company. A comprehensive staffing strategy for Toyota should adopt a multi-pronged approach that balances preservation of core manufacturing talent with acquisition of specialized technology capabilities. The strategy must begin with strategic workforce planning that identifies critical capability gaps in emerging areas such as electrification, software development, artificial intelligence, and user experience design. According to Cappelli and Keller (2017), traditional manufacturers often underestimate both the quantity and quality of technological talent required for successful transformation, suggesting Toyota should conduct thorough skills audits across all business units to establish accurate baseline capabilities.

    For core manufacturing and operational roles, Toyota should maintain its traditional "build" approach to talent, which Liker and Hoseus (2010) identify as a key competitive advantage. This involves continued investment in technical training centers, apprenticeship programs, and the Toyota Production System (TPS) knowledge transfer mechanisms. However, for specialized technology roles, Toyota must supplement this build approach with strategic external hiring. Thite (2019) notes that digital transformation requires both technological change and organizational evolution, suggesting Toyota should establish specialized recruitment functions for digital talent, potentially housed in dedicated technology hubs in Silicon Valley, Boston, Singapore, and Tel Aviv to access concentrated talent pools.

    To successfully integrate these different talent segments, Toyota should implement a segmented employment value proposition that maintains core cultural elements while adapting practices for technology talent. Winfield (1994) observed that Toyota has historically struggled with balancing its strong Japanese corporate culture with diverse talent needs, indicating the importance of clearly identifying which cultural elements are non-negotiable versus which employment practices can be adapted. For technology talent, this might include more flexible work arrangements, accelerated career progression, distinctive compensation models benchmarked against technology competitors, and innovation-focused physical environments that differ from traditional Toyota facilities.

    The staffing strategy should also address Toyota's aging workforce demographics, particularly in Japan. Matsuoka and Natsume (2019) documented Toyota's increasing reliance on non-regular employees in Japan, suggesting a need for more structured knowledge transfer mechanisms between generations and employment categories. A formal mentorship program pairing experienced manufacturing experts with newly hired technology specialists would facilitate bidirectional knowledge transfer, helping preserve Toyota's institutional knowledge while infusing new digital thinking throughout the organization.

    Training will fundamentally reshape Toyota's future by serving as the bridge between its manufacturing heritage and technology-driven transformation. Toyota must evolve its traditionally methodical, on-the-job training approach to incorporate more accelerated learning methodologies for digital skills. According to Sako and Kotosaka (2022), Toyota has begun implementing specialized AI development programs that maintain its philosophy of building internal capabilities rather than relying exclusively on external hiring. Expanding these programs into a comprehensive "Toyota Technology Academy" would allow the company to apply its renowned capability development approach to emerging technological domains.

    The future of training at Toyota will likely become more personalized and technology-enabled while maintaining the company's emphasis on practical application. Traditional Toyota training approaches like "learning by doing" and improvement kata can be enhanced through digital tools such as virtual reality simulations for manufacturing processes, augmented reality guidance for vehicle service procedures, and AI-powered personalized learning pathways. Thite (2019) emphasizes that digital human resource development requires not just new learning content but fundamentally different delivery approaches, suggesting Toyota will need to invest significantly in its learning technology infrastructure.

    Perhaps most importantly, training will facilitate Toyota's cultural evolution by developing ambidextrous leadership capabilities. Toyota's leaders must learn to balance operational excellence with innovation agility—a challenging skill set that few possess naturally. Liker and Hoseus (2010) note that Toyota's traditional strength has been developing leaders who excel at standardization and incremental improvement, but the company now requires leaders equally comfortable with technological disruption and market experimentation. By implementing cross-functional leadership development programs that expose manufacturing leaders to technology environments and vice versa, Toyota can cultivate hybrid leaders capable of bridging these different domains.

    Through this comprehensive staffing strategy and evolved training approach, Toyota can navigate its transformation journey while preserving the core strengths that have historically differentiated the company. By thoughtfully balancing preservation and evolution in its human resource practices, Toyota can develop the capability foundation required to compete successfully in the emerging mobility technology landscape.

    **References:**

    Cappelli, P., & Keller, J. R. (2017). The labor market for executives: A case for technologists.
    _Harvard Business Review_, 95(5), 98-107.

    Liker, J. K., & Hoseus, M. (2010). Human resource development in Toyota culture.
    _International Journal of Human Resources Development and Management_, 10(1), 34-50.

    Matsuoka, S., & Natsume, M. (2019). Employment diversity strategies at Toyota Motor Corporation.
    _Annals of Business Administrative Science_, 18(5), 213-227.

    Sako, M., & Kotosaka, M. (2022). Competing in the age of AI: Japanese firms' strategic responses to technological transformation.
    _Japanese Political Economy_, 48(3), 210-226.

    Thite, M. (2019). Digital human resource development: Where are we? Where should we go and how do we go there?
    _Human Resource Development International_, 22(2), 189-199.

    Winfield, I. (1994). Toyota and the art of HR management.
    _Employee Relations_, 16(1), 41-53.

    **## WEEK4RESdis.docx**

    **Please response to the 2 peer collaboration of its discussion.**

    **CITE 2 OR MORE SCHOLAR AUTHORS INCLUDING**:
    **Mello, J. A. (2019). Strategic human management (5th ed.). Cengage Learning INC. ISBN-13:978-1-337-61999-8**

    **Staffing Strategies for Morgan High School**

    **1A.** Developing talent strategies that acquire, deploy, and preserve human capital is the key to gaining a competitive advantage for many companies (Sears, 2003). This is no different when recommending a staffing strategy for Morgan HS. Since Morgan HS is a brand new school, establishing the right climate and culture that aligns with Hillsborough County Public Schools (HCPS) vision and mission will draw in the diversity and skill sets needed to fill all positions and strongly support students' academic performance. Within the school district, a transfer period occurs in mid-April, reflecting the movement of employees with the lowest seniority to other schools if those job allocations have been lost due to a drop in student enrollment. Morgan HS will open in August, and the rezoning of neighboring high schools such as Lennard, Sumner, and East Bay will require staff from those schools to transfer into our school or another school due to their job position going into the pool.

    One staffing strategy our principal and hiring staff have been implementing is reaching out to those schools before the pool to assess these employees, invite them to tour the state-of-the-art classrooms and technology enhancements, and persuade them to build their curriculum the way that best suits their ability to facilitate the highest learning possible. This is a proactive approach to seeking out high performers through talent management while minimizing the number of force-fed teachers we must take if they are not hired at other schools. Knowledge-intensive workers are the means of their production, making organizations need them more than talent needs organizations (Sears, 2003). Teachers are our product; without their skills and abilities, we would receive a low school grade, making us less competitive and parents' school-choosing out of their designated zone.

    Another critical aspect of staffing the new school is the proper ratio of teachers to students within the classroom. Since we will not accurately measure student enrollment numbers until the 20-day count after the first month of school, having proficient school counselors in place to assist with adjusting classroom sizes and students' academic needs will be critical. School counselors are vital to students' academic success and mental health (Brown & Knight, 2023). A typical school counselor oversees two to three hundred students' academic profiles. Our principal is allowing these counselors the flexibility to come into work this summer to review their assigned students' academic progress and placement while offering compensatory time of time and a half. This will ease the frustration and confusion of adjustments required to classroom ratios from the large pool of students who enroll the first week of school due to moving over the summer or changing school options at the last minute.

    To help create a positive school culture and retain teachers and staff after the first school year, school administration should be trained in team-building, conflict resolution, and fostering mentorship programs for new teachers to lessen burnout. Incorporating team-building events during pre-planning and incentives for attending professional development opportunities will also help increase retention rates.

    **Summary**

    There is no standard for measuring and reporting the value of human capital; it depends on the organization’s strategy (Mello, 2019). Having the foresight to assess our school's needs, the human capital required to facilitate these needs, and the establishment of clear staffing strategies to obtain desired results will create a positive school culture and ensure a smooth transition for all students attending our new high school.

    **References**

    Brown, C. H., & Knight, D. (2023). Staffing Schools to Support the Classroom: Examining Student-to-School-Counselor Ratios and Academic Student Outcomes in Texas.
    _Professional School Counseling_,
    _27_(1).
    [https://doi.org/10.1177/2156759X231165497](https://doi.org/10.1177/2156759X231165497)

    Mello, J. A. (2019). Strategic human management (5th ed.). Cengage Learning INC. ISBN-13:978-1-337-61999-8.

    Sears, D. (2003).
    _Successful Talent Strategies : Achieving Superior Business Results Through Market-focused Staffing_. AMACOM.

    **1B.**

    Toyota Motor Corporation faces significant staffing challenges as it transforms from a traditional automotive manufacturer to a mobility technology company. A comprehensive staffing strategy for Toyota should adopt a multi-pronged approach that balances preservation of core manufacturing talent with acquisition of specialized technology capabilities. The strategy must begin with strategic workforce planning that identifies critical capability gaps in emerging areas such as electrification, software development, artificial intelligence, and user experience design. According to Cappelli and Keller (2017), traditional manufacturers often underestimate both the quantity and quality of technological talent required for successful transformation, suggesting Toyota should conduct thorough skills audits across all business units to establish accurate baseline capabilities.

    For core manufacturing and operational roles, Toyota should maintain its traditional "build" approach to talent, which Liker and Hoseus (2010) identify as a key competitive advantage. This involves continued investment in technical training centers, apprenticeship programs, and the Toyota Production System (TPS) knowledge transfer mechanisms. However, for specialized technology roles, Toyota must supplement this build approach with strategic external hiring. Thite (2019) notes that digital transformation requires both technological change and organizational evolution, suggesting Toyota should establish specialized recruitment functions for digital talent, potentially housed in dedicated technology hubs in Silicon Valley, Boston, Singapore, and Tel Aviv to access concentrated talent pools.

    To successfully integrate these different talent segments, Toyota should implement a segmented employment value proposition that maintains core cultural elements while adapting practices for technology talent. Winfield (1994) observed that Toyota has historically struggled with balancing its strong Japanese corporate culture with diverse talent needs, indicating the importance of clearly identifying which cultural elements are non-negotiable versus which employment practices can be adapted. For technology talent, this might include more flexible work arrangements, accelerated career progression, distinctive compensation models benchmarked against technology competitors, and innovation-focused physical environments that differ from traditional Toyota facilities.

    The staffing strategy should also address Toyota's aging workforce demographics, particularly in Japan. Matsuoka and Natsume (2019) documented Toyota's increasing reliance on non-regular employees in Japan, suggesting a need for more structured knowledge transfer mechanisms between generations and employment categories. A formal mentorship program pairing experienced manufacturing experts with newly hired technology specialists would facilitate bidirectional knowledge transfer, helping preserve Toyota's institutional knowledge while infusing new digital thinking throughout the organization.

    Training will fundamentally reshape Toyota's future by serving as the bridge between its manufacturing heritage and technology-driven transformation. Toyota must evolve its traditionally methodical, on-the-job training approach to incorporate more accelerated learning methodologies for digital skills. According to Sako and Kotosaka (2022), Toyota has begun implementing specialized AI development programs that maintain its philosophy of building internal capabilities rather than relying exclusively on external hiring. Expanding these programs into a comprehensive "Toyota Technology Academy" would allow the company to apply its renowned capability development approach to emerging technological domains.

    The future of training at Toyota will likely become more personalized and technology-enabled while maintaining the company's emphasis on practical application. Traditional Toyota training approaches like "learning by doing" and improvement kata can be enhanced through digital tools such as virtual reality simulations for manufacturing processes, augmented reality guidance for vehicle service procedures, and AI-powered personalized learning pathways. Thite (2019) emphasizes that digital human resource development requires not just new learning content but fundamentally different delivery approaches, suggesting Toyota will need to invest significantly in its learning technology infrastructure.

    Perhaps most importantly, training will facilitate Toyota's cultural evolution by developing ambidextrous leadership capabilities. Toyota's leaders must learn to balance operational excellence with innovation agility—a challenging skill set that few possess naturally. Liker and Hoseus (2010) note that Toyota's traditional strength has been developing leaders who excel at standardization and incremental improvement, but the company now requires leaders equally comfortable with technological disruption and market experimentation. By implementing cross-functional leadership development programs that expose manufacturing leaders to technology environments and vice versa, Toyota can cultivate hybrid leaders capable of bridging these different domains.

    Through this comprehensive staffing strategy and evolved training approach, Toyota can navigate its transformation journey while preserving the core strengths that have historically differentiated the company. By thoughtfully balancing preservation and evolution in its human resource practices, Toyota can develop the capability foundation required to compete successfully in the emerging mobility technology landscape.

    **References:**

    Cappelli, P., & Keller, J. R. (2017). The labor market for executives: A case for technologists.
    _Harvard Business Review_, 95(5), 98-107.

    Liker, J. K., & Hoseus, M. (2010). Human resource development in Toyota culture.
    _International Journal of Human Resources Development and Management_, 10(1), 34-50.

    Matsuoka, S., & Natsume, M. (2019). Employment diversity strategies at Toyota Motor Corporation.
    _Annals of Business Administrative Science_, 18(5), 213-227.

    Sako, M., & Kotosaka, M. (2022). Competing in the age of AI: Japanese firms' strategic responses to technological transformation.
    _Japanese Political Economy_, 48(3), 210-226.

    Thite, M. (2019). Digital human resource development: Where are we? Where should we go and how do we go there?
    _Human Resource Development International_, 22(2), 189-199.

    Winfield, I. (1994). Toyota and the art of HR management.
    _Employee Relations_, 16(1), 41-53.

  • [Solved] week 4 CAPREV

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    SEE ATTACHED – 2 years ago **files (1)** – ## Week4CAPrevistResearchAPAFormat.docx **## Week4CAPrevistResearchAPAFormat.docx** **Research APA Format. Cite scholarly Authors and** 1. **Research Analysis- Remember all prior HOMEWORK ON “Nestles Company" content aligns in this portion of the research*…

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    Assignment Prompt & Instructions

    SEE ATTACHED

    – 2 years ago

    **files (1)**

    – ## Week4CAPrevistResearchAPAFormat.docx

    **## Week4CAPrevistResearchAPAFormat.docx**

    **Research APA Format. Cite scholarly Authors and**

    1.
    **Research Analysis- Remember all prior HOMEWORK ON “Nestles Company" content aligns in this portion of the research**

    **Consider** all the requirements (spacing, margins, and font)

    ·
    **Share your explanation of the chosen problem**

    ·
    **Evaluate thoroughly the work presented in your research**

    ·
    **Describe the weak and strong points, pros and cons**

    ·
    **Discuss the effect and impact of the research**

    ·
    **Include criticism**

    ·
    **Include data that may be in the form of pictures, artifacts, notes, and interviews**

    ·
    **Include data that may be in the form of pictures, artifacts, notes, and interviews**

    ·
    **Show the most relevant information in graphs, figures, and tables (talk about this in the paper, but refer the reader to the appendices section to review)**

    **Conclusion: address each in regarding the previous work on NESTLES’ Company.**

    **How to write a conclusion for your research paper**

    2.
    **Restate your research topic.**

    3.
    **Restate the thesis.**

    4.
    **Summarize the main points.**

    5.
    **State the significance or the results of the research.**

    6.
    **Conclude your thoughts. Do not add new content or sources here.**

    **## Week4CAPrevistResearchAPAFormat.docx**

    **Research APA Format. Cite scholarly Authors and**

    1.
    **Research Analysis- Remember all prior HOMEWORK ON “Nestles Company" content aligns in this portion of the research**

    **Consider** all the requirements (spacing, margins, and font)

    ·
    **Share your explanation of the chosen problem**

    ·
    **Evaluate thoroughly the work presented in your research**

    ·
    **Describe the weak and strong points, pros and cons**

    ·
    **Discuss the effect and impact of the research**

    ·
    **Include criticism**

    ·
    **Include data that may be in the form of pictures, artifacts, notes, and interviews**

    ·
    **Include data that may be in the form of pictures, artifacts, notes, and interviews**

    ·
    **Show the most relevant information in graphs, figures, and tables (talk about this in the paper, but refer the reader to the appendices section to review)**

    **Conclusion: address each in regarding the previous work on NESTLES’ Company.**

    **How to write a conclusion for your research paper**

    2.
    **Restate your research topic.**

    3.
    **Restate the thesis.**

    4.
    **Summarize the main points.**

    5.
    **State the significance or the results of the research.**

    6.
    **Conclude your thoughts. Do not add new content or sources here.**

  • [Solved] HUMN RESOURCES WEEK 6 DQ

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (2)** – ## HUMN_6000_W06_ScholarlyIdentity1.pdf – ## WEEK6HUMNRES.docx **## HUMN_6000_W06_ScholarlyIdentity1.pdf** A READER Someone who surveys and analyzes the available information on a discipline-specific topic or problem A WRITER Someone who reacts to the information …

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    Need a Fresh Custom Paper?

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

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (2)**

    – ## HUMN_6000_W06_ScholarlyIdentity1.pdf

    – ## WEEK6HUMNRES.docx

    **## HUMN_6000_W06_ScholarlyIdentity1.pdf**

    A READER
    Someone who surveys
    and analyzes the
    available information on
    a discipline-specific
    topic or problem

    A WRITER
    Someone who reacts to
    the information with a
    clear and concise
    evidence-based
    argument

    A CRITICAL
    THINKER
    Someone who notices
    gaps or weaknesses in
    the information and
    considers potential
    research to close those
    gaps

    A
    CONTRIBUTOR
    Someone who informs
    and engages with the
    scholarly community

    © 2019 Laureate Education, Inc.

    DEVELOPING A SCHOLARLY
    IDENTITY

    A
    SCHOLAR

    IS…

    Imagine your place
    among the scholars in
    your discipline.

    What will you
    contribute?

    **## WEEK6HUMNRES.docx**

    **Week 6 Discussion: Reflection and Next Steps**

    This course has exposed you to database-search techniques, communication strategies, scholarly writing principles, and many academic resources and services with which to continue developing your skills. Perhaps, as a result of this course, you have begun to think of yourself more as a scholar practitioner in human services. Your identity will naturally evolve as you advance in the program, but where are you now? What strengths can you leverage to remain motivated, and what resources will you use to support your success?

    For this Discussion, you reflect on what you have learned and what is to come in the program, as well as your evolving identity.

    **To Prepare**

    · Review your course announcements for possible information related to this week’s Discussion and Assignment.

    **Resources**

    Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/156493/modules/items/6282678)

    ·
    **Document:** [Developing a Scholarly Identity](https://waldenu.instructure.com/courses/156493/files/12426272?wrap=1) [Download Developing a Scholarly Identity](https://waldenu.instructure.com/courses/156493/files/12426272/download?download_frd=1)(PDF)

    · Walden University Writing Center. (n.d.-p).
    [_Writing a paper: Revising_.Links to an external site.](https://academicguides.waldenu.edu/writingcenter/writingprocess/revising) https://academicguides.waldenu.edu/writingcenter/writingprocess/revising

    · Walden University Writing Center. (2018, March 29).
    [_Applying feedback in your paper_ Links to an external site.](https://www.youtube.com/playlist?list=PLM7NbPzilFBcxqJnlsDEyoMYwrzNEi0bM) [Video playlist]. YouTube. https://www.youtube.com/playlist?list=PLM7NbPzilFBcxqJnlsDEyoMYwrzNEi0bM
    _This series of videos shows examples of how to revise a paper based on feedback. Examples pertain to thesis statements, transitions, paragraphs, grammar, and APA Style._

    · Microsoft Office. (n.d.).
    [_Track changes in Word_.Links to an external site.](https://support.office.com/en-us/article/track-changes-in-word-197ba630-0f5f-4a8e-9a77-3712475e806a) https://support.office.com/en-us/article/track-changes-in-word-197ba630-0f5f-4a8e-9a77-3712475e806a

    · Walden University, LLC. (2022).
    [_Instructor feedback_ Links to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/WWOW/Canvas/1001/pulse_check/instructor_feedback/index.html) [Interactive]. Walden University Canvas. https://waldenu.instructure.com/
    _This video reviews how to locate your Instructor’s feedback within the Canvas classroom._

    · Walden University Academic Skills Center. (2017a, August 29).
    [_Incorporating and viewing instructor feedback in a course paper_ Links to an external site.](https://www.youtube.com/watch?time_continue=9&v=Rp-68KRAnF0&feature=emb_logo) [Video]. https://www.youtube.com/watch?time_continue=9&v=Rp-68KRAnF0&feature=emb_logo
    _This short video demonstrates how to navigate the feedback an Instructor has left in a Microsoft Word document._

    · Walden University Academic Skills Center. (2017b, August 29).
    [_Turning on track changesLinks to an external site._](https://www.youtube.com/watch?v=vnKexD_ePBk&list=PLNgQgQNniJ24r3YAbusV090NB9MOuqep8&index=2) [Video]. https://www.youtube.com/watch?v=vnKexD_ePBk&list=PLNgQgQNniJ24r3YAbusV090NB9MOuqep8&index=2
    _This short video demonstrates how to turn on track changes in a Microsoft Word document._

    **By Day 4**

    **Post** a reflection on what you have learned in the past 6 weeks and how you can apply it moving forward. What strengths do you bring to your scholarly journey, and what barriers might you face? What are you most excited about in terms of the program? What is your scholarly identity? How has this course contributed to shaping that identity? What specific resources and services will you access as you continue in the program? Provide an example of how you have applied or will apply your learning in this course to your other course(s).

    **## WEEK6HUMNRES.docx**

    **Week 6 Discussion: Reflection and Next Steps**

    This course has exposed you to database-search techniques, communication strategies, scholarly writing principles, and many academic resources and services with which to continue developing your skills. Perhaps, as a result of this course, you have begun to think of yourself more as a scholar practitioner in human services. Your identity will naturally evolve as you advance in the program, but where are you now? What strengths can you leverage to remain motivated, and what resources will you use to support your success?

    For this Discussion, you reflect on what you have learned and what is to come in the program, as well as your evolving identity.

    **To Prepare**

    · Review your course announcements for possible information related to this week’s Discussion and Assignment.

    **Resources**

    Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/156493/modules/items/6282678)

    ·
    **Document:** [Developing a Scholarly Identity](https://waldenu.instructure.com/courses/156493/files/12426272?wrap=1) [Download Developing a Scholarly Identity](https://waldenu.instructure.com/courses/156493/files/12426272/download?download_frd=1)(PDF)

    · Walden University Writing Center. (n.d.-p).
    [_Writing a paper: Revising_.Links to an external site.](https://academicguides.waldenu.edu/writingcenter/writingprocess/revising) https://academicguides.waldenu.edu/writingcenter/writingprocess/revising

    · Walden University Writing Center. (2018, March 29).
    [_Applying feedback in your paper_ Links to an external site.](https://www.youtube.com/playlist?list=PLM7NbPzilFBcxqJnlsDEyoMYwrzNEi0bM) [Video playlist]. YouTube. https://www.youtube.com/playlist?list=PLM7NbPzilFBcxqJnlsDEyoMYwrzNEi0bM
    _This series of videos shows examples of how to revise a paper based on feedback. Examples pertain to thesis statements, transitions, paragraphs, grammar, and APA Style._

    · Microsoft Office. (n.d.).
    [_Track changes in Word_.Links to an external site.](https://support.office.com/en-us/article/track-changes-in-word-197ba630-0f5f-4a8e-9a77-3712475e806a) https://support.office.com/en-us/article/track-changes-in-word-197ba630-0f5f-4a8e-9a77-3712475e806a

    · Walden University, LLC. (2022).
    [_Instructor feedback_ Links to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/WWOW/Canvas/1001/pulse_check/instructor_feedback/index.html) [Interactive]. Walden University Canvas. https://waldenu.instructure.com/
    _This video reviews how to locate your Instructor’s feedback within the Canvas classroom._

    · Walden University Academic Skills Center. (2017a, August 29).
    [_Incorporating and viewing instructor feedback in a course paper_ Links to an external site.](https://www.youtube.com/watch?time_continue=9&v=Rp-68KRAnF0&feature=emb_logo) [Video]. https://www.youtube.com/watch?time_continue=9&v=Rp-68KRAnF0&feature=emb_logo
    _This short video demonstrates how to navigate the feedback an Instructor has left in a Microsoft Word document._

    · Walden University Academic Skills Center. (2017b, August 29).
    [_Turning on track changesLinks to an external site._](https://www.youtube.com/watch?v=vnKexD_ePBk&list=PLNgQgQNniJ24r3YAbusV090NB9MOuqep8&index=2) [Video]. https://www.youtube.com/watch?v=vnKexD_ePBk&list=PLNgQgQNniJ24r3YAbusV090NB9MOuqep8&index=2
    _This short video demonstrates how to turn on track changes in a Microsoft Word document._

    **By Day 4**

    **Post** a reflection on what you have learned in the past 6 weeks and how you can apply it moving forward. What strengths do you bring to your scholarly journey, and what barriers might you face? What are you most excited about in terms of the program? What is your scholarly identity? How has this course contributed to shaping that identity? What specific resources and services will you access as you continue in the program? Provide an example of how you have applied or will apply your learning in this course to your other course(s).

    **## HUMN_6000_W06_ScholarlyIdentity1.pdf**

    A READER
    Someone who surveys
    and analyzes the
    available information on
    a discipline-specific
    topic or problem

    A WRITER
    Someone who reacts to
    the information with a
    clear and concise
    evidence-based
    argument

    A CRITICAL
    THINKER
    Someone who notices
    gaps or weaknesses in
    the information and
    considers potential
    research to close those
    gaps

    A
    CONTRIBUTOR
    Someone who informs
    and engages with the
    scholarly community

    © 2019 Laureate Education, Inc.

    DEVELOPING A SCHOLARLY
    IDENTITY

    A
    SCHOLAR

    IS…

    Imagine your place
    among the scholars in
    your discipline.

    What will you
    contribute?

    **## WEEK6HUMNRES.docx**

    **Week 6 Discussion: Reflection and Next Steps**

    This course has exposed you to database-search techniques, communication strategies, scholarly writing principles, and many academic resources and services with which to continue developing your skills. Perhaps, as a result of this course, you have begun to think of yourself more as a scholar practitioner in human services. Your identity will naturally evolve as you advance in the program, but where are you now? What strengths can you leverage to remain motivated, and what resources will you use to support your success?

    For this Discussion, you reflect on what you have learned and what is to come in the program, as well as your evolving identity.

    **To Prepare**

    · Review your course announcements for possible information related to this week’s Discussion and Assignment.

    **Resources**

    Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/156493/modules/items/6282678)

    ·
    **Document:** [Developing a Scholarly Identity](https://waldenu.instructure.com/courses/156493/files/12426272?wrap=1) [Download Developing a Scholarly Identity](https://waldenu.instructure.com/courses/156493/files/12426272/download?download_frd=1)(PDF)

    · Walden University Writing Center. (n.d.-p).
    [_Writing a paper: Revising_.Links to an external site.](https://academicguides.waldenu.edu/writingcenter/writingprocess/revising) https://academicguides.waldenu.edu/writingcenter/writingprocess/revising

    · Walden University Writing Center. (2018, March 29).
    [_Applying feedback in your paper_ Links to an external site.](https://www.youtube.com/playlist?list=PLM7NbPzilFBcxqJnlsDEyoMYwrzNEi0bM) [Video playlist]. YouTube. https://www.youtube.com/playlist?list=PLM7NbPzilFBcxqJnlsDEyoMYwrzNEi0bM
    _This series of videos shows examples of how to revise a paper based on feedback. Examples pertain to thesis statements, transitions, paragraphs, grammar, and APA Style._

    · Microsoft Office. (n.d.).
    [_Track changes in Word_.Links to an external site.](https://support.office.com/en-us/article/track-changes-in-word-197ba630-0f5f-4a8e-9a77-3712475e806a) https://support.office.com/en-us/article/track-changes-in-word-197ba630-0f5f-4a8e-9a77-3712475e806a

    · Walden University, LLC. (2022).
    [_Instructor feedback_ Links to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/WWOW/Canvas/1001/pulse_check/instructor_feedback/index.html) [Interactive]. Walden University Canvas. https://waldenu.instructure.com/
    _This video reviews how to locate your Instructor’s feedback within the Canvas classroom._

    · Walden University Academic Skills Center. (2017a, August 29).
    [_Incorporating and viewing instructor feedback in a course paper_ Links to an external site.](https://www.youtube.com/watch?time_continue=9&v=Rp-68KRAnF0&feature=emb_logo) [Video]. https://www.youtube.com/watch?time_continue=9&v=Rp-68KRAnF0&feature=emb_logo
    _This short video demonstrates how to navigate the feedback an Instructor has left in a Microsoft Word document._

    · Walden University Academic Skills Center. (2017b, August 29).
    [_Turning on track changesLinks to an external site._](https://www.youtube.com/watch?v=vnKexD_ePBk&list=PLNgQgQNniJ24r3YAbusV090NB9MOuqep8&index=2) [Video]. https://www.youtube.com/watch?v=vnKexD_ePBk&list=PLNgQgQNniJ24r3YAbusV090NB9MOuqep8&index=2
    _This short video demonstrates how to turn on track changes in a Microsoft Word document._

    **By Day 4**

    **Post** a reflection on what you have learned in the past 6 weeks and how you can apply it moving forward. What strengths do you bring to your scholarly journey, and what barriers might you face? What are you most excited about in terms of the program? What is your scholarly identity? How has this course contributed to shaping that identity? What specific resources and services will you access as you continue in the program? Provide an example of how you have applied or will apply your learning in this course to your other course(s).

    **## HUMN_6000_W06_ScholarlyIdentity1.pdf**

    A READER
    Someone who surveys
    and analyzes the
    available information on
    a discipline-specific
    topic or problem

    A WRITER
    Someone who reacts to
    the information with a
    clear and concise
    evidence-based
    argument

    A CRITICAL
    THINKER
    Someone who notices
    gaps or weaknesses in
    the information and
    considers potential
    research to close those
    gaps

    A
    CONTRIBUTOR
    Someone who informs
    and engages with the
    scholarly community

    © 2019 Laureate Education, Inc.

    DEVELOPING A SCHOLARLY
    IDENTITY

    A
    SCHOLAR

    IS…

    Imagine your place
    among the scholars in
    your discipline.

    What will you
    contribute?

    **## WEEK6HUMNRES.docx**

    **Week 6 Discussion: Reflection and Next Steps**

    This course has exposed you to database-search techniques, communication strategies, scholarly writing principles, and many academic resources and services with which to continue developing your skills. Perhaps, as a result of this course, you have begun to think of yourself more as a scholar practitioner in human services. Your identity will naturally evolve as you advance in the program, but where are you now? What strengths can you leverage to remain motivated, and what resources will you use to support your success?

    For this Discussion, you reflect on what you have learned and what is to come in the program, as well as your evolving identity.

    **To Prepare**

    · Review your course announcements for possible information related to this week’s Discussion and Assignment.

    **Resources**

    Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/156493/modules/items/6282678)

    ·
    **Document:** [Developing a Scholarly Identity](https://waldenu.instructure.com/courses/156493/files/12426272?wrap=1) [Download Developing a Scholarly Identity](https://waldenu.instructure.com/courses/156493/files/12426272/download?download_frd=1)(PDF)

    · Walden University Writing Center. (n.d.-p).
    [_Writing a paper: Revising_.Links to an external site.](https://academicguides.waldenu.edu/writingcenter/writingprocess/revising) https://academicguides.waldenu.edu/writingcenter/writingprocess/revising

    · Walden University Writing Center. (2018, March 29).
    [_Applying feedback in your paper_ Links to an external site.](https://www.youtube.com/playlist?list=PLM7NbPzilFBcxqJnlsDEyoMYwrzNEi0bM) [Video playlist]. YouTube. https://www.youtube.com/playlist?list=PLM7NbPzilFBcxqJnlsDEyoMYwrzNEi0bM
    _This series of videos shows examples of how to revise a paper based on feedback. Examples pertain to thesis statements, transitions, paragraphs, grammar, and APA Style._

    · Microsoft Office. (n.d.).
    [_Track changes in Word_.Links to an external site.](https://support.office.com/en-us/article/track-changes-in-word-197ba630-0f5f-4a8e-9a77-3712475e806a) https://support.office.com/en-us/article/track-changes-in-word-197ba630-0f5f-4a8e-9a77-3712475e806a

    · Walden University, LLC. (2022).
    [_Instructor feedback_ Links to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/WWOW/Canvas/1001/pulse_check/instructor_feedback/index.html) [Interactive]. Walden University Canvas. https://waldenu.instructure.com/
    _This video reviews how to locate your Instructor’s feedback within the Canvas classroom._

    · Walden University Academic Skills Center. (2017a, August 29).
    [_Incorporating and viewing instructor feedback in a course paper_ Links to an external site.](https://www.youtube.com/watch?time_continue=9&v=Rp-68KRAnF0&feature=emb_logo) [Video]. https://www.youtube.com/watch?time_continue=9&v=Rp-68KRAnF0&feature=emb_logo
    _This short video demonstrates how to navigate the feedback an Instructor has left in a Microsoft Word document._

    · Walden University Academic Skills Center. (2017b, August 29).
    [_Turning on track changesLinks to an external site._](https://www.youtube.com/watch?v=vnKexD_ePBk&list=PLNgQgQNniJ24r3YAbusV090NB9MOuqep8&index=2) [Video]. https://www.youtube.com/watch?v=vnKexD_ePBk&list=PLNgQgQNniJ24r3YAbusV090NB9MOuqep8&index=2
    _This short video demonstrates how to turn on track changes in a Microsoft Word document._

    **By Day 4**

    **Post** a reflection on what you have learned in the past 6 weeks and how you can apply it moving forward. What strengths do you bring to your scholarly journey, and what barriers might you face? What are you most excited about in terms of the program? What is your scholarly identity? How has this course contributed to shaping that identity? What specific resources and services will you access as you continue in the program? Provide an example of how you have applied or will apply your learning in this course to your other course(s).