## _**Creative Project Plan & Strategy**_ – 2 years ago
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Order on TutorsGallery →## _**Creative Project Plan & Strategy**_
– 2 years ago
**Prompt**: Each culture or religion had its ups and downs in history. How do you view their rise and fall, especially in relation to the state or government? **A clue**: You should use specific historical cases we have covered in this course to illustrate your point. These cases include Athens unde…
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Order on TutorsGallery →**Prompt**: Each culture or religion had its ups and downs in history. How do you view their rise and fall, especially in relation to the state or government?
**A clue**: You should use specific historical cases we have covered in this course to illustrate your point. These cases include Athens under Pericles, the Greek Empire under Alexander the Great, the Roman Empire, China, and India. Do not dwell on generalities! You should write an analytical summary, not a descriptive one. That is, you organize relevant facts logically around a contested claim.
**A reminder**:
Things are often complex and cannot be understood in simple black-and-white terms. You should try to give a historically informed, ideologically unbiased, and logically coherent answer. The historical context cannot be overemphasized. It is easy to dwell on generalities out of context. It is also easy to see things from one’s own ideological perspective and rush to condemn alternative ones without trying to understand them. You can always disagree but should show respect. It is more important to help contribute to a greater understanding of the question at issue. Finally, it is easier to speak coherently, but a lot more difficult to write coherently. Make sure that you move logically from sentence to sentence and consistently from paragraph to paragraph. Do not deviate from your focus. Whatever you write should be directly relevant to the prompt. There is **no need for long background introduction**.
– 2 years ago
Please summarized and turn it into a slideshow. •BLUF: (Bottom Line Up Front) •Facts of the case/reference legal authority •Issue •Rule (what law was broken) •Analysis Case: https://www.oyez.org/cases/2011/10-1491 Attached an example on how the slideshow should look like – [\ \ KrakenExc.pdf](http…
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Order on TutorsGallery →Please summarized and turn it into a slideshow.
•BLUF: (Bottom Line Up Front)
•Facts of the case/reference legal authority
•Issue
•Rule (what law was broken)
•Analysis
Case: https://www.oyez.org/cases/2011/10-1491
Attached an example on how the slideshow should look like
– [\
\
KrakenExc.pdf](https://www.sweetstudy.com/files/krakenexc-pdf-10270349 "KrakenExc.pdf")
– 2 years ago
hi – 2 years ago **files (1)** – ## 6004assess3.docx **## 6004assess3.docx** In this two-part deliverable assessment, first, create a 5–7 slide elevator-speech style presentation that you will present to stakeholders that provides an overview of policy implementation, including rationale and data th…
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– 2 years ago
**files (1)**
– ## 6004assess3.docx
**## 6004assess3.docx**
In this two-part deliverable assessment, first, create a 5–7 slide elevator-speech style presentation that you will present to stakeholders that provides an overview of policy implementation, including rationale and data that reflect the need for the new policy. Second, create a detailed, annotated training agenda for the pilot team that will accompany your presentation.
Expand All
**Introduction**
Training and educating those within an organization who are responsible for implementing and working with changes in organizational policy is a critical step in ensuring that prescribed changes have their intended benefit. A leader in a healthcare profession must be able to apply effective leadership, management, and educational strategies to ensure that colleagues and subordinates will be prepared to do the work that is asked of them.
As a master's-level healthcare practitioner, you may be asked to design training sessions to help ensure the smooth implementation of any number of initiatives in your healthcare setting. The ability to create an agenda that will ensure your training goals will be met, and will fit into the allotted time, is a valuable skill for preparing colleagues to be successful in their practice.
This assessment offers you an opportunity to develop and implement effective educational strategies.
**## 6004assess3.docx**
In this two-part deliverable assessment, first, create a 5–7 slide elevator-speech style presentation that you will present to stakeholders that provides an overview of policy implementation, including rationale and data that reflect the need for the new policy. Second, create a detailed, annotated training agenda for the pilot team that will accompany your presentation.
Expand All
**Introduction**
Training and educating those within an organization who are responsible for implementing and working with changes in organizational policy is a critical step in ensuring that prescribed changes have their intended benefit. A leader in a healthcare profession must be able to apply effective leadership, management, and educational strategies to ensure that colleagues and subordinates will be prepared to do the work that is asked of them.
As a master's-level healthcare practitioner, you may be asked to design training sessions to help ensure the smooth implementation of any number of initiatives in your healthcare setting. The ability to create an agenda that will ensure your training goals will be met, and will fit into the allotted time, is a valuable skill for preparing colleagues to be successful in their practice.
This assessment offers you an opportunity to develop and implement effective educational strategies.
hw help – 2 years ago **files (1)** – ## GanttChart.pdf **## GanttChart.pdf** Using the Simple Gantt Chart tool in Microsoft Excel, create a Gantt chart that outlines your timeline for developing, implementing, and evaluating the training program for Moller-Maersk. You must include actual dates in t…
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Order on TutorsGallery →hw help
– 2 years ago
**files (1)**
– ## GanttChart.pdf
**## GanttChart.pdf**
Using the Simple Gantt Chart tool in Microsoft Excel, create a Gantt chart that outlines
your timeline for developing, implementing, and evaluating the training program for
Moller-Maersk.
You must include actual dates in the Gantt chart. The Start Date should be the first day
that you begin to complete tasks for your event. The End Date should be the day on
which you turn in a final report (which summarizes the event and provides data to show
what did/did not go well) to your superiors. This means that the dates of the training
event itself should be included in the Gantt chart.
The chart should be organized by grouped tasksand should be as detailed as
possible. When creating the chart, consider pre- and post-event activities. Pre-event
activities include things like setting goals, program design, facility reservations,
searching for guest speakers, developing an evaluation tool (i.e., survey), and
equipment/supplies purchases (to name a few) while post-event activities include
surveying trainees and developing a final report. Ask yourself the following questions to
get started:
● When will you begin to plan the event?
● How long will it take you to plan the event?
○ For this assignment, you must use a timeline of 3 to 6 months. You do
NOT need to stay within the time parameters of this course term.
● When will you make reservations for the facility and equipment needed for the
training program?
● When will you purchase materials, software, etc.?
● When will you inform trainees about the program?
● When will trainees be able to register for the program?
● When will the training event take place?
● When will you have trainees evaluate the program?
● When will you submit a final report about the training program to your superiors?
I recommend conducting a Google search of "Gantt chart examples" to get some ideas
of the tasks you want to include and how you want to categorize those tasks. Also,
make sure that you click on the Google "Images" tab when you conduct your search.
**## GanttChart.pdf**
Using the Simple Gantt Chart tool in Microsoft Excel, create a Gantt chart that outlines
your timeline for developing, implementing, and evaluating the training program for
Moller-Maersk.
You must include actual dates in the Gantt chart. The Start Date should be the first day
that you begin to complete tasks for your event. The End Date should be the day on
which you turn in a final report (which summarizes the event and provides data to show
what did/did not go well) to your superiors. This means that the dates of the training
event itself should be included in the Gantt chart.
The chart should be organized by grouped tasksand should be as detailed as
possible. When creating the chart, consider pre- and post-event activities. Pre-event
activities include things like setting goals, program design, facility reservations,
searching for guest speakers, developing an evaluation tool (i.e., survey), and
equipment/supplies purchases (to name a few) while post-event activities include
surveying trainees and developing a final report. Ask yourself the following questions to
get started:
● When will you begin to plan the event?
● How long will it take you to plan the event?
○ For this assignment, you must use a timeline of 3 to 6 months. You do
NOT need to stay within the time parameters of this course term.
● When will you make reservations for the facility and equipment needed for the
training program?
● When will you purchase materials, software, etc.?
● When will you inform trainees about the program?
● When will trainees be able to register for the program?
● When will the training event take place?
● When will you have trainees evaluate the program?
● When will you submit a final report about the training program to your superiors?
I recommend conducting a Google search of "Gantt chart examples" to get some ideas
of the tasks you want to include and how you want to categorize those tasks. Also,
make sure that you click on the Google "Images" tab when you conduct your search.
– Grief: define and describe the physical symptoms, psychological and social responses, and its spiritual aspects. – Summarize the types of grief. – Although death is a universal human experience, please specify culture-specific considerations that exist regarding attitudes toward the loss of a love…
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Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →– Grief: define and describe the physical symptoms, psychological and social responses, and its spiritual aspects.
– Summarize the types of grief.
– Although death is a universal human experience, please specify culture-specific considerations that exist regarding attitudes toward the loss of a loved one, including age (child or older adult) and cause of death.
*should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.
Need Turnitin report no AI
– 2 years ago
company: JC Penny there will be content on how we can learn from risk management leaders. These are well thought of profitable companies. Please look at one of these companies and provide a description of it that includes information about their business. Additional information can be found online a…
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Order on TutorsGallery →company: JC Penny
there will be content on how we can learn from risk management leaders. These are well thought of profitable companies. Please look at one of these companies and provide a description of it that includes information about their business. Additional information can be found online about based on current events. We are not yet looking at risk management but only trying to gain some general information about them.
– 2 years ago
I need help with my homework – 2 years ago **files (2)** – ## RequiredResourcesforweek3assignment.docx – ## Writingisaformofcommunicationinwhichstudentscanexpresstheirthoughts.docx **## RequiredResourcesforweek3assignment.docx** **Required Resources** **Teaching Reading in Today’s Elementary Schools…
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Order on TutorsGallery →I need help with my homework
– 2 years ago
**files (2)**
– ## RequiredResourcesforweek3assignment.docx
– ## Writingisaformofcommunicationinwhichstudentscanexpresstheirthoughts.docx
**## RequiredResourcesforweek3assignment.docx**
**Required Resources**
**Teaching Reading in Today’s Elementary Schools**
**Required**
Roe, B. D., Smith, S. H., & Kolodziej, N. J. (2019).
_Teaching reading in today’s elementary schools_(12th ed.). Cengage. ISBN-13: 9781337566292
Tier 1 Core Writing Instruction
**Required**
Read “Tier 1 Core Writing Instruction,” by Brown, on the Illuminate Education website (2018).
https://www.illuminateed.com/blog/2018/04/tier-1-what-works-in-writing-instruction/
Teaching Students to Write Opinion Pieces Using a Dialogic Approach
**Required**
Read “Teaching Students to Write Opinion Pieces Using a Dialogic Approach,” by Reina and Clark, from
_Reading Teacher_
… Read More
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=139350376&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
Teaching Writing to Diverse Student Populations
**Required**
Read “Teaching Writing to Diverse Student Populations” on the Reading Rockets website.
[https://www.readingrockets.org/to](https://www.readingrockets.org/to)
Developing Better Writers
**Required**
Read “Developing Better Writers,” by Gonser, located on the Edutopia website (2021).
https://www.edutopia.org/article/developing-better-writers
Work on Writing
**Required**
Explore “Work on Writing,” located on The DailyCafe website.
https://www.thedailycafe.com/daily-5/work-writing
10 EdTech Writing Tools for Students
**Required**
Explore “10 EdTech Writing Tools for Students,” located on the Planbook website.
https://blog.planbook.com/ed
**## Writingisaformofcommunicationinwhichstudentscanexpresstheirthoughts.docx**
Week 3 assignments
Writing is a form of communication in which students can express their thoughts, ideas, and opinions. There are a variety of purposes for writing, both formal and informal. Students need multiple exposures and scaffolded practice with the types of writing. Having a structure for writing lessons will help students be successful in the writing process and build essential skills needed to approach writing in all content areas.
Create a 10-12 slide digital presentation (using the platform of your choice (e.g., PowerPoint, Google Slides) on writing instruction tailored for new teachers.
The first part of the presentation begins by covering the foundational knowledge essential for effective writing instruction. In the second part of the presentation, provide a brief sample writing lesson that demonstrates how to apply the foundational principles discussed in Part 1. Narrate your presentation through GoReact by using the screen share function. You must have your camera on during the narrated presentation.
**Part 1: Foundational Knowledge of Writing Instruction**
In your presentation include the following information:
· Describe the different types of writing (informational/explanatory, opinion/argumentative, and narrative).
· Explain how the writing standards and essential writing skills can be integrated into all content areas.
· Explain the writing process, including a technology tool that could be used to produce and publish student writing.
· Describe a minimum of two approaches/methods to teach writing (writers’ workshop, writing journals, Daily 5, language experience, etc.).
· Provide 2-3 strategies or tools, including technology, to creatively engage students in various forms of writing, the writing process, and to expand students’ communication through writing.
**Part 2: Writing Lesson**
Design a writing lesson outline to incorporate in your presentation based on an approach or method described in Part 1. Include the following in your writing lesson:
· National/State Standard and Learning Objective: Identify a writing standard and write an aligned learning objective. Include the full standard verbiage in your presentation to demonstrate alignment.
· Anticipatory Set: Describe an opening activity for the lesson that activates students’ prior knowledge, linking previous learning with what they will be learning in this lesson, and gaining student interest for the lesson.
· Activities: Explanation of how the content will be presented to students and how the teacher will engage the students in exploring, practicing, and applying the content. At least one activity should include technology to engage the students, expand their written communication skills, or provide support in the writing process.
· Assessment: Explanation of how students will demonstrate what they know or mastery of the learning objective.
· Differentiation: Provide one strategy to differentiate the writing lesson and assessment for each group of students (English language learners, students with disabilities, students with gifted abilities, and early finishers).
**Part 3: Reflection in GoReact**
Once you post your narrated presentation, you will see it on the GoReact dashboard. Enter the playback screen by clicking the thumbnail. Watch the video and make at least two specific comments by bookmarking and making a comment explaining where you see the following:
· Biggest strength of your presentation and delivery
· A place where you could improve your presentation and delivery to help you grow as a future educator
There are two ways to access GoReact for this assignment. When accessing it through the calendar view, select the “Open Assignment” button to begin work. When accessing it through the Topic content, select the “Go to Assessment” button to begin work.
Remember, video and audio quality are important and should be taken into consideration. Ensure your video is filmed with sufficient lighting and the volume is adequate for viewers to hear. Intonation, expression, proper speech, and professional attire are expected.
Support your presentation with 2-3 scholarly resources.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a GoReact rubric. Before beginning the assignment, review the rubric to familiarize yourself with the expectations for successful completion.
**## Writingisaformofcommunicationinwhichstudentscanexpresstheirthoughts.docx**
Week 3 assignments
Writing is a form of communication in which students can express their thoughts, ideas, and opinions. There are a variety of purposes for writing, both formal and informal. Students need multiple exposures and scaffolded practice with the types of writing. Having a structure for writing lessons will help students be successful in the writing process and build essential skills needed to approach writing in all content areas.
Create a 10-12 slide digital presentation (using the platform of your choice (e.g., PowerPoint, Google Slides) on writing instruction tailored for new teachers.
The first part of the presentation begins by covering the foundational knowledge essential for effective writing instruction. In the second part of the presentation, provide a brief sample writing lesson that demonstrates how to apply the foundational principles discussed in Part 1. Narrate your presentation through GoReact by using the screen share function. You must have your camera on during the narrated presentation.
**Part 1: Foundational Knowledge of Writing Instruction**
In your presentation include the following information:
· Describe the different types of writing (informational/explanatory, opinion/argumentative, and narrative).
· Explain how the writing standards and essential writing skills can be integrated into all content areas.
· Explain the writing process, including a technology tool that could be used to produce and publish student writing.
· Describe a minimum of two approaches/methods to teach writing (writers’ workshop, writing journals, Daily 5, language experience, etc.).
· Provide 2-3 strategies or tools, including technology, to creatively engage students in various forms of writing, the writing process, and to expand students’ communication through writing.
**Part 2: Writing Lesson**
Design a writing lesson outline to incorporate in your presentation based on an approach or method described in Part 1. Include the following in your writing lesson:
· National/State Standard and Learning Objective: Identify a writing standard and write an aligned learning objective. Include the full standard verbiage in your presentation to demonstrate alignment.
· Anticipatory Set: Describe an opening activity for the lesson that activates students’ prior knowledge, linking previous learning with what they will be learning in this lesson, and gaining student interest for the lesson.
· Activities: Explanation of how the content will be presented to students and how the teacher will engage the students in exploring, practicing, and applying the content. At least one activity should include technology to engage the students, expand their written communication skills, or provide support in the writing process.
· Assessment: Explanation of how students will demonstrate what they know or mastery of the learning objective.
· Differentiation: Provide one strategy to differentiate the writing lesson and assessment for each group of students (English language learners, students with disabilities, students with gifted abilities, and early finishers).
**Part 3: Reflection in GoReact**
Once you post your narrated presentation, you will see it on the GoReact dashboard. Enter the playback screen by clicking the thumbnail. Watch the video and make at least two specific comments by bookmarking and making a comment explaining where you see the following:
· Biggest strength of your presentation and delivery
· A place where you could improve your presentation and delivery to help you grow as a future educator
There are two ways to access GoReact for this assignment. When accessing it through the calendar view, select the “Open Assignment” button to begin work. When accessing it through the Topic content, select the “Go to Assessment” button to begin work.
Remember, video and audio quality are important and should be taken into consideration. Ensure your video is filmed with sufficient lighting and the volume is adequate for viewers to hear. Intonation, expression, proper speech, and professional attire are expected.
Support your presentation with 2-3 scholarly resources.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a GoReact rubric. Before beginning the assignment, review the rubric to familiarize yourself with the expectations for successful completion.
**## RequiredResourcesforweek3assignment.docx**
**Required Resources**
**Teaching Reading in Today’s Elementary Schools**
**Required**
Roe, B. D., Smith, S. H., & Kolodziej, N. J. (2019).
_Teaching reading in today’s elementary schools_(12th ed.). Cengage. ISBN-13: 9781337566292
Tier 1 Core Writing Instruction
**Required**
Read “Tier 1 Core Writing Instruction,” by Brown, on the Illuminate Education website (2018).
https://www.illuminateed.com/blog/2018/04/tier-1-what-works-in-writing-instruction/
Teaching Students to Write Opinion Pieces Using a Dialogic Approach
**Required**
Read “Teaching Students to Write Opinion Pieces Using a Dialogic Approach,” by Reina and Clark, from
_Reading Teacher_
… Read More
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=139350376&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
Teaching Writing to Diverse Student Populations
**Required**
Read “Teaching Writing to Diverse Student Populations” on the Reading Rockets website.
[https://www.readingrockets.org/to](https://www.readingrockets.org/to)
Developing Better Writers
**Required**
Read “Developing Better Writers,” by Gonser, located on the Edutopia website (2021).
https://www.edutopia.org/article/developing-better-writers
Work on Writing
**Required**
Explore “Work on Writing,” located on The DailyCafe website.
https://www.thedailycafe.com/daily-5/work-writing
10 EdTech Writing Tools for Students
**Required**
Explore “10 EdTech Writing Tools for Students,” located on the Planbook website.
https://blog.planbook.com/ed
**## Writingisaformofcommunicationinwhichstudentscanexpresstheirthoughts.docx**
Week 3 assignments
Writing is a form of communication in which students can express their thoughts, ideas, and opinions. There are a variety of purposes for writing, both formal and informal. Students need multiple exposures and scaffolded practice with the types of writing. Having a structure for writing lessons will help students be successful in the writing process and build essential skills needed to approach writing in all content areas.
Create a 10-12 slide digital presentation (using the platform of your choice (e.g., PowerPoint, Google Slides) on writing instruction tailored for new teachers.
The first part of the presentation begins by covering the foundational knowledge essential for effective writing instruction. In the second part of the presentation, provide a brief sample writing lesson that demonstrates how to apply the foundational principles discussed in Part 1. Narrate your presentation through GoReact by using the screen share function. You must have your camera on during the narrated presentation.
**Part 1: Foundational Knowledge of Writing Instruction**
In your presentation include the following information:
· Describe the different types of writing (informational/explanatory, opinion/argumentative, and narrative).
· Explain how the writing standards and essential writing skills can be integrated into all content areas.
· Explain the writing process, including a technology tool that could be used to produce and publish student writing.
· Describe a minimum of two approaches/methods to teach writing (writers’ workshop, writing journals, Daily 5, language experience, etc.).
· Provide 2-3 strategies or tools, including technology, to creatively engage students in various forms of writing, the writing process, and to expand students’ communication through writing.
**Part 2: Writing Lesson**
Design a writing lesson outline to incorporate in your presentation based on an approach or method described in Part 1. Include the following in your writing lesson:
· National/State Standard and Learning Objective: Identify a writing standard and write an aligned learning objective. Include the full standard verbiage in your presentation to demonstrate alignment.
· Anticipatory Set: Describe an opening activity for the lesson that activates students’ prior knowledge, linking previous learning with what they will be learning in this lesson, and gaining student interest for the lesson.
· Activities: Explanation of how the content will be presented to students and how the teacher will engage the students in exploring, practicing, and applying the content. At least one activity should include technology to engage the students, expand their written communication skills, or provide support in the writing process.
· Assessment: Explanation of how students will demonstrate what they know or mastery of the learning objective.
· Differentiation: Provide one strategy to differentiate the writing lesson and assessment for each group of students (English language learners, students with disabilities, students with gifted abilities, and early finishers).
**Part 3: Reflection in GoReact**
Once you post your narrated presentation, you will see it on the GoReact dashboard. Enter the playback screen by clicking the thumbnail. Watch the video and make at least two specific comments by bookmarking and making a comment explaining where you see the following:
· Biggest strength of your presentation and delivery
· A place where you could improve your presentation and delivery to help you grow as a future educator
There are two ways to access GoReact for this assignment. When accessing it through the calendar view, select the “Open Assignment” button to begin work. When accessing it through the Topic content, select the “Go to Assessment” button to begin work.
Remember, video and audio quality are important and should be taken into consideration. Ensure your video is filmed with sufficient lighting and the volume is adequate for viewers to hear. Intonation, expression, proper speech, and professional attire are expected.
Support your presentation with 2-3 scholarly resources.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a GoReact rubric. Before beginning the assignment, review the rubric to familiarize yourself with the expectations for successful completion.
**## RequiredResourcesforweek3assignment.docx**
**Required Resources**
**Teaching Reading in Today’s Elementary Schools**
**Required**
Roe, B. D., Smith, S. H., & Kolodziej, N. J. (2019).
_Teaching reading in today’s elementary schools_(12th ed.). Cengage. ISBN-13: 9781337566292
Tier 1 Core Writing Instruction
**Required**
Read “Tier 1 Core Writing Instruction,” by Brown, on the Illuminate Education website (2018).
https://www.illuminateed.com/blog/2018/04/tier-1-what-works-in-writing-instruction/
Teaching Students to Write Opinion Pieces Using a Dialogic Approach
**Required**
Read “Teaching Students to Write Opinion Pieces Using a Dialogic Approach,” by Reina and Clark, from
_Reading Teacher_
… Read More
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=139350376&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
Teaching Writing to Diverse Student Populations
**Required**
Read “Teaching Writing to Diverse Student Populations” on the Reading Rockets website.
[https://www.readingrockets.org/to](https://www.readingrockets.org/to)
Developing Better Writers
**Required**
Read “Developing Better Writers,” by Gonser, located on the Edutopia website (2021).
https://www.edutopia.org/article/developing-better-writers
Work on Writing
**Required**
Explore “Work on Writing,” located on The DailyCafe website.
https://www.thedailycafe.com/daily-5/work-writing
10 EdTech Writing Tools for Students
**Required**
Explore “10 EdTech Writing Tools for Students,” located on the Planbook website.
https://blog.planbook.com/ed
**## Writingisaformofcommunicationinwhichstudentscanexpresstheirthoughts.docx**
Week 3 assignments
Writing is a form of communication in which students can express their thoughts, ideas, and opinions. There are a variety of purposes for writing, both formal and informal. Students need multiple exposures and scaffolded practice with the types of writing. Having a structure for writing lessons will help students be successful in the writing process and build essential skills needed to approach writing in all content areas.
Create a 10-12 slide digital presentation (using the platform of your choice (e.g., PowerPoint, Google Slides) on writing instruction tailored for new teachers.
The first part of the presentation begins by covering the foundational knowledge essential for effective writing instruction. In the second part of the presentation, provide a brief sample writing lesson that demonstrates how to apply the foundational principles discussed in Part 1. Narrate your presentation through GoReact by using the screen share function. You must have your camera on during the narrated presentation.
**Part 1: Foundational Knowledge of Writing Instruction**
In your presentation include the following information:
· Describe the different types of writing (informational/explanatory, opinion/argumentative, and narrative).
· Explain how the writing standards and essential writing skills can be integrated into all content areas.
· Explain the writing process, including a technology tool that could be used to produce and publish student writing.
· Describe a minimum of two approaches/methods to teach writing (writers’ workshop, writing journals, Daily 5, language experience, etc.).
· Provide 2-3 strategies or tools, including technology, to creatively engage students in various forms of writing, the writing process, and to expand students’ communication through writing.
**Part 2: Writing Lesson**
Design a writing lesson outline to incorporate in your presentation based on an approach or method described in Part 1. Include the following in your writing lesson:
· National/State Standard and Learning Objective: Identify a writing standard and write an aligned learning objective. Include the full standard verbiage in your presentation to demonstrate alignment.
· Anticipatory Set: Describe an opening activity for the lesson that activates students’ prior knowledge, linking previous learning with what they will be learning in this lesson, and gaining student interest for the lesson.
· Activities: Explanation of how the content will be presented to students and how the teacher will engage the students in exploring, practicing, and applying the content. At least one activity should include technology to engage the students, expand their written communication skills, or provide support in the writing process.
· Assessment: Explanation of how students will demonstrate what they know or mastery of the learning objective.
· Differentiation: Provide one strategy to differentiate the writing lesson and assessment for each group of students (English language learners, students with disabilities, students with gifted abilities, and early finishers).
**Part 3: Reflection in GoReact**
Once you post your narrated presentation, you will see it on the GoReact dashboard. Enter the playback screen by clicking the thumbnail. Watch the video and make at least two specific comments by bookmarking and making a comment explaining where you see the following:
· Biggest strength of your presentation and delivery
· A place where you could improve your presentation and delivery to help you grow as a future educator
There are two ways to access GoReact for this assignment. When accessing it through the calendar view, select the “Open Assignment” button to begin work. When accessing it through the Topic content, select the “Go to Assessment” button to begin work.
Remember, video and audio quality are important and should be taken into consideration. Ensure your video is filmed with sufficient lighting and the volume is adequate for viewers to hear. Intonation, expression, proper speech, and professional attire are expected.
Support your presentation with 2-3 scholarly resources.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a GoReact rubric. Before beginning the assignment, review the rubric to familiarize yourself with the expectations for successful completion.
– 2 years ago **files (2)** – ## Module2Case.docx – ## Module2-Resources.docx **## Module2Case.docx** **Module 2 – Case** **Job Analysis; Staffing; EEO; Diversity** **Case Assignment** Address the following questions in an essay format which includes an introduction and conclusion (not a Q & A forma…
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**files (2)**
– ## Module2Case.docx
– ## Module2-Resources.docx
**## Module2Case.docx**
**Module 2 – Case**
**Job Analysis; Staffing; EEO; Diversity**
**Case Assignment**
Address the following questions in an essay format which includes an introduction and conclusion (not a Q & A format):
· How your employer reduce labor costs and still save as many jobs as possible?
· How might up-to-date job analysis information aid your employer in determining how to reduce labor costs?
· Discuss the short-term and long-term implications of downsizing. Be sure to also discuss possible EEO issues that may occur in downsizing.
Introduce information from
**at least 2 sources** from the Trident Online Library to help strengthen and validate your discussion.
When possible, provide private-sector employer examples of HRM programs, systems, processes, and/or procedures as you address the assignment requirements. Provide names of the employers. Use different employer examples in this course than what has been used previously in your other papers and courses.
Paper length:
**3–4 pages** (not counting the cover and reference pages).
**Assignment Expectations**
_Your paper will be evaluated using the criteria as stated in the Case rubric. The following is a review of the rubric criteria:_
·
**Assignment-Driven:** Does the paper fully address all aspects of the assignment? Is the assignment addressed accurately and precisely using sound logic? Does the paper meet minimum length requirements?
·
**Critical Thinking:** Does the paper demonstrate graduate-level analysis, in which information derived from multiple sources, expert opinions, and assumptions has been critically evaluated and synthesized in the formulation of a logical set of conclusions? Does the paper address the topic with sufficient depth of discussion and analysis?
·
**Business Writing:** Is the essay logical, well organized and well written? Are the grammar, spelling, and vocabulary appropriate for graduate-level work? Are section headings included? Are paraphrasing and synthesis of concepts the primary means of responding, or is justification/support instead conveyed through excessive use of direct quotations?
·
**Effective Use of Information:** Does the submission demonstrate that the student has read, understood, and can apply the background materials for the module? If required, has the student demonstrated effective research, as evidenced by student’s use of relevant and quality sources? Do additional sources used provide strong support for conclusions drawn, and do they help in shaping the overall paper?
·
**Citing Sources:** Does the student demonstrate understanding of APA Style of referencing, by inclusion of proper citations (for paraphrased text and direct quotations) as appropriate? Have all sources (e.g., references used from the Background page, the assignment readings, and outside research) been included, and are these properly cited? Have all sources cited in the paper been included on the References page?
·
**Timeliness:** Has the assignment been submitted to TLC (Trident’s learning management system) on or before the module’s due date?
**## Module2-Resources.docx**
**Module 2 – Resources**
**Job Analysis; Staffing; EEO; Diversity**
**Job Analysis**
Before we turn to a discussion of the staffing function, EEO, and diversity, let us look at the process called “job analysis” (sometimes called “job study”). Job analysis is what should happen before an organization hires employees. We know, though, that it sometimes is not a systematic process that occurs to develop jobs, but instead a haphazard one. HRM professionals realize, however, that job analysis is supposed to be a systematic procedure to identify and analyze the level of a job and what its profile should look like.
The information gathered during a job analysis process is valuable to decide job design, write job descriptions, determine job qualifications, and identify job worth (how much the job contributes to the organization). All of the other HRM functions—for example, recruitment and selection, training and development, wage and salary administration, and performance management—should begin with accurate, up-to-date information gained from studying a job.
Please note that the links below will open in a new window and may require activation of a LinkedIn account on the first attempt. Trident students may use their student email address to access this free subscription to LinkedIn Learning as a part of this course.
[_Human Resources: Strategic Workforce Planning_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=223276&type=lti&rcode=TUI-505571&srcou=104372) -LinkedIn Learning
[_The selection process_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=223276&type=lti&rcode=TUI-505572&srcou=104372) -LinkedIn Learning
As we can see from the above, it is safe to say that the entire success of HRM is based on an effective job analysis process that is the foundation of the staffing function and the many HRM functions that follow.
**Equal Employment Opportunity:**
Equal employment opportunity is a large field of study within human resource management. (Our MGT516 course focuses on EEO.) But more than that, it is the law of the land and provides regulations private-sector employers must follow.
Because human resource actions affect organization-wide policies and procedures, they often deal with the selection of employees for jobs, promotions, training programs, pay and benefits, layoffs, employee discipline, and discharge. Whenever one employee/applicant is selected over another for whatever reason, there are possible EEO concerns.
EEO involves many different areas to study, including discrimination and affirmative action.
The keystone of each organization’s defense in protecting itself against any type of employee relations law violations, charges, and claims is a clear, unambiguous written company policy stating the company’s support and intention to closely adhere to the provisions of employment law. But the process does not stop there.
Actions are also important. What do the company’s statistics show on the numbers of minorities, women, and disabled persons in its workforce? And importantly, what are the company’s actions related to nurturing the diversity that they have been able to achieve?
The global nature of our current environment means that many of us work alongside others who have backgrounds different than our own. The ability to effectively consider all employee contributions provides organizations with a competitive advantage.
It is easy to see, then, that the most successful companies actually manage and nurture the diversity in their organizations.
It is not enough to merely meet EEO hiring quotas. The goal of these successful organizations is to do all they can to allow all employees to contribute to the organization’s goals and to experience their own personal growth.
Managing diversity often includes changing the company culture. Employees need to feel comfortable working in their work environments.
Finish this module by reading the following:
Marshall, P. (2010, April). Taking action on diversity.
_The Canadian Manager, 35_(1), 17-18,3. Retrieved from ProQuest in the Trident Online Library.
**Other Required Sources for Module 2:**
Juneja, P. (n.d.).
[_Job analysis and human resource planning._](https://www.managementstudyguide.com/job-analysis-and-human-resource-planning.htm) Management Study Guide. https://www.managementstudyguide.com/job-analysis-and-human-resource-planning.htm
The use of this material from Managementstudyguide.com is free for learning and education purpose.
Jusko, J. (2011). Cutting costs without cutting people.
_Industry Week, 260_(4), 30-n/a. Retrieved from ProQuest in the Trident Online Library.
Reed, S. M. (2017). Chapter 3: Workforce planning and employment. In
_A Guide to the Human Resource Body of Knowledge_ (HRBoK). HRCI, John Wiley & Son. Available in the Trident Online Library SkillSoft Books database.
**SLP**
[_U.S. Department of Labor_](https://www.dol.gov/)(https://www.dol.gov).
[_U.S. Census Bureau_](http://censtats.census.gov/pub/Profiles.shtml) (http://censtats.census.gov/pub/Profiles.shtml).
**Optional Sources for Module 2:**
Fox, A. (2011, May). Mixing it up.
_HR Magazine, 56_(5), 22-27. Retrieve from ProQuest in the Trident online library.
[_Job analysis background research_](https://tlc.trident.edu/content/enforced/223276-MGT509-2025APR07FT-1/Job%20Analysis%20Background%20Research.ppt?_&d2lSessionVal=KAfHkzqdWXxZVHXPxWpnaXGIv&ou=104372&ou=223276) [PowerPoint slides]. Retrieved from https://uwf.edu/search/index.html?q=job+analysis+background+research
Management Study Guide. (2016).
[_Approaches to job design_](http://managementstudyguide.com/approaches-to-job-design.htm). Retrieved from http://managementstudyguide.com/approaches-to-job-design.htm
Owens, D. (2011, May). Bank on diverse talent.
_HR Magazine, 56_(5), 32-33. Retrieved from ProQuest in the Trident Online Library.
Perrett, B. (2013). Halving labor costs.
_Aviation Week & Space Technology, 175_(31), 52. Retrieved from EBSCOhost in the Trident Online Library.
**## Module2-Resources.docx**
**Module 2 – Resources**
**Job Analysis; Staffing; EEO; Diversity**
**Job Analysis**
Before we turn to a discussion of the staffing function, EEO, and diversity, let us look at the process called “job analysis” (sometimes called “job study”). Job analysis is what should happen before an organization hires employees. We know, though, that it sometimes is not a systematic process that occurs to develop jobs, but instead a haphazard one. HRM professionals realize, however, that job analysis is supposed to be a systematic procedure to identify and analyze the level of a job and what its profile should look like.
The information gathered during a job analysis process is valuable to decide job design, write job descriptions, determine job qualifications, and identify job worth (how much the job contributes to the organization). All of the other HRM functions—for example, recruitment and selection, training and development, wage and salary administration, and performance management—should begin with accurate, up-to-date information gained from studying a job.
Please note that the links below will open in a new window and may require activation of a LinkedIn account on the first attempt. Trident students may use their student email address to access this free subscription to LinkedIn Learning as a part of this course.
[_Human Resources: Strategic Workforce Planning_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=223276&type=lti&rcode=TUI-505571&srcou=104372) -LinkedIn Learning
[_The selection process_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=223276&type=lti&rcode=TUI-505572&srcou=104372) -LinkedIn Learning
As we can see from the above, it is safe to say that the entire success of HRM is based on an effective job analysis process that is the foundation of the staffing function and the many HRM functions that follow.
**Equal Employment Opportunity:**
Equal employment opportunity is a large field of study within human resource management. (Our MGT516 course focuses on EEO.) But more than that, it is the law of the land and provides regulations private-sector employers must follow.
Because human resource actions affect organization-wide policies and procedures, they often deal with the selection of employees for jobs, promotions, training programs, pay and benefits, layoffs, employee discipline, and discharge. Whenever one employee/applicant is selected over another for whatever reason, there are possible EEO concerns.
EEO involves many different areas to study, including discrimination and affirmative action.
The keystone of each organization’s defense in protecting itself against any type of employee relations law violations, charges, and claims is a clear, unambiguous written company policy stating the company’s support and intention to closely adhere to the provisions of employment law. But the process does not stop there.
Actions are also important. What do the company’s statistics show on the numbers of minorities, women, and disabled persons in its workforce? And importantly, what are the company’s actions related to nurturing the diversity that they have been able to achieve?
The global nature of our current environment means that many of us work alongside others who have backgrounds different than our own. The ability to effectively consider all employee contributions provides organizations with a competitive advantage.
It is easy to see, then, that the most successful companies actually manage and nurture the diversity in their organizations.
It is not enough to merely meet EEO hiring quotas. The goal of these successful organizations is to do all they can to allow all employees to contribute to the organization’s goals and to experience their own personal growth.
Managing diversity often includes changing the company culture. Employees need to feel comfortable working in their work environments.
Finish this module by reading the following:
Marshall, P. (2010, April). Taking action on diversity.
_The Canadian Manager, 35_(1), 17-18,3. Retrieved from ProQuest in the Trident Online Library.
**Other Required Sources for Module 2:**
Juneja, P. (n.d.).
[_Job analysis and human resource planning._](https://www.managementstudyguide.com/job-analysis-and-human-resource-planning.htm) Management Study Guide. https://www.managementstudyguide.com/job-analysis-and-human-resource-planning.htm
The use of this material from Managementstudyguide.com is free for learning and education purpose.
Jusko, J. (2011). Cutting costs without cutting people.
_Industry Week, 260_(4), 30-n/a. Retrieved from ProQuest in the Trident Online Library.
Reed, S. M. (2017). Chapter 3: Workforce planning and employment. In
_A Guide to the Human Resource Body of Knowledge_ (HRBoK). HRCI, John Wiley & Son. Available in the Trident Online Library SkillSoft Books database.
**SLP**
[_U.S. Department of Labor_](https://www.dol.gov/)(https://www.dol.gov).
[_U.S. Census Bureau_](http://censtats.census.gov/pub/Profiles.shtml) (http://censtats.census.gov/pub/Profiles.shtml).
**Optional Sources for Module 2:**
Fox, A. (2011, May). Mixing it up.
_HR Magazine, 56_(5), 22-27. Retrieve from ProQuest in the Trident online library.
[_Job analysis background research_](https://tlc.trident.edu/content/enforced/223276-MGT509-2025APR07FT-1/Job%20Analysis%20Background%20Research.ppt?_&d2lSessionVal=KAfHkzqdWXxZVHXPxWpnaXGIv&ou=104372&ou=223276) [PowerPoint slides]. Retrieved from https://uwf.edu/search/index.html?q=job+analysis+background+research
Management Study Guide. (2016).
[_Approaches to job design_](http://managementstudyguide.com/approaches-to-job-design.htm). Retrieved from http://managementstudyguide.com/approaches-to-job-design.htm
Owens, D. (2011, May). Bank on diverse talent.
_HR Magazine, 56_(5), 32-33. Retrieved from ProQuest in the Trident Online Library.
Perrett, B. (2013). Halving labor costs.
_Aviation Week & Space Technology, 175_(31), 52. Retrieved from EBSCOhost in the Trident Online Library.
**## Module2Case.docx**
**Module 2 – Case**
**Job Analysis; Staffing; EEO; Diversity**
**Case Assignment**
Address the following questions in an essay format which includes an introduction and conclusion (not a Q & A format):
· How your employer reduce labor costs and still save as many jobs as possible?
· How might up-to-date job analysis information aid your employer in determining how to reduce labor costs?
· Discuss the short-term and long-term implications of downsizing. Be sure to also discuss possible EEO issues that may occur in downsizing.
Introduce information from
**at least 2 sources** from the Trident Online Library to help strengthen and validate your discussion.
When possible, provide private-sector employer examples of HRM programs, systems, processes, and/or procedures as you address the assignment requirements. Provide names of the employers. Use different employer examples in this course than what has been used previously in your other papers and courses.
Paper length:
**3–4 pages** (not counting the cover and reference pages).
**Assignment Expectations**
_Your paper will be evaluated using the criteria as stated in the Case rubric. The following is a review of the rubric criteria:_
·
**Assignment-Driven:** Does the paper fully address all aspects of the assignment? Is the assignment addressed accurately and precisely using sound logic? Does the paper meet minimum length requirements?
·
**Critical Thinking:** Does the paper demonstrate graduate-level analysis, in which information derived from multiple sources, expert opinions, and assumptions has been critically evaluated and synthesized in the formulation of a logical set of conclusions? Does the paper address the topic with sufficient depth of discussion and analysis?
·
**Business Writing:** Is the essay logical, well organized and well written? Are the grammar, spelling, and vocabulary appropriate for graduate-level work? Are section headings included? Are paraphrasing and synthesis of concepts the primary means of responding, or is justification/support instead conveyed through excessive use of direct quotations?
·
**Effective Use of Information:** Does the submission demonstrate that the student has read, understood, and can apply the background materials for the module? If required, has the student demonstrated effective research, as evidenced by student’s use of relevant and quality sources? Do additional sources used provide strong support for conclusions drawn, and do they help in shaping the overall paper?
·
**Citing Sources:** Does the student demonstrate understanding of APA Style of referencing, by inclusion of proper citations (for paraphrased text and direct quotations) as appropriate? Have all sources (e.g., references used from the Background page, the assignment readings, and outside research) been included, and are these properly cited? Have all sources cited in the paper been included on the References page?
·
**Timeliness:** Has the assignment been submitted to TLC (Trident’s learning management system) on or before the module’s due date?
**## Module2-Resources.docx**
**Module 2 – Resources**
**Job Analysis; Staffing; EEO; Diversity**
**Job Analysis**
Before we turn to a discussion of the staffing function, EEO, and diversity, let us look at the process called “job analysis” (sometimes called “job study”). Job analysis is what should happen before an organization hires employees. We know, though, that it sometimes is not a systematic process that occurs to develop jobs, but instead a haphazard one. HRM professionals realize, however, that job analysis is supposed to be a systematic procedure to identify and analyze the level of a job and what its profile should look like.
The information gathered during a job analysis process is valuable to decide job design, write job descriptions, determine job qualifications, and identify job worth (how much the job contributes to the organization). All of the other HRM functions—for example, recruitment and selection, training and development, wage and salary administration, and performance management—should begin with accurate, up-to-date information gained from studying a job.
Please note that the links below will open in a new window and may require activation of a LinkedIn account on the first attempt. Trident students may use their student email address to access this free subscription to LinkedIn Learning as a part of this course.
[_Human Resources: Strategic Workforce Planning_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=223276&type=lti&rcode=TUI-505571&srcou=104372) -LinkedIn Learning
[_The selection process_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=223276&type=lti&rcode=TUI-505572&srcou=104372) -LinkedIn Learning
As we can see from the above, it is safe to say that the entire success of HRM is based on an effective job analysis process that is the foundation of the staffing function and the many HRM functions that follow.
**Equal Employment Opportunity:**
Equal employment opportunity is a large field of study within human resource management. (Our MGT516 course focuses on EEO.) But more than that, it is the law of the land and provides regulations private-sector employers must follow.
Because human resource actions affect organization-wide policies and procedures, they often deal with the selection of employees for jobs, promotions, training programs, pay and benefits, layoffs, employee discipline, and discharge. Whenever one employee/applicant is selected over another for whatever reason, there are possible EEO concerns.
EEO involves many different areas to study, including discrimination and affirmative action.
The keystone of each organization’s defense in protecting itself against any type of employee relations law violations, charges, and claims is a clear, unambiguous written company policy stating the company’s support and intention to closely adhere to the provisions of employment law. But the process does not stop there.
Actions are also important. What do the company’s statistics show on the numbers of minorities, women, and disabled persons in its workforce? And importantly, what are the company’s actions related to nurturing the diversity that they have been able to achieve?
The global nature of our current environment means that many of us work alongside others who have backgrounds different than our own. The ability to effectively consider all employee contributions provides organizations with a competitive advantage.
It is easy to see, then, that the most successful companies actually manage and nurture the diversity in their organizations.
It is not enough to merely meet EEO hiring quotas. The goal of these successful organizations is to do all they can to allow all employees to contribute to the organization’s goals and to experience their own personal growth.
Managing diversity often includes changing the company culture. Employees need to feel comfortable working in their work environments.
Finish this module by reading the following:
Marshall, P. (2010, April). Taking action on diversity.
_The Canadian Manager, 35_(1), 17-18,3. Retrieved from ProQuest in the Trident Online Library.
**Other Required Sources for Module 2:**
Juneja, P. (n.d.).
[_Job analysis and human resource planning._](https://www.managementstudyguide.com/job-analysis-and-human-resource-planning.htm) Management Study Guide. https://www.managementstudyguide.com/job-analysis-and-human-resource-planning.htm
The use of this material from Managementstudyguide.com is free for learning and education purpose.
Jusko, J. (2011). Cutting costs without cutting people.
_Industry Week, 260_(4), 30-n/a. Retrieved from ProQuest in the Trident Online Library.
Reed, S. M. (2017). Chapter 3: Workforce planning and employment. In
_A Guide to the Human Resource Body of Knowledge_ (HRBoK). HRCI, John Wiley & Son. Available in the Trident Online Library SkillSoft Books database.
**SLP**
[_U.S. Department of Labor_](https://www.dol.gov/)(https://www.dol.gov).
[_U.S. Census Bureau_](http://censtats.census.gov/pub/Profiles.shtml) (http://censtats.census.gov/pub/Profiles.shtml).
**Optional Sources for Module 2:**
Fox, A. (2011, May). Mixing it up.
_HR Magazine, 56_(5), 22-27. Retrieve from ProQuest in the Trident online library.
[_Job analysis background research_](https://tlc.trident.edu/content/enforced/223276-MGT509-2025APR07FT-1/Job%20Analysis%20Background%20Research.ppt?_&d2lSessionVal=KAfHkzqdWXxZVHXPxWpnaXGIv&ou=104372&ou=223276) [PowerPoint slides]. Retrieved from https://uwf.edu/search/index.html?q=job+analysis+background+research
Management Study Guide. (2016).
[_Approaches to job design_](http://managementstudyguide.com/approaches-to-job-design.htm). Retrieved from http://managementstudyguide.com/approaches-to-job-design.htm
Owens, D. (2011, May). Bank on diverse talent.
_HR Magazine, 56_(5), 32-33. Retrieved from ProQuest in the Trident Online Library.
Perrett, B. (2013). Halving labor costs.
_Aviation Week & Space Technology, 175_(31), 52. Retrieved from EBSCOhost in the Trident Online Library.
**## Module2Case.docx**
**Module 2 – Case**
**Job Analysis; Staffing; EEO; Diversity**
**Case Assignment**
Address the following questions in an essay format which includes an introduction and conclusion (not a Q & A format):
· How your employer reduce labor costs and still save as many jobs as possible?
· How might up-to-date job analysis information aid your employer in determining how to reduce labor costs?
· Discuss the short-term and long-term implications of downsizing. Be sure to also discuss possible EEO issues that may occur in downsizing.
Introduce information from
**at least 2 sources** from the Trident Online Library to help strengthen and validate your discussion.
When possible, provide private-sector employer examples of HRM programs, systems, processes, and/or procedures as you address the assignment requirements. Provide names of the employers. Use different employer examples in this course than what has been used previously in your other papers and courses.
Paper length:
**3–4 pages** (not counting the cover and reference pages).
**Assignment Expectations**
_Your paper will be evaluated using the criteria as stated in the Case rubric. The following is a review of the rubric criteria:_
·
**Assignment-Driven:** Does the paper fully address all aspects of the assignment? Is the assignment addressed accurately and precisely using sound logic? Does the paper meet minimum length requirements?
·
**Critical Thinking:** Does the paper demonstrate graduate-level analysis, in which information derived from multiple sources, expert opinions, and assumptions has been critically evaluated and synthesized in the formulation of a logical set of conclusions? Does the paper address the topic with sufficient depth of discussion and analysis?
·
**Business Writing:** Is the essay logical, well organized and well written? Are the grammar, spelling, and vocabulary appropriate for graduate-level work? Are section headings included? Are paraphrasing and synthesis of concepts the primary means of responding, or is justification/support instead conveyed through excessive use of direct quotations?
·
**Effective Use of Information:** Does the submission demonstrate that the student has read, understood, and can apply the background materials for the module? If required, has the student demonstrated effective research, as evidenced by student’s use of relevant and quality sources? Do additional sources used provide strong support for conclusions drawn, and do they help in shaping the overall paper?
·
**Citing Sources:** Does the student demonstrate understanding of APA Style of referencing, by inclusion of proper citations (for paraphrased text and direct quotations) as appropriate? Have all sources (e.g., references used from the Background page, the assignment readings, and outside research) been included, and are these properly cited? Have all sources cited in the paper been included on the References page?
·
**Timeliness:** Has the assignment been submitted to TLC (Trident’s learning management system) on or before the module’s due date?
**## Module2-Resources.docx**
**Module 2 – Resources**
**Job Analysis; Staffing; EEO; Diversity**
**Job Analysis**
Before we turn to a discussion of the staffing function, EEO, and diversity, let us look at the process called “job analysis” (sometimes called “job study”). Job analysis is what should happen before an organization hires employees. We know, though, that it sometimes is not a systematic process that occurs to develop jobs, but instead a haphazard one. HRM professionals realize, however, that job analysis is supposed to be a systematic procedure to identify and analyze the level of a job and what its profile should look like.
The information gathered during a job analysis process is valuable to decide job design, write job descriptions, determine job qualifications, and identify job worth (how much the job contributes to the organization). All of the other HRM functions—for example, recruitment and selection, training and development, wage and salary administration, and performance management—should begin with accurate, up-to-date information gained from studying a job.
Please note that the links below will open in a new window and may require activation of a LinkedIn account on the first attempt. Trident students may use their student email address to access this free subscription to LinkedIn Learning as a part of this course.
[_Human Resources: Strategic Workforce Planning_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=223276&type=lti&rcode=TUI-505571&srcou=104372) -LinkedIn Learning
[_The selection process_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=223276&type=lti&rcode=TUI-505572&srcou=104372) -LinkedIn Learning
As we can see from the above, it is safe to say that the entire success of HRM is based on an effective job analysis process that is the foundation of the staffing function and the many HRM functions that follow.
**Equal Employment Opportunity:**
Equal employment opportunity is a large field of study within human resource management. (Our MGT516 course focuses on EEO.) But more than that, it is the law of the land and provides regulations private-sector employers must follow.
Because human resource actions affect organization-wide policies and procedures, they often deal with the selection of employees for jobs, promotions, training programs, pay and benefits, layoffs, employee discipline, and discharge. Whenever one employee/applicant is selected over another for whatever reason, there are possible EEO concerns.
EEO involves many different areas to study, including discrimination and affirmative action.
The keystone of each organization’s defense in protecting itself against any type of employee relations law violations, charges, and claims is a clear, unambiguous written company policy stating the company’s support and intention to closely adhere to the provisions of employment law. But the process does not stop there.
Actions are also important. What do the company’s statistics show on the numbers of minorities, women, and disabled persons in its workforce? And importantly, what are the company’s actions related to nurturing the diversity that they have been able to achieve?
The global nature of our current environment means that many of us work alongside others who have backgrounds different than our own. The ability to effectively consider all employee contributions provides organizations with a competitive advantage.
It is easy to see, then, that the most successful companies actually manage and nurture the diversity in their organizations.
It is not enough to merely meet EEO hiring quotas. The goal of these successful organizations is to do all they can to allow all employees to contribute to the organization’s goals and to experience their own personal growth.
Managing diversity often includes changing the company culture. Employees need to feel comfortable working in their work environments.
Finish this module by reading the following:
Marshall, P. (2010, April). Taking action on diversity.
_The Canadian Manager, 35_(1), 17-18,3. Retrieved from ProQuest in the Trident Online Library.
**Other Required Sources for Module 2:**
Juneja, P. (n.d.).
[_Job analysis and human resource planning._](https://www.managementstudyguide.com/job-analysis-and-human-resource-planning.htm) Management Study Guide. https://www.managementstudyguide.com/job-analysis-and-human-resource-planning.htm
The use of this material from Managementstudyguide.com is free for learning and education purpose.
Jusko, J. (2011). Cutting costs without cutting people.
_Industry Week, 260_(4), 30-n/a. Retrieved from ProQuest in the Trident Online Library.
Reed, S. M. (2017). Chapter 3: Workforce planning and employment. In
_A Guide to the Human Resource Body of Knowledge_ (HRBoK). HRCI, John Wiley & Son. Available in the Trident Online Library SkillSoft Books database.
**SLP**
[_U.S. Department of Labor_](https://www.dol.gov/)(https://www.dol.gov).
[_U.S. Census Bureau_](http://censtats.census.gov/pub/Profiles.shtml) (http://censtats.census.gov/pub/Profiles.shtml).
**Optional Sources for Module 2:**
Fox, A. (2011, May). Mixing it up.
_HR Magazine, 56_(5), 22-27. Retrieve from ProQuest in the Trident online library.
[_Job analysis background research_](https://tlc.trident.edu/content/enforced/223276-MGT509-2025APR07FT-1/Job%20Analysis%20Background%20Research.ppt?_&d2lSessionVal=KAfHkzqdWXxZVHXPxWpnaXGIv&ou=104372&ou=223276) [PowerPoint slides]. Retrieved from https://uwf.edu/search/index.html?q=job+analysis+background+research
Management Study Guide. (2016).
[_Approaches to job design_](http://managementstudyguide.com/approaches-to-job-design.htm). Retrieved from http://managementstudyguide.com/approaches-to-job-design.htm
Owens, D. (2011, May). Bank on diverse talent.
_HR Magazine, 56_(5), 32-33. Retrieved from ProQuest in the Trident Online Library.
Perrett, B. (2013). Halving labor costs.
_Aviation Week & Space Technology, 175_(31), 52. Retrieved from EBSCOhost in the Trident Online Library.
– 2 years ago **files (2)** – ## Module2SLP.docx – ## Module2-Resources.docx **## Module2SLP.docx** **Module 2 – SLP** **Job Analysis; Staffing; EEO; Diversity** **Assignment** When business improves for your organization, the company plans to build a facility in Detroit, MI. Research and explain th…
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**files (2)**
– ## Module2SLP.docx
– ## Module2-Resources.docx
**## Module2SLP.docx**
**Module 2 – SLP**
**Job Analysis; Staffing; EEO; Diversity**
**Assignment**
When business improves for your organization, the company plans to build a facility in Detroit, MI. Research and explain the following in an essay format which includes an introduction and conclusion (not a Q & A format):
· The demographic characteristics of the Detroit labor market. Would the company find the diversity and the skill levels needed to build its technology component? Discuss. If not, where is the closest location to Detroit you would recommend and why?
**References:**
[_U.S. Department of Labor_](https://www.dol.gov/) (https://www.dol.gov).
[_U.S. Census Bureau_](https://www.census.gov/data.html) – https://www.census.gov/data.html
[_QuickFacts – Detroit city, Michigan_](https://www.census.gov/quickfacts/detroitcitymichigan) – https://www.census.gov/quickfacts/detroitcitymichigan
**Note**: These are both national databases. Also check with the state department of labor and other sources for information.
For this SLP assignment utilize
**at least 2 sources from the Trident Online Library** to help strengthen and validate your discussion.
Make reasonable, cost-effective assumptions in your paper, if needed. State your assumptions in the beginning of your discussion.
**Paper length: 2 to 3 pages** (not counting the cover and reference pages).
**SLP Assignment Expectations**
_Your paper will be evaluated using the criteria as stated in the SLP rubric. The following is a review of the rubric criteria:_
·
**Assignment-Driven:** Does the paper fully address all aspects of the assignment? Is the assignment addressed accurately and precisely using sound logic? Does the paper meet minimum length requirements?
·
**Critical Thinking:** Does the paper demonstrate graduate-level analysis, in which information derived from multiple sources, expert opinions, and assumptions has been critically evaluated and synthesized in the formulation of a logical set of conclusions? Does the paper address the topic with sufficient depth of discussion and analysis?
·
**Business Writing:** Is the essay logical, well organized, and well written? Are the grammar, spelling, and vocabulary appropriate for graduate-level work? Are section headings included? Are paraphrasing and synthesis of concepts the primary means of responding, or is justification/support instead conveyed through excessive use of direct quotations?
·
**Effective Use of Information:** Does the submission demonstrate that the student has read, understood and can apply the background materials for the module? If required, has the student demonstrated effective research, as evidenced by student’s use of relevant and quality sources? Do additional sources used provide strong support for conclusions drawn, and do they help in shaping the overall paper?
·
**Citing Sources:** Does the student demonstrate understanding of APA Style of referencing, by inclusion of proper citations (for paraphrased text and direct quotations) as appropriate? Have all sources (e.g., references used from the
_Background_ page, the assignment readings, and outside research) been included, and are these properly cited? Have all sources cited in the paper been included on the
_References_ page?
·
**Timeliness**: Has the assignment been submitted to TLC (Trident’s learning management system) on or before the module’s due date?
**## Module2-Resources.docx**
**Module 2 – Resources**
**Job Analysis; Staffing; EEO; Diversity**
**Job Analysis**
Before we turn to a discussion of the staffing function, EEO, and diversity, let us look at the process called “job analysis” (sometimes called “job study”). Job analysis is what should happen before an organization hires employees. We know, though, that it sometimes is not a systematic process that occurs to develop jobs, but instead a haphazard one. HRM professionals realize, however, that job analysis is supposed to be a systematic procedure to identify and analyze the level of a job and what its profile should look like.
The information gathered during a job analysis process is valuable to decide job design, write job descriptions, determine job qualifications, and identify job worth (how much the job contributes to the organization). All of the other HRM functions—for example, recruitment and selection, training and development, wage and salary administration, and performance management—should begin with accurate, up-to-date information gained from studying a job.
Please note that the links below will open in a new window and may require activation of a LinkedIn account on the first attempt. Trident students may use their student email address to access this free subscription to LinkedIn Learning as a part of this course.
[_Human Resources: Strategic Workforce Planning_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=223276&type=lti&rcode=TUI-505571&srcou=104372) -LinkedIn Learning
[_The selection process_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=223276&type=lti&rcode=TUI-505572&srcou=104372) -LinkedIn Learning
As we can see from the above, it is safe to say that the entire success of HRM is based on an effective job analysis process that is the foundation of the staffing function and the many HRM functions that follow.
**Equal Employment Opportunity:**
Equal employment opportunity is a large field of study within human resource management. (Our MGT516 course focuses on EEO.) But more than that, it is the law of the land and provides regulations private-sector employers must follow.
Because human resource actions affect organization-wide policies and procedures, they often deal with the selection of employees for jobs, promotions, training programs, pay and benefits, layoffs, employee discipline, and discharge. Whenever one employee/applicant is selected over another for whatever reason, there are possible EEO concerns.
EEO involves many different areas to study, including discrimination and affirmative action.
The keystone of each organization’s defense in protecting itself against any type of employee relations law violations, charges, and claims is a clear, unambiguous written company policy stating the company’s support and intention to closely adhere to the provisions of employment law. But the process does not stop there.
Actions are also important. What do the company’s statistics show on the numbers of minorities, women, and disabled persons in its workforce? And importantly, what are the company’s actions related to nurturing the diversity that they have been able to achieve?
The global nature of our current environment means that many of us work alongside others who have backgrounds different than our own. The ability to effectively consider all employee contributions provides organizations with a competitive advantage.
It is easy to see, then, that the most successful companies actually manage and nurture the diversity in their organizations.
It is not enough to merely meet EEO hiring quotas. The goal of these successful organizations is to do all they can to allow all employees to contribute to the organization’s goals and to experience their own personal growth.
Managing diversity often includes changing the company culture. Employees need to feel comfortable working in their work environments.
Finish this module by reading the following:
Marshall, P. (2010, April). Taking action on diversity.
_The Canadian Manager, 35_(1), 17-18,3. Retrieved from ProQuest in the Trident Online Library.
**Other Required Sources for Module 2:**
Juneja, P. (n.d.).
[_Job analysis and human resource planning._](https://www.managementstudyguide.com/job-analysis-and-human-resource-planning.htm) Management Study Guide. https://www.managementstudyguide.com/job-analysis-and-human-resource-planning.htm
The use of this material from Managementstudyguide.com is free for learning and education purpose.
Jusko, J. (2011). Cutting costs without cutting people.
_Industry Week, 260_(4), 30-n/a. Retrieved from ProQuest in the Trident Online Library.
Reed, S. M. (2017). Chapter 3: Workforce planning and employment. In
_A Guide to the Human Resource Body of Knowledge_ (HRBoK). HRCI, John Wiley & Son. Available in the Trident Online Library SkillSoft Books database.
**SLP**
[_U.S. Department of Labor_](https://www.dol.gov/)(https://www.dol.gov).
[_U.S. Census Bureau_](http://censtats.census.gov/pub/Profiles.shtml) (http://censtats.census.gov/pub/Profiles.shtml).
**Optional Sources for Module 2:**
Fox, A. (2011, May). Mixing it up.
_HR Magazine, 56_(5), 22-27. Retrieve from ProQuest in the Trident online library.
[_Job analysis background research_](https://tlc.trident.edu/content/enforced/223276-MGT509-2025APR07FT-1/Job%20Analysis%20Background%20Research.ppt?_&d2lSessionVal=KAfHkzqdWXxZVHXPxWpnaXGIv&ou=104372&ou=223276) [PowerPoint slides]. Retrieved from https://uwf.edu/search/index.html?q=job+analysis+background+research
Management Study Guide. (2016).
[_Approaches to job design_](http://managementstudyguide.com/approaches-to-job-design.htm). Retrieved from http://managementstudyguide.com/approaches-to-job-design.htm
Owens, D. (2011, May). Bank on diverse talent.
_HR Magazine, 56_(5), 32-33. Retrieved from ProQuest in the Trident Online Library.
Perrett, B. (2013). Halving labor costs.
_Aviation Week & Space Technology, 175_(31), 52. Retrieved from EBSCOhost in the Trident Online Library.
**## Module2-Resources.docx**
**Module 2 – Resources**
**Job Analysis; Staffing; EEO; Diversity**
**Job Analysis**
Before we turn to a discussion of the staffing function, EEO, and diversity, let us look at the process called “job analysis” (sometimes called “job study”). Job analysis is what should happen before an organization hires employees. We know, though, that it sometimes is not a systematic process that occurs to develop jobs, but instead a haphazard one. HRM professionals realize, however, that job analysis is supposed to be a systematic procedure to identify and analyze the level of a job and what its profile should look like.
The information gathered during a job analysis process is valuable to decide job design, write job descriptions, determine job qualifications, and identify job worth (how much the job contributes to the organization). All of the other HRM functions—for example, recruitment and selection, training and development, wage and salary administration, and performance management—should begin with accurate, up-to-date information gained from studying a job.
Please note that the links below will open in a new window and may require activation of a LinkedIn account on the first attempt. Trident students may use their student email address to access this free subscription to LinkedIn Learning as a part of this course.
[_Human Resources: Strategic Workforce Planning_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=223276&type=lti&rcode=TUI-505571&srcou=104372) -LinkedIn Learning
[_The selection process_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=223276&type=lti&rcode=TUI-505572&srcou=104372) -LinkedIn Learning
As we can see from the above, it is safe to say that the entire success of HRM is based on an effective job analysis process that is the foundation of the staffing function and the many HRM functions that follow.
**Equal Employment Opportunity:**
Equal employment opportunity is a large field of study within human resource management. (Our MGT516 course focuses on EEO.) But more than that, it is the law of the land and provides regulations private-sector employers must follow.
Because human resource actions affect organization-wide policies and procedures, they often deal with the selection of employees for jobs, promotions, training programs, pay and benefits, layoffs, employee discipline, and discharge. Whenever one employee/applicant is selected over another for whatever reason, there are possible EEO concerns.
EEO involves many different areas to study, including discrimination and affirmative action.
The keystone of each organization’s defense in protecting itself against any type of employee relations law violations, charges, and claims is a clear, unambiguous written company policy stating the company’s support and intention to closely adhere to the provisions of employment law. But the process does not stop there.
Actions are also important. What do the company’s statistics show on the numbers of minorities, women, and disabled persons in its workforce? And importantly, what are the company’s actions related to nurturing the diversity that they have been able to achieve?
The global nature of our current environment means that many of us work alongside others who have backgrounds different than our own. The ability to effectively consider all employee contributions provides organizations with a competitive advantage.
It is easy to see, then, that the most successful companies actually manage and nurture the diversity in their organizations.
It is not enough to merely meet EEO hiring quotas. The goal of these successful organizations is to do all they can to allow all employees to contribute to the organization’s goals and to experience their own personal growth.
Managing diversity often includes changing the company culture. Employees need to feel comfortable working in their work environments.
Finish this module by reading the following:
Marshall, P. (2010, April). Taking action on diversity.
_The Canadian Manager, 35_(1), 17-18,3. Retrieved from ProQuest in the Trident Online Library.
**Other Required Sources for Module 2:**
Juneja, P. (n.d.).
[_Job analysis and human resource planning._](https://www.managementstudyguide.com/job-analysis-and-human-resource-planning.htm) Management Study Guide. https://www.managementstudyguide.com/job-analysis-and-human-resource-planning.htm
The use of this material from Managementstudyguide.com is free for learning and education purpose.
Jusko, J. (2011). Cutting costs without cutting people.
_Industry Week, 260_(4), 30-n/a. Retrieved from ProQuest in the Trident Online Library.
Reed, S. M. (2017). Chapter 3: Workforce planning and employment. In
_A Guide to the Human Resource Body of Knowledge_ (HRBoK). HRCI, John Wiley & Son. Available in the Trident Online Library SkillSoft Books database.
**SLP**
[_U.S. Department of Labor_](https://www.dol.gov/)(https://www.dol.gov).
[_U.S. Census Bureau_](http://censtats.census.gov/pub/Profiles.shtml) (http://censtats.census.gov/pub/Profiles.shtml).
**Optional Sources for Module 2:**
Fox, A. (2011, May). Mixing it up.
_HR Magazine, 56_(5), 22-27. Retrieve from ProQuest in the Trident online library.
[_Job analysis background research_](https://tlc.trident.edu/content/enforced/223276-MGT509-2025APR07FT-1/Job%20Analysis%20Background%20Research.ppt?_&d2lSessionVal=KAfHkzqdWXxZVHXPxWpnaXGIv&ou=104372&ou=223276) [PowerPoint slides]. Retrieved from https://uwf.edu/search/index.html?q=job+analysis+background+research
Management Study Guide. (2016).
[_Approaches to job design_](http://managementstudyguide.com/approaches-to-job-design.htm). Retrieved from http://managementstudyguide.com/approaches-to-job-design.htm
Owens, D. (2011, May). Bank on diverse talent.
_HR Magazine, 56_(5), 32-33. Retrieved from ProQuest in the Trident Online Library.
Perrett, B. (2013). Halving labor costs.
_Aviation Week & Space Technology, 175_(31), 52. Retrieved from EBSCOhost in the Trident Online Library.
**## Module2SLP.docx**
**Module 2 – SLP**
**Job Analysis; Staffing; EEO; Diversity**
**Assignment**
When business improves for your organization, the company plans to build a facility in Detroit, MI. Research and explain the following in an essay format which includes an introduction and conclusion (not a Q & A format):
· The demographic characteristics of the Detroit labor market. Would the company find the diversity and the skill levels needed to build its technology component? Discuss. If not, where is the closest location to Detroit you would recommend and why?
**References:**
[_U.S. Department of Labor_](https://www.dol.gov/) (https://www.dol.gov).
[_U.S. Census Bureau_](https://www.census.gov/data.html) – https://www.census.gov/data.html
[_QuickFacts – Detroit city, Michigan_](https://www.census.gov/quickfacts/detroitcitymichigan) – https://www.census.gov/quickfacts/detroitcitymichigan
**Note**: These are both national databases. Also check with the state department of labor and other sources for information.
For this SLP assignment utilize
**at least 2 sources from the Trident Online Library** to help strengthen and validate your discussion.
Make reasonable, cost-effective assumptions in your paper, if needed. State your assumptions in the beginning of your discussion.
**Paper length: 2 to 3 pages** (not counting the cover and reference pages).
**SLP Assignment Expectations**
_Your paper will be evaluated using the criteria as stated in the SLP rubric. The following is a review of the rubric criteria:_
·
**Assignment-Driven:** Does the paper fully address all aspects of the assignment? Is the assignment addressed accurately and precisely using sound logic? Does the paper meet minimum length requirements?
·
**Critical Thinking:** Does the paper demonstrate graduate-level analysis, in which information derived from multiple sources, expert opinions, and assumptions has been critically evaluated and synthesized in the formulation of a logical set of conclusions? Does the paper address the topic with sufficient depth of discussion and analysis?
·
**Business Writing:** Is the essay logical, well organized, and well written? Are the grammar, spelling, and vocabulary appropriate for graduate-level work? Are section headings included? Are paraphrasing and synthesis of concepts the primary means of responding, or is justification/support instead conveyed through excessive use of direct quotations?
·
**Effective Use of Information:** Does the submission demonstrate that the student has read, understood and can apply the background materials for the module? If required, has the student demonstrated effective research, as evidenced by student’s use of relevant and quality sources? Do additional sources used provide strong support for conclusions drawn, and do they help in shaping the overall paper?
·
**Citing Sources:** Does the student demonstrate understanding of APA Style of referencing, by inclusion of proper citations (for paraphrased text and direct quotations) as appropriate? Have all sources (e.g., references used from the
_Background_ page, the assignment readings, and outside research) been included, and are these properly cited? Have all sources cited in the paper been included on the
_References_ page?
·
**Timeliness**: Has the assignment been submitted to TLC (Trident’s learning management system) on or before the module’s due date?
**## Module2-Resources.docx**
**Module 2 – Resources**
**Job Analysis; Staffing; EEO; Diversity**
**Job Analysis**
Before we turn to a discussion of the staffing function, EEO, and diversity, let us look at the process called “job analysis” (sometimes called “job study”). Job analysis is what should happen before an organization hires employees. We know, though, that it sometimes is not a systematic process that occurs to develop jobs, but instead a haphazard one. HRM professionals realize, however, that job analysis is supposed to be a systematic procedure to identify and analyze the level of a job and what its profile should look like.
The information gathered during a job analysis process is valuable to decide job design, write job descriptions, determine job qualifications, and identify job worth (how much the job contributes to the organization). All of the other HRM functions—for example, recruitment and selection, training and development, wage and salary administration, and performance management—should begin with accurate, up-to-date information gained from studying a job.
Please note that the links below will open in a new window and may require activation of a LinkedIn account on the first attempt. Trident students may use their student email address to access this free subscription to LinkedIn Learning as a part of this course.
[_Human Resources: Strategic Workforce Planning_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=223276&type=lti&rcode=TUI-505571&srcou=104372) -LinkedIn Learning
[_The selection process_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=223276&type=lti&rcode=TUI-505572&srcou=104372) -LinkedIn Learning
As we can see from the above, it is safe to say that the entire success of HRM is based on an effective job analysis process that is the foundation of the staffing function and the many HRM functions that follow.
**Equal Employment Opportunity:**
Equal employment opportunity is a large field of study within human resource management. (Our MGT516 course focuses on EEO.) But more than that, it is the law of the land and provides regulations private-sector employers must follow.
Because human resource actions affect organization-wide policies and procedures, they often deal with the selection of employees for jobs, promotions, training programs, pay and benefits, layoffs, employee discipline, and discharge. Whenever one employee/applicant is selected over another for whatever reason, there are possible EEO concerns.
EEO involves many different areas to study, including discrimination and affirmative action.
The keystone of each organization’s defense in protecting itself against any type of employee relations law violations, charges, and claims is a clear, unambiguous written company policy stating the company’s support and intention to closely adhere to the provisions of employment law. But the process does not stop there.
Actions are also important. What do the company’s statistics show on the numbers of minorities, women, and disabled persons in its workforce? And importantly, what are the company’s actions related to nurturing the diversity that they have been able to achieve?
The global nature of our current environment means that many of us work alongside others who have backgrounds different than our own. The ability to effectively consider all employee contributions provides organizations with a competitive advantage.
It is easy to see, then, that the most successful companies actually manage and nurture the diversity in their organizations.
It is not enough to merely meet EEO hiring quotas. The goal of these successful organizations is to do all they can to allow all employees to contribute to the organization’s goals and to experience their own personal growth.
Managing diversity often includes changing the company culture. Employees need to feel comfortable working in their work environments.
Finish this module by reading the following:
Marshall, P. (2010, April). Taking action on diversity.
_The Canadian Manager, 35_(1), 17-18,3. Retrieved from ProQuest in the Trident Online Library.
**Other Required Sources for Module 2:**
Juneja, P. (n.d.).
[_Job analysis and human resource planning._](https://www.managementstudyguide.com/job-analysis-and-human-resource-planning.htm) Management Study Guide. https://www.managementstudyguide.com/job-analysis-and-human-resource-planning.htm
The use of this material from Managementstudyguide.com is free for learning and education purpose.
Jusko, J. (2011). Cutting costs without cutting people.
_Industry Week, 260_(4), 30-n/a. Retrieved from ProQuest in the Trident Online Library.
Reed, S. M. (2017). Chapter 3: Workforce planning and employment. In
_A Guide to the Human Resource Body of Knowledge_ (HRBoK). HRCI, John Wiley & Son. Available in the Trident Online Library SkillSoft Books database.
**SLP**
[_U.S. Department of Labor_](https://www.dol.gov/)(https://www.dol.gov).
[_U.S. Census Bureau_](http://censtats.census.gov/pub/Profiles.shtml) (http://censtats.census.gov/pub/Profiles.shtml).
**Optional Sources for Module 2:**
Fox, A. (2011, May). Mixing it up.
_HR Magazine, 56_(5), 22-27. Retrieve from ProQuest in the Trident online library.
[_Job analysis background research_](https://tlc.trident.edu/content/enforced/223276-MGT509-2025APR07FT-1/Job%20Analysis%20Background%20Research.ppt?_&d2lSessionVal=KAfHkzqdWXxZVHXPxWpnaXGIv&ou=104372&ou=223276) [PowerPoint slides]. Retrieved from https://uwf.edu/search/index.html?q=job+analysis+background+research
Management Study Guide. (2016).
[_Approaches to job design_](http://managementstudyguide.com/approaches-to-job-design.htm). Retrieved from http://managementstudyguide.com/approaches-to-job-design.htm
Owens, D. (2011, May). Bank on diverse talent.
_HR Magazine, 56_(5), 32-33. Retrieved from ProQuest in the Trident Online Library.
Perrett, B. (2013). Halving labor costs.
_Aviation Week & Space Technology, 175_(31), 52. Retrieved from EBSCOhost in the Trident Online Library.
**## Module2SLP.docx**
**Module 2 – SLP**
**Job Analysis; Staffing; EEO; Diversity**
**Assignment**
When business improves for your organization, the company plans to build a facility in Detroit, MI. Research and explain the following in an essay format which includes an introduction and conclusion (not a Q & A format):
· The demographic characteristics of the Detroit labor market. Would the company find the diversity and the skill levels needed to build its technology component? Discuss. If not, where is the closest location to Detroit you would recommend and why?
**References:**
[_U.S. Department of Labor_](https://www.dol.gov/) (https://www.dol.gov).
[_U.S. Census Bureau_](https://www.census.gov/data.html) – https://www.census.gov/data.html
[_QuickFacts – Detroit city, Michigan_](https://www.census.gov/quickfacts/detroitcitymichigan) – https://www.census.gov/quickfacts/detroitcitymichigan
**Note**: These are both national databases. Also check with the state department of labor and other sources for information.
For this SLP assignment utilize
**at least 2 sources from the Trident Online Library** to help strengthen and validate your discussion.
Make reasonable, cost-effective assumptions in your paper, if needed. State your assumptions in the beginning of your discussion.
**Paper length: 2 to 3 pages** (not counting the cover and reference pages).
**SLP Assignment Expectations**
_Your paper will be evaluated using the criteria as stated in the SLP rubric. The following is a review of the rubric criteria:_
·
**Assignment-Driven:** Does the paper fully address all aspects of the assignment? Is the assignment addressed accurately and precisely using sound logic? Does the paper meet minimum length requirements?
·
**Critical Thinking:** Does the paper demonstrate graduate-level analysis, in which information derived from multiple sources, expert opinions, and assumptions has been critically evaluated and synthesized in the formulation of a logical set of conclusions? Does the paper address the topic with sufficient depth of discussion and analysis?
·
**Business Writing:** Is the essay logical, well organized, and well written? Are the grammar, spelling, and vocabulary appropriate for graduate-level work? Are section headings included? Are paraphrasing and synthesis of concepts the primary means of responding, or is justification/support instead conveyed through excessive use of direct quotations?
·
**Effective Use of Information:** Does the submission demonstrate that the student has read, understood and can apply the background materials for the module? If required, has the student demonstrated effective research, as evidenced by student’s use of relevant and quality sources? Do additional sources used provide strong support for conclusions drawn, and do they help in shaping the overall paper?
·
**Citing Sources:** Does the student demonstrate understanding of APA Style of referencing, by inclusion of proper citations (for paraphrased text and direct quotations) as appropriate? Have all sources (e.g., references used from the
_Background_ page, the assignment readings, and outside research) been included, and are these properly cited? Have all sources cited in the paper been included on the
_References_ page?
·
**Timeliness**: Has the assignment been submitted to TLC (Trident’s learning management system) on or before the module’s due date?
**## Module2-Resources.docx**
**Module 2 – Resources**
**Job Analysis; Staffing; EEO; Diversity**
**Job Analysis**
Before we turn to a discussion of the staffing function, EEO, and diversity, let us look at the process called “job analysis” (sometimes called “job study”). Job analysis is what should happen before an organization hires employees. We know, though, that it sometimes is not a systematic process that occurs to develop jobs, but instead a haphazard one. HRM professionals realize, however, that job analysis is supposed to be a systematic procedure to identify and analyze the level of a job and what its profile should look like.
The information gathered during a job analysis process is valuable to decide job design, write job descriptions, determine job qualifications, and identify job worth (how much the job contributes to the organization). All of the other HRM functions—for example, recruitment and selection, training and development, wage and salary administration, and performance management—should begin with accurate, up-to-date information gained from studying a job.
Please note that the links below will open in a new window and may require activation of a LinkedIn account on the first attempt. Trident students may use their student email address to access this free subscription to LinkedIn Learning as a part of this course.
[_Human Resources: Strategic Workforce Planning_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=223276&type=lti&rcode=TUI-505571&srcou=104372) -LinkedIn Learning
[_The selection process_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=223276&type=lti&rcode=TUI-505572&srcou=104372) -LinkedIn Learning
As we can see from the above, it is safe to say that the entire success of HRM is based on an effective job analysis process that is the foundation of the staffing function and the many HRM functions that follow.
**Equal Employment Opportunity:**
Equal employment opportunity is a large field of study within human resource management. (Our MGT516 course focuses on EEO.) But more than that, it is the law of the land and provides regulations private-sector employers must follow.
Because human resource actions affect organization-wide policies and procedures, they often deal with the selection of employees for jobs, promotions, training programs, pay and benefits, layoffs, employee discipline, and discharge. Whenever one employee/applicant is selected over another for whatever reason, there are possible EEO concerns.
EEO involves many different areas to study, including discrimination and affirmative action.
The keystone of each organization’s defense in protecting itself against any type of employee relations law violations, charges, and claims is a clear, unambiguous written company policy stating the company’s support and intention to closely adhere to the provisions of employment law. But the process does not stop there.
Actions are also important. What do the company’s statistics show on the numbers of minorities, women, and disabled persons in its workforce? And importantly, what are the company’s actions related to nurturing the diversity that they have been able to achieve?
The global nature of our current environment means that many of us work alongside others who have backgrounds different than our own. The ability to effectively consider all employee contributions provides organizations with a competitive advantage.
It is easy to see, then, that the most successful companies actually manage and nurture the diversity in their organizations.
It is not enough to merely meet EEO hiring quotas. The goal of these successful organizations is to do all they can to allow all employees to contribute to the organization’s goals and to experience their own personal growth.
Managing diversity often includes changing the company culture. Employees need to feel comfortable working in their work environments.
Finish this module by reading the following:
Marshall, P. (2010, April). Taking action on diversity.
_The Canadian Manager, 35_(1), 17-18,3. Retrieved from ProQuest in the Trident Online Library.
**Other Required Sources for Module 2:**
Juneja, P. (n.d.).
[_Job analysis and human resource planning._](https://www.managementstudyguide.com/job-analysis-and-human-resource-planning.htm) Management Study Guide. https://www.managementstudyguide.com/job-analysis-and-human-resource-planning.htm
The use of this material from Managementstudyguide.com is free for learning and education purpose.
Jusko, J. (2011). Cutting costs without cutting people.
_Industry Week, 260_(4), 30-n/a. Retrieved from ProQuest in the Trident Online Library.
Reed, S. M. (2017). Chapter 3: Workforce planning and employment. In
_A Guide to the Human Resource Body of Knowledge_ (HRBoK). HRCI, John Wiley & Son. Available in the Trident Online Library SkillSoft Books database.
**SLP**
[_U.S. Department of Labor_](https://www.dol.gov/)(https://www.dol.gov).
[_U.S. Census Bureau_](http://censtats.census.gov/pub/Profiles.shtml) (http://censtats.census.gov/pub/Profiles.shtml).
**Optional Sources for Module 2:**
Fox, A. (2011, May). Mixing it up.
_HR Magazine, 56_(5), 22-27. Retrieve from ProQuest in the Trident online library.
[_Job analysis background research_](https://tlc.trident.edu/content/enforced/223276-MGT509-2025APR07FT-1/Job%20Analysis%20Background%20Research.ppt?_&d2lSessionVal=KAfHkzqdWXxZVHXPxWpnaXGIv&ou=104372&ou=223276) [PowerPoint slides]. Retrieved from https://uwf.edu/search/index.html?q=job+analysis+background+research
Management Study Guide. (2016).
[_Approaches to job design_](http://managementstudyguide.com/approaches-to-job-design.htm). Retrieved from http://managementstudyguide.com/approaches-to-job-design.htm
Owens, D. (2011, May). Bank on diverse talent.
_HR Magazine, 56_(5), 32-33. Retrieved from ProQuest in the Trident Online Library.
Perrett, B. (2013). Halving labor costs.
_Aviation Week & Space Technology, 175_(31), 52. Retrieved from EBSCOhost in the Trident Online Library.