Monthly Archives: May 2014

In a 3-5 page essay (not counting cover sheet and reference page) apply Sanders' "10 reasons we need a good story" which you will find under "Doc Sharing" in the toolbar at the top right to the movie Schindler's List, Ghandi, or Sarah's Key. You do not have to use EVERY reason. For full credit, you must accomplish the following:



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In a 3-5 page essay (not counting cover sheet and reference page) apply Sanders’ “10 reasons we need a good story” which you will find under “Doc Sharing” in the toolbar at the top right to the movie Schindler’s List, Ghandi, or Sarah’s Key. You do not have to use EVERY reason. For full credit, you must accomplish the following:
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1. Write to a general audience who has NOT seen this movie or read Sanders’ essay–summarizing and paraphrasing properly–using APA citations. (Use direct quotation judiciously–see A Writer’s Resource for guidance.) See ‘How to Cite a Movie’ in the webliography in the toolbar at the top.

2. provide an introduction that includes a summary of the movie’s main themes in your own words and enough information that a general reader will understand.

3. include a thesis statement that makes a specific and direct connection between the film and the Sanders’ essay. Remember your audience/reader has NOT read this essay either.
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4. observe proper APA format for citations and reference page.



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In a 3-5 page essay (not counting cover sheet and reference page) apply Sanders' "10 reasons we need a good story" which you will find under "Doc Sharing" in the toolbar at the top right to the movie Schindler's List, Ghandi, or Sarah's Key. You do not have to use EVERY reason. For full credit, you must accomplish the following:



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In a 3-5 page essay (not counting cover sheet and reference page) apply Sanders’ “10 reasons we need a good story” which you will find under “Doc Sharing” in the toolbar at the top right to the movie Schindler’s List, Ghandi, or Sarah’s Key. You do not have to use EVERY reason. For full credit, you must accomplish the following:
CLICK HERE TO GET THIS PAPER WRITTEN
1. Write to a general audience who has NOT seen this movie or read Sanders’ essay–summarizing and paraphrasing properly–using APA citations. (Use direct quotation judiciously–see A Writer’s Resource for guidance.) See ‘How to Cite a Movie’ in the webliography in the toolbar at the top.

2. provide an introduction that includes a summary of the movie’s main themes in your own words and enough information that a general reader will understand.

3. include a thesis statement that makes a specific and direct connection between the film and the Sanders’ essay. Remember your audience/reader has NOT read this essay either.
CLICK HERE TO GET THIS PAPER WRITTEN
4. observe proper APA format for citations and reference page.



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Compensation & Benefits Management



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Final Paper

Attracting and retaining the most talented employees is essential for long-term organizational success. An important component to attracting and retaining such employees is the design and implementation of an effective compensation and benefit system.
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Assume the role of a highly regarded human resource consultant hired to review, analyze, and revise the compensation and benefit system utilized by your city’s largest employer, Holland Enterprises. The firm employs 3,500 employees, but since 2007 has lost 25% of its staff. Exit interviews indicate the primary reason a majority of these employees have resigned is because of a compensation and benefit system that is perceived to be unfair and uncompetitive in the marketplace.
Present to the management a revised compensation and benefit strategy. Your proposal should include a discussion of:

How an effective compensation and benefit system contributes to organizational effectiveness.
The principle components of your revised compensation and benefit system for a large-scale organization as well as a recommendation for each component.
A convincing argument to the already skeptical top managers of this organization to increase their compensation and benefit expenses.
At a minimum, your compensation and benefit system would include the following components:

Compensation and benefit philosophy
Pay structure architecture (pay grades, pay ranges, and pay width)
Ratio of base pay to incentive (bonus) pay
Emphases on external equity or internal equity
Principle type of benefits to include (example: deferred compensation match, health insurance, vacation and sick leave, etc.)
Guidelines for Writing the Final Paper

Paper must be six to eight double-spaced pages in length, exclusive of Title Page, References Page, Appendix, References, Exhibits, etc.
Formatted according to APA style as outlined in the approved APA style guide (including title page and reference list).
Must address the topic of the paper with critical thought.
Must include an introductory paragraph with a succinct thesis statement.
Must conclude with a restatement of the thesis and a conclusion paragraph.
Must utilize a minimum of four scholarly references.
Carefully review the Grading Rubric for the criteria that will be

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Compensation & Benefits Management



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Final Paper

Attracting and retaining the most talented employees is essential for long-term organizational success. An important component to attracting and retaining such employees is the design and implementation of an effective compensation and benefit system.
CLICK HERE TO GET THIS PAPER WRITTEN
Assume the role of a highly regarded human resource consultant hired to review, analyze, and revise the compensation and benefit system utilized by your city’s largest employer, Holland Enterprises. The firm employs 3,500 employees, but since 2007 has lost 25% of its staff. Exit interviews indicate the primary reason a majority of these employees have resigned is because of a compensation and benefit system that is perceived to be unfair and uncompetitive in the marketplace.
Present to the management a revised compensation and benefit strategy. Your proposal should include a discussion of:

How an effective compensation and benefit system contributes to organizational effectiveness.
The principle components of your revised compensation and benefit system for a large-scale organization as well as a recommendation for each component.
A convincing argument to the already skeptical top managers of this organization to increase their compensation and benefit expenses.
At a minimum, your compensation and benefit system would include the following components:

Compensation and benefit philosophy
Pay structure architecture (pay grades, pay ranges, and pay width)
Ratio of base pay to incentive (bonus) pay
Emphases on external equity or internal equity
Principle type of benefits to include (example: deferred compensation match, health insurance, vacation and sick leave, etc.)
Guidelines for Writing the Final Paper

Paper must be six to eight double-spaced pages in length, exclusive of Title Page, References Page, Appendix, References, Exhibits, etc.
Formatted according to APA style as outlined in the approved APA style guide (including title page and reference list).
Must address the topic of the paper with critical thought.
Must include an introductory paragraph with a succinct thesis statement.
Must conclude with a restatement of the thesis and a conclusion paragraph.
Must utilize a minimum of four scholarly references.
Carefully review the Grading Rubric for the criteria that will be

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Strategic Planning



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The negatives/downfalls of strategic planning
a.    The pitfalls/death of strategic planning

Using these 3 references:

A- The Death of Strategic Planning: Why? (http://www.forbes.com/sites/billconerly/2014/03/24/the-death-of-strategic-planning-why/)

B- Beyond Strategic Planning (http://www.exemptmagazine.com/news-articles/beyond-strategic-planning/)

C- The Big Lie of Strategic Planning (http://hbr.org/2014/01/the-big-lie-of-strategic-planning/ar/1)

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Strategic Planning



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The negatives/downfalls of strategic planning
a.    The pitfalls/death of strategic planning

Using these 3 references:

A- The Death of Strategic Planning: Why? (http://www.forbes.com/sites/billconerly/2014/03/24/the-death-of-strategic-planning-why/)

B- Beyond Strategic Planning (http://www.exemptmagazine.com/news-articles/beyond-strategic-planning/)

C- The Big Lie of Strategic Planning (http://hbr.org/2014/01/the-big-lie-of-strategic-planning/ar/1)

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At times we can generate a regression equation to explain outcomes.



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At times we can generate a regression equation to explain outcomes.  For example, an employee’s salary can often be explained by their pay grade, appraisal rating, education level, etc.  What variables might explain or predict an outcome in your department or life?  If you generated a regression equation, how would you interpret it and the residuals from it?

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At times we can generate a regression equation to explain outcomes.



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At times we can generate a regression equation to explain outcomes.  For example, an employee’s salary can often be explained by their pay grade, appraisal rating, education level, etc.  What variables might explain or predict an outcome in your department or life?  If you generated a regression equation, how would you interpret it and the residuals from it?

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Students will interview someone who was born and grew up in a country other than their own. This person could be a fellow student or a member of the community. The interview must be conducted in sessions, during which information about this person's cultural background, cultural/ethnic identity, and level of acculturation to mainstream American culture should be gathered.



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­­­­­­­­­­­­­­­­­­­­­­­­­­­Fieldwork Assignment:

Students will interview someone who was born and grew up in a country other than their own. This person could be a fellow student or a member of the community. The interview must be conducted in sessions, during which information about this person’s cultural background, cultural/ethnic identity, and level of acculturation to mainstream American culture should be gathered.

Questions must cover (but not limit themselves to) the following aspects of the interviewee’s life:

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(a) place of origin, reason for immigrating to the United States, how the journey was accomplished, length of stay and current immigration status;

(b) current living arrangements, family structure, ages of family members, and role of extended family;

(c) original family values, traditions, lifestyles, and whether they all changed or not changed

over the time this person lived in the United States;

(d) level of English proficiency, including language spoken at home, work, and social events

(make sure to explore whether language is or not a barrier for forming relationships):

(e) experience with racism, prejudice, or discrimination in country of origin and in the United

States;

(t) sexual orientation and gender roles;

(g) religious beliefs;

(h) educational/professional background in country of origin and employment history in the

United States;

(i) suggestions for working with people from same nationality.

 (a) There may be no more than two interviews with people from each country. Thus, students are advised to choose their country early, as they will be approved on a “first-come first-served”  basis.

(b) Students can submit their choices to the instructor by e-mail as soon as they have decided who they want to interview. They should proceed with the interview only after their choices have been approved.

(c) If their first-choice of country is already taken by two other students, they will be asked to submit another choice.

Class Presentation

Students will prepare a POWERPOINT  presentation of their fieldwork experience and will present it to the class and the appointed day as listed In the syllabus.

The fieldwork assignment involves two activities:  (i) The interview. (ii) creating a POWERPOINT and presenting it to the class. Creativity will be encouraged but it will not be necessary for earning maximum points. Your class presentation should detail:

a. identifying in/formation, including fictitious name, age, marital status, educational level,

religious affiliation, and referral source (how you met and why you chose to interview

this person);

b. description of the interview, including the person’s responses to the questions posed by

you and the your observations about non-verbal communication style, motivation to

participate in the assignment, etc.

c. major differences and similarities between the interviewer’s and interviewee’s cultures;

and

d. personal reaction to the assignment, including what you learned in the process and how

you might apply what you learned in your future practice.

Important ground rules:

a. what you learned about the culture of the person you interviewed (nationality,

race/ethnicity, SES, religion, sexual orientation, and physical disability);

b. whether you think this person’s values and worldview represent the values and worldviews of most people of the same nationality;

c. your suggestions for working with people of the same nationality.

 

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Students will interview someone who was born and grew up in a country other than their own. This person could be a fellow student or a member of the community. The interview must be conducted in sessions, during which information about this person's cultural background, cultural/ethnic identity, and level of acculturation to mainstream American culture should be gathered.



Click here to order this paper @Superbwriters.com. The Ultimate Custom Paper Writing Service

­­­­­­­­­­­­­­­­­­­­­­­­­­­Fieldwork Assignment:

Students will interview someone who was born and grew up in a country other than their own. This person could be a fellow student or a member of the community. The interview must be conducted in sessions, during which information about this person’s cultural background, cultural/ethnic identity, and level of acculturation to mainstream American culture should be gathered.

Questions must cover (but not limit themselves to) the following aspects of the interviewee’s life:

CLICK HERE TO GET THIS PAPER WRITTEN

(a) place of origin, reason for immigrating to the United States, how the journey was accomplished, length of stay and current immigration status;

(b) current living arrangements, family structure, ages of family members, and role of extended family;

(c) original family values, traditions, lifestyles, and whether they all changed or not changed

over the time this person lived in the United States;

(d) level of English proficiency, including language spoken at home, work, and social events

(make sure to explore whether language is or not a barrier for forming relationships):

(e) experience with racism, prejudice, or discrimination in country of origin and in the United

States;

(t) sexual orientation and gender roles;

(g) religious beliefs;

(h) educational/professional background in country of origin and employment history in the

United States;

(i) suggestions for working with people from same nationality.

 (a) There may be no more than two interviews with people from each country. Thus, students are advised to choose their country early, as they will be approved on a “first-come first-served”  basis.

(b) Students can submit their choices to the instructor by e-mail as soon as they have decided who they want to interview. They should proceed with the interview only after their choices have been approved.

(c) If their first-choice of country is already taken by two other students, they will be asked to submit another choice.

Class Presentation

Students will prepare a POWERPOINT  presentation of their fieldwork experience and will present it to the class and the appointed day as listed In the syllabus.

The fieldwork assignment involves two activities:  (i) The interview. (ii) creating a POWERPOINT and presenting it to the class. Creativity will be encouraged but it will not be necessary for earning maximum points. Your class presentation should detail:

a. identifying in/formation, including fictitious name, age, marital status, educational level,

religious affiliation, and referral source (how you met and why you chose to interview

this person);

b. description of the interview, including the person’s responses to the questions posed by

you and the your observations about non-verbal communication style, motivation to

participate in the assignment, etc.

c. major differences and similarities between the interviewer’s and interviewee’s cultures;

and

d. personal reaction to the assignment, including what you learned in the process and how

you might apply what you learned in your future practice.

Important ground rules:

a. what you learned about the culture of the person you interviewed (nationality,

race/ethnicity, SES, religion, sexual orientation, and physical disability);

b. whether you think this person’s values and worldview represent the values and worldviews of most people of the same nationality;

c. your suggestions for working with people of the same nationality.

 

 CLICK HERE TO GET THIS PAPER WRITTEN

 

 

 



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