Week 4 Discussion 1 Assessment for Learning


Assessment is a common aspect of each and every classroom.  In the twenty-first century classroom, assessment for learning is essential to ensure that students are mastering key skills. The video, Assessment for Learning (Links to an external site.)Links to an external site., points out key strategies that can be employed in the classroom in order to ensure student success.  After watching the video, share your thoughts on the structures and strategies a teacher needs to put into place in order to ensure that an effective classroom environment is created to foster twenty first century learning. Choose one of the following digital tools to enhance your written response (Smore (Links to an external site.)Links to an external site., Prezi (Links to an external site.)Links to an external site., PowToon (Links to an external site.)Links to an external site., Sliderocket (Links to an external site.)Links to an external site., Screencast-O-matic (Links to an external site.)Links to an external site., or other presentation software).  Utilizing technology in this discussion will further prepare you for the Final Project in Week 6.Address and include the following: Key strategies from the      video Your own ideas about      both formative and summative assessments How both sets of ideas      could be implemented to create an effective classroom environment Be sure to include      examples to illustrate and support your ideas.Professor: We speak a great deal about assessment and accountability and how each has an integral role in student achievement. Yet, many are still left with the feeling our current level of testing is too rigid, too demanding, not differentiated………basically a whole bunch of phrases which leaves many with the feeling the current assessments used in schools do not provide the ‘whole picture’. The Partnership for 21st Century Skills (2007) suggests, ‘While the current assessment landscape is replete with assessments that measure knowledge of core content areas such as language arts, mathematics, science and social studies, there are a comparative lack of assessments and analyses focused on 21st century skills’ (p. 1). Using either the article or your own thoughts and reflections, how should teachers assess 21st Century Learning Skills? 21st Century Skills Assessment (Links to an external site.)Links to an external site. Reference: Partnership for 21st Century Skills. (2007). 21st century skills assessment. Retrieved by http://www.p21.org/storage/documents/21st_Century_Skills_Assessment_e-paper.pdfDesigning effective lessons Without question, one of the key points that make a class successful is having lessons that are engaging and effective. Creating these types of lessons does not happen overnight; planning requires time, focus and a careful eye to ensuring that the needs of each student are met. So, how does a teacher create a rigorous curriculum plan that leads to improved student performance and yet allows them to balance other teacher responsibilities? Where should a teacher begin when thinking about all the parts of a successful instructional plan? Newman (2013) discussed various pitfalls teachers face when developing plans. One is referred to “accidental learning” where emphasis is placed on the activity itself, and less on the concept and/or purpose behind the activity: “students may be fully engaged in and enjoy these activities, but learning occurs only accidentally because the activity focuses on the engagement rather than the meaning” (Newman, 2013, “Accidental Learning”). Another issue that occurs to the best of us is the need to cover a breadth of information, as opposed to focusing on the key concepts students will need to know. Putting in long hours of planning does not equate or always result in solid lesson plans.   We organized a table of Kizlik’s (2017) article, “Six Common Mistakes in Writing Lesson Plans (Links to an external site.)Links to an external site.” to include common mistakes and how to address them.A few mistakes to avoid when lesson planning Accidental learning –      don’t get caught focusing your energies on ‘cool’ activities.      Just because students are engaged does not mean they are learning. Don;t      mistake the two! Breadth of coverage –      often times teachers focus on covering the entire unit or textbook. In the      rush to coverage everything the breadth of material is covered often with      little depth. Poor planning and      management – putting in long hours of planning does not always equate with      solid plans. Remember, to focus on quality of the time planning and not      the quantity of time.Five Common Mistakes in Writing Lesson Plans1. The objective of the lesson does not specify what the student will actually do that can be observed. Remember, an objective is a description of what a student does that forms the basis for making an inference about learning. Poorly written objectives lead to faulty inferences.  2. The lesson assessment is disconnected from the behavior indicated in the objective. An assessment in a lesson plan is simply a description of how the teacher will determine whether the objective has been accomplished. It must be based on the same behavior that is incorporated in the objective. Anything else is flawed.  3. The materials specified in the lesson are extraneous to the actual described learning activities. This means keep the list of materials in line with what you actually plan to do. Overkilling with materials is not a virtue!  4. The instruction in which the teacher will engage is not efficient for the level of intended student learning. Efficiency is a measure that means getting more done with the same amount of effort or the same amount with less effort. With so much to be learned, it should be obvious that instructional efficiency is paramount. 5. The student activities described in the lesson plan do not contribute in a direct and effective way to the lesson objective. Don’t have your students engaged in activities just to keep them busy. Whatever you have your students do should contribute in a direct way to their accomplishing the lesson objective. This article further details the Five Common Mistakes in Writing Lesson Plans (and how to avoid them). http://www.educationoasis.com/instruction/bt/five_common_mistakes.htm (Links to an external site.)Links to an external site.Understanding how students organize knowledgeAs you think about how teaching and learning SHOULD best occur consider the following questions?* What is the role of the teacher in the classroom?* Should the teacher be the ‘expert’ in the classroom?* What does it mean for students to be actively engaged in the classroom?* How should a teacher reconcile their own values with different teaching philosophies?The answers to these questions will certainly help guide how your classroom runs and the way in which teaching and learning occurs. Constructivism Constructivism is a theory that helps us connect the dots between how students learn, and what strategies a teacher might employ in the classroom to engage and access their students’ current and prior knowledge. Check out the video (see Video Section) on constructivism. Building on students’ prior knowledge Students enter the classroom with a range of experiences and knowledge. Being able to access this information is critical to engaging students and connecting learning to their real lives. Check out this article; “ Are You Tapping into Prior Knowledge Often Enough in Your Classroom?” for excellent advice on tapping into the prior knowledge of your students: http://www.edutopia.org/blog/prior-knowledge-tapping-into-often-classroom-rebecca-alber (Links to an external site.)Links to an external site.  Reference: Kizlik, B. (2017). Six common mistakes in writing lesson plans (and what to do about them). Adprima. Retrieved from http://www.adprima.com/mistakes.htm Newman, R. (2013). Teaching and learning in the 21st century: Connecting the dots. San Diego, CA: Bridgepoint Education, Inc.Required ResourcesTextNewman, R. (2013). Teaching and learning in the 21st century: Connecting the dots (2nd ed.). Retrieved from https://content.ashford.edu/ Chapter 9: Designing      Effective Lessons This chapter focuses on       the specific ways to design and plan effective lesson plans.  It       introduces the understanding by design lesson planning strategy and       examines how a teacher can craft an instructional plan using the backward       mapping approach. Chapter 10: Engaging and      Connecting Students to the Learning  This chapter examines       how individuals organize information in their brains and how they make       meaning of situations and events.  It also focuses on the theory of       learning called constructivism and looks at the works of Vygotsky and       Piaget. MultimediaMichael Pershan.  (2012, July 6).  What if Khan Academy was made in Japan? (Links to an external site.)Links to an external site. [Video file].  Retrieved from http://www.youtube.com/watch?v=CHoXRvGTtAQRystad, M.  (2013, April 7).  Assessment for learning (Links to an external site.)Links to an external site. [Video file].  Retrieved from http://www.youtube.com/watch?v=HcLMlY6R7RM This video explains      multiple strategies for assessment for learning, or formative      assessments, to inform instructional decisions.TED Talks.  (2011, March).  Salman Khan: Let’s use video to reinvent education (Links to an external site.)Links to an external site. [Video file].  Retrieved from http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.htmlWebsitesCommon Core State Standards Initiative (Links to an external site.)Links to an external site. (http://www.corestandards.org/) Official Common Core      State Standards website.Recommended ResourcesArticleDarling-Hammond, L., & Adamson, F. (2010).  Beyond basic skills: The role of performance assessment in achieving 21st century standards of learning (Links to an external site.)Links to an external site..  Stanford Center for Opportunity Policy in Education.  Retrieved from https://scale.stanford.edu/system/files/beyond-basic-skills-role-performance-assessment-achieving-21st-century-standards-learning.pdf This article discusses      the key role of accountability measures in education and the role of      performance  assessments in twenty-first century learning.International Society for Technology in Education.  ISTE Standards Teachers. (Links to an external site.)Links to an external site. Retrieved from http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdfTextPopham, W. J.  (2010). Classroom assessment: What teachers need to know (6th ed.). Upper Saddle River, NJ: Prentice-Hall. This text discusses the      range of topics teachers need to know about assessment.WebsitesJing (Links to an external site.)Links to an external site. (http://www.techsmith.com/jing.html)Khan Academy (Links to an external site.)Links to an external site. (http://www.khanacademy.org)PowToon (Links to an external site.)Links to an external site. (http://www.powtoon.com)Prezi (Links to an external site.)Links to an external site. (http://prezi.com)Screencast-o-matic (Links to an external site.)Links to an external site. (http://www.screencast-o-matic.com)Sliderocket (Links to an external site.)Links to an external site. (http://www.sliderocket.com)Smore (Links to an external site.)Links to an external site. (https://www.smore.com)YouTube (Links to an external site.)Links to an external site. (http://www.youtube.com)

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Building Teams and Revolving Conflict

400 Words/ No plagiarism

Teams have been used in organizations for many years. As the need to streamline operations to gain or maintain competitive advantage increases, the use of cross-functional or cross-departmental teams is increasing. Coupling this with the common management style of management by objectives (MBO), address the following questions:

  • What are the advantages and disadvantages of a cross-functional and a cross-departmental team?
  • When resources are scarce and one group in the equation meets their goals at the expense of the other failing due to lack of resources, how would you address the conflict that could arise?
  • When creating the objectives for the team, how should the target goals be set? Should the team members play an active role in setting the target goals for each group within the team? Explain.
  • What conflict resolution techniques do you believe would be the most effective in a cross-departmental or cross-functional team? How would you alter these techniques for a virtual team?
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Financial Accounting 1

Jassal Music Inc. is located in Edmonton, Alberta, and reports its financial information using IFRS. You were recently hired as the company’s chief accountant to fill a long-standing vacancy. Your review of the accounting records for the year ended December 31, 20X4, has uncovered the following transactions:

1. Jassal renewed the commercial and business insurance policy in August 20X4 for the year commencing September 1, 20X4. The company recorded the $25,500 payment as a prepaid expense.

2. The company rents instruments to schools and has contracts with customers in the school rental program that run for the full academic year (September to June). Customers pay the yearly fee in advance for the instrument rentals. In September 20X4, the company received $80,000 cash and recorded it as rental income.

3. On January 1, 20X4, Jassal received an $18,000, 0% note receivable from Ryan Tower Inc., in exchange for a delivery vehicle Jassal no longer needed. Ryan Tower is repaying the note in three equal instalments of $6,000, with the first payment due January 1, 20X5. The market rate of interest when the note was received was 5% per annum. The sale of the vehicle was correctly recorded.

4. During the 20X4 fiscal year, Jassal sold a violin that usually retails for $1,650 from its inventory of new instruments. In exchange, Jassal received a computer system that normally sells for its fair value of $1,800. The cost of the violin was $1,500. The transaction has not yet been recorded.


Prepare year-end adjusting entries for transactions 1 to 3 and the required entry for transaction 4.

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You will write a clear and concise paper identifying and describing the chosen problem you have decided to address through your change project. Describe the significance of the evidence-based project that can be implemented in the selected setting to the nursing profession. Give a clear and explicit statement of the problem, including the target population and background information relative to the specific problem at your assigned clinic or hospital setting. Your paper should include your research question set up in PICOT format that will drive your change project throughout the course.

PICOT stands for:

Population/Patient Problem: Who is your patient?

Intervention: What do you plan to do for the patient?

Comparison: What is the alternative to your plan?

Outcome: What outcome do you seek?

Time: What is the time frame?
The paper should be at least three pages in length, not including the cover or reference pages.

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Mini Case studies ERM

Read Chapter 28 mini-case study. The case is about BSC and its efforts to implement an ERM function. From reading the case study what are the quick wins that you see? And what are the issues that will pose a challenge in creating BSC ERM program? How would you tackle the challenges?

Read Chapter 29 mini-case study. This case is about Akawini Copper and United Minerals and it brings up many important concepts with ERM, such as due diligence and its role in an acquisition of an organization. How would you approach the acquisition? What changes would you implement first in the transformation process?


Provide a minimum of 2 references on the post

Proper APA Format (References & Citations)/No plagiarism

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Help with Web Post


I need help with preparing a web post and 3 responses. Post and responses are explained below:Write a web post on Designing Team and Team Identity:Part 1: Think about how to build teams in terms of designing the task, selecting the people, and then, managing their relationships. How would compose a team for completing a course/work project in terms of the three dimensions listed above. How would you incorporate diversity in designing a team?Part 2: Discuss team identity. Why do you feel attached to certain groups and teams but not to others?Important point about web post: – Provide the references (at least 2) in your responses.- Your post should be at least 450 words long. Respond to following 3 postings. Responses should be 170 words with references.Post 1:1) Think about how to build teams in terms of designing the task, selecting the people, and then, managing their relationships. How would you compose a team for completing a course/work project in terms of the three dimensions listed above. How would you incorporate diversity in designing a team?            Building a team for a course/work project is very crucial for the success of the project and relies heavily on analyzing the goals of the project that you need to accomplish. Some of the main characteristics that are required to build a good team include:·      Stating the purpose of the project·      Charting out specific roles that can be assigned to the team members·      A leadership that is acceptable to the whole team·      Effective and seamless processes to avoid any bottle-necks in operations and communication·      Healthy relationships between the members of the teamUnderstanding the meaning and purpose of building teams gives us a good starting point on how to compose a team for your project (Drolet, 2004). The main purpose of group is to accomplish the set objectives for a project in the most efficient way possible. I would choose a team that consists of members that have particular skillsets that align to the necessary objectives that are to be accomplished to have a successful finish. Another important task is to elect a leadership that is both competent in carrying out the responsibility and also be acceptable to the team to follow the directions of the leader. The last and most important aspect is to manage operations in a way that all the team members feel inclusive, realize their responsibility and always stay motivated to work in the best interests of the team towards the completion of the project (Harvey, 2004). While building the team, I would consider all the above characteristics in mind and to incorporate the right diversity, I would choose talent and hard work as a key factor that aligns with the interests of the project to accomplish the set goals in the most efficient way possible.2) Discuss team identity. Why do you feel attached to certain groups and teams but not to others?            Team identity may be defined by the aspirations and objectives that the team shares and strives to achieve through collaboration with each other. This plays a major role in the excellence and out of the box solutions that some of the teams bring out through their work in a very consistent way. Team members feel gravitated towards each other when there are factors like the feeling of inclusiveness within the team, shared aspirations, playing along with each other and belief in the management and leadership (Eckel, 2005). I would like to consider these as some of the main reasons why people get attached to certain groups than others.ReferencesHarvey, T. R., & Drolet, B. (2004). Building teams, building people: Expanding the fifth resource. R&L Education.Eckel, C. C., & Grossman, P. J. (2005). Managing diversity by creating team identity. Journal of Economic Behavior & Organization, 58(3), 371-392.Post 2:Part 1: Think about how to build teams in terms of designing the task, selecting the people, and then, managing their relationships. How would compose a team for completing a course/work project in terms of the three dimensions listed above. How would you incorporate diversity in designing a team? It is extremely important to build a proper team in order to achieve the desired goals, based on the project design the team leader has to build his team. If the team is one dimensional, it will have a big impact on the outcome of the project. So, the leader has to make sure that he has a multi-dimensional team to overcome any challenges that might arise during this course. The team should know what is expected from them, each member should have set goals and they have to make sure that the resource chosen for a certain task is the right fit in order to achieve it.Each task they have designed should have a precise goal, once the tasks are designed they have to assign it to an appropriate resource by assessing his skills and they have to make sure all the tasks are assigned to suitable members. Once the tasks are refined, the leader should bring the team together and he has made sure each team member is cooperating with each other and willing to help in case of any issues. This mutual support helps to maintain a healthy relationship among the team members and lays the path for success and a good work environment.Part 2: Discuss team identity. Why do you feel attached to certain groups and teams but not to others?Team identity can be defined as a bond that pulls individuals toward participation in a specific group and opposes par from that particular group. It is multidimensional and is influenced by such factors as the degree of cooperation between group members, group acceptance of the individual member. Interpersonal attraction is one of the characteristics of team identity and this implies group members have an inclination or interested to communicate with each other, gathering individuals appreciate this collaboration and make the most out of it. It sounds like a big claim but transparent environments help to develop a feeling of mutual respect between team members and team leaders. Via open and consistent communication, transparent and authentic workplaces help employees to feel secure in their positions. Group Pride is another characteristic of team identity and this includes group members seeing their participation to a particular gathering with affection. They feel glad for their group membership and sticking to the group feels profitable. Each group member values the work of the entire group and has complete belief in their abilities to achieve the assigned goals, they will work together and support each other to complete the tasks.                                          ReferencesDeering S, Johnston LC, Colacchio K. Multidisciplinary teamwork and communication training. Semin Perinatol. 2011;35(2):89-96Olivia. (2018, April 17). 6 Simple Tips for Effective Team Management. Retrieved from https://www.meistertask.com/blog/6-simple-tips-effective-team-management/Rossler KL, Kimble LP. Capturing readiness to learn and collaboration as explored with an interprofessional simulation scenario: a mixed methods research study. Nurse Educ Today. 2016;36: 348-53.Post 3:Designing Team and Team IdentityHow would compose a team for completing a course/work project in terms of the three dimensions listed above? How would you incorporate diversity in designing a team?Team design is a very important factor in high power teams and in order to compose one we have to start by assessing all the team members strength and weakness. With this, we can decide the roles that will be played by each member of the team. Demographics play a huge role in how the team composition should work, given that each demographic might have characteristics traits. Considering demographic criteria is important in the shaping of a team and the ability for the team to be successful. After team selection, the next step will be working out how the team dynamics work by selecting leaders and deligating position to the different members of the team. In order to build a diverse team we should try and put our self in other peoples shoes and learn to celebrate cultural difference, when we do this we will typically want to hire a diverse group of team members and diversity in the team should be based on different factors like sex, orientation, character types whether slow or fast learner, introvert and extroverts, with this we can have a wide variety of viewpoints which helps the team. Discuss team identity. Why do you feel attached to certain groups and teams but not to others?Team Identity is the ability for an individual to feel like they have the same ideas and identify with their team. This is an important factor in the team functioning properly and effectively because people that identify with a team and have a sense of belonging to a team have a better desire to work together.  I identify with teams that have a highly positive attitude and mood, with good communication and are willing to share information easily between each other.ReferenceStein, E. W. (2014). Designing Creative High Power Teams and Organizations : Beyond Leadership (Vol. First edition). New York, New York [222 East 46th Street, New York, NY 10017]: Business Expert Press. Retrieved from http://0-search.ebscohost.com.library.acaweb.org/login.aspx?direct=true&AuthType=ip,cpid,url&custid=s4338230&db=nlebk&AN=840763Ray Reagans, Ezra Zuckerman, & Bill McEvily. (2004). How to Make the Team: Social Networks vs. Demography as Criteria for Designing Effective Teams. Administrative Science Quarterly, 49(1), 101. Retrieved from http://0-search.ebscohost.com.library.acaweb.org/login.aspx?direct=true&AuthType=ip,cpid,url&custid=s4338230&db=edsjsr&AN=edsjsr.4131457

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The Peloponnesian War

Assigned Perspective: Athens was justified in their actions leading to the creation of an Athenian Empire

1. Research your assigned theory and provide a list of five lines of evidence that support your assigned perspective. Make sure to provide parenthetical references to the source from which your line of evidence came.

2. Research the other perspective and provide a list of five lines of evidence that go against it. Make sure to provide parenthetical references to the source from which your line of evidence came.

3. You may or may not agree with your assigned perspective. Write a paragraph (3-5 good sentences) explaining your personal perspective regarding the actions of Athens and Sparta following the Persian Wars.

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Assignment 3 – Operant Conditioning and Behavior Modification profile


Many aspects of psychology converge in the work place. Behavioral conditioning and modification are two of the most common.

Write a 600-700 word paper (two full pages) in which you provide an example of either operant conditioning or behavior modification principles or techniques you experienced, implemented, or observed in a past or current work place.

Papers should be in IWG format. A template and information on IWG requirements is contained under Course Media.
The paper should have one inch margins and be double spaced.
Use 12 point Times New Roman font.
Write in the first person.
Utilize terminology and information from chapter 7 of the textbook and one (1) other research source. You must use SHARC (ProQuest, PubMed, Google Scholar) for your research. Cite and reference both sources of information.

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Characters  For XYZ Union For RST Company PresidentChief Negotiator/team   leader = Bill SharpGrievance ChairpersonShop StewardShop Steward #2 = RaviRank & FileStrike   Replacements: Marley, Juan, Rich,   FrankGrieving Employee =   Barbara StoneCEOVice President of   Finance (VPF)HR DirectorLabor Relations   Specialist = PaulaThe president of the XYZ union (Union) convened a special meeting of the members to discuss the new contract with its private-sector employer, the RST company (Company). Bill Sharp, the union’s chief negotiator, stepped to the front of the room. “Let me begin by saying that our negotiating team has been well prepared for this bargaining. We’ve known that it would not be an easy task and have anticipated the major issues. We’ve been meeting twice a week at the table for the last two months and have secured several of the demands that you wanted, such as standard 2-shift, advanced scheduling. Delores, who plans to retire soon, interrupted: “What did they do for the retirees? The retirees didn’t get a single increase in their pension benefits over the last three years. They should get a at least a 5% bump to help them keep up with inflation.”  Bill replied: “Just like 3 years ago, the company has again refused to negotiate about that; so, no, we’re still working on it. When we have a complete contract that is ready for ratification, we’ll go over all of the provisions with you. For tonight, we need to talk to you about an impasse.”  As the murmurs in the room subsided, Bill shifted his body weight to his other leg and leaned toward the group. “At this point in the process, we’re negotiating the critical elements—keeping the work at our site if they open a new location and health care benefits. The work-to-rule days we had and the informational picketing we already tried were useful, but they are still digging in their heels on both of these important issues. We’re not likely to have a new contract agreed upon when our existing contract expires at the end of this month. We need to start building for a strike. That means work all the overtime you can now and start saving. We’ll have to get a campaign going in the shop, but also talk about a press and customer strategy. But at the end of the day, I think we’ll need to strike the company if we’re going to get them to give us a fair contract. You know striking isn’t the way most contracts are settled, but we need to prepare for the possibility. Tonight, we need to hear your questions and comments. Remember that anything said in this meeting should stay here; we don’t want to tip them off about our plans plus the information could change during the rest of the process.” Here are questions the rank and file asked that evening. You need to provide the answer to each one. Write concisely, limiting the answer to each to a maximum of one-half page. Use the specific statutory provisions, terms and concepts covered in this course to support your analysis. Use APA to reference any borrowed material. 1. If we do strike, I heard the company can hire new people to do our work. Will I lose my job? 2. I have a family and bills to pay. I heard there is a strike fund. Where does that money come from?  After another 3 weeks of negotiation, all of the issues had been settled except for the following items. Several proposals crossed the bargaining table from both sides. The most recent ones were: Union Recognition clause Company’s proposal = The company recognizes the Union as the sole and exclusive bargaining representative of all production, maintenance, and product control employees in the New York facilities. This excludes office and clerical employees, technical employees, sales staff, professionals, and security staff. Supervisors, as defined by the National Labor Relations Act, are also excluded. Union’s proposal = Remove “New York” from the company’s paragraph. Management Right’s clause Company’s proposal =  The Union recognizes that management has full and sole rights to direct the workforce, including the right to hire, transfer, discipline, suspend or discharge employees. It includes the right to determine working hours, to assign overtime, to modify jobs, and to transfer work to any other company location or to subcontract work. Union’s proposal = The Union recognizes that management has full and sole rights to direct the workforce, including the right to hire, transfer, discipline, suspend or discharge employees. It includes the right to determine working hours, to assign overtime, and to modify jobs. Exercising these management rights cannot violate any other term of this contract. The union also proposes to add this provision in the contract: Reassignment of WorkWork that is transferred to any other company location or subcontracted must be offered first to the New York employees. If the first-refusal offer is not made, the company will pay both the NY employees and the workers who perform the work for the time. If the NY employees decline the offer, no penalty will apply. Health care premiumsCompany’s proposal = Employees will pay 20% of their health care premiums in the second and third years of the contract. Union’s proposal =  The company will pay 100% of the health care premiums in all years of the contract. The president of the union, who is planning to run for re-election next year, scheduled a meeting with the union’s negotiation team leader, Bill. President: So what are we going to do? What are the options?Bill: They won’t budge on these. We think they’re planning to open a new facility in a RTW state. If we don’t have protection of our jobs, they will shift the work there and we’ll eventually disappear. We have to raise the pressure. President: Can we file an unfair labor practice claim with the Board about how they are refusing to negotiate? 3. Bill looks to you for guidance.  In a short paragraph, explain whether this is a good strategy. Under what provision would that be done? What is the likelihood that the union would win a case about the company’s bargaining conduct? Why? Write concisely, limiting the answer to a maximum of one-half page. Use the specific statutory provisions, terms and concepts covered in this course to support your analysis. Use APA to reference any borrowed material. At the same time, the Vice President of Finance for the company, who has a bonus clause in his performance plan which is based on cost reduction, meets with Paula, the Labor Relations Specialist who is leading the company’s negotiations. VPF: So where are we now?Paula: Down to the final wire. They might not have reached their resistance point and still be willing to discuss the health care cost, but they are adamant about any language that suggests we could assign their work elsewhere. I’m pretty sure they are preparing for a strike. VPF: Can they do that? I thought it was illegal.4. Paula has explained strikes to the VPF before but realizes that it can be hard to remember which ones are legal and which are not. Briefly explain again whether this particular strike is legal and why. Write concisely, limiting the answer to a maximum of one-half page. Use the specific statutory provisions, terms and concepts covered in this course to support your analysis. Use APA to reference any borrowed material. VPF: Well, what is our Best Alternative to a Negotiated Agreement? BATNA, isn’t that the right word? What else can we do? Paula: Yes, it is. Legally, in our circumstances, we likely can unilaterally implement our last proposal. As soon as we do, however, the picket line will go up.VPF: Is that horrible?Paula: The operation managers tell me we’ll have trouble filling our orders. Even strike replacements, which is a major effort to put in place, won’t be a total solution since they don’t know the work. Some of the jobs have a long learning curve. We’ll need to bolster security measures to minimize the chances of physical damage to property and people. Then, there is the media. When we’re trying to expand our operations and convince the county to give us tax breaks, bad press won’t help. And, there may be damage to our long-term relationship that could result in costly grievances throughout the life of the contract. VPF: Well then? We have to get a handle on these constant overtime costs. They are blowing the budget every quarter. Shifting the work to a lower-cost option is essential. Paula: We might invite a mediator from the FMCS to see if there is any wiggle room. VPF: We had one decide the last contract dispute with one of our vendors. I wasn’t thrilled with the answer, and we’re stuck with it. How can we make sure we don’t get stuck with something we don’t want in this case? 5. Briefly answer the VPF’s concern.  Write concisely, limiting the answer to a maximum of one-half page. Use the specific statutory provisions, terms and concepts covered in this course to support your analysis. Use APA to reference any borrowed material. After four weeks of mediation without any significant change, the union members authorized their leadership to call a strike. In a confidential ballot vote, stipulated by the union’s by-laws, the decision was 95% for a strike and 5% against.  The strike began on July 20. It was a peak production period for the company, and the competition had become keen since global corporations had entered the U.S. market. Believing any loss of market share would hurt the company’s long-term financial status, the company had done some preparation for this possibility. In addition to stockpiling more inventory, it had prepared to employ strike replacements; and, on August 6, it hired 100 of them to cross the picket line to do the work of the employees in the bargaining unit. “Scab!” the picketing employees yelled. Heckling and jeers ensued each morning as the new employees went to work. Fists occasionally slugged the air, but no physical violence occurred.  Some replacements found the environment so hostile that they quit. Local news reports began covering the dispute. Community leaders became concerned that any loss of employment would hurt the tax base and stress the available social services. The strike replacement workers were not as efficient yet at the tasks involved, creating quality problems. Eventually, the two sides found enough common ground to come to agreement. The union negotiating team submitted the new contract to the membership for ratification. The Company CEO issued a press release that said:We are pleased to announce an agreement with the Union bargaining committee and hope that all Union members will give this contract a full and fair consideration. These were very tough negotiations. Both sides worked very hard and compromised. The result is a very positive offer for the employees that also protects the long-term competitive position of the Company. The union members knew it was not exactly what they had demanded, but the strike fund was depleting and people were tired after manning the picket line 24/7. The members voted by 75% to 25% to adopt the new agreement, which met the criteria in the union’s by-laws. Thus, the new contract was ratified on September 1, 2017. During the final stages of the strike the parties negotiated the conditions under which the strikers might return to work. They agreed to the following language as part of a Strike Settlement Agreement, which was signed the same day the new contract was ratified:The strike against the Company by its employees who are members of the Union is terminated as of the date of this Agreement, September 1, 2017.  Striking employees shall be returned to work, to openings in the classifications occupied by an employee on May 31, 2017, in accordance with his/her respective seniority.  In addition to the above agreed upon language, the Company proposed that the Strike Settlement Agreement contain the following section (Paragraph 2), to which the union objected:2.  Jobs filled by employees hired by the Company on or after August 6, 2017 as strike replacements (new hires) for striking employees shall not be considered vacancies to which returning strikers shall be returned unless and until such jobs are vacated by the strike replacements. Such new hires shall not be bumped or displaced by the return of strikers. Such newly hired employees shall become members of the Union as stated in the collective bargaining agreement and their respective seniority shall be measured from their individual hire date.Because the parties did not agree to the Company’s proposal concerning Paragraph 2, the parties determined that while Paragraph 2 would physically remain in the printed Agreement, the following marginal notation would be added reflecting the parties’ failure to agree to this particular provision. This marginal note read: Paragraph 2 represents the position of the Company and is not agreed to by the Union or waived by the Company.During the plan to resume normal operations, the company determined that it had too many workers in the first level positions. It terminated 10 of the strike replacements since they were no longer needed. On September 12, Marley, Juan, and Rich, three of the ten terminated strike replacements, made an appointment with the union’s Grievance Chairperson (GC) to file a complaint.GC:  You need to speak with the Shop Steward first.Marley:   We tried. He wouldn’t listen to us—kept calling us “scabby.”GC:  What is the problem then?Marley: I was fired yesterday. HR told me last week that this would be a permanent job. I’m entitled to some protection. GC, looking at Juan: What about you? Juan: Me, too. I’ve been fired.  GC: When were you terminated?Juan: Two days ago. GC: Why were you fired?Juan: One of the strikers was recalled, so I was pushed out.GC: Wasn’t that the arrangement when you hired in? Juan: Then they said they would see if they could keep me.GC, turning to Rich: What about you?Rich: I was fired on August 31. They told me I’d have the job after the strike was over. I asked that in the interview because I had another part-time job offer closer to home. I was going to take that instead if this job didn’t last very long.GC: Ok, I understand. I need to pull together a couple things. I’ll call you tomorrow to let you know what, if anything, we can do about getting your jobs back. The next morning, the Grievance Chairperson received a visit from another strike replacement worker.GC: What seems to be the problem?Frank: I heard that you might be able to get my job back.GC: When were you fired?Frank: August 29 was my last day.GC: Why were you fired?Frank: I’m not sure. They indicated that the work ran out, but I heard one of the strikers took over the job again. GC: What did they tell you when they hired you?Frank: Nothing really. They just said they needed someone right away. The Grievance Chairperson collected all his notes and pulled the new contractual documents out of his file drawer. He flipped the pages and ran his finger down the paragraphs. He tagged the union shop arrangement:Article IISection 1  Any employee who is a member of the Union on the effective date of this Agreement shall, as a condition of employment, maintain his/her membership in the Union to the extent of tendering uniform initiation fees (if any) and periodic dues. Section 2  Any person hired as a new employee and any employee who is hereafter transferred into the bargaining unit on or after the effective date of this Agreement shall, as a condition of employment, become a member of the Union (to the extent of tendering uniform initiation fees (if any) and periodic dues) on and after the thirty-first day following the date of employment or transfer, and shall maintain such membership in the Union.  He also earmarked: Article 13 – Section 3  Management has the sole right to discipline employees according to the progressive process described in Section 5 and to discharge employees for just cause. Article 13 – Section 4Causes for immediate discharge are: possession or use of drugs or alcohol on company property, theft or damage of company property, workplace violence, and any other threat to the safety of the facilities and workforce. He also checked with the union’s Secretary/Treasurer to learn the status of the workers’ dues. He was told the following:  Dues Status MarleyPaid on September 3 JuanNot paid RichPaid August 20 FrankNot paid#6 –9 – After preliminary investigation, the Grievance Chairperson finds that the information about the termination dates each man gave seems accurate. Use the information gathered in the meetings, the contract provisions, and the record of dues as well as specific statutory provisions, terms and concepts covered in this course, to identify which, if any, of them is entitled to retain employment and whether the union is legally obligated to represent him in a grievance to restore his job. The chart should help you organize the information you need. For your answer, briefly state and explain the response you would give to each of them.  The chart is just to help you organize your thinking. Write concisely, limiting the total answer for all 4 to a maximum of one page. Use APA to reference any borrowed material.   Was he illegally terminated?Why?Legally, must the union represent him?Why? 6.Marley 7.Juan 8.Rich 9.FrankIt was a busy week for the Grievance Chairperson.   Another Shop Steward, Ravi, made an appointment to discuss a grievance he couldn’t resolve with the employee’s supervisor, Paul Hawkman.GC: Hi, Ravi. I saw the grievance form for Barbara Stone. Isn’t she the woman who held the picket sign in the County Courier’s front page coverage of the strike? Ravi: Yes, she is. Nice photo. The paper used a fair shot this time.GC: Well, what about this? In the first step, what did they tell you? Ravi: Hawkman took over from Dick Fleming when he retired. I don’t know why they appointed him. He hasn’t been with the company very long; he has no experience working with unions is what I hear. When I talked to him, he was arrogant—said he was fully within his rights to dismiss her.GC: So what happened? What does Barbara say?Ravi: Barbara had borrowed a company moving dolly. She said Dick had given her permission to use it. She was relocating across town and needed it to move some boxes to her new house. The dolly was in the back of her Chevy truck in the parking lot. It was covered up, for protection, but the handle, with the company tag, was sticking out. Hawkman saw it when he came to work. He couldn’t find any written permission slip on file for her to have it. Barbara said Dick didn’t ask for one this time. She had used it before to help with a community food drive that both she and Dick had volunteered to assist. She was bringing it back but just hadn’t unloaded it yet. Hawkman said she was stealing it and fired her.The GC pulled out the contractual provisions for termination again. He also flipped to the section about company property. It read:Article 17 – Section 8Employees in good standing may occasionally borrow non-essential company equipment, provided they complete the authorization form and have it signed by their supervisor. A specific timeframe must be stipulated and failure to return the property in good condition by that deadline will be grounds for reprimand.GC: How long has she been here? What does her performance record look like? Ravi: About 2 years. Dick wasn’t one to record an issue unless it was something really serious. So, there isn’t anything during his time. Hawkman has marked her for being late twice in the last month, but there isn’t any formal warning. 10.  In the meantime, Paul Hawkman has come to see the HR Director about the matter. He hands over the paperwork for her termination. By addressing Hawkman and the GC separately, explain how the Director should handle this case and why. Write concisely and limit your response to a maximum of 1 page for both. a. Hawkmanb. GC

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Master of International Tourism and Hospitality Management – Information System


The purpose of this assignment is to evaluate your ability to develop a comprehensive implementation proposal for an information system that uses a systems approach. The proposal should be targeted at a potential ‘sponsor’ organisation that will need to be convinced of the appropriateness and effectiveness of the proposed new system. Choose an information system (e.g., ERP systems, CRM systems, SCM Systems, Management Information Systems, Decision Support Systems, Executive Information Systems, Enterprise Portals, Data Warehouse & Data Mining Applications, Enterprise Collaboration Systems, 10 | MNG03218 Managing Information Systems (Session 3, 2018) Knowledge Management Systems, and so on, that you have studied in this unit. Alternatively, you may wish to combine features of several systems. Please note for the purpose of this assignment, mobile apps or other e-business and digital enterprise applications should not be used as the chosen information system). Your assignment should describe the steps of the Systems Development Life Cycle (SDLC) discussed in Topic 4 of the subject. The proposed system must address an identifiable problem/ opportunity that exists in the sponsor organisation and relate to particular aspects of the organisation’s overall strategic directions. It is important that you select the features of your system carefully and justify your selection. Do not just use (be critical of the use of) the standard features of a commercially available software package. For the purposes of this assignment, try to keep the system that you are proposing to a manageable size. Your proposed system could help the ‘sponsor’ by: • improving an existing manual information system • introducing a new information system • creating a new business opportunity • improving organisational productivity. The sponsor could be: • top management of your company• an investor• a financial institution which will lend you money • a client who has engaged you as a consultant but is not the same as the financial sponsor.Format for Assignment 2 The format of the formal assignment will be:• Covering letter to sponsor• Title page • Table of contents• Executive summary (1 page) • Introduction • Body of your assignment with suitable headings and subheadings • Conclusions• Reference list (Harvard referencing style is required) • Appendices (including a background of the organisation for your unit assessor!). References: Harvard

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