video assignment – 2 years ago
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– 2 years ago
Recruitment and Selection – 2 years ago **files (1)** – ## InstructionsRubric.docx **## InstructionsRubric.docx** | | | | — | — | | **Instructions** | | | **Onboarding Assignment (Job Description)**<br>You are the hiring manager at a major home improvement retailer, Home Improvement Center, and …
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**files (1)**
– ## InstructionsRubric.docx
**## InstructionsRubric.docx**
| | |
| — | — |
| **Instructions** | |
| **Onboarding Assignment (Job Description)**<br>You are the hiring manager at a major home improvement retailer, Home Improvement Center, and need to fill a position for an exempt-status night shift supervisor. The applicants should have retail business experience, preferably in housewares, and at least some supervisory experience. You are looking for someone to fill third shift from 10 P.M.-6 A.M. There may be heavy lifting involved. Your company offers the industry standard for salary, benefits, and growth opportunities.<br>Write a comprehensive job description for this position that will help you prepare for the interview process and address any questions you might receive from applicants. Be sure to apply the guidelines for writing job descriptions you learned in your readings. You are also encouraged to conduct your own outside research on a major home improvement center and<br>[O*Net](https://www.onetonline.org/) to help you complete this activity.<br> <br>To successfully complete the assignment, you must meet the following minimum requirements:<br>· Write a comprehensive job description using the information provided.<br>· Apply the guidelines for writing job descriptions, as presented in your reading assignments this unit.<br>· Conduct your own outside research to help you create a more realistic job description.<br>· Include a reference page to give credit to your sources.<br>**Tips for Project Success**<br>Make sure that you include all basic categories for the job description. Research for the industry will be required. Your job description needs to be realistic! Please note this is NOT a job advertisement. Cite and reference sources at the end of the document.<br>**Instructions:**<br>· This job description should not exceed 3 pages in length including the reference page. (Format: 12 point, single space, Times New Roman font). <br>· Consult the posted rubric for more details.<br><br> |
## image1.png
## image2.png
**## InstructionsRubric.docx**
| | |
| — | — |
| **Instructions** | |
| **Onboarding Assignment (Job Description)**<br>You are the hiring manager at a major home improvement retailer, Home Improvement Center, and need to fill a position for an exempt-status night shift supervisor. The applicants should have retail business experience, preferably in housewares, and at least some supervisory experience. You are looking for someone to fill third shift from 10 P.M.-6 A.M. There may be heavy lifting involved. Your company offers the industry standard for salary, benefits, and growth opportunities.<br>Write a comprehensive job description for this position that will help you prepare for the interview process and address any questions you might receive from applicants. Be sure to apply the guidelines for writing job descriptions you learned in your readings. You are also encouraged to conduct your own outside research on a major home improvement center and<br>[O*Net](https://www.onetonline.org/) to help you complete this activity.<br> <br>To successfully complete the assignment, you must meet the following minimum requirements:<br>· Write a comprehensive job description using the information provided.<br>· Apply the guidelines for writing job descriptions, as presented in your reading assignments this unit.<br>· Conduct your own outside research to help you create a more realistic job description.<br>· Include a reference page to give credit to your sources.<br>**Tips for Project Success**<br>Make sure that you include all basic categories for the job description. Research for the industry will be required. Your job description needs to be realistic! Please note this is NOT a job advertisement. Cite and reference sources at the end of the document.<br>**Instructions:**<br>· This job description should not exceed 3 pages in length including the reference page. (Format: 12 point, single space, Times New Roman font). <br>· Consult the posted rubric for more details.<br><br> |
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Perspectives on Training and Development – 2 years ago **files (1)** – ## InstructionsRubric.docx **## InstructionsRubric.docx** | | | | — | — | | **Instructions** | | | Best and Worst Training Experiences Essay<br>This assignment is worth 20% of your final grade. It gives you an opportunity to …
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– 2 years ago
**files (1)**
– ## InstructionsRubric.docx
**## InstructionsRubric.docx**
| | |
| — | — |
| **Instructions** | |
| Best and Worst Training Experiences Essay<br>This assignment is worth 20% of your final grade. It gives you an opportunity to apply concepts and theories from your studies to your real-life experiences in training programs. You must complete this assignment individually, without contacting other students, and you may not use a paper or any part of a paper from a previous class or from another person. The assignment addresses Course Objectives 1, 4, and 5.<br>Most of us have had to participate in some type of training on our jobs, such as new employee orientation, lunch-and-learn workshops, Employee Assistance Program training, technical skill training, employee benefits update meetings, or management development workshops. Some of us have experienced on-the-job training. Others have participated in professional development workshops or skills-based continuing education classes. Think about the best and worst training experiences you have had. What made the best experiences excellent and what made the worst experiences terrible?<br>YOUR ASSIGNMENT<br>Write an 5-6 page essay (not including cover and reference pages) analyzing one of your best training experiences AND one of your worst training experiences. Be organized and succinct in your writing as you will be limited to a total of six pages for both experiences combined.<br>Your essay should include brief descriptions of the training experiences:<br>· The target audience<br>· The objective(s) of the training<br>· The training site<br>· Training methods used<br>The major focus of your paper is your analysis, which is worth 65% of the grade for this assignment. Your analysis should include:<br>· An assessment of the specific factors that contributed to the success or ineffectiveness of the training; for example, consider these questions:<br>· Did the training achieve its objective(s)?<br>· Was the training site conducive to learning?<br>· Were the methods chosen appropriate for the topic and the audience?<br>· Did you have opportunities to practice and receive feedback?<br>· A discussion of the learning theory or theories that you believe guided the training<br>· An assessment of the competencies, knowledge, and/or skills demonstrated or not demonstrated by the trainer(s).<br>· A discussion of whether or not you transferred what you learned to your job, and what contributed to your successful or unsuccessful transfer<br>· Your specific recommendations for improving the training, based on what you now know about effective training programs.<br>The information above should be included in your paper but you are free to organize your essay in whatever way makes sense to you. You may use the first person (“I attended a program” or “the trainer told us”) in discussing your experiences. Support your analysis with citations from the readings from this class or other HR courses, and additional resources posted in our classroom. Make sure you define all key terms and cite the source(s) of your definition. Since this is not primarily a research paper, no specific number of references is required. However, you must cite your sources.<br>References should be listed on a separate page. Your paper should be double spaced with one inch margins and a font size of at least 11 points; do not include any spaces between paragraphs or sections. |
## image1.png
**## InstructionsRubric.docx**
| | |
| — | — |
| **Instructions** | |
| Best and Worst Training Experiences Essay<br>This assignment is worth 20% of your final grade. It gives you an opportunity to apply concepts and theories from your studies to your real-life experiences in training programs. You must complete this assignment individually, without contacting other students, and you may not use a paper or any part of a paper from a previous class or from another person. The assignment addresses Course Objectives 1, 4, and 5.<br>Most of us have had to participate in some type of training on our jobs, such as new employee orientation, lunch-and-learn workshops, Employee Assistance Program training, technical skill training, employee benefits update meetings, or management development workshops. Some of us have experienced on-the-job training. Others have participated in professional development workshops or skills-based continuing education classes. Think about the best and worst training experiences you have had. What made the best experiences excellent and what made the worst experiences terrible?<br>YOUR ASSIGNMENT<br>Write an 5-6 page essay (not including cover and reference pages) analyzing one of your best training experiences AND one of your worst training experiences. Be organized and succinct in your writing as you will be limited to a total of six pages for both experiences combined.<br>Your essay should include brief descriptions of the training experiences:<br>· The target audience<br>· The objective(s) of the training<br>· The training site<br>· Training methods used<br>The major focus of your paper is your analysis, which is worth 65% of the grade for this assignment. Your analysis should include:<br>· An assessment of the specific factors that contributed to the success or ineffectiveness of the training; for example, consider these questions:<br>· Did the training achieve its objective(s)?<br>· Was the training site conducive to learning?<br>· Were the methods chosen appropriate for the topic and the audience?<br>· Did you have opportunities to practice and receive feedback?<br>· A discussion of the learning theory or theories that you believe guided the training<br>· An assessment of the competencies, knowledge, and/or skills demonstrated or not demonstrated by the trainer(s).<br>· A discussion of whether or not you transferred what you learned to your job, and what contributed to your successful or unsuccessful transfer<br>· Your specific recommendations for improving the training, based on what you now know about effective training programs.<br>The information above should be included in your paper but you are free to organize your essay in whatever way makes sense to you. You may use the first person (“I attended a program” or “the trainer told us”) in discussing your experiences. Support your analysis with citations from the readings from this class or other HR courses, and additional resources posted in our classroom. Make sure you define all key terms and cite the source(s) of your definition. Since this is not primarily a research paper, no specific number of references is required. However, you must cite your sources.<br>References should be listed on a separate page. Your paper should be double spaced with one inch margins and a font size of at least 11 points; do not include any spaces between paragraphs or sections. |
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Organizational Theory and Behavior – 2 years ago **files (2)** – ## Instructions.docx – ## Rubric.docx **## Instructions.docx** **Purpose** The purpose of this project is to demonstrate knowledge of management practices that increase efficiency and effectiveness in the workplace through behavior and…
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– 2 years ago
**files (2)**
– ## Instructions.docx
– ## Rubric.docx
**## Instructions.docx**
**Purpose**
The purpose of this project is to demonstrate knowledge of management practices that increase efficiency and effectiveness in the workplace through behavior and to create your own management strategies. Using your readings and research, you will be asked to demonstrate how knowledge management, strategic thinking, and learning organizations impact organizational effectiveness.
**Step 1: Read all the instructions.**
**Step 2: Comprise a presentation using PowerPoint, Prezi, or other presentation software that includes 16-20 (do not exceed 20), include audio and, ALL of the following points:**
· Examine how key managers act to enhance efficiency and effectiveness in an organization.
· Examine management of human capital and how it supports strategic thinking (ST) and the learning organization (LO).
· Analyze the impact structure and culture have on the creation and maintenance of ST/LO organizations
· Formulate an inclusion and relationship-building strategy for managers within the organization.
· Design your own management plan to meet current and future needs. Taking into consideration what you have learned this term (Organizational Structure, Culture, Behavior, etc.) provide at least three strategies that would help the organization move toward the future. For example explain how a manager can predict future challenges (internal & external factors, culture, structure influences, etc.) and what actions they can take to overcome these.
·
**Include a reference cited page.** This assignment
requires the use of, at minimum,
**7 scholarly references/sources**
**INSTRUCTIONS ON HOW TO PREPARE THE SUBMISSION:**
· Read the
**grading rubric** for the assignment!
· This assignment
requires the use of, at minimum,
**7 scholarly references/sources**
· Follow writing style guidelines to ensure that your final submission includes a
**Title Page/slide**,
**In-Text Citations,** and a
**Reference List**.
· IMPORTANT NOTE: In-text citations should be included in the slides and notes, as appropriate, to support your key points and takeaways. ALL in-text citations MUST be included in the reference list
·
Limit quotes; Paraphrase to show greater understanding of the topics. When using quotes, provide the page and explain the significance of using the quote. Provide the page or paragraph number. Note that a reference within a reference list cannot exist without an associated in-text citation and vice versa.
· The presentation must be professional in appearance and include visuals such as tables, graphs, and clipart.
· The slides should flow and transition in an organized manner with one idea/concept leading to the next
· The presentation should begin with an introductory slide that clearly and succinctly explains what you intend to cover in the body of the presentation.
· The presentation should end with a conclusion/summary slide that clearly and succinctly explains what you covered in the body of the presentation.
· Include audio in your presentation that presents all the required material.
You can use one of the options or another that you are familiar with.
·
[How to add and record audio in PowerPoint video](https://www.youtube.com/watch?v=BlVC4f-fBrI)
·
[Vimeo Presentation](https://vimeo.com/) option
·
[Prezi Presentation](https://prezi.com/) option
·
**Third-person writing is required.** Third-person means that there are no words such as “I, me, my, we, or us” (first-person writing), nor is there use of “you or your” (second-person writing). If uncertain how to write in the third person, view this link:
[https://www.quickanddirtytips.com/education/grammar/first-second-and-third-person](https://www.quickanddirtytips.com/education/grammar/first-second-and-third-person) .
· Contractions are not used in business writing, so the expectation is that students do NOT use contractions in the assignment.
· Check the instructions to make sure all elements of the assignment have been covered.
· Submit the final project into the appropriate assignment submission folder.
**## Rubric.docx**
| | | | | | | |
| — | — | — | — | — | — | — |
| Criteria | **Excellent** | **Good** | **Developing** | **Needs Improvement** | **Failing** | **Criterion Score** |
| Examine how key managers act to enhance efficiency and effectiveness in an organization. | 3 points<br>Examine how key managers act to enhance efficiency and effectiveness in an organization were discussed thoroughly, examples given were clear and relevant; all was supported by relevant research and logically reasoned with insightfulness. | 2.4 points<br>Most key points on how managers act to enhance efficiency and effectiveness where discussed; examples given were clear and relevant; all was supported by relevant research and logically reasoned with insightfulness. | 2.1 points<br>Few points were identified on how managers act to enhance efficiency and effectiveness where discussed; Few examples given; Few were supported by relevant research and logically reasoned with insightfulness. | 1.8 points<br>Few points were identified on how managers act to enhance efficiency and effectiveness where discussed; Few examples given; Little support and no reasoning on the topics. |
| Examine management of human capital and how it supports strategic thinking(ST) and the learning organization (LO). | 3 points<br>Excellent analysis of human capital and how this concept supports strategic thinking and the learning organization. Thoroughly defined with conclusions as to the impact on the organization were logical reasoned by using ideas obtained through research and course material; Discussion showed an insightful understanding of the impact on the organization. | 2.4 points<br>Good analysis of human capital and how this concept supports strategic thinking and the learning organization. Conclusions as to the impact on the organization were logical reasoned and supported by research and course material; Discussion showed a good understanding but the potential impact on the organization was underdeveloped. | 2.1 points<br>General analysis of human capital and how this concept supports strategic thinking and the learning organization; some missing conponents. Defined the impact on the organization were sometimes logically unsupported by research and course material; Discussion showed some understanding of impact on the organization but lacked detail and support from the material. | 1.8 points<br>An attempt was made to discuss the relationship and impact on the organization but the discussion was very weak due to a lack of logical connections made from research and class material. |
| Analyze the impact structure and culture have on the creation and maintenance of ST/LO organizations | 3 points<br>Excellent analysis of impact structure and culture have on the creation and maintenance of ST/LO. ST&LO in an organization was thoroughly defined and conclusions as to the impact on the organization were logical reasoned by using ideas obtained through research and course material; Discussion showed an insightful understanding of the impact on the organization. | 2.4 points<br>Good analysis of the impact structure and culture have on the creation and maintenance of ST/LO. Including reasoning supported by using ideas obtained through research and course material; Discussion showed an understanding of the impact on the organization. | 2.1 points<br>Conclusions on how structure and culture support ST&LO in an organization was discussed with some conclusions as to the impact on the organization. Little incorporation of readings and research. | 1.8 points<br>Conclusions on how structure and culture support ST&LO in an organization needed more was limited;did not address the impact on the organization. Little incorporation of readings and research. |
| Formulate an inclusion and relationship-building strategy for managers within the organization | 3 points<br>Exceptionally well thought-out and articulated plan focusing on inclusion and specific relationship building strategies for managers which included specific steps | 2.4 points<br>Thought out plan focusing on inclusion and specific relationship building strategies for managers which includes specific steps | 2.1 points<br>Limited plan focusing on inclusion and specific relationship building strategies for managers with limited details going forward | 1.8 points<br>Limited plan focusing on inclusion and specific relationship building strategies for managers with no detailed steps |
| Design your own management plan to meet current and future needs. Include at least three strategies that would help the organization move toward the future. | 3 points<br>Exceptionally well thought-out and articulated plan focusing on management (course) concepts and theories | 2.4 points<br>Well thought-out and articulated plan focusing on management (course) concepts and theories | 2.1 points<br>Limited plan plan identifying 1-2 management theories or concepts. | 1.8 points<br>Little information on strategy with limited information on management theories and concepts |
| Presentation Creation, Audio and Transitions | 2 points<br>Presentation flows well and logically; transitions are smooth, interesting, persuasive and enhance presentation. Includes graphics, visuals, and/or clipart for support. | 1.8 points<br>Presentation flows well; smooth transitions; use of persuasiveness was underdeveloped; on some slides. | 1.4 points<br>Presentation is unorganized; very few transitions and/or they distract from presentation; persuasiveness was generally undeveloped. | 1.2 points<br>Presentation flows well; smooth transitions used on most slides; no use of persuasive language. | | |
| Attention to Instructions and outside research | 1 point<br>The presentation contains all major assignment tasks. The project includes completion of all minor aspects of the assignment such as table creation if required, third person writing, required use of course material, outside sources if needed, inclusion of page and paragraph number, no use of books, assignment format and avoidance of using direct quotes. | 0.8 points<br>The presentation contains all major assignment tasks. The project missed one minor aspects of the assignment such as table creation if required, third person writing, required use of course material, outside sources if needed, inclusion of page and paragraph number, no use of books, assignment format and avoidance of using direct quotes. | 0.7 points<br>One major assignment tasks or two minor aspects of the assignment missed such as table creation if required, third person writing, required use of course material, outside sources if needed, inclusion of page and paragraph number, no use of books, assignment format and avoidance of using direct quotes. | 0.6 points<br>Two major assignment tasks and/or three minor aspects of the assignments missed as table creation if required, third person writing, required use of course material, outside sources if needed, inclusion of page and paragraph number, no use of books, assignment format and avoidance of using direct quotes. |
| Writing Mechanics | 1 point<br>Excellently adheres to APA Style writing/business concise; using paragraphs and sentences, bullets where appropriate. Zero to two errors noted. | 0.8 points<br>Excellently adheres to standard usage of mechanics: conventions of written English, including capitalization, punctuation, and spelling. Three to six errors noted. | 0.7 points<br>Satisfactorily adheres to standard usage rules of mechanics: conventions of English, including capitalization, punctuation, and spelling. Seven to 10 errors noted. | 0.6 points<br>Minimally adheres to standard usage rules of mechanics: conventions of written English, including capitalization, punctuation, and spelling. More than 10 errors found. |
| Writing Style and Formatting | 1 point<br>One to two writing style or usage errors; Proper citation of source material is used throughout paper; Reference titles follow writing style guidelines with only the first word, the first word after a colon and proper nouns capitalized. | 0.8 points<br>Attempts in-text citations and reference list but 3 – 4 writing style errors noted or fails to include proper citations when appropriate 1-2 times. | 0.7 points<br>Attempts in-text citations and reference lists; writing style errors are noted throughout document with 5-6 errors noted; Fails to include proper citations when appropriate 3 – 4 times in document. | 0.6 points<br>Attempts in-text citations and reference lists; Fails to include proper citations when appropriate – 5-6 times or presents only 1-2 in-text citations and a reference list in a paper when proper citations are needed throughout the document. | | |
**## Rubric.docx**
| | | | | | | |
| — | — | — | — | — | — | — |
| Criteria | **Excellent** | **Good** | **Developing** | **Needs Improvement** | **Failing** | **Criterion Score** |
| Examine how key managers act to enhance efficiency and effectiveness in an organization. | 3 points<br>Examine how key managers act to enhance efficiency and effectiveness in an organization were discussed thoroughly, examples given were clear and relevant; all was supported by relevant research and logically reasoned with insightfulness. | 2.4 points<br>Most key points on how managers act to enhance efficiency and effectiveness where discussed; examples given were clear and relevant; all was supported by relevant research and logically reasoned with insightfulness. | 2.1 points<br>Few points were identified on how managers act to enhance efficiency and effectiveness where discussed; Few examples given; Few were supported by relevant research and logically reasoned with insightfulness. | 1.8 points<br>Few points were identified on how managers act to enhance efficiency and effectiveness where discussed; Few examples given; Little support and no reasoning on the topics. |
| Examine management of human capital and how it supports strategic thinking(ST) and the learning organization (LO). | 3 points<br>Excellent analysis of human capital and how this concept supports strategic thinking and the learning organization. Thoroughly defined with conclusions as to the impact on the organization were logical reasoned by using ideas obtained through research and course material; Discussion showed an insightful understanding of the impact on the organization. | 2.4 points<br>Good analysis of human capital and how this concept supports strategic thinking and the learning organization. Conclusions as to the impact on the organization were logical reasoned and supported by research and course material; Discussion showed a good understanding but the potential impact on the organization was underdeveloped. | 2.1 points<br>General analysis of human capital and how this concept supports strategic thinking and the learning organization; some missing conponents. Defined the impact on the organization were sometimes logically unsupported by research and course material; Discussion showed some understanding of impact on the organization but lacked detail and support from the material. | 1.8 points<br>An attempt was made to discuss the relationship and impact on the organization but the discussion was very weak due to a lack of logical connections made from research and class material. |
| Analyze the impact structure and culture have on the creation and maintenance of ST/LO organizations | 3 points<br>Excellent analysis of impact structure and culture have on the creation and maintenance of ST/LO. ST&LO in an organization was thoroughly defined and conclusions as to the impact on the organization were logical reasoned by using ideas obtained through research and course material; Discussion showed an insightful understanding of the impact on the organization. | 2.4 points<br>Good analysis of the impact structure and culture have on the creation and maintenance of ST/LO. Including reasoning supported by using ideas obtained through research and course material; Discussion showed an understanding of the impact on the organization. | 2.1 points<br>Conclusions on how structure and culture support ST&LO in an organization was discussed with some conclusions as to the impact on the organization. Little incorporation of readings and research. | 1.8 points<br>Conclusions on how structure and culture support ST&LO in an organization needed more was limited;did not address the impact on the organization. Little incorporation of readings and research. |
| Formulate an inclusion and relationship-building strategy for managers within the organization | 3 points<br>Exceptionally well thought-out and articulated plan focusing on inclusion and specific relationship building strategies for managers which included specific steps | 2.4 points<br>Thought out plan focusing on inclusion and specific relationship building strategies for managers which includes specific steps | 2.1 points<br>Limited plan focusing on inclusion and specific relationship building strategies for managers with limited details going forward | 1.8 points<br>Limited plan focusing on inclusion and specific relationship building strategies for managers with no detailed steps |
| Design your own management plan to meet current and future needs. Include at least three strategies that would help the organization move toward the future. | 3 points<br>Exceptionally well thought-out and articulated plan focusing on management (course) concepts and theories | 2.4 points<br>Well thought-out and articulated plan focusing on management (course) concepts and theories | 2.1 points<br>Limited plan plan identifying 1-2 management theories or concepts. | 1.8 points<br>Little information on strategy with limited information on management theories and concepts |
| Presentation Creation, Audio and Transitions | 2 points<br>Presentation flows well and logically; transitions are smooth, interesting, persuasive and enhance presentation. Includes graphics, visuals, and/or clipart for support. | 1.8 points<br>Presentation flows well; smooth transitions; use of persuasiveness was underdeveloped; on some slides. | 1.4 points<br>Presentation is unorganized; very few transitions and/or they distract from presentation; persuasiveness was generally undeveloped. | 1.2 points<br>Presentation flows well; smooth transitions used on most slides; no use of persuasive language. | | |
| Attention to Instructions and outside research | 1 point<br>The presentation contains all major assignment tasks. The project includes completion of all minor aspects of the assignment such as table creation if required, third person writing, required use of course material, outside sources if needed, inclusion of page and paragraph number, no use of books, assignment format and avoidance of using direct quotes. | 0.8 points<br>The presentation contains all major assignment tasks. The project missed one minor aspects of the assignment such as table creation if required, third person writing, required use of course material, outside sources if needed, inclusion of page and paragraph number, no use of books, assignment format and avoidance of using direct quotes. | 0.7 points<br>One major assignment tasks or two minor aspects of the assignment missed such as table creation if required, third person writing, required use of course material, outside sources if needed, inclusion of page and paragraph number, no use of books, assignment format and avoidance of using direct quotes. | 0.6 points<br>Two major assignment tasks and/or three minor aspects of the assignments missed as table creation if required, third person writing, required use of course material, outside sources if needed, inclusion of page and paragraph number, no use of books, assignment format and avoidance of using direct quotes. |
| Writing Mechanics | 1 point<br>Excellently adheres to APA Style writing/business concise; using paragraphs and sentences, bullets where appropriate. Zero to two errors noted. | 0.8 points<br>Excellently adheres to standard usage of mechanics: conventions of written English, including capitalization, punctuation, and spelling. Three to six errors noted. | 0.7 points<br>Satisfactorily adheres to standard usage rules of mechanics: conventions of English, including capitalization, punctuation, and spelling. Seven to 10 errors noted. | 0.6 points<br>Minimally adheres to standard usage rules of mechanics: conventions of written English, including capitalization, punctuation, and spelling. More than 10 errors found. |
| Writing Style and Formatting | 1 point<br>One to two writing style or usage errors; Proper citation of source material is used throughout paper; Reference titles follow writing style guidelines with only the first word, the first word after a colon and proper nouns capitalized. | 0.8 points<br>Attempts in-text citations and reference list but 3 – 4 writing style errors noted or fails to include proper citations when appropriate 1-2 times. | 0.7 points<br>Attempts in-text citations and reference lists; writing style errors are noted throughout document with 5-6 errors noted; Fails to include proper citations when appropriate 3 – 4 times in document. | 0.6 points<br>Attempts in-text citations and reference lists; Fails to include proper citations when appropriate – 5-6 times or presents only 1-2 in-text citations and a reference list in a paper when proper citations are needed throughout the document. | | |
**## Instructions.docx**
**Purpose**
The purpose of this project is to demonstrate knowledge of management practices that increase efficiency and effectiveness in the workplace through behavior and to create your own management strategies. Using your readings and research, you will be asked to demonstrate how knowledge management, strategic thinking, and learning organizations impact organizational effectiveness.
**Step 1: Read all the instructions.**
**Step 2: Comprise a presentation using PowerPoint, Prezi, or other presentation software that includes 16-20 (do not exceed 20), include audio and, ALL of the following points:**
· Examine how key managers act to enhance efficiency and effectiveness in an organization.
· Examine management of human capital and how it supports strategic thinking (ST) and the learning organization (LO).
· Analyze the impact structure and culture have on the creation and maintenance of ST/LO organizations
· Formulate an inclusion and relationship-building strategy for managers within the organization.
· Design your own management plan to meet current and future needs. Taking into consideration what you have learned this term (Organizational Structure, Culture, Behavior, etc.) provide at least three strategies that would help the organization move toward the future. For example explain how a manager can predict future challenges (internal & external factors, culture, structure influences, etc.) and what actions they can take to overcome these.
·
**Include a reference cited page.** This assignment
requires the use of, at minimum,
**7 scholarly references/sources**
**INSTRUCTIONS ON HOW TO PREPARE THE SUBMISSION:**
· Read the
**grading rubric** for the assignment!
· This assignment
requires the use of, at minimum,
**7 scholarly references/sources**
· Follow writing style guidelines to ensure that your final submission includes a
**Title Page/slide**,
**In-Text Citations,** and a
**Reference List**.
· IMPORTANT NOTE: In-text citations should be included in the slides and notes, as appropriate, to support your key points and takeaways. ALL in-text citations MUST be included in the reference list
·
Limit quotes; Paraphrase to show greater understanding of the topics. When using quotes, provide the page and explain the significance of using the quote. Provide the page or paragraph number. Note that a reference within a reference list cannot exist without an associated in-text citation and vice versa.
· The presentation must be professional in appearance and include visuals such as tables, graphs, and clipart.
· The slides should flow and transition in an organized manner with one idea/concept leading to the next
· The presentation should begin with an introductory slide that clearly and succinctly explains what you intend to cover in the body of the presentation.
· The presentation should end with a conclusion/summary slide that clearly and succinctly explains what you covered in the body of the presentation.
· Include audio in your presentation that presents all the required material.
You can use one of the options or another that you are familiar with.
·
[How to add and record audio in PowerPoint video](https://www.youtube.com/watch?v=BlVC4f-fBrI)
·
[Vimeo Presentation](https://vimeo.com/) option
·
[Prezi Presentation](https://prezi.com/) option
·
**Third-person writing is required.** Third-person means that there are no words such as “I, me, my, we, or us” (first-person writing), nor is there use of “you or your” (second-person writing). If uncertain how to write in the third person, view this link:
[https://www.quickanddirtytips.com/education/grammar/first-second-and-third-person](https://www.quickanddirtytips.com/education/grammar/first-second-and-third-person) .
· Contractions are not used in business writing, so the expectation is that students do NOT use contractions in the assignment.
· Check the instructions to make sure all elements of the assignment have been covered.
· Submit the final project into the appropriate assignment submission folder.
**## Rubric.docx**
| | | | | | | |
| — | — | — | — | — | — | — |
| Criteria | **Excellent** | **Good** | **Developing** | **Needs Improvement** | **Failing** | **Criterion Score** |
| Examine how key managers act to enhance efficiency and effectiveness in an organization. | 3 points<br>Examine how key managers act to enhance efficiency and effectiveness in an organization were discussed thoroughly, examples given were clear and relevant; all was supported by relevant research and logically reasoned with insightfulness. | 2.4 points<br>Most key points on how managers act to enhance efficiency and effectiveness where discussed; examples given were clear and relevant; all was supported by relevant research and logically reasoned with insightfulness. | 2.1 points<br>Few points were identified on how managers act to enhance efficiency and effectiveness where discussed; Few examples given; Few were supported by relevant research and logically reasoned with insightfulness. | 1.8 points<br>Few points were identified on how managers act to enhance efficiency and effectiveness where discussed; Few examples given; Little support and no reasoning on the topics. |
| Examine management of human capital and how it supports strategic thinking(ST) and the learning organization (LO). | 3 points<br>Excellent analysis of human capital and how this concept supports strategic thinking and the learning organization. Thoroughly defined with conclusions as to the impact on the organization were logical reasoned by using ideas obtained through research and course material; Discussion showed an insightful understanding of the impact on the organization. | 2.4 points<br>Good analysis of human capital and how this concept supports strategic thinking and the learning organization. Conclusions as to the impact on the organization were logical reasoned and supported by research and course material; Discussion showed a good understanding but the potential impact on the organization was underdeveloped. | 2.1 points<br>General analysis of human capital and how this concept supports strategic thinking and the learning organization; some missing conponents. Defined the impact on the organization were sometimes logically unsupported by research and course material; Discussion showed some understanding of impact on the organization but lacked detail and support from the material. | 1.8 points<br>An attempt was made to discuss the relationship and impact on the organization but the discussion was very weak due to a lack of logical connections made from research and class material. |
| Analyze the impact structure and culture have on the creation and maintenance of ST/LO organizations | 3 points<br>Excellent analysis of impact structure and culture have on the creation and maintenance of ST/LO. ST&LO in an organization was thoroughly defined and conclusions as to the impact on the organization were logical reasoned by using ideas obtained through research and course material; Discussion showed an insightful understanding of the impact on the organization. | 2.4 points<br>Good analysis of the impact structure and culture have on the creation and maintenance of ST/LO. Including reasoning supported by using ideas obtained through research and course material; Discussion showed an understanding of the impact on the organization. | 2.1 points<br>Conclusions on how structure and culture support ST&LO in an organization was discussed with some conclusions as to the impact on the organization. Little incorporation of readings and research. | 1.8 points<br>Conclusions on how structure and culture support ST&LO in an organization needed more was limited;did not address the impact on the organization. Little incorporation of readings and research. |
| Formulate an inclusion and relationship-building strategy for managers within the organization | 3 points<br>Exceptionally well thought-out and articulated plan focusing on inclusion and specific relationship building strategies for managers which included specific steps | 2.4 points<br>Thought out plan focusing on inclusion and specific relationship building strategies for managers which includes specific steps | 2.1 points<br>Limited plan focusing on inclusion and specific relationship building strategies for managers with limited details going forward | 1.8 points<br>Limited plan focusing on inclusion and specific relationship building strategies for managers with no detailed steps |
| Design your own management plan to meet current and future needs. Include at least three strategies that would help the organization move toward the future. | 3 points<br>Exceptionally well thought-out and articulated plan focusing on management (course) concepts and theories | 2.4 points<br>Well thought-out and articulated plan focusing on management (course) concepts and theories | 2.1 points<br>Limited plan plan identifying 1-2 management theories or concepts. | 1.8 points<br>Little information on strategy with limited information on management theories and concepts |
| Presentation Creation, Audio and Transitions | 2 points<br>Presentation flows well and logically; transitions are smooth, interesting, persuasive and enhance presentation. Includes graphics, visuals, and/or clipart for support. | 1.8 points<br>Presentation flows well; smooth transitions; use of persuasiveness was underdeveloped; on some slides. | 1.4 points<br>Presentation is unorganized; very few transitions and/or they distract from presentation; persuasiveness was generally undeveloped. | 1.2 points<br>Presentation flows well; smooth transitions used on most slides; no use of persuasive language. | | |
| Attention to Instructions and outside research | 1 point<br>The presentation contains all major assignment tasks. The project includes completion of all minor aspects of the assignment such as table creation if required, third person writing, required use of course material, outside sources if needed, inclusion of page and paragraph number, no use of books, assignment format and avoidance of using direct quotes. | 0.8 points<br>The presentation contains all major assignment tasks. The project missed one minor aspects of the assignment such as table creation if required, third person writing, required use of course material, outside sources if needed, inclusion of page and paragraph number, no use of books, assignment format and avoidance of using direct quotes. | 0.7 points<br>One major assignment tasks or two minor aspects of the assignment missed such as table creation if required, third person writing, required use of course material, outside sources if needed, inclusion of page and paragraph number, no use of books, assignment format and avoidance of using direct quotes. | 0.6 points<br>Two major assignment tasks and/or three minor aspects of the assignments missed as table creation if required, third person writing, required use of course material, outside sources if needed, inclusion of page and paragraph number, no use of books, assignment format and avoidance of using direct quotes. |
| Writing Mechanics | 1 point<br>Excellently adheres to APA Style writing/business concise; using paragraphs and sentences, bullets where appropriate. Zero to two errors noted. | 0.8 points<br>Excellently adheres to standard usage of mechanics: conventions of written English, including capitalization, punctuation, and spelling. Three to six errors noted. | 0.7 points<br>Satisfactorily adheres to standard usage rules of mechanics: conventions of English, including capitalization, punctuation, and spelling. Seven to 10 errors noted. | 0.6 points<br>Minimally adheres to standard usage rules of mechanics: conventions of written English, including capitalization, punctuation, and spelling. More than 10 errors found. |
| Writing Style and Formatting | 1 point<br>One to two writing style or usage errors; Proper citation of source material is used throughout paper; Reference titles follow writing style guidelines with only the first word, the first word after a colon and proper nouns capitalized. | 0.8 points<br>Attempts in-text citations and reference list but 3 – 4 writing style errors noted or fails to include proper citations when appropriate 1-2 times. | 0.7 points<br>Attempts in-text citations and reference lists; writing style errors are noted throughout document with 5-6 errors noted; Fails to include proper citations when appropriate 3 – 4 times in document. | 0.6 points<br>Attempts in-text citations and reference lists; Fails to include proper citations when appropriate – 5-6 times or presents only 1-2 in-text citations and a reference list in a paper when proper citations are needed throughout the document. | | |
**## Instructions.docx**
**Purpose**
The purpose of this project is to demonstrate knowledge of management practices that increase efficiency and effectiveness in the workplace through behavior and to create your own management strategies. Using your readings and research, you will be asked to demonstrate how knowledge management, strategic thinking, and learning organizations impact organizational effectiveness.
**Step 1: Read all the instructions.**
**Step 2: Comprise a presentation using PowerPoint, Prezi, or other presentation software that includes 16-20 (do not exceed 20), include audio and, ALL of the following points:**
· Examine how key managers act to enhance efficiency and effectiveness in an organization.
· Examine management of human capital and how it supports strategic thinking (ST) and the learning organization (LO).
· Analyze the impact structure and culture have on the creation and maintenance of ST/LO organizations
· Formulate an inclusion and relationship-building strategy for managers within the organization.
· Design your own management plan to meet current and future needs. Taking into consideration what you have learned this term (Organizational Structure, Culture, Behavior, etc.) provide at least three strategies that would help the organization move toward the future. For example explain how a manager can predict future challenges (internal & external factors, culture, structure influences, etc.) and what actions they can take to overcome these.
·
**Include a reference cited page.** This assignment
requires the use of, at minimum,
**7 scholarly references/sources**
**INSTRUCTIONS ON HOW TO PREPARE THE SUBMISSION:**
· Read the
**grading rubric** for the assignment!
· This assignment
requires the use of, at minimum,
**7 scholarly references/sources**
· Follow writing style guidelines to ensure that your final submission includes a
**Title Page/slide**,
**In-Text Citations,** and a
**Reference List**.
· IMPORTANT NOTE: In-text citations should be included in the slides and notes, as appropriate, to support your key points and takeaways. ALL in-text citations MUST be included in the reference list
·
Limit quotes; Paraphrase to show greater understanding of the topics. When using quotes, provide the page and explain the significance of using the quote. Provide the page or paragraph number. Note that a reference within a reference list cannot exist without an associated in-text citation and vice versa.
· The presentation must be professional in appearance and include visuals such as tables, graphs, and clipart.
· The slides should flow and transition in an organized manner with one idea/concept leading to the next
· The presentation should begin with an introductory slide that clearly and succinctly explains what you intend to cover in the body of the presentation.
· The presentation should end with a conclusion/summary slide that clearly and succinctly explains what you covered in the body of the presentation.
· Include audio in your presentation that presents all the required material.
You can use one of the options or another that you are familiar with.
·
[How to add and record audio in PowerPoint video](https://www.youtube.com/watch?v=BlVC4f-fBrI)
·
[Vimeo Presentation](https://vimeo.com/) option
·
[Prezi Presentation](https://prezi.com/) option
·
**Third-person writing is required.** Third-person means that there are no words such as “I, me, my, we, or us” (first-person writing), nor is there use of “you or your” (second-person writing). If uncertain how to write in the third person, view this link:
[https://www.quickanddirtytips.com/education/grammar/first-second-and-third-person](https://www.quickanddirtytips.com/education/grammar/first-second-and-third-person) .
· Contractions are not used in business writing, so the expectation is that students do NOT use contractions in the assignment.
· Check the instructions to make sure all elements of the assignment have been covered.
· Submit the final project into the appropriate assignment submission folder.
**## Rubric.docx**
| | | | | | | |
| — | — | — | — | — | — | — |
| Criteria | **Excellent** | **Good** | **Developing** | **Needs Improvement** | **Failing** | **Criterion Score** |
| Examine how key managers act to enhance efficiency and effectiveness in an organization. | 3 points<br>Examine how key managers act to enhance efficiency and effectiveness in an organization were discussed thoroughly, examples given were clear and relevant; all was supported by relevant research and logically reasoned with insightfulness. | 2.4 points<br>Most key points on how managers act to enhance efficiency and effectiveness where discussed; examples given were clear and relevant; all was supported by relevant research and logically reasoned with insightfulness. | 2.1 points<br>Few points were identified on how managers act to enhance efficiency and effectiveness where discussed; Few examples given; Few were supported by relevant research and logically reasoned with insightfulness. | 1.8 points<br>Few points were identified on how managers act to enhance efficiency and effectiveness where discussed; Few examples given; Little support and no reasoning on the topics. |
| Examine management of human capital and how it supports strategic thinking(ST) and the learning organization (LO). | 3 points<br>Excellent analysis of human capital and how this concept supports strategic thinking and the learning organization. Thoroughly defined with conclusions as to the impact on the organization were logical reasoned by using ideas obtained through research and course material; Discussion showed an insightful understanding of the impact on the organization. | 2.4 points<br>Good analysis of human capital and how this concept supports strategic thinking and the learning organization. Conclusions as to the impact on the organization were logical reasoned and supported by research and course material; Discussion showed a good understanding but the potential impact on the organization was underdeveloped. | 2.1 points<br>General analysis of human capital and how this concept supports strategic thinking and the learning organization; some missing conponents. Defined the impact on the organization were sometimes logically unsupported by research and course material; Discussion showed some understanding of impact on the organization but lacked detail and support from the material. | 1.8 points<br>An attempt was made to discuss the relationship and impact on the organization but the discussion was very weak due to a lack of logical connections made from research and class material. |
| Analyze the impact structure and culture have on the creation and maintenance of ST/LO organizations | 3 points<br>Excellent analysis of impact structure and culture have on the creation and maintenance of ST/LO. ST&LO in an organization was thoroughly defined and conclusions as to the impact on the organization were logical reasoned by using ideas obtained through research and course material; Discussion showed an insightful understanding of the impact on the organization. | 2.4 points<br>Good analysis of the impact structure and culture have on the creation and maintenance of ST/LO. Including reasoning supported by using ideas obtained through research and course material; Discussion showed an understanding of the impact on the organization. | 2.1 points<br>Conclusions on how structure and culture support ST&LO in an organization was discussed with some conclusions as to the impact on the organization. Little incorporation of readings and research. | 1.8 points<br>Conclusions on how structure and culture support ST&LO in an organization needed more was limited;did not address the impact on the organization. Little incorporation of readings and research. |
| Formulate an inclusion and relationship-building strategy for managers within the organization | 3 points<br>Exceptionally well thought-out and articulated plan focusing on inclusion and specific relationship building strategies for managers which included specific steps | 2.4 points<br>Thought out plan focusing on inclusion and specific relationship building strategies for managers which includes specific steps | 2.1 points<br>Limited plan focusing on inclusion and specific relationship building strategies for managers with limited details going forward | 1.8 points<br>Limited plan focusing on inclusion and specific relationship building strategies for managers with no detailed steps |
| Design your own management plan to meet current and future needs. Include at least three strategies that would help the organization move toward the future. | 3 points<br>Exceptionally well thought-out and articulated plan focusing on management (course) concepts and theories | 2.4 points<br>Well thought-out and articulated plan focusing on management (course) concepts and theories | 2.1 points<br>Limited plan plan identifying 1-2 management theories or concepts. | 1.8 points<br>Little information on strategy with limited information on management theories and concepts |
| Presentation Creation, Audio and Transitions | 2 points<br>Presentation flows well and logically; transitions are smooth, interesting, persuasive and enhance presentation. Includes graphics, visuals, and/or clipart for support. | 1.8 points<br>Presentation flows well; smooth transitions; use of persuasiveness was underdeveloped; on some slides. | 1.4 points<br>Presentation is unorganized; very few transitions and/or they distract from presentation; persuasiveness was generally undeveloped. | 1.2 points<br>Presentation flows well; smooth transitions used on most slides; no use of persuasive language. | | |
| Attention to Instructions and outside research | 1 point<br>The presentation contains all major assignment tasks. The project includes completion of all minor aspects of the assignment such as table creation if required, third person writing, required use of course material, outside sources if needed, inclusion of page and paragraph number, no use of books, assignment format and avoidance of using direct quotes. | 0.8 points<br>The presentation contains all major assignment tasks. The project missed one minor aspects of the assignment such as table creation if required, third person writing, required use of course material, outside sources if needed, inclusion of page and paragraph number, no use of books, assignment format and avoidance of using direct quotes. | 0.7 points<br>One major assignment tasks or two minor aspects of the assignment missed such as table creation if required, third person writing, required use of course material, outside sources if needed, inclusion of page and paragraph number, no use of books, assignment format and avoidance of using direct quotes. | 0.6 points<br>Two major assignment tasks and/or three minor aspects of the assignments missed as table creation if required, third person writing, required use of course material, outside sources if needed, inclusion of page and paragraph number, no use of books, assignment format and avoidance of using direct quotes. |
| Writing Mechanics | 1 point<br>Excellently adheres to APA Style writing/business concise; using paragraphs and sentences, bullets where appropriate. Zero to two errors noted. | 0.8 points<br>Excellently adheres to standard usage of mechanics: conventions of written English, including capitalization, punctuation, and spelling. Three to six errors noted. | 0.7 points<br>Satisfactorily adheres to standard usage rules of mechanics: conventions of English, including capitalization, punctuation, and spelling. Seven to 10 errors noted. | 0.6 points<br>Minimally adheres to standard usage rules of mechanics: conventions of written English, including capitalization, punctuation, and spelling. More than 10 errors found. |
| Writing Style and Formatting | 1 point<br>One to two writing style or usage errors; Proper citation of source material is used throughout paper; Reference titles follow writing style guidelines with only the first word, the first word after a colon and proper nouns capitalized. | 0.8 points<br>Attempts in-text citations and reference list but 3 – 4 writing style errors noted or fails to include proper citations when appropriate 1-2 times. | 0.7 points<br>Attempts in-text citations and reference lists; writing style errors are noted throughout document with 5-6 errors noted; Fails to include proper citations when appropriate 3 – 4 times in document. | 0.6 points<br>Attempts in-text citations and reference lists; Fails to include proper citations when appropriate – 5-6 times or presents only 1-2 in-text citations and a reference list in a paper when proper citations are needed throughout the document. | | |
SEE ATTACHED – 2 years ago **files (1)** – ## 2WK2HRAPR.docx **## 2WK2HRAPR.docx** **Response to the 2 peers below. Cite 2 scholarly articles, Using APA format.** **Apple’s HR Strategy: Overcoming Key Barriers** **N’O 1A**. Apple Inc. uses three main corporate strategies which have a significant imp…
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– 2 years ago
**files (1)**
– ## 2WK2HRAPR.docx
**## 2WK2HRAPR.docx**
**Response to the 2 peers below. Cite 2 scholarly articles, Using APA format.**
**Apple’s HR Strategy: Overcoming Key Barriers**
**N’O 1A**. Apple Inc. uses three main corporate strategies which have a significant impact on the company's human resources (HR) issues: innovation leadership, integration of an ecosystem for differentiation, and global strategy. These strategies all formulate Apple’s approach to workforce management, talent management, and HR policies.
Apple’s core strategies focus on innovation leadership, which means taking the lead in new technology development, like AI and VR (Zhao, 2024). At the same time, this focus on new innovations has created an important HR issue. The company struggles to attract and retain qualified individuals due to the stiff competition in the market. With Apple heavily dependent on skilled engineers and designers, it needs to constantly improve its talent management systems and pay them well. In addition, DEI efforts at Apple have faced backlash but modifying them would be counterproductive for fostering creativity and innovation. Recently, a shareholder sought to cancel Apple’s DEI efforts on the grounds that they pose legal risks (Liedtke, 2025). Although the proposal was voted down by nearly 95 percent, it shows the persistent legal and ideological maneuverings around workforce diversity.
The second significant approach which Zhao notes is in 2024, is ecosystem integration differentiation which further enhances the brand loyalty as well as aids in improving the interoperability of Apple’s devices with one another. It also allows Apple’s products to function smoothly together. The company’s human resource department is challenged with retaining the specialized talent that is required in order to uphold this ecosystem. One of the core problems is too much dependence on the third-party producers, which has the potential to cause supply chain and quality control challenges. As strategic management suggests, the development of these employees and the strengthening of relations with suppliers will reduce risks (Mello 2019).
Finally, Apple is also concerned with the different global time zones and areas with differing labor regulations, cultures, and politics. Managing a $500 billion investment in American job creation (Liedtke 2025) makes this workforce very important and needs careful consideration. The other side does not allow smoother HR strategy development is the policy requirement for corporates consistency with localized administration on international markets approach.
In order to overcome these problems, Apple needs to adjust and strengthen its position on DEI regardless of legal concerns, increase sub-specialist training for this educational ecosystem, and create HR plans tailored for global marketing initiatives relative to localized oversimplified expansion. This will allow Apple to simultaneously adapt to competition and offer sustainable solutions and, foster inclusivity and flexibility.
**References**
Liedtke, M. (2025, February 27).
_Apple shareholders reject proposal to scrap company's diversity programs._ Associated Press.
[https://apnews.com/article/apple-dei-shareholder-proposal-annual-meeting-96637c8d4fa3d5e2a73dc59a59c2485b](https://apnews.com/article/apple-dei-shareholder-proposal-annual-meeting-96637c8d4fa3d5e2a73dc59a59c2485b)
Mello, J. A. (2019).
_Strategic human resource management_. Cengage Learning.
Zhao, Z. (2024).
_Strategic evolution and competitive analysis of Apple Inc.: Embracing business model innovation and technological advancements in the AI and VR era._ _Highlights in Business Economics and Management, 39_, 288-292.
[https://doi.org/10.54097/jcbzp725](https://doi.org/10.54097/jcbzp725)
**TH 1B**. Toyota Motor Corporation has three major corporate strategies that present distinct HR challenges as the company navigates its transformation from a traditional automotive manufacturer to a mobility technology company.
Toyota's first major corporate strategy focuses on electrification and carbon neutrality. The company has committed to introducing over 30 electric vehicle models by 2030 with a $70 billion investment in electrification technology (Liker & Hoseus, 2010). This strategy creates significant HR challenges related to workforce capability transformation. Toyota must rapidly develop expertise in battery technology, electric powertrain systems, and sustainable manufacturing processes that differ substantially from traditional internal combustion expertise. According to Cappelli and Keller (2017), automotive companies face intense competition from both industry peers and technology companies for specialized electrification talent, creating recruitment and retention challenges. Additionally, Toyota must manage the transition of its existing workforce from internal combustion to electrification expertise, requiring massive reskilling initiatives and potential workforce restructuring in some areas.
The second major corporate strategy centers on autonomous driving and connected vehicle technology. Through initiatives like Woven Planet, Toyota is developing advanced driver assistance systems, autonomous driving platforms, and vehicle connectivity solutions (Thite, 2019). This strategy creates HR challenges related to acquiring and integrating technology talent with significantly different skills and work expectations than Toyota's traditional workforce. Software engineers, data scientists, and AI specialists typically expect different work environments, compensation structures, and career progression paths than manufacturing-focused employees. Winfield (1994) notes that Toyota's traditional strengths in developing manufacturing talent must be complemented by new approaches for technology talent acquisition and development. Additionally, autonomous technology development requires cross-functional collaboration between traditional vehicle engineering teams and software/AI specialists, necessitating new integration approaches and team structures.
Toyota's third major corporate strategy involves digital transformation across its entire value chain, from product development to manufacturing to customer experience. This includes smart manufacturing initiatives, digital product development tools, and enhanced digital customer interfaces (Thite, 2019). The HR challenges associated with this strategy involve developing digital literacy across the entire organization, not just specialized technology teams. Toyota must ensure all employees develop sufficient digital capabilities to participate in the transformed organization, requiring comprehensive learning and development approaches. According to Liker and Hoseus (2010), Toyota's traditional strength in on-the-job training must evolve to include more accelerated learning methodologies for digital skills. Additionally, Toyota must balance the efficiency improvements from digital automation with its traditional respect for human skills and employment stability, creating workforce planning and change management challenges.
Despite Toyota's commitment to people development, several barriers may prevent the company from taking a more strategic approach to HR in support of these corporate strategies.
The first significant barrier is Toyota's hierarchical organizational structure and consensus-based decision-making approach. While these elements contribute to Toyota's operational excellence, they can slow the rapid talent strategy shifts needed to support transformation. Winfield (1994) observed that Toyota's traditional nemawashi (consensus-building) approach often delays implementation of new initiatives. To eliminate this barrier, Toyota should establish a dedicated HR transformation team with streamlined decision rights for talent strategy implementation, while maintaining appropriate connections to the broader consensus process. This team should be empowered to make rapid decisions within a clear strategic framework, accelerating response to competitive talent dynamics without completely abandoning Toyota's collaborative culture.
A second barrier is the potential cultural resistance to new HR approaches that differ from Toyota's traditional practices. The company's strong culture has been instrumental to its manufacturing success but may impede adoption of new practices required for technology talent. For example, Cappelli and Keller (2017) note that technology specialists often expect greater work flexibility, faster promotion paths, and different compensation structures than traditionally offered in manufacturing environments. To address this barrier, Toyota should develop a "culture evolution" strategy that explicitly identifies which elements of Toyota's culture are foundational and must be preserved (e.g., respect for people, continuous improvement mindset) versus which practices can evolve to accommodate different talent segments (e.g., work arrangements, career progression approaches). This strategy should be developed collaboratively with both long-tenured Toyota leaders and newly hired technology talent to ensure legitimacy across workforce segments.
The third significant barrier is talent capability gaps within Toyota's HR function itself. Many HR professionals at Toyota have developed expertise in supporting manufacturing operations but may lack experience with technology talent management, digital HR platforms, or advanced workforce analytics. According to Thite (2019), HR teams supporting digital transformation must themselves develop new capabilities in areas like talent analytics, digital change management, and technology-focused talent acquisition. To eliminate this barrier, Toyota should implement a comprehensive capability development program for HR professionals, including specialized learning paths, external hiring for critical capability gaps, strategic partnerships with HR technology providers, and rotation opportunities for HR staff with technology companies. Additionally, Toyota should establish a specialized HR technology and analytics team to accelerate capability development across the broader HR function.
By addressing these barriers through targeted interventions, Toyota can enhance the strategic alignment between its HR function and corporate strategies, better positioning the company for successful transformation while maintaining its core cultural strengths and manufacturing excellence.
References:
Cappelli, P., & Keller, J. R. (2017). The labor market for executives: A case for technologists. Harvard Business Review, 95(5), 98-107.
Liker, J. K., & Hoseus, M. (2010). Human resource development in Toyota culture. International Journal of Human Resources Development and Management, 10(1), 34-50.
Thite, M. (2019). Digital human resource development: Where are we? Where should we go and how do we go there? Human Resource Development International, 22(2), 189-199.
Winfield, I. (1994). Toyota and the art of HR management. Employee Relations, 16(1), 41-53.
SEE BELOW 1C AND 1D
1C.
**Review, minimally, two academic/scholarly sources and the course text.** Mello, J. A. (2019).
_Strategic human resource management_. Cengage Learning.
AMA ZON*Select a company, possibly the one are researching this term.
_With respect to the company, you have chosen this term for research, share the major purposes of a performance management system. Describe the strengths and weaknesses of traits, behaviors, and outcomes of measurement for the company outcomes. Describe and contrast at least two of the four evaluation methods. Share how they might provide an optimal strategic fit._
**_1D_**
**Review, minimally, two academic/scholarly sources and the course text.** Mello, J. A. (2019).
_Strategic human resource management_. Cengage Learning.
**Select a company, possibly the one you are researching this term.**
**\* AMAZON***
**_***Share about the challenges that exist relative to the valuation of human assets and measuring human capital for the company. Address how different HR metrics and analytics might be best employed for that company? What workplace trends and challenges will this company need to face from your reading?_**
**## 2WK2HRAPR.docx**
**Response to the 2 peers below. Cite 2 scholarly articles, Using APA format.**
**Apple’s HR Strategy: Overcoming Key Barriers**
**N’O 1A**. Apple Inc. uses three main corporate strategies which have a significant impact on the company's human resources (HR) issues: innovation leadership, integration of an ecosystem for differentiation, and global strategy. These strategies all formulate Apple’s approach to workforce management, talent management, and HR policies.
Apple’s core strategies focus on innovation leadership, which means taking the lead in new technology development, like AI and VR (Zhao, 2024). At the same time, this focus on new innovations has created an important HR issue. The company struggles to attract and retain qualified individuals due to the stiff competition in the market. With Apple heavily dependent on skilled engineers and designers, it needs to constantly improve its talent management systems and pay them well. In addition, DEI efforts at Apple have faced backlash but modifying them would be counterproductive for fostering creativity and innovation. Recently, a shareholder sought to cancel Apple’s DEI efforts on the grounds that they pose legal risks (Liedtke, 2025). Although the proposal was voted down by nearly 95 percent, it shows the persistent legal and ideological maneuverings around workforce diversity.
The second significant approach which Zhao notes is in 2024, is ecosystem integration differentiation which further enhances the brand loyalty as well as aids in improving the interoperability of Apple’s devices with one another. It also allows Apple’s products to function smoothly together. The company’s human resource department is challenged with retaining the specialized talent that is required in order to uphold this ecosystem. One of the core problems is too much dependence on the third-party producers, which has the potential to cause supply chain and quality control challenges. As strategic management suggests, the development of these employees and the strengthening of relations with suppliers will reduce risks (Mello 2019).
Finally, Apple is also concerned with the different global time zones and areas with differing labor regulations, cultures, and politics. Managing a $500 billion investment in American job creation (Liedtke 2025) makes this workforce very important and needs careful consideration. The other side does not allow smoother HR strategy development is the policy requirement for corporates consistency with localized administration on international markets approach.
In order to overcome these problems, Apple needs to adjust and strengthen its position on DEI regardless of legal concerns, increase sub-specialist training for this educational ecosystem, and create HR plans tailored for global marketing initiatives relative to localized oversimplified expansion. This will allow Apple to simultaneously adapt to competition and offer sustainable solutions and, foster inclusivity and flexibility.
**References**
Liedtke, M. (2025, February 27).
_Apple shareholders reject proposal to scrap company's diversity programs._ Associated Press.
[https://apnews.com/article/apple-dei-shareholder-proposal-annual-meeting-96637c8d4fa3d5e2a73dc59a59c2485b](https://apnews.com/article/apple-dei-shareholder-proposal-annual-meeting-96637c8d4fa3d5e2a73dc59a59c2485b)
Mello, J. A. (2019).
_Strategic human resource management_. Cengage Learning.
Zhao, Z. (2024).
_Strategic evolution and competitive analysis of Apple Inc.: Embracing business model innovation and technological advancements in the AI and VR era._ _Highlights in Business Economics and Management, 39_, 288-292.
[https://doi.org/10.54097/jcbzp725](https://doi.org/10.54097/jcbzp725)
**TH 1B**. Toyota Motor Corporation has three major corporate strategies that present distinct HR challenges as the company navigates its transformation from a traditional automotive manufacturer to a mobility technology company.
Toyota's first major corporate strategy focuses on electrification and carbon neutrality. The company has committed to introducing over 30 electric vehicle models by 2030 with a $70 billion investment in electrification technology (Liker & Hoseus, 2010). This strategy creates significant HR challenges related to workforce capability transformation. Toyota must rapidly develop expertise in battery technology, electric powertrain systems, and sustainable manufacturing processes that differ substantially from traditional internal combustion expertise. According to Cappelli and Keller (2017), automotive companies face intense competition from both industry peers and technology companies for specialized electrification talent, creating recruitment and retention challenges. Additionally, Toyota must manage the transition of its existing workforce from internal combustion to electrification expertise, requiring massive reskilling initiatives and potential workforce restructuring in some areas.
The second major corporate strategy centers on autonomous driving and connected vehicle technology. Through initiatives like Woven Planet, Toyota is developing advanced driver assistance systems, autonomous driving platforms, and vehicle connectivity solutions (Thite, 2019). This strategy creates HR challenges related to acquiring and integrating technology talent with significantly different skills and work expectations than Toyota's traditional workforce. Software engineers, data scientists, and AI specialists typically expect different work environments, compensation structures, and career progression paths than manufacturing-focused employees. Winfield (1994) notes that Toyota's traditional strengths in developing manufacturing talent must be complemented by new approaches for technology talent acquisition and development. Additionally, autonomous technology development requires cross-functional collaboration between traditional vehicle engineering teams and software/AI specialists, necessitating new integration approaches and team structures.
Toyota's third major corporate strategy involves digital transformation across its entire value chain, from product development to manufacturing to customer experience. This includes smart manufacturing initiatives, digital product development tools, and enhanced digital customer interfaces (Thite, 2019). The HR challenges associated with this strategy involve developing digital literacy across the entire organization, not just specialized technology teams. Toyota must ensure all employees develop sufficient digital capabilities to participate in the transformed organization, requiring comprehensive learning and development approaches. According to Liker and Hoseus (2010), Toyota's traditional strength in on-the-job training must evolve to include more accelerated learning methodologies for digital skills. Additionally, Toyota must balance the efficiency improvements from digital automation with its traditional respect for human skills and employment stability, creating workforce planning and change management challenges.
Despite Toyota's commitment to people development, several barriers may prevent the company from taking a more strategic approach to HR in support of these corporate strategies.
The first significant barrier is Toyota's hierarchical organizational structure and consensus-based decision-making approach. While these elements contribute to Toyota's operational excellence, they can slow the rapid talent strategy shifts needed to support transformation. Winfield (1994) observed that Toyota's traditional nemawashi (consensus-building) approach often delays implementation of new initiatives. To eliminate this barrier, Toyota should establish a dedicated HR transformation team with streamlined decision rights for talent strategy implementation, while maintaining appropriate connections to the broader consensus process. This team should be empowered to make rapid decisions within a clear strategic framework, accelerating response to competitive talent dynamics without completely abandoning Toyota's collaborative culture.
A second barrier is the potential cultural resistance to new HR approaches that differ from Toyota's traditional practices. The company's strong culture has been instrumental to its manufacturing success but may impede adoption of new practices required for technology talent. For example, Cappelli and Keller (2017) note that technology specialists often expect greater work flexibility, faster promotion paths, and different compensation structures than traditionally offered in manufacturing environments. To address this barrier, Toyota should develop a "culture evolution" strategy that explicitly identifies which elements of Toyota's culture are foundational and must be preserved (e.g., respect for people, continuous improvement mindset) versus which practices can evolve to accommodate different talent segments (e.g., work arrangements, career progression approaches). This strategy should be developed collaboratively with both long-tenured Toyota leaders and newly hired technology talent to ensure legitimacy across workforce segments.
The third significant barrier is talent capability gaps within Toyota's HR function itself. Many HR professionals at Toyota have developed expertise in supporting manufacturing operations but may lack experience with technology talent management, digital HR platforms, or advanced workforce analytics. According to Thite (2019), HR teams supporting digital transformation must themselves develop new capabilities in areas like talent analytics, digital change management, and technology-focused talent acquisition. To eliminate this barrier, Toyota should implement a comprehensive capability development program for HR professionals, including specialized learning paths, external hiring for critical capability gaps, strategic partnerships with HR technology providers, and rotation opportunities for HR staff with technology companies. Additionally, Toyota should establish a specialized HR technology and analytics team to accelerate capability development across the broader HR function.
By addressing these barriers through targeted interventions, Toyota can enhance the strategic alignment between its HR function and corporate strategies, better positioning the company for successful transformation while maintaining its core cultural strengths and manufacturing excellence.
References:
Cappelli, P., & Keller, J. R. (2017). The labor market for executives: A case for technologists. Harvard Business Review, 95(5), 98-107.
Liker, J. K., & Hoseus, M. (2010). Human resource development in Toyota culture. International Journal of Human Resources Development and Management, 10(1), 34-50.
Thite, M. (2019). Digital human resource development: Where are we? Where should we go and how do we go there? Human Resource Development International, 22(2), 189-199.
Winfield, I. (1994). Toyota and the art of HR management. Employee Relations, 16(1), 41-53.
SEE BELOW 1C AND 1D
1C.
**Review, minimally, two academic/scholarly sources and the course text.** Mello, J. A. (2019).
_Strategic human resource management_. Cengage Learning.
AMA ZON*Select a company, possibly the one are researching this term.
_With respect to the company, you have chosen this term for research, share the major purposes of a performance management system. Describe the strengths and weaknesses of traits, behaviors, and outcomes of measurement for the company outcomes. Describe and contrast at least two of the four evaluation methods. Share how they might provide an optimal strategic fit._
**_1D_**
**Review, minimally, two academic/scholarly sources and the course text.** Mello, J. A. (2019).
_Strategic human resource management_. Cengage Learning.
**Select a company, possibly the one you are researching this term.**
**\* AMAZON***
**_***Share about the challenges that exist relative to the valuation of human assets and measuring human capital for the company. Address how different HR metrics and analytics might be best employed for that company? What workplace trends and challenges will this company need to face from your reading?_**
– 2 years ago **files (1)** – ## Unit3Journal.pdf **## Unit3Journal.pdf** HRM411 – Seminar in Human Resource Management Journal: HR Model Due Date: 11:59 pm EST, Sunday of Unit 3 Points: 100 Overview: This journal further explores the use of David Ulrich’s HR Model. This ‘3 legged stool’ HR Model sh…
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**files (1)**
– ## Unit3Journal.pdf
**## Unit3Journal.pdf**
HRM411 – Seminar in Human
Resource Management
Journal: HR Model
Due Date: 11:59 pm EST, Sunday of Unit 3
Points: 100
Overview:
This journal further explores the use of David Ulrich’s HR Model. This ‘3 legged stool’
HR Model shows the interrelationship between Shared Services, Centers of Excellence,
and strategic business partners.
Instructions:
Describe how David Ulrich’s HR Model when used appropriately will result in an
effective outcome-based strategic planning action plan related to driving competitive
advantage.
Requirements:
• Submit a Word document in APA format.
• Maximum three pages, minimum 500 words in length, excluding the Title and
Reference pages.
• At least two resources.
Be sure to read the criteria below by which your work will be evaluated before
you write and again after you write.
Evaluation Rubric for Journal: HR Model Assignment
CRITERIA Deficient Needs
Improvement
Proficient Exemplary
0 – 38 points 39 – 51 points 52 – 64 points 65 points
Content Does not cover
the assigned
topic;
assertions are
not supported
by evidence;
paper is
seriously
lacking in
content and
detail.
Does not do an
adequate job of
covering the
assigned topic;
assertions are
weakly
supported by
evidence.
Sufficient
coverage of the
topics; most
assertions are
supported by
evidence.
Provides in-
depth coverage
of the topics,
assertions are
clearly
supported by
evidence.
0 – 5 points 6 – 7 points 8 – 9 points 10 points
Resources 0 resources or
resources that
were not
relevant
n/a 1 relevant
resource
2 relevant
resources
Paper Length Does not meet
the length
requirement.
n/a n/a Meets the
length
requirement.
0 – 8 points 9 – 11 points 12 – 14 points 15 points
Clear and
Professional
Writing and
APA Format
Errors impede
professional
presentation;
guidelines not
followed.
Significant
errors that do
not impede
professional
presentation.
Few errors that
do not impede
professional
presentation.
Writing and
format are
clear,
professional,
APA compliant,
and error free.
– Overview:
– Instructions:
– Requirements:
– Evaluation Rubric for Journal: HR Model Assignment
**## Unit3Journal.pdf**
HRM411 – Seminar in Human
Resource Management
Journal: HR Model
Due Date: 11:59 pm EST, Sunday of Unit 3
Points: 100
Overview:
This journal further explores the use of David Ulrich’s HR Model. This ‘3 legged stool’
HR Model shows the interrelationship between Shared Services, Centers of Excellence,
and strategic business partners.
Instructions:
Describe how David Ulrich’s HR Model when used appropriately will result in an
effective outcome-based strategic planning action plan related to driving competitive
advantage.
Requirements:
• Submit a Word document in APA format.
• Maximum three pages, minimum 500 words in length, excluding the Title and
Reference pages.
• At least two resources.
Be sure to read the criteria below by which your work will be evaluated before
you write and again after you write.
Evaluation Rubric for Journal: HR Model Assignment
CRITERIA Deficient Needs
Improvement
Proficient Exemplary
0 – 38 points 39 – 51 points 52 – 64 points 65 points
Content Does not cover
the assigned
topic;
assertions are
not supported
by evidence;
paper is
seriously
lacking in
content and
detail.
Does not do an
adequate job of
covering the
assigned topic;
assertions are
weakly
supported by
evidence.
Sufficient
coverage of the
topics; most
assertions are
supported by
evidence.
Provides in-
depth coverage
of the topics,
assertions are
clearly
supported by
evidence.
0 – 5 points 6 – 7 points 8 – 9 points 10 points
Resources 0 resources or
resources that
were not
relevant
n/a 1 relevant
resource
2 relevant
resources
Paper Length Does not meet
the length
requirement.
n/a n/a Meets the
length
requirement.
0 – 8 points 9 – 11 points 12 – 14 points 15 points
Clear and
Professional
Writing and
APA Format
Errors impede
professional
presentation;
guidelines not
followed.
Significant
errors that do
not impede
professional
presentation.
Few errors that
do not impede
professional
presentation.
Writing and
format are
clear,
professional,
APA compliant,
and error free.
– Overview:
– Instructions:
– Requirements:
– Evaluation Rubric for Journal: HR Model Assignment
– 2 years ago **files (1)** – ## Unit3PreAssessement.pdf **## Unit3PreAssessement.pdf** HRM411 – Seminar in Human Resource Management Pre-Assessment: Strategic Planning Process Due Date: 11:59 pm EST, Sunday of Unit 3 Points: 100 Overview: The most successful companies develop and implement an effec…
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**files (1)**
– ## Unit3PreAssessement.pdf
**## Unit3PreAssessement.pdf**
HRM411 – Seminar in Human
Resource Management
Pre-Assessment: Strategic Planning Process
Due Date: 11:59 pm EST, Sunday of Unit 3
Points: 100
Overview:
The most successful companies develop and implement an effective strategic plan to
help them pursue their organizational goals. But even the best strategic plan won’t be
very effective if the human resources function isn’t in alignment with it. Through this
assignment, explore the strategic planning process.
Instructions:
• Describe a basic strategic planning process.
Requirements:
• Submit a Word document.
• Maximum three pages, minimum 500 words in length.
Be sure to read the criteria below by which your work will be evaluated before
you write and again after you write.
Evaluation Rubric for Pre-Assessment: Strategic Planning Process
Assignment
CRITERIA Deficient Needs
Improvement
Proficient Exemplary
0 – 44 points 45 – 59 points 60 – 74 points 75 points
Content Does not cover
the assigned
topic;
assertions are
not supported
by evidence;
paper is
seriously
lacking in
content and
detail.
Does not do an
adequate job of
covering the
assigned topic;
assertions are
weakly
supported by
evidence.
Sufficient
coverage of the
topics; most
assertions are
supported by
evidence.
Provides in-
depth coverage
of the topics,
assertions are
clearly
supported by
evidence.
0 – 5 points 6 – 7 points 8 – 9 points 10 points
Paper Length Does not meet
the length
requirement.
n/a n/a Meets the
length
requirement.
0 – 8 points 9 – 11 points 12 – 14 points 15 points
Clear and
Professional
Writing
Errors impede
professional
presentation;
guidelines not
followed.
Significant
errors that do
not impede
professional
presentation.
Few errors that
do not impede
professional
presentation.
Writing and
format are
clear,
professional.
– Overview:
– Instructions:
– Requirements:
– Evaluation Rubric for Pre-Assessment: Strategic Planning Process Assignment
**## Unit3PreAssessement.pdf**
HRM411 – Seminar in Human
Resource Management
Pre-Assessment: Strategic Planning Process
Due Date: 11:59 pm EST, Sunday of Unit 3
Points: 100
Overview:
The most successful companies develop and implement an effective strategic plan to
help them pursue their organizational goals. But even the best strategic plan won’t be
very effective if the human resources function isn’t in alignment with it. Through this
assignment, explore the strategic planning process.
Instructions:
• Describe a basic strategic planning process.
Requirements:
• Submit a Word document.
• Maximum three pages, minimum 500 words in length.
Be sure to read the criteria below by which your work will be evaluated before
you write and again after you write.
Evaluation Rubric for Pre-Assessment: Strategic Planning Process
Assignment
CRITERIA Deficient Needs
Improvement
Proficient Exemplary
0 – 44 points 45 – 59 points 60 – 74 points 75 points
Content Does not cover
the assigned
topic;
assertions are
not supported
by evidence;
paper is
seriously
lacking in
content and
detail.
Does not do an
adequate job of
covering the
assigned topic;
assertions are
weakly
supported by
evidence.
Sufficient
coverage of the
topics; most
assertions are
supported by
evidence.
Provides in-
depth coverage
of the topics,
assertions are
clearly
supported by
evidence.
0 – 5 points 6 – 7 points 8 – 9 points 10 points
Paper Length Does not meet
the length
requirement.
n/a n/a Meets the
length
requirement.
0 – 8 points 9 – 11 points 12 – 14 points 15 points
Clear and
Professional
Writing
Errors impede
professional
presentation;
guidelines not
followed.
Significant
errors that do
not impede
professional
presentation.
Few errors that
do not impede
professional
presentation.
Writing and
format are
clear,
professional.
– Overview:
– Instructions:
– Requirements:
– Evaluation Rubric for Pre-Assessment: Strategic Planning Process Assignment
– 2 years ago **files (2)** – ## MARCH22ASSGN.docx – ## HUMN_6000_W03_Use_of_Research.pdf **## MARCH22ASSGN.docx** Week 4 Assignment: Responding to Research as a Scholar Practitioner As a graduate student, it is not enough to absorb the information from a research study. Rather, you must consid…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
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**files (2)**
– ## MARCH22ASSGN.docx
– ## HUMN_6000_W03_Use_of_Research.pdf
**## MARCH22ASSGN.docx**
Week 4 Assignment: Responding to Research as a Scholar Practitioner
As a graduate student, it is not enough to absorb the information from a research study. Rather, you must consider that information’s value, react to the information, and apply it.
You may have noticed while preparing for this week’s Discussion that reading a primary research article is different than reading other types of material. Articles can be dense and often contain tables and figures representing data. You may have noticed citations to other works. All of these features take some getting used to.
In this Assignment, you have another opportunity to practice interacting with human services research. You first search in the library databases and access a scholarly, peer-reviewed article. Then you respond to that article, weighing how the research findings apply to your human services work.
To Prepare
· Conduct a database search in the library for a scholarly, peer-reviewed article from the last 5 years on a human services topic of interest to you. The article should be based on an empirical research study and be from the last 5 years. To help with your search, use tips from this week's Discussion as well as the Quick Answers link in the Learning Resources.
· Read the article using the strategies described in the Learning Resources. Take note of the problem, the methods, the findings, and the researchers' conclusions.
Resources
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/156493/pages/week-4-learning-resources?module_item_id=6282639)
By Day 7
**Write** a 2-page response to the scholarly, peer-reviewed article you selected. In your response, briefly summarize the article. In your summary, include the purpose of the study, the method and data collection of the study, and the findings of the study. Then address the following: To what extent do the research findings align with your professional experiences? How might you use this evidence-based research to inform your work as an advanced human services professional practitioner?
Please be sure that your paper contains all elements of an academic paper with an introduction with a thesis, body, and conclusion.
Be sure that you cite any time you refer to the source in the body of the paper and include a corresponding citation on the reference list.
REFERENCES
· American Psychological Association. (2020). Reference list. In
_Publication manual of the American Psychological Association_ (7th ed., pp. 281–312). https://doi.org/10.1037/0000165-000
· American Psychological Association. (2020). Reference examples. In
_Publication manual of the American Psychological Association_(7th ed., pp. 313–354). https://doi.org/10.1037/0000165-000
· Walden University Writing Center. (n.d.-d).
[_Common reference list examples.Links to an external site._](https://academicguides.waldenu.edu/writingcenter/apa/references/examples) https://academicguides.waldenu.edu/writingcenter/apa/references/examples
· Walden University Writing Center. (n.d.-i).
[_Reference list: OverviewLinks to an external site._](https://academicguides.waldenu.edu/writingcenter/templates/general) _._ https://academicguides.waldenu.edu/writingcenter/templates/general
· Walden University Writing Center. (n.d.-m).
[_Walden templates: General templatesLinks to an external site._](https://academicguides.waldenu.edu/writingcenter/templates/general) _._ https://academicguides.waldenu.edu/writingcenter/templates/general
· Walden University Writing Center. (n.d.-k).
[_Scholarly writing: Overview._\
_Links to an external site._](https://academicguides.waldenu.edu/writingcenter/scholarly) https://academicguides.waldenu.edu/writingcenter/scholarly
· Walden University Writing Center. (n.d.-n).
[_Writing a paper: Conclusions._\
_Links to an external site._](https://academicguides.waldenu.edu/writingcenter/writingprocess/conclusions) https://academicguides.waldenu.edu/writingcenter/writingprocess/conclusions
· Walden University Writing Center. (n.d.-o).
[_Writing a paper: Introductions._\
_Links to an external site._](https://academicguides.waldenu.edu/writingcenter/writingprocess/introductions) https://academicguides.waldenu.edu/writingcenter/writingprocess/introductions
· Walden University Writing Center. (n.d.-q).
[_Writing a paper: Thesis statements._\
_Links to an external site._](https://academicguides.waldenu.edu/writingcenter/writingprocess/thesisstatements) https://academicguides.waldenu.edu/writingcenter/writingprocess/thesisstatements
· Document:
[The Use of Research-Based Support](https://waldenu.instructure.com/courses/156493/files/12426287?wrap=1) [Download The Use of Research-Based Support](https://waldenu.instructure.com/courses/156493/files/12426287/download?download_frd=1)(PDF)
**## HUMN_6000_W03_Use_of_Research.pdf**
1
© 2020 Walden University
The Use of Research-Based Support
Read the following examples, and consider these questions:
• To what extent do you believe the authors are credible?
• How might you verify the information provided by the authors?
• How scholarly is the material? Does it read like scholarly research or like the
author’s personal opinions, beliefs, and perspectives?
Example A
Without doubt, the onset of No Child Left Behind has generated a profusion of
research and inquiry regarding high school dropouts and the methodology by which
dropout rates are measured. Although researchers differ in the method of calculating
dropout rates, they are in agreement that approximately every nine seconds a student
decides to permanently leave high school prior to graduation. Such a premature
departure from high school has required policy makers to address the educational,
economic, and civic impact of dropouts to society.
Currently, a major thrust of research regarding high school dropouts has
centered on the identification and intervention of “at-risk” students with a propensity to
drop out of school. Educational and community leaders as well as policy makers have
incorporated available research and have crafted a myriad of intervention programs and
strategies targeted toward this audience. Unfortunately, many of these efforts have
failed to demonstrate effectiveness and/or have proven ineffective at significantly
lowering the dropout rate across school, district, and state levels.
2
© 2020 Walden University
Commentary
What did you think as you read these paragraphs? Perhaps you felt that the
voice was confident, but the lack of references to specific research made the piece feel
less scholarly. In particular, the final “Unfortunately” sentence might have read like an
opinion. Example A shows empty claims—claims that are made but not supported by
citations. Citations clarify where the information comes from, point readers to additional
research, and bolster academic integrity and credibility of the piece at large. The author
of the content mentions “research” and “researchers” generally, but the reader is left
wondering “What researchers?” and “How do you know that?” and ultimately “Where’s
the evidence?” Therefore, not only is the lack of citations problematic from a scholarly
perspective but it also confuses readers and obscures the message.
Example B
Without doubt, the onset of No Child Left Behind has generated a profusion of
research and inquiry regarding high school dropouts and the methodology by which
dropout rates are measured (Bryk, 2003; Kaufman, 2000; Losen, 2004; Swanson,
2003b). Although researchers differ in the method of calculating dropout rates, they are
in agreement that approximately every nine seconds a student decides to permanently
leave high school prior to graduation (Children’s Defense Fund, 2002). Such a
premature departure from high school has required policy makers to address the
educational, economic, and civic impact of dropouts to society (Card, 2001; Heckman,
Heinrich, & Smith, 2002; Heckman & Krueger, 2003; U.S. Census Bureau, 2002).
Currently, a major thrust of research regarding high school dropouts has
centered on the identification and intervention of “at-risk” students with a propensity to
3
© 2020 Walden University
drop out of school (Bailey & Stegelin, 2003; Hickman, 2006; Smink & Schargel, 2004).
Educational and community leaders as well as policy makers have incorporated
available research and have crafted a myriad of intervention programs and strategies
targeted toward this audience (Currie, 2001; Kemple & Herlihy, 2004; Smink &
Schargel, 2004). Unfortunately, many of these efforts have failed to demonstrate
effectiveness and/or have proven ineffective at significantly lowering the dropout rate
across school, district, and state levels (Alexander, Entwisle, & Kabbini, 2001; Crowder
& South, 2003; Hickman, 2006; Rumberger, 2004).
Commentary
How did your reading experience here compare to Example A? The same
content has been conveyed. However, in this example, the author has cited specific
studies and government data to support the claims that are being made. Thus, the
claims are no longer empty; they have clear research to back them up. Notice how, in
many cases, the author has included multiple citations to support one statement.
Establishing various sources shows that there is some agreement in the research and
gives more weight to the point. The reader can now look up these other sources if
desired, to learn more about the topic or check the validity of the information.
Note: This passage is an excerpt from an article published in 2008, so you may have
noticed that the referenced sources are older and that the style follows an earlier edition
of the APA manual. In your work, you should aim to include sources that are current
(i.e., published within the past 5 years).
4
© 2020 Walden University
Reference
Hickman, G. P., Bartholomew, M., Mathwig, J., & Heinrich, R. S. (2008). Differential
developmental pathways of high school dropouts and graduates. The Journal of
Educational Research, 102(1), 3–14. https://doi.org/10.3200/JOER.102.1.3-14
**## HUMN_6000_W03_Use_of_Research.pdf**
1
© 2020 Walden University
The Use of Research-Based Support
Read the following examples, and consider these questions:
• To what extent do you believe the authors are credible?
• How might you verify the information provided by the authors?
• How scholarly is the material? Does it read like scholarly research or like the
author’s personal opinions, beliefs, and perspectives?
Example A
Without doubt, the onset of No Child Left Behind has generated a profusion of
research and inquiry regarding high school dropouts and the methodology by which
dropout rates are measured. Although researchers differ in the method of calculating
dropout rates, they are in agreement that approximately every nine seconds a student
decides to permanently leave high school prior to graduation. Such a premature
departure from high school has required policy makers to address the educational,
economic, and civic impact of dropouts to society.
Currently, a major thrust of research regarding high school dropouts has
centered on the identification and intervention of “at-risk” students with a propensity to
drop out of school. Educational and community leaders as well as policy makers have
incorporated available research and have crafted a myriad of intervention programs and
strategies targeted toward this audience. Unfortunately, many of these efforts have
failed to demonstrate effectiveness and/or have proven ineffective at significantly
lowering the dropout rate across school, district, and state levels.
2
© 2020 Walden University
Commentary
What did you think as you read these paragraphs? Perhaps you felt that the
voice was confident, but the lack of references to specific research made the piece feel
less scholarly. In particular, the final “Unfortunately” sentence might have read like an
opinion. Example A shows empty claims—claims that are made but not supported by
citations. Citations clarify where the information comes from, point readers to additional
research, and bolster academic integrity and credibility of the piece at large. The author
of the content mentions “research” and “researchers” generally, but the reader is left
wondering “What researchers?” and “How do you know that?” and ultimately “Where’s
the evidence?” Therefore, not only is the lack of citations problematic from a scholarly
perspective but it also confuses readers and obscures the message.
Example B
Without doubt, the onset of No Child Left Behind has generated a profusion of
research and inquiry regarding high school dropouts and the methodology by which
dropout rates are measured (Bryk, 2003; Kaufman, 2000; Losen, 2004; Swanson,
2003b). Although researchers differ in the method of calculating dropout rates, they are
in agreement that approximately every nine seconds a student decides to permanently
leave high school prior to graduation (Children’s Defense Fund, 2002). Such a
premature departure from high school has required policy makers to address the
educational, economic, and civic impact of dropouts to society (Card, 2001; Heckman,
Heinrich, & Smith, 2002; Heckman & Krueger, 2003; U.S. Census Bureau, 2002).
Currently, a major thrust of research regarding high school dropouts has
centered on the identification and intervention of “at-risk” students with a propensity to
3
© 2020 Walden University
drop out of school (Bailey & Stegelin, 2003; Hickman, 2006; Smink & Schargel, 2004).
Educational and community leaders as well as policy makers have incorporated
available research and have crafted a myriad of intervention programs and strategies
targeted toward this audience (Currie, 2001; Kemple & Herlihy, 2004; Smink &
Schargel, 2004). Unfortunately, many of these efforts have failed to demonstrate
effectiveness and/or have proven ineffective at significantly lowering the dropout rate
across school, district, and state levels (Alexander, Entwisle, & Kabbini, 2001; Crowder
& South, 2003; Hickman, 2006; Rumberger, 2004).
Commentary
How did your reading experience here compare to Example A? The same
content has been conveyed. However, in this example, the author has cited specific
studies and government data to support the claims that are being made. Thus, the
claims are no longer empty; they have clear research to back them up. Notice how, in
many cases, the author has included multiple citations to support one statement.
Establishing various sources shows that there is some agreement in the research and
gives more weight to the point. The reader can now look up these other sources if
desired, to learn more about the topic or check the validity of the information.
Note: This passage is an excerpt from an article published in 2008, so you may have
noticed that the referenced sources are older and that the style follows an earlier edition
of the APA manual. In your work, you should aim to include sources that are current
(i.e., published within the past 5 years).
4
© 2020 Walden University
Reference
Hickman, G. P., Bartholomew, M., Mathwig, J., & Heinrich, R. S. (2008). Differential
developmental pathways of high school dropouts and graduates. The Journal of
Educational Research, 102(1), 3–14. https://doi.org/10.3200/JOER.102.1.3-14
**## MARCH22ASSGN.docx**
Week 4 Assignment: Responding to Research as a Scholar Practitioner
As a graduate student, it is not enough to absorb the information from a research study. Rather, you must consider that information’s value, react to the information, and apply it.
You may have noticed while preparing for this week’s Discussion that reading a primary research article is different than reading other types of material. Articles can be dense and often contain tables and figures representing data. You may have noticed citations to other works. All of these features take some getting used to.
In this Assignment, you have another opportunity to practice interacting with human services research. You first search in the library databases and access a scholarly, peer-reviewed article. Then you respond to that article, weighing how the research findings apply to your human services work.
To Prepare
· Conduct a database search in the library for a scholarly, peer-reviewed article from the last 5 years on a human services topic of interest to you. The article should be based on an empirical research study and be from the last 5 years. To help with your search, use tips from this week's Discussion as well as the Quick Answers link in the Learning Resources.
· Read the article using the strategies described in the Learning Resources. Take note of the problem, the methods, the findings, and the researchers' conclusions.
Resources
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/156493/pages/week-4-learning-resources?module_item_id=6282639)
By Day 7
**Write** a 2-page response to the scholarly, peer-reviewed article you selected. In your response, briefly summarize the article. In your summary, include the purpose of the study, the method and data collection of the study, and the findings of the study. Then address the following: To what extent do the research findings align with your professional experiences? How might you use this evidence-based research to inform your work as an advanced human services professional practitioner?
Please be sure that your paper contains all elements of an academic paper with an introduction with a thesis, body, and conclusion.
Be sure that you cite any time you refer to the source in the body of the paper and include a corresponding citation on the reference list.
REFERENCES
· American Psychological Association. (2020). Reference list. In
_Publication manual of the American Psychological Association_ (7th ed., pp. 281–312). https://doi.org/10.1037/0000165-000
· American Psychological Association. (2020). Reference examples. In
_Publication manual of the American Psychological Association_(7th ed., pp. 313–354). https://doi.org/10.1037/0000165-000
· Walden University Writing Center. (n.d.-d).
[_Common reference list examples.Links to an external site._](https://academicguides.waldenu.edu/writingcenter/apa/references/examples) https://academicguides.waldenu.edu/writingcenter/apa/references/examples
· Walden University Writing Center. (n.d.-i).
[_Reference list: OverviewLinks to an external site._](https://academicguides.waldenu.edu/writingcenter/templates/general) _._ https://academicguides.waldenu.edu/writingcenter/templates/general
· Walden University Writing Center. (n.d.-m).
[_Walden templates: General templatesLinks to an external site._](https://academicguides.waldenu.edu/writingcenter/templates/general) _._ https://academicguides.waldenu.edu/writingcenter/templates/general
· Walden University Writing Center. (n.d.-k).
[_Scholarly writing: Overview._\
_Links to an external site._](https://academicguides.waldenu.edu/writingcenter/scholarly) https://academicguides.waldenu.edu/writingcenter/scholarly
· Walden University Writing Center. (n.d.-n).
[_Writing a paper: Conclusions._\
_Links to an external site._](https://academicguides.waldenu.edu/writingcenter/writingprocess/conclusions) https://academicguides.waldenu.edu/writingcenter/writingprocess/conclusions
· Walden University Writing Center. (n.d.-o).
[_Writing a paper: Introductions._\
_Links to an external site._](https://academicguides.waldenu.edu/writingcenter/writingprocess/introductions) https://academicguides.waldenu.edu/writingcenter/writingprocess/introductions
· Walden University Writing Center. (n.d.-q).
[_Writing a paper: Thesis statements._\
_Links to an external site._](https://academicguides.waldenu.edu/writingcenter/writingprocess/thesisstatements) https://academicguides.waldenu.edu/writingcenter/writingprocess/thesisstatements
· Document:
[The Use of Research-Based Support](https://waldenu.instructure.com/courses/156493/files/12426287?wrap=1) [Download The Use of Research-Based Support](https://waldenu.instructure.com/courses/156493/files/12426287/download?download_frd=1)(PDF)
**## HUMN_6000_W03_Use_of_Research.pdf**
1
© 2020 Walden University
The Use of Research-Based Support
Read the following examples, and consider these questions:
• To what extent do you believe the authors are credible?
• How might you verify the information provided by the authors?
• How scholarly is the material? Does it read like scholarly research or like the
author’s personal opinions, beliefs, and perspectives?
Example A
Without doubt, the onset of No Child Left Behind has generated a profusion of
research and inquiry regarding high school dropouts and the methodology by which
dropout rates are measured. Although researchers differ in the method of calculating
dropout rates, they are in agreement that approximately every nine seconds a student
decides to permanently leave high school prior to graduation. Such a premature
departure from high school has required policy makers to address the educational,
economic, and civic impact of dropouts to society.
Currently, a major thrust of research regarding high school dropouts has
centered on the identification and intervention of “at-risk” students with a propensity to
drop out of school. Educational and community leaders as well as policy makers have
incorporated available research and have crafted a myriad of intervention programs and
strategies targeted toward this audience. Unfortunately, many of these efforts have
failed to demonstrate effectiveness and/or have proven ineffective at significantly
lowering the dropout rate across school, district, and state levels.
2
© 2020 Walden University
Commentary
What did you think as you read these paragraphs? Perhaps you felt that the
voice was confident, but the lack of references to specific research made the piece feel
less scholarly. In particular, the final “Unfortunately” sentence might have read like an
opinion. Example A shows empty claims—claims that are made but not supported by
citations. Citations clarify where the information comes from, point readers to additional
research, and bolster academic integrity and credibility of the piece at large. The author
of the content mentions “research” and “researchers” generally, but the reader is left
wondering “What researchers?” and “How do you know that?” and ultimately “Where’s
the evidence?” Therefore, not only is the lack of citations problematic from a scholarly
perspective but it also confuses readers and obscures the message.
Example B
Without doubt, the onset of No Child Left Behind has generated a profusion of
research and inquiry regarding high school dropouts and the methodology by which
dropout rates are measured (Bryk, 2003; Kaufman, 2000; Losen, 2004; Swanson,
2003b). Although researchers differ in the method of calculating dropout rates, they are
in agreement that approximately every nine seconds a student decides to permanently
leave high school prior to graduation (Children’s Defense Fund, 2002). Such a
premature departure from high school has required policy makers to address the
educational, economic, and civic impact of dropouts to society (Card, 2001; Heckman,
Heinrich, & Smith, 2002; Heckman & Krueger, 2003; U.S. Census Bureau, 2002).
Currently, a major thrust of research regarding high school dropouts has
centered on the identification and intervention of “at-risk” students with a propensity to
3
© 2020 Walden University
drop out of school (Bailey & Stegelin, 2003; Hickman, 2006; Smink & Schargel, 2004).
Educational and community leaders as well as policy makers have incorporated
available research and have crafted a myriad of intervention programs and strategies
targeted toward this audience (Currie, 2001; Kemple & Herlihy, 2004; Smink &
Schargel, 2004). Unfortunately, many of these efforts have failed to demonstrate
effectiveness and/or have proven ineffective at significantly lowering the dropout rate
across school, district, and state levels (Alexander, Entwisle, & Kabbini, 2001; Crowder
& South, 2003; Hickman, 2006; Rumberger, 2004).
Commentary
How did your reading experience here compare to Example A? The same
content has been conveyed. However, in this example, the author has cited specific
studies and government data to support the claims that are being made. Thus, the
claims are no longer empty; they have clear research to back them up. Notice how, in
many cases, the author has included multiple citations to support one statement.
Establishing various sources shows that there is some agreement in the research and
gives more weight to the point. The reader can now look up these other sources if
desired, to learn more about the topic or check the validity of the information.
Note: This passage is an excerpt from an article published in 2008, so you may have
noticed that the referenced sources are older and that the style follows an earlier edition
of the APA manual. In your work, you should aim to include sources that are current
(i.e., published within the past 5 years).
4
© 2020 Walden University
Reference
Hickman, G. P., Bartholomew, M., Mathwig, J., & Heinrich, R. S. (2008). Differential
developmental pathways of high school dropouts and graduates. The Journal of
Educational Research, 102(1), 3–14. https://doi.org/10.3200/JOER.102.1.3-14
**## MARCH22ASSGN.docx**
Week 4 Assignment: Responding to Research as a Scholar Practitioner
As a graduate student, it is not enough to absorb the information from a research study. Rather, you must consider that information’s value, react to the information, and apply it.
You may have noticed while preparing for this week’s Discussion that reading a primary research article is different than reading other types of material. Articles can be dense and often contain tables and figures representing data. You may have noticed citations to other works. All of these features take some getting used to.
In this Assignment, you have another opportunity to practice interacting with human services research. You first search in the library databases and access a scholarly, peer-reviewed article. Then you respond to that article, weighing how the research findings apply to your human services work.
To Prepare
· Conduct a database search in the library for a scholarly, peer-reviewed article from the last 5 years on a human services topic of interest to you. The article should be based on an empirical research study and be from the last 5 years. To help with your search, use tips from this week's Discussion as well as the Quick Answers link in the Learning Resources.
· Read the article using the strategies described in the Learning Resources. Take note of the problem, the methods, the findings, and the researchers' conclusions.
Resources
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/156493/pages/week-4-learning-resources?module_item_id=6282639)
By Day 7
**Write** a 2-page response to the scholarly, peer-reviewed article you selected. In your response, briefly summarize the article. In your summary, include the purpose of the study, the method and data collection of the study, and the findings of the study. Then address the following: To what extent do the research findings align with your professional experiences? How might you use this evidence-based research to inform your work as an advanced human services professional practitioner?
Please be sure that your paper contains all elements of an academic paper with an introduction with a thesis, body, and conclusion.
Be sure that you cite any time you refer to the source in the body of the paper and include a corresponding citation on the reference list.
REFERENCES
· American Psychological Association. (2020). Reference list. In
_Publication manual of the American Psychological Association_ (7th ed., pp. 281–312). https://doi.org/10.1037/0000165-000
· American Psychological Association. (2020). Reference examples. In
_Publication manual of the American Psychological Association_(7th ed., pp. 313–354). https://doi.org/10.1037/0000165-000
· Walden University Writing Center. (n.d.-d).
[_Common reference list examples.Links to an external site._](https://academicguides.waldenu.edu/writingcenter/apa/references/examples) https://academicguides.waldenu.edu/writingcenter/apa/references/examples
· Walden University Writing Center. (n.d.-i).
[_Reference list: OverviewLinks to an external site._](https://academicguides.waldenu.edu/writingcenter/templates/general) _._ https://academicguides.waldenu.edu/writingcenter/templates/general
· Walden University Writing Center. (n.d.-m).
[_Walden templates: General templatesLinks to an external site._](https://academicguides.waldenu.edu/writingcenter/templates/general) _._ https://academicguides.waldenu.edu/writingcenter/templates/general
· Walden University Writing Center. (n.d.-k).
[_Scholarly writing: Overview._\
_Links to an external site._](https://academicguides.waldenu.edu/writingcenter/scholarly) https://academicguides.waldenu.edu/writingcenter/scholarly
· Walden University Writing Center. (n.d.-n).
[_Writing a paper: Conclusions._\
_Links to an external site._](https://academicguides.waldenu.edu/writingcenter/writingprocess/conclusions) https://academicguides.waldenu.edu/writingcenter/writingprocess/conclusions
· Walden University Writing Center. (n.d.-o).
[_Writing a paper: Introductions._\
_Links to an external site._](https://academicguides.waldenu.edu/writingcenter/writingprocess/introductions) https://academicguides.waldenu.edu/writingcenter/writingprocess/introductions
· Walden University Writing Center. (n.d.-q).
[_Writing a paper: Thesis statements._\
_Links to an external site._](https://academicguides.waldenu.edu/writingcenter/writingprocess/thesisstatements) https://academicguides.waldenu.edu/writingcenter/writingprocess/thesisstatements
· Document:
[The Use of Research-Based Support](https://waldenu.instructure.com/courses/156493/files/12426287?wrap=1) [Download The Use of Research-Based Support](https://waldenu.instructure.com/courses/156493/files/12426287/download?download_frd=1)(PDF)
**## HUMN_6000_W03_Use_of_Research.pdf**
1
© 2020 Walden University
The Use of Research-Based Support
Read the following examples, and consider these questions:
• To what extent do you believe the authors are credible?
• How might you verify the information provided by the authors?
• How scholarly is the material? Does it read like scholarly research or like the
author’s personal opinions, beliefs, and perspectives?
Example A
Without doubt, the onset of No Child Left Behind has generated a profusion of
research and inquiry regarding high school dropouts and the methodology by which
dropout rates are measured. Although researchers differ in the method of calculating
dropout rates, they are in agreement that approximately every nine seconds a student
decides to permanently leave high school prior to graduation. Such a premature
departure from high school has required policy makers to address the educational,
economic, and civic impact of dropouts to society.
Currently, a major thrust of research regarding high school dropouts has
centered on the identification and intervention of “at-risk” students with a propensity to
drop out of school. Educational and community leaders as well as policy makers have
incorporated available research and have crafted a myriad of intervention programs and
strategies targeted toward this audience. Unfortunately, many of these efforts have
failed to demonstrate effectiveness and/or have proven ineffective at significantly
lowering the dropout rate across school, district, and state levels.
2
© 2020 Walden University
Commentary
What did you think as you read these paragraphs? Perhaps you felt that the
voice was confident, but the lack of references to specific research made the piece feel
less scholarly. In particular, the final “Unfortunately” sentence might have read like an
opinion. Example A shows empty claims—claims that are made but not supported by
citations. Citations clarify where the information comes from, point readers to additional
research, and bolster academic integrity and credibility of the piece at large. The author
of the content mentions “research” and “researchers” generally, but the reader is left
wondering “What researchers?” and “How do you know that?” and ultimately “Where’s
the evidence?” Therefore, not only is the lack of citations problematic from a scholarly
perspective but it also confuses readers and obscures the message.
Example B
Without doubt, the onset of No Child Left Behind has generated a profusion of
research and inquiry regarding high school dropouts and the methodology by which
dropout rates are measured (Bryk, 2003; Kaufman, 2000; Losen, 2004; Swanson,
2003b). Although researchers differ in the method of calculating dropout rates, they are
in agreement that approximately every nine seconds a student decides to permanently
leave high school prior to graduation (Children’s Defense Fund, 2002). Such a
premature departure from high school has required policy makers to address the
educational, economic, and civic impact of dropouts to society (Card, 2001; Heckman,
Heinrich, & Smith, 2002; Heckman & Krueger, 2003; U.S. Census Bureau, 2002).
Currently, a major thrust of research regarding high school dropouts has
centered on the identification and intervention of “at-risk” students with a propensity to
3
© 2020 Walden University
drop out of school (Bailey & Stegelin, 2003; Hickman, 2006; Smink & Schargel, 2004).
Educational and community leaders as well as policy makers have incorporated
available research and have crafted a myriad of intervention programs and strategies
targeted toward this audience (Currie, 2001; Kemple & Herlihy, 2004; Smink &
Schargel, 2004). Unfortunately, many of these efforts have failed to demonstrate
effectiveness and/or have proven ineffective at significantly lowering the dropout rate
across school, district, and state levels (Alexander, Entwisle, & Kabbini, 2001; Crowder
& South, 2003; Hickman, 2006; Rumberger, 2004).
Commentary
How did your reading experience here compare to Example A? The same
content has been conveyed. However, in this example, the author has cited specific
studies and government data to support the claims that are being made. Thus, the
claims are no longer empty; they have clear research to back them up. Notice how, in
many cases, the author has included multiple citations to support one statement.
Establishing various sources shows that there is some agreement in the research and
gives more weight to the point. The reader can now look up these other sources if
desired, to learn more about the topic or check the validity of the information.
Note: This passage is an excerpt from an article published in 2008, so you may have
noticed that the referenced sources are older and that the style follows an earlier edition
of the APA manual. In your work, you should aim to include sources that are current
(i.e., published within the past 5 years).
4
© 2020 Walden University
Reference
Hickman, G. P., Bartholomew, M., Mathwig, J., & Heinrich, R. S. (2008). Differential
developmental pathways of high school dropouts and graduates. The Journal of
Educational Research, 102(1), 3–14. https://doi.org/10.3200/JOER.102.1.3-14
– 2 years ago **files (1)** – ## march22.docx **## march22.docx** **Week 4 Discussion: Open Question and Answer** At this point, you are halfway through the course. You may have questions about the topics that have been introduced . . . or about what’s to come. It is important to remember that, in e…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →– 2 years ago
**files (1)**
– ## march22.docx
**## march22.docx**
**Week 4 Discussion: Open Question and Answer**
At this point, you are halfway through the course. You may have questions about the topics that have been introduced . . . or about what’s to come. It is important to remember that, in each Walden course and throughout your graduate journey, you have a community to draw on: your Instructor and colleagues. As emerging scholars and advanced human services professional practitioners, you aim to support one another and build a respectful community.
In that vein, this Discussion allows you to ask questions, share answers and solutions, and build rapport and understanding among the members of the classroom community.
**To Prepare**
· Review your course announcements for possible information related to this week’s Discussion and Assignment.
· Consider the questions you have about the content that has been presented thus far, as well as your progress in the MS Human Services program.
· As you review the Learning Resources this week, jot down any questions or concerns.
**Resources**
· American Psychological Association. (2020). Reference list. In
_Publication manual of the American Psychological Association_ (7th ed., pp. 281–312). https://doi.org/10.1037/0000165-000
· American Psychological Association. (2020). Reference examples. In
_Publication manual of the American Psychological Association_ (7th ed., pp. 313–354). https://doi.org/10.1037/0000165-000
· Walden University Writing Center. (n.d.-d).
[_Common reference list examples.Links to an external site._](https://academicguides.waldenu.edu/writingcenter/apa/references/examples) https://academicguides.waldenu.edu/writingcenter/apa/references/examples
· Walden University Writing Center. (n.d.-i).
[_Reference list: OverviewLinks to an external site._](https://academicguides.waldenu.edu/writingcenter/templates/general) _._ https://academicguides.waldenu.edu/writingcenter/templates/general
· Walden University Writing Center. (n.d.-m).
[_Walden templates: General templatesLinks to an external site._](https://academicguides.waldenu.edu/writingcenter/templates/general) _._ https://academicguides.waldenu.edu/writingcenter/templates/generalBe sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources.
· Walden University Writing Center. (n.d.-k).
[_Scholarly writing: Overview.Links to an external site._](https://academicguides.waldenu.edu/writingcenter/scholarly) https://academicguides.waldenu.edu/writingcenter/scholarly
· Walden University Writing Center. (n.d.-n).
[_Writing a paper: Conclusions.Links to an external site._](https://academicguides.waldenu.edu/writingcenter/writingprocess/conclusions) https://academicguides.waldenu.edu/writingcenter/writingprocess/conclusions
· Walden University Writing Center. (n.d.-o).
[_Writing a paper: Introductions.Links to an external site._](https://academicguides.waldenu.edu/writingcenter/writingprocess/introductions) https://academicguides.waldenu.edu/writingcenter/writingprocess/introductions
· Walden University Writing Center. (n.d.-q).
[_Writing a paper: Thesis statements.Links to an external site._](https://academicguides.waldenu.edu/writingcenter/writingprocess/thesisstatements) https://academicguides.waldenu.edu/writingcenter/writingprocess/thesisstatements
·
**Document:** [The Use of Research-Based Support](https://waldenu.instructure.com/courses/156493/files/12426287?wrap=1) [Download The Use of Research-Based Support](https://waldenu.instructure.com/courses/156493/files/12426287/download?download_frd=1)(PDF)
[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/156493/modules/items/6282639)
**By Day 4**
**Post** two questions to your Instructor related to library searches, paraphrasing, scholarly writing, academic integrity, prior feedback, or future work. This is your time to engage in open, friendly, and judgment-free communication.
**## march22.docx**
**Week 4 Discussion: Open Question and Answer**
At this point, you are halfway through the course. You may have questions about the topics that have been introduced . . . or about what’s to come. It is important to remember that, in each Walden course and throughout your graduate journey, you have a community to draw on: your Instructor and colleagues. As emerging scholars and advanced human services professional practitioners, you aim to support one another and build a respectful community.
In that vein, this Discussion allows you to ask questions, share answers and solutions, and build rapport and understanding among the members of the classroom community.
**To Prepare**
· Review your course announcements for possible information related to this week’s Discussion and Assignment.
· Consider the questions you have about the content that has been presented thus far, as well as your progress in the MS Human Services program.
· As you review the Learning Resources this week, jot down any questions or concerns.
**Resources**
· American Psychological Association. (2020). Reference list. In
_Publication manual of the American Psychological Association_ (7th ed., pp. 281–312). https://doi.org/10.1037/0000165-000
· American Psychological Association. (2020). Reference examples. In
_Publication manual of the American Psychological Association_ (7th ed., pp. 313–354). https://doi.org/10.1037/0000165-000
· Walden University Writing Center. (n.d.-d).
[_Common reference list examples.Links to an external site._](https://academicguides.waldenu.edu/writingcenter/apa/references/examples) https://academicguides.waldenu.edu/writingcenter/apa/references/examples
· Walden University Writing Center. (n.d.-i).
[_Reference list: OverviewLinks to an external site._](https://academicguides.waldenu.edu/writingcenter/templates/general) _._ https://academicguides.waldenu.edu/writingcenter/templates/general
· Walden University Writing Center. (n.d.-m).
[_Walden templates: General templatesLinks to an external site._](https://academicguides.waldenu.edu/writingcenter/templates/general) _._ https://academicguides.waldenu.edu/writingcenter/templates/generalBe sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources.
· Walden University Writing Center. (n.d.-k).
[_Scholarly writing: Overview.Links to an external site._](https://academicguides.waldenu.edu/writingcenter/scholarly) https://academicguides.waldenu.edu/writingcenter/scholarly
· Walden University Writing Center. (n.d.-n).
[_Writing a paper: Conclusions.Links to an external site._](https://academicguides.waldenu.edu/writingcenter/writingprocess/conclusions) https://academicguides.waldenu.edu/writingcenter/writingprocess/conclusions
· Walden University Writing Center. (n.d.-o).
[_Writing a paper: Introductions.Links to an external site._](https://academicguides.waldenu.edu/writingcenter/writingprocess/introductions) https://academicguides.waldenu.edu/writingcenter/writingprocess/introductions
· Walden University Writing Center. (n.d.-q).
[_Writing a paper: Thesis statements.Links to an external site._](https://academicguides.waldenu.edu/writingcenter/writingprocess/thesisstatements) https://academicguides.waldenu.edu/writingcenter/writingprocess/thesisstatements
·
**Document:** [The Use of Research-Based Support](https://waldenu.instructure.com/courses/156493/files/12426287?wrap=1) [Download The Use of Research-Based Support](https://waldenu.instructure.com/courses/156493/files/12426287/download?download_frd=1)(PDF)
[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/156493/modules/items/6282639)
**By Day 4**
**Post** two questions to your Instructor related to library searches, paraphrasing, scholarly writing, academic integrity, prior feedback, or future work. This is your time to engage in open, friendly, and judgment-free communication.
– 2 years ago **files (1)** – ## HSV335Unit3Assignment.pdf **## HSV335Unit3Assignment.pdf** HSV335 – Violence Against Women Unit 3 Assignment: Sexual Harassment and Bullying Due Date: Points: 100 Overview: You currently work at a local non-profit organization and have been asked to give a presentati…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →– 2 years ago
**files (1)**
– ## HSV335Unit3Assignment.pdf
**## HSV335Unit3Assignment.pdf**
HSV335 – Violence Against Women
Unit 3 Assignment: Sexual Harassment and Bullying
Due Date:
Points: 100
Overview:
You currently work at a local non-profit organization and have been asked to give a
presentation to a local community college on sexual harassment and/or bullying. To
prepare you develop a powerpoint presentation which covers:
• Definition(s) and causes of sexual harassment and/or bullying (1 slide)
• Current statistics sexual harassment and/or bullying (1 slide)
• Two examples (case studies) of situations that constitute harassment and/or
bullying (2 slides)
• Societal beliefs/myths regarding sexual harassment and/or bullying and how
those beliefs/myths affect remedies (1 slide)
Instructions:
• Develop a 5 slide PowerPoint to educate college-level students on issues of
sexual harassment and/or bullying.
Requirements:
• Submit a PowerPoint presentation.
• 5 slides in length.
• Resources cited in APA format on appropriate slides.
Be sure to read the criteria below by which your work will be evaluated before
you write and again after you write.
HSV335–Violence Against Women
Unit 3 Assignment:Sexual Harassment and Bullying
Evaluation Rubric for Unit 3 Assignment
CRITERIA Deficient Needs
Improvement
Proficient Exemplary
0 – 20 points 21 – 38 points 39 – 59 points 60 points
Content PowerPoint
presentation
does not cover
the required
content to
educate college-
level students on
issues of sexual
harassment
and/or bullying.
PowerPoint
presentation
vaguely covers
the required
content to
educate college-
level students on
issues of sexual
harassment
and/or bullying.
PowerPoint
presentation
mostly covers
the required
content to
educate college-
level students on
issues of sexual
harassment
and/or bullying.
PowerPoint
presentation
throughly covers
the required
content to
educate college-
level students on
issues of sexual
harassment
and/or bullying.
0 – 5 points 6 – 10 points 11 – 14 points 15 points
PowerPoint
Length
More than 5
slides
n/a n/a 5 slides as
required.
0 – 5 points 6 – 7 points 8 – 9 points 10 points
Speaker Notes
are Clear,
Concise and
Appropriate to
the Audience
Does not
provide speaker
notes or the
speaker notes
are missing key
details.
Audience
appropriate
speaker notes
are present but
missing key
details.
Audience
appropriate
speaker notes
are present but
missing minor
details.
Audience
appropriate
speaker notes
are clear and
concise and
includes all key
details.
0 – 5 points 6 – 10 points 11 – 14 points 15 points
Clear and
Professional
Writing and
APA Format
Errors impede
professional
presentation;
guidelines not
followed.
Significant errors
that do not
impede
professional
presentation.
Few errors that
do not impede
professional
presentation.
Writing and
format is clear,
professional,
APA compliant,
and error free.
– Overview:
– Instructions:
– Requirements:
– Evaluation Rubric for Unit 3 Assignment
**## HSV335Unit3Assignment.pdf**
HSV335 – Violence Against Women
Unit 3 Assignment: Sexual Harassment and Bullying
Due Date:
Points: 100
Overview:
You currently work at a local non-profit organization and have been asked to give a
presentation to a local community college on sexual harassment and/or bullying. To
prepare you develop a powerpoint presentation which covers:
• Definition(s) and causes of sexual harassment and/or bullying (1 slide)
• Current statistics sexual harassment and/or bullying (1 slide)
• Two examples (case studies) of situations that constitute harassment and/or
bullying (2 slides)
• Societal beliefs/myths regarding sexual harassment and/or bullying and how
those beliefs/myths affect remedies (1 slide)
Instructions:
• Develop a 5 slide PowerPoint to educate college-level students on issues of
sexual harassment and/or bullying.
Requirements:
• Submit a PowerPoint presentation.
• 5 slides in length.
• Resources cited in APA format on appropriate slides.
Be sure to read the criteria below by which your work will be evaluated before
you write and again after you write.
HSV335–Violence Against Women
Unit 3 Assignment:Sexual Harassment and Bullying
Evaluation Rubric for Unit 3 Assignment
CRITERIA Deficient Needs
Improvement
Proficient Exemplary
0 – 20 points 21 – 38 points 39 – 59 points 60 points
Content PowerPoint
presentation
does not cover
the required
content to
educate college-
level students on
issues of sexual
harassment
and/or bullying.
PowerPoint
presentation
vaguely covers
the required
content to
educate college-
level students on
issues of sexual
harassment
and/or bullying.
PowerPoint
presentation
mostly covers
the required
content to
educate college-
level students on
issues of sexual
harassment
and/or bullying.
PowerPoint
presentation
throughly covers
the required
content to
educate college-
level students on
issues of sexual
harassment
and/or bullying.
0 – 5 points 6 – 10 points 11 – 14 points 15 points
PowerPoint
Length
More than 5
slides
n/a n/a 5 slides as
required.
0 – 5 points 6 – 7 points 8 – 9 points 10 points
Speaker Notes
are Clear,
Concise and
Appropriate to
the Audience
Does not
provide speaker
notes or the
speaker notes
are missing key
details.
Audience
appropriate
speaker notes
are present but
missing key
details.
Audience
appropriate
speaker notes
are present but
missing minor
details.
Audience
appropriate
speaker notes
are clear and
concise and
includes all key
details.
0 – 5 points 6 – 10 points 11 – 14 points 15 points
Clear and
Professional
Writing and
APA Format
Errors impede
professional
presentation;
guidelines not
followed.
Significant errors
that do not
impede
professional
presentation.
Few errors that
do not impede
professional
presentation.
Writing and
format is clear,
professional,
APA compliant,
and error free.
– Overview:
– Instructions:
– Requirements:
– Evaluation Rubric for Unit 3 Assignment