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    – ## HumanManagementResourceMethodsHRM6301UnitIDB.docx – ## UnitIStudyGuide.pdf **## HumanManagementResourceMethodsHRM6301UnitIDB.docx** 2 Human Resources Management Methods HRM 6301 Equal employment opportunity and subsequent discrimination are major factors in today’s workplace. For a quick review…

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    – ## HumanManagementResourceMethodsHRM6301UnitIDB.docx

    – ## UnitIStudyGuide.pdf

    **## HumanManagementResourceMethodsHRM6301UnitIDB.docx**

    2

    Human Resources Management Methods HRM 6301

    Equal employment opportunity and subsequent discrimination are major factors in today’s workplace. For a quick review, you can access the U.S. Equal Employment Opportunity Commission's
    [Employees & Job Applicants](https://www.eeoc.gov/employees-job-applicants) webpage to review discrimination by type.

    Considering the many types of employment discrimination, share which discrimination law you believe is the most important. Explain your rationale.

    Initial post to be a minimum of 500 words and at least one supporting reference.

    **## UnitIStudyGuide.pdf**

    HRM 6301, Human Resource Management Methods 1

    Course Learning Outcomes for Unit I

    Upon completion of this unit, students should be able to:

    2. Discuss the impact of employment law on an organization’s policy on equal employment opportunity.
    2.1 Explain the importance of equal employment opportunity.
    2.2 Evaluate federal and state discrimination laws.
    2.3 Develop a nondiscriminatory policy.

    Required Unit Resources

    In order to access the following resources, click the links below.

    The videos, articles and webpages below offer valuable information on this unit’s topics of equal employment
    opportunity and federal and state discrimination laws.

    Moore & Associates. (2018, January 23). The majority of discrimination cases [Video]. Cielo24.

    https://c24.page/4svajfncqqwgcmfnkxj8abndnz

    Piccolo Law Offices. (2017, August 25). What’s required to prove discrimination in the workplace? [Video].

    Cielo24. https://c24.page/gufxvev9frkwe7sa7639fkzx4s

    Transcripts and closed captioning for the above two videos are available once you access the links provided.

    Read the following articles and webpages.

    Morrish, J. (2005, August 5). Mission incomprehensible. Campaign, 32, 22–23.

    https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
    t=true&db=tsh&AN=17992344&site=ehost-live&scope=site

    Register, T. M. (2017, March). The case for deferring to the EEOC's interpretations in Macy and Foxx to

    classify LGBT discrimination as sex discrimination under Title VII. Iowa Law Review, 102(3), 1397–
    1425. https://link-gale-
    com.libraryresources.columbiasouthern.edu/apps/doc/A491092532/ITBC?u=oran95108&sid=ITBC&xi
    d=f91daf7c

    U.S. Equal Employment Opportunity Commission. (1990, March 19). Policy guidance on current issues of

    sexual harassment (EEOC Notice No. N-915-050).
    https://www.eeoc.gov/policy/docs/currentissues.html

    U.S. Equal Employment Opportunity Commission. (2019, April 10). EEOC releases fiscal year 2018

    enforcement and litigation data [Press release]. https://www.eeoc.gov/eeoc/newsroom/release/4-10-
    19.cfm

    Read pp. 1–4 of the following article.

    Wolf, P. (2018). Check-in: EEOC, DOL, and NLRB compliance. Labor Law Journal, 69(3), 145–159.

    https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
    t=true&db=bsu&AN=131415743&site=ehost-live&scope=site

    UNIT I STUDY GUIDE

    Equal Employment Opportunity

    HRM 6301, Human Resource Management Methods 2

    UNIT x STUDY GUIDE

    Title

    Unit Lesson

    U.S. Equal Employment Opportunity Commission. (n.d.-c). Statistics. https://www.eeoc.gov/statistics
    Here, in Unit I, we start the discussion with equal employment opportunity (EEO) and the U.S. Equal
    Employment Opportunity Commission (EEOC). Why is it important to understand EEO? Why is it important
    that there is equal opportunity in your organization? The statistics should provide the answer. In 2018, the
    EEOC resolved 90,558 charges of discrimination. The victims in the private sector, the state and local
    government, and the federal workplace received $505 million in compensation (EEOC, n.d.-c). You are
    encouraged to explore charge receipts by state. Visit the FY 2009 – 2021 EEOC Charge Receipts by State
    (includes U.S. Territories) and Basis website. Once at the site, use the drop-down box to select the state of
    your choice.

    The New Director of HR Management

    Any real-world business must be careful to avoid discriminatory practices. So, let’s establish that you have
    been hired as the first director of HR in this organization. Even though it is everyone’s responsibility to
    understand EEO, the applicable state and federal laws, and the different types of discrimination, you will be
    the one to whom leadership and employees will look to for guidance as the new HR director. It is the
    responsibility of employers to have policies that will prevent discrimination in the workplace. One of the first
    things that leadership has asked you to share is information about the EEOC and to develop an
    antidiscrimination policy.

    EEOC

    Before you can develop the antidiscrimination policy, you need to do some research about the EEOC.
    According the EEOC (n.d.-b), the EEOC is a government agency that enforces federal laws and develops
    policy to prevent discrimination. The president of the United States appoints the EEOC members, and the
    committee is bi-partisan and comprised of five members. A general counsel is also appointed to provide
    support to the members.

    The EEOC is headquartered in Washington, D.C., and as you will find out in your research, EEOC field offices
    are located throughout the states. The EEOC investigates charges of discrimination in organizations covered
    by EEO laws. It is important to understand that EEO laws do not apply to all organizations. Employers must
    have a certain number of employees to be covered by the laws enforced by the EEOC. Generally, an
    employer must have at least 15 employees to be held accountable to EEOC laws. They must have at least 20
    employees to be held to laws regarding age discrimination. The majority of all labor unions and employment
    agencies are also bound by EEOC laws (EEOC, n.d.-a). Title VII also covers private and public colleges and
    universities as well as employment agencies. You are encouraged to access the EEOC website in order to
    explore state EEO laws that are applicable to your organization. Now, let’s focus on federal laws that prohibit
    job discrimination.

    Federal Laws Against Discrimination

    There are laws that make it illegal for an employer to discriminate or harass employees, former employees,
    job applicants, or applicants in a training or apprenticeship program. It is important to note that federal laws
    not only prevent employer discrimination but also prevent employee-to-employee discrimination. The laws
    prohibit discrimination or retaliation against employees who make a complaint against an employer, file a

    HRM 6301, Human Resource Management Methods 3

    UNIT x STUDY GUIDE

    Title

    charge with the EEOC, participate in an investigation, or are involved in a lawsuit. Retaliation occurs when
    there is some type of punitive action taken by employers against individuals who exercise their legal rights. An
    example would be demoting someone who participated in an investigation about a sexual harassment charge;
    you cannot do this. The EEOC enforces several laws including Title VII of the Civil Rights Act of 1964 (EEOC,
    n.d.-a).

    Title VII of the Civil Rights Act: The
    first important and pivotal law that
    should be shared with leadership and
    employees is Title VII of the Civil
    Rights Act of 1964 (Title VII). In 1964,
    Title VII was signed into law by then-
    U.S. President Lyndon B. Johnson.
    This law makes it illegal for employers
    and organization personnel to
    discriminate against someone based
    on race, color, religion, national origin,
    or sex (EEOC, n.d.-a). These areas
    are commonly referred to as the
    protected classes of Title VII.

    Civil Rights Act of 1991: In 1991,
    Title VII was amended with the most
    complete civil rights legislation since 1964. Although it is considered an amendment and did not replace Title
    VII, it did strengthen it considerably in the areas of rights of women and minorities. It also added new
    legislation regarding compensatory and punitive damages. According to the EEOC (n.d.-a), the Civil Rights
    Act of 1991 strengthened legal protections for employers and allowed for jury trials and for successful
    plaintiffs to be compensated for damages in employment discrimination cases. There were also limits put on
    the compensation awarded for compensatory and punitive damages. In addition, when individuals are
    substantially underrepresented due to employment decisions, this creates an unfair playing field; therefore,
    this amendment also addresses disparate impact.

    Pregnancy Discrimination Act: This was another amendment to Title VII. You cannot ask a potential female
    candidate if she is pregnant or plans to have children, as it is illegal to discriminate against a female based on
    pregnancy, childbirth, or any related medical condition (EEOC, n.d.-a).

    The Equal Pay Act of 1963 (EPA): It is illegal to pay different wages to men and women in the workplace if
    they perform substantially equal jobs that require equal skill, effort, and responsibility and are performed
    under similar working conditions. An employer cannot pay lower wages based on gender (EEOC, n.d.-a).

    The Age Discrimination in Employment Act of 1967 (ADEA): Anyone 40 years and older is protected by
    ADEA (EEOC, n.d.-a). If you do not hire someone simply because of his or her age and it is not a bona fide
    occupational qualification (BFOQ), then this would be considered age discrimination. BFOQ is where there is
    a legitimate reason why someone can be excluded for an otherwise legal reason. In the case of age, let’s
    consider an airline that has a mandatory retirement age of 80 for its pilots. Not hiring an 85-year-old pilot
    would be an example of a non-hiring decision based on BFOQ, which would not qualify as discrimination. It is
    important to note the race is not an acceptable basis for a BFOQ.

    Title I of the American with Disabilities of Act of 1990 (ADA): In the private sector as well as in state and
    local governments, you cannot discriminate against a qualified person with a disability (EEOC, n.d.-a). The
    scope of this law is broad as it covers both physical and mental disabilities. Unless the employer can
    demonstrate that there is undue hardship, a reasonable accommodation must be made. A reasonable
    accommodation is a modification to the work environment or the job that will allow a person with a disability to
    perform the work required for the job.

    Title II of the Genetic Information Nondiscrimination Act of 2008: It is illegal to discriminate against
    employees or applicants because of genetic information. Requiring, obtaining, or interpreting genetic
    information cannot be used to make employment decisions (EEOC, n.d.-a).

    HRM 6301, Human Resource Management Methods 4

    UNIT x STUDY GUIDE

    Title

    Landmark Cases

    The EEOC receives a plethora of discrimination complaints yearly. In 2018, the complaints and percentages
    of all charges filed were as shown below (EEOC, n.d.-c).

    • Retaliation: 39,469 (51.6%)

    • Sex: 24,655 (32.3%)

    • Race: 24,600 (32.2%)

    • Disability: 24,605 (32.2%)

    • Age: 16,911 (22.1%)

    • National Origin: 7,106 (9.3%)

    • Color: 3,166 (4.1%)

    • Religion: 2,859 (3.7%)

    • Equal Pay Act: 1,066 (1.4%)

    • Genetic Information: 220 (0.3%)

    Due to the high propensity for complaints, HR management personnel need to be aware of and stay on top of
    important landmark cases that are directly related to specific areas of HR. These cases set a precedent and
    may have an impact on the application of certain laws. Two cases that relate to discrimination laws would be
    Macy v Holder and Baldwin v Foxx (Register, 2017). Macy, a transgender woman, alleged that she was
    discriminated against because of her gender identity. Foxx asserted that he was not selected for a position
    because of his sexual orientation. In 2015, the U.S. Supreme Court found that under the 14th Amendment of
    Title VII of the Civil Rights Act, states must recognize and grant marriage licenses to same-sex couples while
    the EEOC interpreted the legislation to incorporate gender identify and sexual orientation.

    Developing an Antidiscrimination Policy

    With this understanding of federal laws against discrimination, you can now recognize the importance of
    having an antidiscrimination policy. Even though this policy may not be required in your state or required by
    some federal laws, you realize that, to protect your employees, this is something you need to develop as an
    HR manager or director. It is important that the policy be consistently followed and enforced. It is also
    suggested that any policy be reviewed by legal counsel to ensure all applicable laws are followed. An
    antidiscrimination policy should be clear, concise, and inclusive.

    Let’s look at an example. Columbia Southern University (CSU) has established an EEO statement. The policy
    is shown below.

    To provide equal employment and advancement opportunities to all individuals, employment
    decisions at Columbia Southern University will be based on merit, qualifications, and abilities. Except
    where required or permitted by law, employment practices will not be influenced or affected by an
    applicant's or employee's race, color, religion, sex, national origin, age, disability, or any other
    characteristic protected by law.

    Columbia Southern University will make reasonable accommodations for qualified individuals with
    known disabilities unless doing so would result in an undue hardship. This policy governs all aspects
    of employment, including selection, job assignment, compensation, discipline, termination, and
    access to benefits and training.

    Columbia Southern University does not discriminate on the basis of race, color, national origin, sex,
    age, religion, disability, or any other protected characteristic in admission or access to, or treatment or
    employment in, its programs and activities. Any person having questions concerning CSU's
    compliance with the regulations implementing Title IX, Section 504, is directed to contact the Title IX
    Administrator.

    Any employee with questions or concerns about any class of discrimination in the workplace is
    encouraged to bring these issues to the attention of their immediate supervisor or the Human
    Resources Department. Employees may raise concerns and make reports without fear of reprisal.

    HRM 6301, Human Resource Management Methods 5

    UNIT x STUDY GUIDE

    Title

    Anyone found to be engaging in any type of unlawful discrimination will be subject to disciplinary
    action, up to and including termination of employment. (CSU, 2020, p. 8)

    The importance of having such a policy cannot be understated. In this unit, the focus was on EEO and federal
    laws that were enacted to protect against discrimination. In Unit II, we will expand on EEO and its impact on
    recruiting and hiring practices. To expand on this unit’s concepts and to prepare for the next unit, you are
    encouraged to explore the suggested unit resources listed in this unit.

    References

    Columbia Southern University. (2020). Columbia Southern University employee handbook.

    Register, T. M. (2017, March). The case for deferring to the EEOC’s interpretation in Macy and Foxx to

    classify LGBT discrimination as sex discrimination under Title VII. Iowa Law Review, 102(3), 1397–
    1425. https://link-gale-
    com.libraryresources.columbiasouthern.edu/apps/doc/A491092532/AONE?u=oran95108&sid=
    AONE&xid=72e6ed62

    U.S. Equal Employment Opportunity Commission. (n.d.-a). Laws enforced by EEOC.

    https://www.eeoc.gov/laws/statutes/index.cfm

    U.S. Equal Employment Opportunity Commission. (n.d.-b). Overview. https://www.eeoc.gov/overview

    U.S. Equal Employment Opportunity Commission. (n.d.-c). Statistics. https://www.eeoc.gov/statistics

    Suggested Unit Resources

    In order to access the following resources, click the links below.

    The following web pages contain further information related to this unit’s topic of Equal Employment
    Opportunity. You are encouraged to visit each site to review not only the page referenced, but the wealth of
    other information on the sites. Consider bookmarking some sites for your future reference.

    U.S. Equal Employment Opportunity Commission. (n.d.). Statistics. https://www.eeoc.gov/statistics

    U.S. Employment Opportunity Commission. (n.d.). General non-discrimination policy tips.

    https://www.eeoc.gov/employers/smallbusiness/checklists/general_non-discrimination_policy.cfm

    U.S. Equal Employment Opportunity Commission. (n.d.). Prohibited employment policies/practices.

    https://www.eeoc.gov/laws/practices/index.cfm

    **## UnitIStudyGuide.pdf**

    HRM 6301, Human Resource Management Methods 1

    Course Learning Outcomes for Unit I

    Upon completion of this unit, students should be able to:

    2. Discuss the impact of employment law on an organization’s policy on equal employment opportunity.
    2.1 Explain the importance of equal employment opportunity.
    2.2 Evaluate federal and state discrimination laws.
    2.3 Develop a nondiscriminatory policy.

    Required Unit Resources

    In order to access the following resources, click the links below.

    The videos, articles and webpages below offer valuable information on this unit’s topics of equal employment
    opportunity and federal and state discrimination laws.

    Moore & Associates. (2018, January 23). The majority of discrimination cases [Video]. Cielo24.

    https://c24.page/4svajfncqqwgcmfnkxj8abndnz

    Piccolo Law Offices. (2017, August 25). What’s required to prove discrimination in the workplace? [Video].

    Cielo24. https://c24.page/gufxvev9frkwe7sa7639fkzx4s

    Transcripts and closed captioning for the above two videos are available once you access the links provided.

    Read the following articles and webpages.

    Morrish, J. (2005, August 5). Mission incomprehensible. Campaign, 32, 22–23.

    https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
    t=true&db=tsh&AN=17992344&site=ehost-live&scope=site

    Register, T. M. (2017, March). The case for deferring to the EEOC's interpretations in Macy and Foxx to

    classify LGBT discrimination as sex discrimination under Title VII. Iowa Law Review, 102(3), 1397–
    1425. https://link-gale-
    com.libraryresources.columbiasouthern.edu/apps/doc/A491092532/ITBC?u=oran95108&sid=ITBC&xi
    d=f91daf7c

    U.S. Equal Employment Opportunity Commission. (1990, March 19). Policy guidance on current issues of

    sexual harassment (EEOC Notice No. N-915-050).
    https://www.eeoc.gov/policy/docs/currentissues.html

    U.S. Equal Employment Opportunity Commission. (2019, April 10). EEOC releases fiscal year 2018

    enforcement and litigation data [Press release]. https://www.eeoc.gov/eeoc/newsroom/release/4-10-
    19.cfm

    Read pp. 1–4 of the following article.

    Wolf, P. (2018). Check-in: EEOC, DOL, and NLRB compliance. Labor Law Journal, 69(3), 145–159.

    https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
    t=true&db=bsu&AN=131415743&site=ehost-live&scope=site

    UNIT I STUDY GUIDE

    Equal Employment Opportunity

    HRM 6301, Human Resource Management Methods 2

    UNIT x STUDY GUIDE

    Title

    Unit Lesson

    U.S. Equal Employment Opportunity Commission. (n.d.-c). Statistics. https://www.eeoc.gov/statistics
    Here, in Unit I, we start the discussion with equal employment opportunity (EEO) and the U.S. Equal
    Employment Opportunity Commission (EEOC). Why is it important to understand EEO? Why is it important
    that there is equal opportunity in your organization? The statistics should provide the answer. In 2018, the
    EEOC resolved 90,558 charges of discrimination. The victims in the private sector, the state and local
    government, and the federal workplace received $505 million in compensation (EEOC, n.d.-c). You are
    encouraged to explore charge receipts by state. Visit the FY 2009 – 2021 EEOC Charge Receipts by State
    (includes U.S. Territories) and Basis website. Once at the site, use the drop-down box to select the state of
    your choice.

    The New Director of HR Management

    Any real-world business must be careful to avoid discriminatory practices. So, let’s establish that you have
    been hired as the first director of HR in this organization. Even though it is everyone’s responsibility to
    understand EEO, the applicable state and federal laws, and the different types of discrimination, you will be
    the one to whom leadership and employees will look to for guidance as the new HR director. It is the
    responsibility of employers to have policies that will prevent discrimination in the workplace. One of the first
    things that leadership has asked you to share is information about the EEOC and to develop an
    antidiscrimination policy.

    EEOC

    Before you can develop the antidiscrimination policy, you need to do some research about the EEOC.
    According the EEOC (n.d.-b), the EEOC is a government agency that enforces federal laws and develops
    policy to prevent discrimination. The president of the United States appoints the EEOC members, and the
    committee is bi-partisan and comprised of five members. A general counsel is also appointed to provide
    support to the members.

    The EEOC is headquartered in Washington, D.C., and as you will find out in your research, EEOC field offices
    are located throughout the states. The EEOC investigates charges of discrimination in organizations covered
    by EEO laws. It is important to understand that EEO laws do not apply to all organizations. Employers must
    have a certain number of employees to be covered by the laws enforced by the EEOC. Generally, an
    employer must have at least 15 employees to be held accountable to EEOC laws. They must have at least 20
    employees to be held to laws regarding age discrimination. The majority of all labor unions and employment
    agencies are also bound by EEOC laws (EEOC, n.d.-a). Title VII also covers private and public colleges and
    universities as well as employment agencies. You are encouraged to access the EEOC website in order to
    explore state EEO laws that are applicable to your organization. Now, let’s focus on federal laws that prohibit
    job discrimination.

    Federal Laws Against Discrimination

    There are laws that make it illegal for an employer to discriminate or harass employees, former employees,
    job applicants, or applicants in a training or apprenticeship program. It is important to note that federal laws
    not only prevent employer discrimination but also prevent employee-to-employee discrimination. The laws
    prohibit discrimination or retaliation against employees who make a complaint against an employer, file a

    HRM 6301, Human Resource Management Methods 3

    UNIT x STUDY GUIDE

    Title

    charge with the EEOC, participate in an investigation, or are involved in a lawsuit. Retaliation occurs when
    there is some type of punitive action taken by employers against individuals who exercise their legal rights. An
    example would be demoting someone who participated in an investigation about a sexual harassment charge;
    you cannot do this. The EEOC enforces several laws including Title VII of the Civil Rights Act of 1964 (EEOC,
    n.d.-a).

    Title VII of the Civil Rights Act: The
    first important and pivotal law that
    should be shared with leadership and
    employees is Title VII of the Civil
    Rights Act of 1964 (Title VII). In 1964,
    Title VII was signed into law by then-
    U.S. President Lyndon B. Johnson.
    This law makes it illegal for employers
    and organization personnel to
    discriminate against someone based
    on race, color, religion, national origin,
    or sex (EEOC, n.d.-a). These areas
    are commonly referred to as the
    protected classes of Title VII.

    Civil Rights Act of 1991: In 1991,
    Title VII was amended with the most
    complete civil rights legislation since 1964. Although it is considered an amendment and did not replace Title
    VII, it did strengthen it considerably in the areas of rights of women and minorities. It also added new
    legislation regarding compensatory and punitive damages. According to the EEOC (n.d.-a), the Civil Rights
    Act of 1991 strengthened legal protections for employers and allowed for jury trials and for successful
    plaintiffs to be compensated for damages in employment discrimination cases. There were also limits put on
    the compensation awarded for compensatory and punitive damages. In addition, when individuals are
    substantially underrepresented due to employment decisions, this creates an unfair playing field; therefore,
    this amendment also addresses disparate impact.

    Pregnancy Discrimination Act: This was another amendment to Title VII. You cannot ask a potential female
    candidate if she is pregnant or plans to have children, as it is illegal to discriminate against a female based on
    pregnancy, childbirth, or any related medical condition (EEOC, n.d.-a).

    The Equal Pay Act of 1963 (EPA): It is illegal to pay different wages to men and women in the workplace if
    they perform substantially equal jobs that require equal skill, effort, and responsibility and are performed
    under similar working conditions. An employer cannot pay lower wages based on gender (EEOC, n.d.-a).

    The Age Discrimination in Employment Act of 1967 (ADEA): Anyone 40 years and older is protected by
    ADEA (EEOC, n.d.-a). If you do not hire someone simply because of his or her age and it is not a bona fide
    occupational qualification (BFOQ), then this would be considered age discrimination. BFOQ is where there is
    a legitimate reason why someone can be excluded for an otherwise legal reason. In the case of age, let’s
    consider an airline that has a mandatory retirement age of 80 for its pilots. Not hiring an 85-year-old pilot
    would be an example of a non-hiring decision based on BFOQ, which would not qualify as discrimination. It is
    important to note the race is not an acceptable basis for a BFOQ.

    Title I of the American with Disabilities of Act of 1990 (ADA): In the private sector as well as in state and
    local governments, you cannot discriminate against a qualified person with a disability (EEOC, n.d.-a). The
    scope of this law is broad as it covers both physical and mental disabilities. Unless the employer can
    demonstrate that there is undue hardship, a reasonable accommodation must be made. A reasonable
    accommodation is a modification to the work environment or the job that will allow a person with a disability to
    perform the work required for the job.

    Title II of the Genetic Information Nondiscrimination Act of 2008: It is illegal to discriminate against
    employees or applicants because of genetic information. Requiring, obtaining, or interpreting genetic
    information cannot be used to make employment decisions (EEOC, n.d.-a).

    HRM 6301, Human Resource Management Methods 4

    UNIT x STUDY GUIDE

    Title

    Landmark Cases

    The EEOC receives a plethora of discrimination complaints yearly. In 2018, the complaints and percentages
    of all charges filed were as shown below (EEOC, n.d.-c).

    • Retaliation: 39,469 (51.6%)

    • Sex: 24,655 (32.3%)

    • Race: 24,600 (32.2%)

    • Disability: 24,605 (32.2%)

    • Age: 16,911 (22.1%)

    • National Origin: 7,106 (9.3%)

    • Color: 3,166 (4.1%)

    • Religion: 2,859 (3.7%)

    • Equal Pay Act: 1,066 (1.4%)

    • Genetic Information: 220 (0.3%)

    Due to the high propensity for complaints, HR management personnel need to be aware of and stay on top of
    important landmark cases that are directly related to specific areas of HR. These cases set a precedent and
    may have an impact on the application of certain laws. Two cases that relate to discrimination laws would be
    Macy v Holder and Baldwin v Foxx (Register, 2017). Macy, a transgender woman, alleged that she was
    discriminated against because of her gender identity. Foxx asserted that he was not selected for a position
    because of his sexual orientation. In 2015, the U.S. Supreme Court found that under the 14th Amendment of
    Title VII of the Civil Rights Act, states must recognize and grant marriage licenses to same-sex couples while
    the EEOC interpreted the legislation to incorporate gender identify and sexual orientation.

    Developing an Antidiscrimination Policy

    With this understanding of federal laws against discrimination, you can now recognize the importance of
    having an antidiscrimination policy. Even though this policy may not be required in your state or required by
    some federal laws, you realize that, to protect your employees, this is something you need to develop as an
    HR manager or director. It is important that the policy be consistently followed and enforced. It is also
    suggested that any policy be reviewed by legal counsel to ensure all applicable laws are followed. An
    antidiscrimination policy should be clear, concise, and inclusive.

    Let’s look at an example. Columbia Southern University (CSU) has established an EEO statement. The policy
    is shown below.

    To provide equal employment and advancement opportunities to all individuals, employment
    decisions at Columbia Southern University will be based on merit, qualifications, and abilities. Except
    where required or permitted by law, employment practices will not be influenced or affected by an
    applicant's or employee's race, color, religion, sex, national origin, age, disability, or any other
    characteristic protected by law.

    Columbia Southern University will make reasonable accommodations for qualified individuals with
    known disabilities unless doing so would result in an undue hardship. This policy governs all aspects
    of employment, including selection, job assignment, compensation, discipline, termination, and
    access to benefits and training.

    Columbia Southern University does not discriminate on the basis of race, color, national origin, sex,
    age, religion, disability, or any other protected characteristic in admission or access to, or treatment or
    employment in, its programs and activities. Any person having questions concerning CSU's
    compliance with the regulations implementing Title IX, Section 504, is directed to contact the Title IX
    Administrator.

    Any employee with questions or concerns about any class of discrimination in the workplace is
    encouraged to bring these issues to the attention of their immediate supervisor or the Human
    Resources Department. Employees may raise concerns and make reports without fear of reprisal.

    HRM 6301, Human Resource Management Methods 5

    UNIT x STUDY GUIDE

    Title

    Anyone found to be engaging in any type of unlawful discrimination will be subject to disciplinary
    action, up to and including termination of employment. (CSU, 2020, p. 8)

    The importance of having such a policy cannot be understated. In this unit, the focus was on EEO and federal
    laws that were enacted to protect against discrimination. In Unit II, we will expand on EEO and its impact on
    recruiting and hiring practices. To expand on this unit’s concepts and to prepare for the next unit, you are
    encouraged to explore the suggested unit resources listed in this unit.

    References

    Columbia Southern University. (2020). Columbia Southern University employee handbook.

    Register, T. M. (2017, March). The case for deferring to the EEOC’s interpretation in Macy and Foxx to

    classify LGBT discrimination as sex discrimination under Title VII. Iowa Law Review, 102(3), 1397–
    1425. https://link-gale-
    com.libraryresources.columbiasouthern.edu/apps/doc/A491092532/AONE?u=oran95108&sid=
    AONE&xid=72e6ed62

    U.S. Equal Employment Opportunity Commission. (n.d.-a). Laws enforced by EEOC.

    https://www.eeoc.gov/laws/statutes/index.cfm

    U.S. Equal Employment Opportunity Commission. (n.d.-b). Overview. https://www.eeoc.gov/overview

    U.S. Equal Employment Opportunity Commission. (n.d.-c). Statistics. https://www.eeoc.gov/statistics

    Suggested Unit Resources

    In order to access the following resources, click the links below.

    The following web pages contain further information related to this unit’s topic of Equal Employment
    Opportunity. You are encouraged to visit each site to review not only the page referenced, but the wealth of
    other information on the sites. Consider bookmarking some sites for your future reference.

    U.S. Equal Employment Opportunity Commission. (n.d.). Statistics. https://www.eeoc.gov/statistics

    U.S. Employment Opportunity Commission. (n.d.). General non-discrimination policy tips.

    https://www.eeoc.gov/employers/smallbusiness/checklists/general_non-discrimination_policy.cfm

    U.S. Equal Employment Opportunity Commission. (n.d.). Prohibited employment policies/practices.

    https://www.eeoc.gov/laws/practices/index.cfm

    **## HumanManagementResourceMethodsHRM6301UnitIDB.docx**

    2

    Human Resources Management Methods HRM 6301

    Equal employment opportunity and subsequent discrimination are major factors in today’s workplace. For a quick review, you can access the U.S. Equal Employment Opportunity Commission's
    [Employees & Job Applicants](https://www.eeoc.gov/employees-job-applicants) webpage to review discrimination by type.

    Considering the many types of employment discrimination, share which discrimination law you believe is the most important. Explain your rationale.

    Initial post to be a minimum of 500 words and at least one supporting reference.

    **## UnitIStudyGuide.pdf**

    HRM 6301, Human Resource Management Methods 1

    Course Learning Outcomes for Unit I

    Upon completion of this unit, students should be able to:

    2. Discuss the impact of employment law on an organization’s policy on equal employment opportunity.
    2.1 Explain the importance of equal employment opportunity.
    2.2 Evaluate federal and state discrimination laws.
    2.3 Develop a nondiscriminatory policy.

    Required Unit Resources

    In order to access the following resources, click the links below.

    The videos, articles and webpages below offer valuable information on this unit’s topics of equal employment
    opportunity and federal and state discrimination laws.

    Moore & Associates. (2018, January 23). The majority of discrimination cases [Video]. Cielo24.

    https://c24.page/4svajfncqqwgcmfnkxj8abndnz

    Piccolo Law Offices. (2017, August 25). What’s required to prove discrimination in the workplace? [Video].

    Cielo24. https://c24.page/gufxvev9frkwe7sa7639fkzx4s

    Transcripts and closed captioning for the above two videos are available once you access the links provided.

    Read the following articles and webpages.

    Morrish, J. (2005, August 5). Mission incomprehensible. Campaign, 32, 22–23.

    https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
    t=true&db=tsh&AN=17992344&site=ehost-live&scope=site

    Register, T. M. (2017, March). The case for deferring to the EEOC's interpretations in Macy and Foxx to

    classify LGBT discrimination as sex discrimination under Title VII. Iowa Law Review, 102(3), 1397–
    1425. https://link-gale-
    com.libraryresources.columbiasouthern.edu/apps/doc/A491092532/ITBC?u=oran95108&sid=ITBC&xi
    d=f91daf7c

    U.S. Equal Employment Opportunity Commission. (1990, March 19). Policy guidance on current issues of

    sexual harassment (EEOC Notice No. N-915-050).
    https://www.eeoc.gov/policy/docs/currentissues.html

    U.S. Equal Employment Opportunity Commission. (2019, April 10). EEOC releases fiscal year 2018

    enforcement and litigation data [Press release]. https://www.eeoc.gov/eeoc/newsroom/release/4-10-
    19.cfm

    Read pp. 1–4 of the following article.

    Wolf, P. (2018). Check-in: EEOC, DOL, and NLRB compliance. Labor Law Journal, 69(3), 145–159.

    https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
    t=true&db=bsu&AN=131415743&site=ehost-live&scope=site

    UNIT I STUDY GUIDE

    Equal Employment Opportunity

    HRM 6301, Human Resource Management Methods 2

    UNIT x STUDY GUIDE

    Title

    Unit Lesson

    U.S. Equal Employment Opportunity Commission. (n.d.-c). Statistics. https://www.eeoc.gov/statistics
    Here, in Unit I, we start the discussion with equal employment opportunity (EEO) and the U.S. Equal
    Employment Opportunity Commission (EEOC). Why is it important to understand EEO? Why is it important
    that there is equal opportunity in your organization? The statistics should provide the answer. In 2018, the
    EEOC resolved 90,558 charges of discrimination. The victims in the private sector, the state and local
    government, and the federal workplace received $505 million in compensation (EEOC, n.d.-c). You are
    encouraged to explore charge receipts by state. Visit the FY 2009 – 2021 EEOC Charge Receipts by State
    (includes U.S. Territories) and Basis website. Once at the site, use the drop-down box to select the state of
    your choice.

    The New Director of HR Management

    Any real-world business must be careful to avoid discriminatory practices. So, let’s establish that you have
    been hired as the first director of HR in this organization. Even though it is everyone’s responsibility to
    understand EEO, the applicable state and federal laws, and the different types of discrimination, you will be
    the one to whom leadership and employees will look to for guidance as the new HR director. It is the
    responsibility of employers to have policies that will prevent discrimination in the workplace. One of the first
    things that leadership has asked you to share is information about the EEOC and to develop an
    antidiscrimination policy.

    EEOC

    Before you can develop the antidiscrimination policy, you need to do some research about the EEOC.
    According the EEOC (n.d.-b), the EEOC is a government agency that enforces federal laws and develops
    policy to prevent discrimination. The president of the United States appoints the EEOC members, and the
    committee is bi-partisan and comprised of five members. A general counsel is also appointed to provide
    support to the members.

    The EEOC is headquartered in Washington, D.C., and as you will find out in your research, EEOC field offices
    are located throughout the states. The EEOC investigates charges of discrimination in organizations covered
    by EEO laws. It is important to understand that EEO laws do not apply to all organizations. Employers must
    have a certain number of employees to be covered by the laws enforced by the EEOC. Generally, an
    employer must have at least 15 employees to be held accountable to EEOC laws. They must have at least 20
    employees to be held to laws regarding age discrimination. The majority of all labor unions and employment
    agencies are also bound by EEOC laws (EEOC, n.d.-a). Title VII also covers private and public colleges and
    universities as well as employment agencies. You are encouraged to access the EEOC website in order to
    explore state EEO laws that are applicable to your organization. Now, let’s focus on federal laws that prohibit
    job discrimination.

    Federal Laws Against Discrimination

    There are laws that make it illegal for an employer to discriminate or harass employees, former employees,
    job applicants, or applicants in a training or apprenticeship program. It is important to note that federal laws
    not only prevent employer discrimination but also prevent employee-to-employee discrimination. The laws
    prohibit discrimination or retaliation against employees who make a complaint against an employer, file a

    HRM 6301, Human Resource Management Methods 3

    UNIT x STUDY GUIDE

    Title

    charge with the EEOC, participate in an investigation, or are involved in a lawsuit. Retaliation occurs when
    there is some type of punitive action taken by employers against individuals who exercise their legal rights. An
    example would be demoting someone who participated in an investigation about a sexual harassment charge;
    you cannot do this. The EEOC enforces several laws including Title VII of the Civil Rights Act of 1964 (EEOC,
    n.d.-a).

    Title VII of the Civil Rights Act: The
    first important and pivotal law that
    should be shared with leadership and
    employees is Title VII of the Civil
    Rights Act of 1964 (Title VII). In 1964,
    Title VII was signed into law by then-
    U.S. President Lyndon B. Johnson.
    This law makes it illegal for employers
    and organization personnel to
    discriminate against someone based
    on race, color, religion, national origin,
    or sex (EEOC, n.d.-a). These areas
    are commonly referred to as the
    protected classes of Title VII.

    Civil Rights Act of 1991: In 1991,
    Title VII was amended with the most
    complete civil rights legislation since 1964. Although it is considered an amendment and did not replace Title
    VII, it did strengthen it considerably in the areas of rights of women and minorities. It also added new
    legislation regarding compensatory and punitive damages. According to the EEOC (n.d.-a), the Civil Rights
    Act of 1991 strengthened legal protections for employers and allowed for jury trials and for successful
    plaintiffs to be compensated for damages in employment discrimination cases. There were also limits put on
    the compensation awarded for compensatory and punitive damages. In addition, when individuals are
    substantially underrepresented due to employment decisions, this creates an unfair playing field; therefore,
    this amendment also addresses disparate impact.

    Pregnancy Discrimination Act: This was another amendment to Title VII. You cannot ask a potential female
    candidate if she is pregnant or plans to have children, as it is illegal to discriminate against a female based on
    pregnancy, childbirth, or any related medical condition (EEOC, n.d.-a).

    The Equal Pay Act of 1963 (EPA): It is illegal to pay different wages to men and women in the workplace if
    they perform substantially equal jobs that require equal skill, effort, and responsibility and are performed
    under similar working conditions. An employer cannot pay lower wages based on gender (EEOC, n.d.-a).

    The Age Discrimination in Employment Act of 1967 (ADEA): Anyone 40 years and older is protected by
    ADEA (EEOC, n.d.-a). If you do not hire someone simply because of his or her age and it is not a bona fide
    occupational qualification (BFOQ), then this would be considered age discrimination. BFOQ is where there is
    a legitimate reason why someone can be excluded for an otherwise legal reason. In the case of age, let’s
    consider an airline that has a mandatory retirement age of 80 for its pilots. Not hiring an 85-year-old pilot
    would be an example of a non-hiring decision based on BFOQ, which would not qualify as discrimination. It is
    important to note the race is not an acceptable basis for a BFOQ.

    Title I of the American with Disabilities of Act of 1990 (ADA): In the private sector as well as in state and
    local governments, you cannot discriminate against a qualified person with a disability (EEOC, n.d.-a). The
    scope of this law is broad as it covers both physical and mental disabilities. Unless the employer can
    demonstrate that there is undue hardship, a reasonable accommodation must be made. A reasonable
    accommodation is a modification to the work environment or the job that will allow a person with a disability to
    perform the work required for the job.

    Title II of the Genetic Information Nondiscrimination Act of 2008: It is illegal to discriminate against
    employees or applicants because of genetic information. Requiring, obtaining, or interpreting genetic
    information cannot be used to make employment decisions (EEOC, n.d.-a).

    HRM 6301, Human Resource Management Methods 4

    UNIT x STUDY GUIDE

    Title

    Landmark Cases

    The EEOC receives a plethora of discrimination complaints yearly. In 2018, the complaints and percentages
    of all charges filed were as shown below (EEOC, n.d.-c).

    • Retaliation: 39,469 (51.6%)

    • Sex: 24,655 (32.3%)

    • Race: 24,600 (32.2%)

    • Disability: 24,605 (32.2%)

    • Age: 16,911 (22.1%)

    • National Origin: 7,106 (9.3%)

    • Color: 3,166 (4.1%)

    • Religion: 2,859 (3.7%)

    • Equal Pay Act: 1,066 (1.4%)

    • Genetic Information: 220 (0.3%)

    Due to the high propensity for complaints, HR management personnel need to be aware of and stay on top of
    important landmark cases that are directly related to specific areas of HR. These cases set a precedent and
    may have an impact on the application of certain laws. Two cases that relate to discrimination laws would be
    Macy v Holder and Baldwin v Foxx (Register, 2017). Macy, a transgender woman, alleged that she was
    discriminated against because of her gender identity. Foxx asserted that he was not selected for a position
    because of his sexual orientation. In 2015, the U.S. Supreme Court found that under the 14th Amendment of
    Title VII of the Civil Rights Act, states must recognize and grant marriage licenses to same-sex couples while
    the EEOC interpreted the legislation to incorporate gender identify and sexual orientation.

    Developing an Antidiscrimination Policy

    With this understanding of federal laws against discrimination, you can now recognize the importance of
    having an antidiscrimination policy. Even though this policy may not be required in your state or required by
    some federal laws, you realize that, to protect your employees, this is something you need to develop as an
    HR manager or director. It is important that the policy be consistently followed and enforced. It is also
    suggested that any policy be reviewed by legal counsel to ensure all applicable laws are followed. An
    antidiscrimination policy should be clear, concise, and inclusive.

    Let’s look at an example. Columbia Southern University (CSU) has established an EEO statement. The policy
    is shown below.

    To provide equal employment and advancement opportunities to all individuals, employment
    decisions at Columbia Southern University will be based on merit, qualifications, and abilities. Except
    where required or permitted by law, employment practices will not be influenced or affected by an
    applicant's or employee's race, color, religion, sex, national origin, age, disability, or any other
    characteristic protected by law.

    Columbia Southern University will make reasonable accommodations for qualified individuals with
    known disabilities unless doing so would result in an undue hardship. This policy governs all aspects
    of employment, including selection, job assignment, compensation, discipline, termination, and
    access to benefits and training.

    Columbia Southern University does not discriminate on the basis of race, color, national origin, sex,
    age, religion, disability, or any other protected characteristic in admission or access to, or treatment or
    employment in, its programs and activities. Any person having questions concerning CSU's
    compliance with the regulations implementing Title IX, Section 504, is directed to contact the Title IX
    Administrator.

    Any employee with questions or concerns about any class of discrimination in the workplace is
    encouraged to bring these issues to the attention of their immediate supervisor or the Human
    Resources Department. Employees may raise concerns and make reports without fear of reprisal.

    HRM 6301, Human Resource Management Methods 5

    UNIT x STUDY GUIDE

    Title

    Anyone found to be engaging in any type of unlawful discrimination will be subject to disciplinary
    action, up to and including termination of employment. (CSU, 2020, p. 8)

    The importance of having such a policy cannot be understated. In this unit, the focus was on EEO and federal
    laws that were enacted to protect against discrimination. In Unit II, we will expand on EEO and its impact on
    recruiting and hiring practices. To expand on this unit’s concepts and to prepare for the next unit, you are
    encouraged to explore the suggested unit resources listed in this unit.

    References

    Columbia Southern University. (2020). Columbia Southern University employee handbook.

    Register, T. M. (2017, March). The case for deferring to the EEOC’s interpretation in Macy and Foxx to

    classify LGBT discrimination as sex discrimination under Title VII. Iowa Law Review, 102(3), 1397–
    1425. https://link-gale-
    com.libraryresources.columbiasouthern.edu/apps/doc/A491092532/AONE?u=oran95108&sid=
    AONE&xid=72e6ed62

    U.S. Equal Employment Opportunity Commission. (n.d.-a). Laws enforced by EEOC.

    https://www.eeoc.gov/laws/statutes/index.cfm

    U.S. Equal Employment Opportunity Commission. (n.d.-b). Overview. https://www.eeoc.gov/overview

    U.S. Equal Employment Opportunity Commission. (n.d.-c). Statistics. https://www.eeoc.gov/statistics

    Suggested Unit Resources

    In order to access the following resources, click the links below.

    The following web pages contain further information related to this unit’s topic of Equal Employment
    Opportunity. You are encouraged to visit each site to review not only the page referenced, but the wealth of
    other information on the sites. Consider bookmarking some sites for your future reference.

    U.S. Equal Employment Opportunity Commission. (n.d.). Statistics. https://www.eeoc.gov/statistics

    U.S. Employment Opportunity Commission. (n.d.). General non-discrimination policy tips.

    https://www.eeoc.gov/employers/smallbusiness/checklists/general_non-discrimination_policy.cfm

    U.S. Equal Employment Opportunity Commission. (n.d.). Prohibited employment policies/practices.

    https://www.eeoc.gov/laws/practices/index.cfm

    **## HumanManagementResourceMethodsHRM6301UnitIDB.docx**

    2

    Human Resources Management Methods HRM 6301

    Equal employment opportunity and subsequent discrimination are major factors in today’s workplace. For a quick review, you can access the U.S. Equal Employment Opportunity Commission's
    [Employees & Job Applicants](https://www.eeoc.gov/employees-job-applicants) webpage to review discrimination by type.

    Considering the many types of employment discrimination, share which discrimination law you believe is the most important. Explain your rationale.

    Initial post to be a minimum of 500 words and at least one supporting reference.

    **## UnitIStudyGuide.pdf**

    HRM 6301, Human Resource Management Methods 1

    Course Learning Outcomes for Unit I

    Upon completion of this unit, students should be able to:

    2. Discuss the impact of employment law on an organization’s policy on equal employment opportunity.
    2.1 Explain the importance of equal employment opportunity.
    2.2 Evaluate federal and state discrimination laws.
    2.3 Develop a nondiscriminatory policy.

    Required Unit Resources

    In order to access the following resources, click the links below.

    The videos, articles and webpages below offer valuable information on this unit’s topics of equal employment
    opportunity and federal and state discrimination laws.

    Moore & Associates. (2018, January 23). The majority of discrimination cases [Video]. Cielo24.

    https://c24.page/4svajfncqqwgcmfnkxj8abndnz

    Piccolo Law Offices. (2017, August 25). What’s required to prove discrimination in the workplace? [Video].

    Cielo24. https://c24.page/gufxvev9frkwe7sa7639fkzx4s

    Transcripts and closed captioning for the above two videos are available once you access the links provided.

    Read the following articles and webpages.

    Morrish, J. (2005, August 5). Mission incomprehensible. Campaign, 32, 22–23.

    https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
    t=true&db=tsh&AN=17992344&site=ehost-live&scope=site

    Register, T. M. (2017, March). The case for deferring to the EEOC's interpretations in Macy and Foxx to

    classify LGBT discrimination as sex discrimination under Title VII. Iowa Law Review, 102(3), 1397–
    1425. https://link-gale-
    com.libraryresources.columbiasouthern.edu/apps/doc/A491092532/ITBC?u=oran95108&sid=ITBC&xi
    d=f91daf7c

    U.S. Equal Employment Opportunity Commission. (1990, March 19). Policy guidance on current issues of

    sexual harassment (EEOC Notice No. N-915-050).
    https://www.eeoc.gov/policy/docs/currentissues.html

    U.S. Equal Employment Opportunity Commission. (2019, April 10). EEOC releases fiscal year 2018

    enforcement and litigation data [Press release]. https://www.eeoc.gov/eeoc/newsroom/release/4-10-
    19.cfm

    Read pp. 1–4 of the following article.

    Wolf, P. (2018). Check-in: EEOC, DOL, and NLRB compliance. Labor Law Journal, 69(3), 145–159.

    https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
    t=true&db=bsu&AN=131415743&site=ehost-live&scope=site

    UNIT I STUDY GUIDE

    Equal Employment Opportunity

    HRM 6301, Human Resource Management Methods 2

    UNIT x STUDY GUIDE

    Title

    Unit Lesson

    U.S. Equal Employment Opportunity Commission. (n.d.-c). Statistics. https://www.eeoc.gov/statistics
    Here, in Unit I, we start the discussion with equal employment opportunity (EEO) and the U.S. Equal
    Employment Opportunity Commission (EEOC). Why is it important to understand EEO? Why is it important
    that there is equal opportunity in your organization? The statistics should provide the answer. In 2018, the
    EEOC resolved 90,558 charges of discrimination. The victims in the private sector, the state and local
    government, and the federal workplace received $505 million in compensation (EEOC, n.d.-c). You are
    encouraged to explore charge receipts by state. Visit the FY 2009 – 2021 EEOC Charge Receipts by State
    (includes U.S. Territories) and Basis website. Once at the site, use the drop-down box to select the state of
    your choice.

    The New Director of HR Management

    Any real-world business must be careful to avoid discriminatory practices. So, let’s establish that you have
    been hired as the first director of HR in this organization. Even though it is everyone’s responsibility to
    understand EEO, the applicable state and federal laws, and the different types of discrimination, you will be
    the one to whom leadership and employees will look to for guidance as the new HR director. It is the
    responsibility of employers to have policies that will prevent discrimination in the workplace. One of the first
    things that leadership has asked you to share is information about the EEOC and to develop an
    antidiscrimination policy.

    EEOC

    Before you can develop the antidiscrimination policy, you need to do some research about the EEOC.
    According the EEOC (n.d.-b), the EEOC is a government agency that enforces federal laws and develops
    policy to prevent discrimination. The president of the United States appoints the EEOC members, and the
    committee is bi-partisan and comprised of five members. A general counsel is also appointed to provide
    support to the members.

    The EEOC is headquartered in Washington, D.C., and as you will find out in your research, EEOC field offices
    are located throughout the states. The EEOC investigates charges of discrimination in organizations covered
    by EEO laws. It is important to understand that EEO laws do not apply to all organizations. Employers must
    have a certain number of employees to be covered by the laws enforced by the EEOC. Generally, an
    employer must have at least 15 employees to be held accountable to EEOC laws. They must have at least 20
    employees to be held to laws regarding age discrimination. The majority of all labor unions and employment
    agencies are also bound by EEOC laws (EEOC, n.d.-a). Title VII also covers private and public colleges and
    universities as well as employment agencies. You are encouraged to access the EEOC website in order to
    explore state EEO laws that are applicable to your organization. Now, let’s focus on federal laws that prohibit
    job discrimination.

    Federal Laws Against Discrimination

    There are laws that make it illegal for an employer to discriminate or harass employees, former employees,
    job applicants, or applicants in a training or apprenticeship program. It is important to note that federal laws
    not only prevent employer discrimination but also prevent employee-to-employee discrimination. The laws
    prohibit discrimination or retaliation against employees who make a complaint against an employer, file a

    HRM 6301, Human Resource Management Methods 3

    UNIT x STUDY GUIDE

    Title

    charge with the EEOC, participate in an investigation, or are involved in a lawsuit. Retaliation occurs when
    there is some type of punitive action taken by employers against individuals who exercise their legal rights. An
    example would be demoting someone who participated in an investigation about a sexual harassment charge;
    you cannot do this. The EEOC enforces several laws including Title VII of the Civil Rights Act of 1964 (EEOC,
    n.d.-a).

    Title VII of the Civil Rights Act: The
    first important and pivotal law that
    should be shared with leadership and
    employees is Title VII of the Civil
    Rights Act of 1964 (Title VII). In 1964,
    Title VII was signed into law by then-
    U.S. President Lyndon B. Johnson.
    This law makes it illegal for employers
    and organization personnel to
    discriminate against someone based
    on race, color, religion, national origin,
    or sex (EEOC, n.d.-a). These areas
    are commonly referred to as the
    protected classes of Title VII.

    Civil Rights Act of 1991: In 1991,
    Title VII was amended with the most
    complete civil rights legislation since 1964. Although it is considered an amendment and did not replace Title
    VII, it did strengthen it considerably in the areas of rights of women and minorities. It also added new
    legislation regarding compensatory and punitive damages. According to the EEOC (n.d.-a), the Civil Rights
    Act of 1991 strengthened legal protections for employers and allowed for jury trials and for successful
    plaintiffs to be compensated for damages in employment discrimination cases. There were also limits put on
    the compensation awarded for compensatory and punitive damages. In addition, when individuals are
    substantially underrepresented due to employment decisions, this creates an unfair playing field; therefore,
    this amendment also addresses disparate impact.

    Pregnancy Discrimination Act: This was another amendment to Title VII. You cannot ask a potential female
    candidate if she is pregnant or plans to have children, as it is illegal to discriminate against a female based on
    pregnancy, childbirth, or any related medical condition (EEOC, n.d.-a).

    The Equal Pay Act of 1963 (EPA): It is illegal to pay different wages to men and women in the workplace if
    they perform substantially equal jobs that require equal skill, effort, and responsibility and are performed
    under similar working conditions. An employer cannot pay lower wages based on gender (EEOC, n.d.-a).

    The Age Discrimination in Employment Act of 1967 (ADEA): Anyone 40 years and older is protected by
    ADEA (EEOC, n.d.-a). If you do not hire someone simply because of his or her age and it is not a bona fide
    occupational qualification (BFOQ), then this would be considered age discrimination. BFOQ is where there is
    a legitimate reason why someone can be excluded for an otherwise legal reason. In the case of age, let’s
    consider an airline that has a mandatory retirement age of 80 for its pilots. Not hiring an 85-year-old pilot
    would be an example of a non-hiring decision based on BFOQ, which would not qualify as discrimination. It is
    important to note the race is not an acceptable basis for a BFOQ.

    Title I of the American with Disabilities of Act of 1990 (ADA): In the private sector as well as in state and
    local governments, you cannot discriminate against a qualified person with a disability (EEOC, n.d.-a). The
    scope of this law is broad as it covers both physical and mental disabilities. Unless the employer can
    demonstrate that there is undue hardship, a reasonable accommodation must be made. A reasonable
    accommodation is a modification to the work environment or the job that will allow a person with a disability to
    perform the work required for the job.

    Title II of the Genetic Information Nondiscrimination Act of 2008: It is illegal to discriminate against
    employees or applicants because of genetic information. Requiring, obtaining, or interpreting genetic
    information cannot be used to make employment decisions (EEOC, n.d.-a).

    HRM 6301, Human Resource Management Methods 4

    UNIT x STUDY GUIDE

    Title

    Landmark Cases

    The EEOC receives a plethora of discrimination complaints yearly. In 2018, the complaints and percentages
    of all charges filed were as shown below (EEOC, n.d.-c).

    • Retaliation: 39,469 (51.6%)

    • Sex: 24,655 (32.3%)

    • Race: 24,600 (32.2%)

    • Disability: 24,605 (32.2%)

    • Age: 16,911 (22.1%)

    • National Origin: 7,106 (9.3%)

    • Color: 3,166 (4.1%)

    • Religion: 2,859 (3.7%)

    • Equal Pay Act: 1,066 (1.4%)

    • Genetic Information: 220 (0.3%)

    Due to the high propensity for complaints, HR management personnel need to be aware of and stay on top of
    important landmark cases that are directly related to specific areas of HR. These cases set a precedent and
    may have an impact on the application of certain laws. Two cases that relate to discrimination laws would be
    Macy v Holder and Baldwin v Foxx (Register, 2017). Macy, a transgender woman, alleged that she was
    discriminated against because of her gender identity. Foxx asserted that he was not selected for a position
    because of his sexual orientation. In 2015, the U.S. Supreme Court found that under the 14th Amendment of
    Title VII of the Civil Rights Act, states must recognize and grant marriage licenses to same-sex couples while
    the EEOC interpreted the legislation to incorporate gender identify and sexual orientation.

    Developing an Antidiscrimination Policy

    With this understanding of federal laws against discrimination, you can now recognize the importance of
    having an antidiscrimination policy. Even though this policy may not be required in your state or required by
    some federal laws, you realize that, to protect your employees, this is something you need to develop as an
    HR manager or director. It is important that the policy be consistently followed and enforced. It is also
    suggested that any policy be reviewed by legal counsel to ensure all applicable laws are followed. An
    antidiscrimination policy should be clear, concise, and inclusive.

    Let’s look at an example. Columbia Southern University (CSU) has established an EEO statement. The policy
    is shown below.

    To provide equal employment and advancement opportunities to all individuals, employment
    decisions at Columbia Southern University will be based on merit, qualifications, and abilities. Except
    where required or permitted by law, employment practices will not be influenced or affected by an
    applicant's or employee's race, color, religion, sex, national origin, age, disability, or any other
    characteristic protected by law.

    Columbia Southern University will make reasonable accommodations for qualified individuals with
    known disabilities unless doing so would result in an undue hardship. This policy governs all aspects
    of employment, including selection, job assignment, compensation, discipline, termination, and
    access to benefits and training.

    Columbia Southern University does not discriminate on the basis of race, color, national origin, sex,
    age, religion, disability, or any other protected characteristic in admission or access to, or treatment or
    employment in, its programs and activities. Any person having questions concerning CSU's
    compliance with the regulations implementing Title IX, Section 504, is directed to contact the Title IX
    Administrator.

    Any employee with questions or concerns about any class of discrimination in the workplace is
    encouraged to bring these issues to the attention of their immediate supervisor or the Human
    Resources Department. Employees may raise concerns and make reports without fear of reprisal.

    HRM 6301, Human Resource Management Methods 5

    UNIT x STUDY GUIDE

    Title

    Anyone found to be engaging in any type of unlawful discrimination will be subject to disciplinary
    action, up to and including termination of employment. (CSU, 2020, p. 8)

    The importance of having such a policy cannot be understated. In this unit, the focus was on EEO and federal
    laws that were enacted to protect against discrimination. In Unit II, we will expand on EEO and its impact on
    recruiting and hiring practices. To expand on this unit’s concepts and to prepare for the next unit, you are
    encouraged to explore the suggested unit resources listed in this unit.

    References

    Columbia Southern University. (2020). Columbia Southern University employee handbook.

    Register, T. M. (2017, March). The case for deferring to the EEOC’s interpretation in Macy and Foxx to

    classify LGBT discrimination as sex discrimination under Title VII. Iowa Law Review, 102(3), 1397–
    1425. https://link-gale-
    com.libraryresources.columbiasouthern.edu/apps/doc/A491092532/AONE?u=oran95108&sid=
    AONE&xid=72e6ed62

    U.S. Equal Employment Opportunity Commission. (n.d.-a). Laws enforced by EEOC.

    https://www.eeoc.gov/laws/statutes/index.cfm

    U.S. Equal Employment Opportunity Commission. (n.d.-b). Overview. https://www.eeoc.gov/overview

    U.S. Equal Employment Opportunity Commission. (n.d.-c). Statistics. https://www.eeoc.gov/statistics

    Suggested Unit Resources

    In order to access the following resources, click the links below.

    The following web pages contain further information related to this unit’s topic of Equal Employment
    Opportunity. You are encouraged to visit each site to review not only the page referenced, but the wealth of
    other information on the sites. Consider bookmarking some sites for your future reference.

    U.S. Equal Employment Opportunity Commission. (n.d.). Statistics. https://www.eeoc.gov/statistics

    U.S. Employment Opportunity Commission. (n.d.). General non-discrimination policy tips.

    https://www.eeoc.gov/employers/smallbusiness/checklists/general_non-discrimination_policy.cfm

    U.S. Equal Employment Opportunity Commission. (n.d.). Prohibited employment policies/practices.

    https://www.eeoc.gov/laws/practices/index.cfm

    – 1
    – 2

  • [Solved] Business Finance – Economics Global economics assignments

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  • [Solved] Marketing Plan

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    – ## GroupProjectiMBAOperationsStrategySummer20251.pdf **## GroupProjectiMBAOperationsStrategySummer20251.pdf** iMBA Operations Strategy Module Summer 2024 Group Project One submission per group Only include your group name on the submission (points are deducted if individual group member names are …

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    Assignment Prompt & Instructions

    – ## GroupProjectiMBAOperationsStrategySummer20251.pdf

    **## GroupProjectiMBAOperationsStrategySummer20251.pdf**

    iMBA Operations Strategy
    Module Summer 2024

    Group Project

    One submission per group

    Only include your group name on the submission (points are deducted if individual group member names
    are included) .
    Please submit a Microsoft Word document. Limit of 20 pages, excluding title sheet, references, and
    appendices.
    1. Overview of the Plan

    a) Product/Service

    Identify a product or service for which you will be developing a long-term plan or strategy in the
    Mississippi Delta Region. This product or service should be part of the offerings or future offerings
    from an existing company or institution. For example, you could choose to develop a plan to help the
    College of Business and Aviation increase the number of majors for its BBA degree in Marketing or
    Management, or propose a plan that helps Delta State University attract more out-of-state (including
    international) students.

    b) Target Market
    Identify and discuss your target market (Hint: Limit your target market to one specific group; do
    not state your target market is anyone who wants the product.).

    c) Value Proposition

    State your value proposition or a position statement that outlines the perceived benefits this product
    will provide to the target customer in order to differentiate it from similar services.

    d) Briefly discuss the product’s suggested competitive advantage

    e) Identify critical success factors.

    f) Objectives. Specifies the goals to be accomplished in terms of sales volume, market share, and profit.

    2. Analysis of the current situation and trends

    a) The Customer:
    (i) Identify the relevant trends in demographic, social, and cultural environment
    (ii) Identify the unmet or poorly served customer needs and wants that your strategy will

    address, once successfully executed.
    (iii) Provide critical insights into the behavior of the target consumers
    (iv) Estimate the size of the target market
    (v) Indicate the current and anticipated growth rate of your target market.
    (vi) Discuss relevant demand/supply elasticities

    b) The Industry
    (i) Relevant company and industry background information
    (ii) Identify relevant trends in economic, regulatory, technological, and the natural

    environment
    (iii) Assess Porter’s Five Forces

    c) The Competition
    (i) Identify the main direct and indirect competitors that currently satisfy the needs of your

    proposed target market
    (ii) Discuss the competitors’ advantages and disadvantages

    3. Marketing Strategy
    (i) Describe how you will position the brand in the minds of the target consumers.
    (ii) Describe briefly how you will achieve your objectives

    4. Action plans
    a) Discuss each of the 4 Ps; make sure to add enough detail for the business to be able to implement

    your suggestions
    (i) Product
    (ii) Price
    (iii) Promotion
    (iv) Place

    b) Detail the steps necessary to complete your plan (meet your objective)
    c) Provide a projected Profit-and Loss Statement
    d) Upon the activation of your plan, discuss the anticipated response of your competition and how you

    intend to respond.
    e) Discuss how progress will be monitored (and measured where possible)

    5. Human Resources Strategy

    a) Discuss how human resources plays a major role in influencing your business strategy.
    b) Discuss the key talent needed for your strategy and provide job descriptions for these key positions

    (specific roles/duties are required).
    c) Discuss how you plan to recruit, attract, develop quality employees needed for your strategy.
    d) Include salary ranges for these positions (they should be influenced by demographics &

    sociocultural environment identified in the marketing section). Remember, you need to justify the
    recommendation and recognize the cost of your plan to be further discussed in the economics
    section.

    e) Discuss how you plan to evaluate performance for these positions.

    6. Ethical issues
    Discuss ethical issues currently affecting the industry (or that your proposal may raise), including issues of
    social responsibility.

    7. The Macroeconomy
    a. Identify and discuss relevant macroeconomic economic variables (inflation, unemployment,

    economic growth, etc.) that may impact the success of your product/plan/any strategies discussed
    in previous sections.

    b. Provide detailed trends and forecasts of these macroeconomic variables.

    References
    Additional Notes:
    We expect each part of the integrated project to be informed and shaped by the other parts. For example,
    when you discuss marketing environment and the industry information, as well as pricing and analysis of
    consumers, personnel costs, and wherever else applies, you are supposed to put the information and thoughts
    that you developed in the economics section; insights from marketing analysis should inform your personnel
    decisions.

    – iMBA Operations Strategy Module Summer 2024 Group Project
    – 1. Overview of the Plan
    – 2. Analysis of the current situation and trends
    – 3. Marketing Strategy
    – 4. Action plans
    – 6. Ethical issues
    – 7. The Macroeconomy

    **## GroupProjectiMBAOperationsStrategySummer20251.pdf**

    iMBA Operations Strategy
    Module Summer 2024

    Group Project

    One submission per group

    Only include your group name on the submission (points are deducted if individual group member names
    are included) .
    Please submit a Microsoft Word document. Limit of 20 pages, excluding title sheet, references, and
    appendices.
    1. Overview of the Plan

    a) Product/Service

    Identify a product or service for which you will be developing a long-term plan or strategy in the
    Mississippi Delta Region. This product or service should be part of the offerings or future offerings
    from an existing company or institution. For example, you could choose to develop a plan to help the
    College of Business and Aviation increase the number of majors for its BBA degree in Marketing or
    Management, or propose a plan that helps Delta State University attract more out-of-state (including
    international) students.

    b) Target Market
    Identify and discuss your target market (Hint: Limit your target market to one specific group; do
    not state your target market is anyone who wants the product.).

    c) Value Proposition

    State your value proposition or a position statement that outlines the perceived benefits this product
    will provide to the target customer in order to differentiate it from similar services.

    d) Briefly discuss the product’s suggested competitive advantage

    e) Identify critical success factors.

    f) Objectives. Specifies the goals to be accomplished in terms of sales volume, market share, and profit.

    2. Analysis of the current situation and trends

    a) The Customer:
    (i) Identify the relevant trends in demographic, social, and cultural environment
    (ii) Identify the unmet or poorly served customer needs and wants that your strategy will

    address, once successfully executed.
    (iii) Provide critical insights into the behavior of the target consumers
    (iv) Estimate the size of the target market
    (v) Indicate the current and anticipated growth rate of your target market.
    (vi) Discuss relevant demand/supply elasticities

    b) The Industry
    (i) Relevant company and industry background information
    (ii) Identify relevant trends in economic, regulatory, technological, and the natural

    environment
    (iii) Assess Porter’s Five Forces

    c) The Competition
    (i) Identify the main direct and indirect competitors that currently satisfy the needs of your

    proposed target market
    (ii) Discuss the competitors’ advantages and disadvantages

    3. Marketing Strategy
    (i) Describe how you will position the brand in the minds of the target consumers.
    (ii) Describe briefly how you will achieve your objectives

    4. Action plans
    a) Discuss each of the 4 Ps; make sure to add enough detail for the business to be able to implement

    your suggestions
    (i) Product
    (ii) Price
    (iii) Promotion
    (iv) Place

    b) Detail the steps necessary to complete your plan (meet your objective)
    c) Provide a projected Profit-and Loss Statement
    d) Upon the activation of your plan, discuss the anticipated response of your competition and how you

    intend to respond.
    e) Discuss how progress will be monitored (and measured where possible)

    5. Human Resources Strategy

    a) Discuss how human resources plays a major role in influencing your business strategy.
    b) Discuss the key talent needed for your strategy and provide job descriptions for these key positions

    (specific roles/duties are required).
    c) Discuss how you plan to recruit, attract, develop quality employees needed for your strategy.
    d) Include salary ranges for these positions (they should be influenced by demographics &

    sociocultural environment identified in the marketing section). Remember, you need to justify the
    recommendation and recognize the cost of your plan to be further discussed in the economics
    section.

    e) Discuss how you plan to evaluate performance for these positions.

    6. Ethical issues
    Discuss ethical issues currently affecting the industry (or that your proposal may raise), including issues of
    social responsibility.

    7. The Macroeconomy
    a. Identify and discuss relevant macroeconomic economic variables (inflation, unemployment,

    economic growth, etc.) that may impact the success of your product/plan/any strategies discussed
    in previous sections.

    b. Provide detailed trends and forecasts of these macroeconomic variables.

    References
    Additional Notes:
    We expect each part of the integrated project to be informed and shaped by the other parts. For example,
    when you discuss marketing environment and the industry information, as well as pricing and analysis of
    consumers, personnel costs, and wherever else applies, you are supposed to put the information and thoughts
    that you developed in the economics section; insights from marketing analysis should inform your personnel
    decisions.

    – iMBA Operations Strategy Module Summer 2024 Group Project
    – 1. Overview of the Plan
    – 2. Analysis of the current situation and trends
    – 3. Marketing Strategy
    – 4. Action plans
    – 6. Ethical issues
    – 7. The Macroeconomy

  • [Solved] Business Finance – Management Week 6 Assignment- Managing People & Promoting Collab

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## Week6Assignment-MamagingPeopleandPromotingCollab.docx – ## Week6LearningResources-ManagingPeoplePromotingCollab.docx **## Week6Assignment-MamagingPeopleandPromotingCollab.docx** **Managing People and Promoting Collab** **Week 6 Assignment** **Developing Individuals and Teams Part 2: Coaching fo…

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    – ## Week6Assignment-MamagingPeopleandPromotingCollab.docx

    – ## Week6LearningResources-ManagingPeoplePromotingCollab.docx

    **## Week6Assignment-MamagingPeopleandPromotingCollab.docx**

    **Managing People and Promoting Collab**

    **Week 6 Assignment**

    **Developing Individuals and Teams Part 2: Coaching for Performance: Coaching Reflection and Action Plan**

    For this part of the Assignment, you will continue to act as a new manager who has become concerned about what appears to be declining motivation and engagement on the part of one of your employees. You have spoken to your senior leader about your concerns, and she has asked you to document your interactions with the employee so that she can support you in becoming a more seasoned coach for your team. Last week, you outlined your plan for your coaching conversation. This week, your task is to conduct an appropriate and effective coaching conversation with this employee using the simulation platform. You will then reflect on your experience by preparing a write-up of your interaction that will serve as the basis for ongoing coaching for the employee, as well as for yourself.

    As you prepare your Coaching Reflection and Action Plan, be sure not only to cover all items outlined, but incorporate appropriate examples, where applicable, as well as citations for relevant academic sources, such as those found in the Learning Resources or those in the Walden Library.

    Important Note: If you need more information about scheduling or logging into your required simulation session, please refer to the
    [Simulation Session Guide (PDF)\
    Links to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Support/Simulation/WaldenSimulationSessionGuide.pdf). As a reminder, you must first complete the simulation experience to answer the reflective questions in this Assignment.

    This Assignment incorporates the Business Skill for Good of coaching and mentoring.

    **To prepare for this Assignment:**

    · Schedule and complete your coaching conversation using the simulation platform.

    · Refer to your completed Coaching Conversation Preparation and Strategy document, as well as any notes you made during or after your completion of the simulation experience.

    · Download the
    [Week 6 Assignment Template (Word document)](https://waldenu.instructure.com/courses/171484/files/13724891?wrap=1) [Download Week 6 Assignment Template (Word document)](https://waldenu.instructure.com/courses/171484/files/13724891/download?download_frd=1).

    **Submit** your Coaching Reflection and Action Plan, which should address the following:

    · After you have completed the coaching conversation with the employee, use the following outline as the basis of Part 2 of your coaching plan, in which you walk through the experience and reflect upon the following:

    · Did you accomplish the objectives you set out to accomplish? Explain why or why not.

    · What effects (positive and negative, if applicable) did your preparation have on the outcome? Provide a rationale to support your assessment.

    · What do you feel you did particularly well in your coaching session? If you were going to hold the coaching session again, what might you have done differently, or what improvements would you make?

    · How did the employee respond within the coaching session? What is your prediction for how the employee’s behavior will change (or not) as a result of this coaching session? What insights did you gain that would be helpful for future coaching sessions with the employee?

    · As a conclusion to your coaching plan, choose at least one specific action you will take as a result of this experience to aid you further in your development as a manager and as a coach.

    **## Week6LearningResources-ManagingPeoplePromotingCollab.docx**

    **Managing People & Promoting Collab**

    **Week 6 Learning Resources**

    **Coaching Conversations**

    Having effective coaching conversations—particularly when performance is not meeting expectations—takes both will and skill. Using these resources, you will explore both a framework and specific skills for conducting effective coaching conversations that lead to improved results.

    · Bregman, P. (2019, February 14).
    [13 ways we justify, rationalize, or ignore negative feedback](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH04SU2-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–5. http://hbr.org

    **Time Estimate:** 8 minutes

    · Connor, J. (2019, September 9).
    [To coach junior employees, start with 4 conversations](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH0555N-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–6. http://hbr.org

    **Effective Feedback and Feedforward**

    Many managers deliver criticism instead of feedback—and forget to help the employee understand what they can do differently to achieve better results. And many managers only deliver feedback for improvement, often called “negative” or “constructive feedback,” failing to acknowledge desired behaviors and outcomes by using positive feedback. Through these resources, you will explore when and how to give truly effective feedback, as well as a technique called “feedforward” that anyone can use to quickly gather ideas for change and improvement.

    · Chappelow, C., & McCauley, C. (2019, May 13).
    [What good feedback really looks like](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH04XXM-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–4. http://hbr.org

    · Goldsmith, M. (2002).
    [Try feedforward instead of feedbackLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=mnh&AN=EPTOC9156869&site=eds-live&scope=site&custid=s6527200).
    _Leader to Leader_,
    _2002_(25), 11–14.

    · Nawaz, S. (2019, February 27).
    [How to talk to an employee who isn't meeting their goals](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH04TB0-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–4.
    [http://hbr.org](http://hbr.org/)

    **Understanding Mentoring**

    While mentoring is related to coaching, it serves a different purpose. Using these resources, you will explore the purpose and skills of effective mentoring—and perhaps be inspired to become a mentor, a mentee, or even both!

    · Johnson, W. B., & Smith, D. G. (2018, January 23).
    [The best mentors think like Michelangelo](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH044FB-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–6. http://hbr.org

    · Johnson, W. B., & Smith, D. G. (2019, December 30).
    [Real mentorship starts with company culture, not formal programs](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH05CAC-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–5. http://hbr.org

    · Woolworth, R. (2019, August 9).
    [Great mentors focus on the whole person, not just their career](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH052RV-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–6.
    [http://hbr.org](http://hbr.org/)

    **## Week6LearningResources-ManagingPeoplePromotingCollab.docx**

    **Managing People & Promoting Collab**

    **Week 6 Learning Resources**

    **Coaching Conversations**

    Having effective coaching conversations—particularly when performance is not meeting expectations—takes both will and skill. Using these resources, you will explore both a framework and specific skills for conducting effective coaching conversations that lead to improved results.

    · Bregman, P. (2019, February 14).
    [13 ways we justify, rationalize, or ignore negative feedback](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH04SU2-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–5. http://hbr.org

    **Time Estimate:** 8 minutes

    · Connor, J. (2019, September 9).
    [To coach junior employees, start with 4 conversations](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH0555N-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–6. http://hbr.org

    **Effective Feedback and Feedforward**

    Many managers deliver criticism instead of feedback—and forget to help the employee understand what they can do differently to achieve better results. And many managers only deliver feedback for improvement, often called “negative” or “constructive feedback,” failing to acknowledge desired behaviors and outcomes by using positive feedback. Through these resources, you will explore when and how to give truly effective feedback, as well as a technique called “feedforward” that anyone can use to quickly gather ideas for change and improvement.

    · Chappelow, C., & McCauley, C. (2019, May 13).
    [What good feedback really looks like](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH04XXM-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–4. http://hbr.org

    · Goldsmith, M. (2002).
    [Try feedforward instead of feedbackLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=mnh&AN=EPTOC9156869&site=eds-live&scope=site&custid=s6527200).
    _Leader to Leader_,
    _2002_(25), 11–14.

    · Nawaz, S. (2019, February 27).
    [How to talk to an employee who isn't meeting their goals](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH04TB0-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–4.
    [http://hbr.org](http://hbr.org/)

    **Understanding Mentoring**

    While mentoring is related to coaching, it serves a different purpose. Using these resources, you will explore the purpose and skills of effective mentoring—and perhaps be inspired to become a mentor, a mentee, or even both!

    · Johnson, W. B., & Smith, D. G. (2018, January 23).
    [The best mentors think like Michelangelo](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH044FB-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–6. http://hbr.org

    · Johnson, W. B., & Smith, D. G. (2019, December 30).
    [Real mentorship starts with company culture, not formal programs](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH05CAC-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–5. http://hbr.org

    · Woolworth, R. (2019, August 9).
    [Great mentors focus on the whole person, not just their career](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH052RV-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–6.
    [http://hbr.org](http://hbr.org/)

    **## Week6Assignment-MamagingPeopleandPromotingCollab.docx**

    **Managing People and Promoting Collab**

    **Week 6 Assignment**

    **Developing Individuals and Teams Part 2: Coaching for Performance: Coaching Reflection and Action Plan**

    For this part of the Assignment, you will continue to act as a new manager who has become concerned about what appears to be declining motivation and engagement on the part of one of your employees. You have spoken to your senior leader about your concerns, and she has asked you to document your interactions with the employee so that she can support you in becoming a more seasoned coach for your team. Last week, you outlined your plan for your coaching conversation. This week, your task is to conduct an appropriate and effective coaching conversation with this employee using the simulation platform. You will then reflect on your experience by preparing a write-up of your interaction that will serve as the basis for ongoing coaching for the employee, as well as for yourself.

    As you prepare your Coaching Reflection and Action Plan, be sure not only to cover all items outlined, but incorporate appropriate examples, where applicable, as well as citations for relevant academic sources, such as those found in the Learning Resources or those in the Walden Library.

    Important Note: If you need more information about scheduling or logging into your required simulation session, please refer to the
    [Simulation Session Guide (PDF)\
    Links to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Support/Simulation/WaldenSimulationSessionGuide.pdf). As a reminder, you must first complete the simulation experience to answer the reflective questions in this Assignment.

    This Assignment incorporates the Business Skill for Good of coaching and mentoring.

    **To prepare for this Assignment:**

    · Schedule and complete your coaching conversation using the simulation platform.

    · Refer to your completed Coaching Conversation Preparation and Strategy document, as well as any notes you made during or after your completion of the simulation experience.

    · Download the
    [Week 6 Assignment Template (Word document)](https://waldenu.instructure.com/courses/171484/files/13724891?wrap=1) [Download Week 6 Assignment Template (Word document)](https://waldenu.instructure.com/courses/171484/files/13724891/download?download_frd=1).

    **Submit** your Coaching Reflection and Action Plan, which should address the following:

    · After you have completed the coaching conversation with the employee, use the following outline as the basis of Part 2 of your coaching plan, in which you walk through the experience and reflect upon the following:

    · Did you accomplish the objectives you set out to accomplish? Explain why or why not.

    · What effects (positive and negative, if applicable) did your preparation have on the outcome? Provide a rationale to support your assessment.

    · What do you feel you did particularly well in your coaching session? If you were going to hold the coaching session again, what might you have done differently, or what improvements would you make?

    · How did the employee respond within the coaching session? What is your prediction for how the employee’s behavior will change (or not) as a result of this coaching session? What insights did you gain that would be helpful for future coaching sessions with the employee?

    · As a conclusion to your coaching plan, choose at least one specific action you will take as a result of this experience to aid you further in your development as a manager and as a coach.

    **## Week6LearningResources-ManagingPeoplePromotingCollab.docx**

    **Managing People & Promoting Collab**

    **Week 6 Learning Resources**

    **Coaching Conversations**

    Having effective coaching conversations—particularly when performance is not meeting expectations—takes both will and skill. Using these resources, you will explore both a framework and specific skills for conducting effective coaching conversations that lead to improved results.

    · Bregman, P. (2019, February 14).
    [13 ways we justify, rationalize, or ignore negative feedback](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH04SU2-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–5. http://hbr.org

    **Time Estimate:** 8 minutes

    · Connor, J. (2019, September 9).
    [To coach junior employees, start with 4 conversations](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH0555N-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–6. http://hbr.org

    **Effective Feedback and Feedforward**

    Many managers deliver criticism instead of feedback—and forget to help the employee understand what they can do differently to achieve better results. And many managers only deliver feedback for improvement, often called “negative” or “constructive feedback,” failing to acknowledge desired behaviors and outcomes by using positive feedback. Through these resources, you will explore when and how to give truly effective feedback, as well as a technique called “feedforward” that anyone can use to quickly gather ideas for change and improvement.

    · Chappelow, C., & McCauley, C. (2019, May 13).
    [What good feedback really looks like](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH04XXM-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–4. http://hbr.org

    · Goldsmith, M. (2002).
    [Try feedforward instead of feedbackLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=mnh&AN=EPTOC9156869&site=eds-live&scope=site&custid=s6527200).
    _Leader to Leader_,
    _2002_(25), 11–14.

    · Nawaz, S. (2019, February 27).
    [How to talk to an employee who isn't meeting their goals](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH04TB0-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–4.
    [http://hbr.org](http://hbr.org/)

    **Understanding Mentoring**

    While mentoring is related to coaching, it serves a different purpose. Using these resources, you will explore the purpose and skills of effective mentoring—and perhaps be inspired to become a mentor, a mentee, or even both!

    · Johnson, W. B., & Smith, D. G. (2018, January 23).
    [The best mentors think like Michelangelo](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH044FB-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–6. http://hbr.org

    · Johnson, W. B., & Smith, D. G. (2019, December 30).
    [Real mentorship starts with company culture, not formal programs](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH05CAC-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–5. http://hbr.org

    · Woolworth, R. (2019, August 9).
    [Great mentors focus on the whole person, not just their career](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH052RV-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–6.
    [http://hbr.org](http://hbr.org/)

    **## Week6Assignment-MamagingPeopleandPromotingCollab.docx**

    **Managing People and Promoting Collab**

    **Week 6 Assignment**

    **Developing Individuals and Teams Part 2: Coaching for Performance: Coaching Reflection and Action Plan**

    For this part of the Assignment, you will continue to act as a new manager who has become concerned about what appears to be declining motivation and engagement on the part of one of your employees. You have spoken to your senior leader about your concerns, and she has asked you to document your interactions with the employee so that she can support you in becoming a more seasoned coach for your team. Last week, you outlined your plan for your coaching conversation. This week, your task is to conduct an appropriate and effective coaching conversation with this employee using the simulation platform. You will then reflect on your experience by preparing a write-up of your interaction that will serve as the basis for ongoing coaching for the employee, as well as for yourself.

    As you prepare your Coaching Reflection and Action Plan, be sure not only to cover all items outlined, but incorporate appropriate examples, where applicable, as well as citations for relevant academic sources, such as those found in the Learning Resources or those in the Walden Library.

    Important Note: If you need more information about scheduling or logging into your required simulation session, please refer to the
    [Simulation Session Guide (PDF)\
    Links to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Support/Simulation/WaldenSimulationSessionGuide.pdf). As a reminder, you must first complete the simulation experience to answer the reflective questions in this Assignment.

    This Assignment incorporates the Business Skill for Good of coaching and mentoring.

    **To prepare for this Assignment:**

    · Schedule and complete your coaching conversation using the simulation platform.

    · Refer to your completed Coaching Conversation Preparation and Strategy document, as well as any notes you made during or after your completion of the simulation experience.

    · Download the
    [Week 6 Assignment Template (Word document)](https://waldenu.instructure.com/courses/171484/files/13724891?wrap=1) [Download Week 6 Assignment Template (Word document)](https://waldenu.instructure.com/courses/171484/files/13724891/download?download_frd=1).

    **Submit** your Coaching Reflection and Action Plan, which should address the following:

    · After you have completed the coaching conversation with the employee, use the following outline as the basis of Part 2 of your coaching plan, in which you walk through the experience and reflect upon the following:

    · Did you accomplish the objectives you set out to accomplish? Explain why or why not.

    · What effects (positive and negative, if applicable) did your preparation have on the outcome? Provide a rationale to support your assessment.

    · What do you feel you did particularly well in your coaching session? If you were going to hold the coaching session again, what might you have done differently, or what improvements would you make?

    · How did the employee respond within the coaching session? What is your prediction for how the employee’s behavior will change (or not) as a result of this coaching session? What insights did you gain that would be helpful for future coaching sessions with the employee?

    · As a conclusion to your coaching plan, choose at least one specific action you will take as a result of this experience to aid you further in your development as a manager and as a coach.

    **## Week6LearningResources-ManagingPeoplePromotingCollab.docx**

    **Managing People & Promoting Collab**

    **Week 6 Learning Resources**

    **Coaching Conversations**

    Having effective coaching conversations—particularly when performance is not meeting expectations—takes both will and skill. Using these resources, you will explore both a framework and specific skills for conducting effective coaching conversations that lead to improved results.

    · Bregman, P. (2019, February 14).
    [13 ways we justify, rationalize, or ignore negative feedback](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH04SU2-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–5. http://hbr.org

    **Time Estimate:** 8 minutes

    · Connor, J. (2019, September 9).
    [To coach junior employees, start with 4 conversations](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH0555N-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–6. http://hbr.org

    **Effective Feedback and Feedforward**

    Many managers deliver criticism instead of feedback—and forget to help the employee understand what they can do differently to achieve better results. And many managers only deliver feedback for improvement, often called “negative” or “constructive feedback,” failing to acknowledge desired behaviors and outcomes by using positive feedback. Through these resources, you will explore when and how to give truly effective feedback, as well as a technique called “feedforward” that anyone can use to quickly gather ideas for change and improvement.

    · Chappelow, C., & McCauley, C. (2019, May 13).
    [What good feedback really looks like](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH04XXM-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–4. http://hbr.org

    · Goldsmith, M. (2002).
    [Try feedforward instead of feedbackLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=mnh&AN=EPTOC9156869&site=eds-live&scope=site&custid=s6527200).
    _Leader to Leader_,
    _2002_(25), 11–14.

    · Nawaz, S. (2019, February 27).
    [How to talk to an employee who isn't meeting their goals](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH04TB0-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–4.
    [http://hbr.org](http://hbr.org/)

    **Understanding Mentoring**

    While mentoring is related to coaching, it serves a different purpose. Using these resources, you will explore the purpose and skills of effective mentoring—and perhaps be inspired to become a mentor, a mentee, or even both!

    · Johnson, W. B., & Smith, D. G. (2018, January 23).
    [The best mentors think like Michelangelo](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH044FB-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–6. http://hbr.org

    · Johnson, W. B., & Smith, D. G. (2019, December 30).
    [Real mentorship starts with company culture, not formal programs](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH05CAC-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–5. http://hbr.org

    · Woolworth, R. (2019, August 9).
    [Great mentors focus on the whole person, not just their career](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH052RV-PDF-ENG%2Frich-text).
    _Harvard Business Review Digital Articles_, 2–6.
    [http://hbr.org](http://hbr.org/)

    – 1
    – 2

  • [Solved] research methods

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    \ PHOTO-2025-07-03-12-31-55.jpg](https://www.sweetstudy.com/files/photo-2025-07-03-12-31-55-jpg "PHOTO-2025-07-03-12-31-55.jpg")

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    \
    PHOTO-2025-07-03-12-31-55.jpg](https://www.sweetstudy.com/files/photo-2025-07-03-12-31-55-jpg "PHOTO-2025-07-03-12-31-55.jpg")

  • [Solved] Prof Double R

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    In this assessment, you are assuming the role of a Training Designer who has been tasked with creating a Sales Skills course for sales professionals at Vilexo, a pharmaceutical company. Vilexo has been losing revenue, with market share going down in key market sectors during the last fiscal year. A …

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    In this assessment, you are assuming the role of a Training Designer who has been tasked with creating a Sales Skills course for sales professionals at Vilexo, a pharmaceutical company. Vilexo has been losing revenue, with market share going down in key market sectors during the last fiscal year. A training needs assessment was conducted, and the results showed development opportunities in the sales team. Specifically, the TNA found the following:
    – An increased conversion time of new leads to customers from two months to six months.
    – Loss of 18% of existing customers to competitors with comparable products.
    – Customers cite lower prices and believing that the competitor’s product was better as the most common reasons.
    – Sales reps report that they are not confident in one or more basic sales skills.
    – Surveys indicate that sales reps often cannot accurately describe the benefits and contraindications for products they sell.
    – Surveys indicate that sales reps often cannot suggest other products in our catalog to meet customer needs.
    – Customer complaints indicate slow response rates to customer calls and questions.
    – Customer complaints indicate that sales reps have given them incorrect information about pricing and ordering.
    Management has decided that they want in-person sales training for 40 local sales representatives, and the direction for the course budget is to do it as inexpensively as possible. You are tasked with identifying the training objectives for this course as well as establishing the room arrangements and other course arrangements as well.
    INSTRUCTION
    Create five training objectives for this sales training course that align to the training needs analysis findings.
    Develop the structure of the course (outline, duration, frequency, et cetera) and justify your decisions.
    Select a venue for the sales training course and explain the details you considered in your selection process.
    Select a course trainer and explain the factors you considered in your decision. For example, will you select an in-house trainer, a current member of management, or an outside consultant?
    Describe how you will ensure the training is accessible to all training participants. What steps will you take to ensure that training is accessible to people with limitations in areas such as mobility, vision, or hearing?
    Identify any other factors you will consider. For example, will meals be provided, or are there giveaways that will need to be ordered?
    ASSESSMENT
    – **Written communication:** Write in a professional style with correct grammar, usage, and mechanics.
    – **APA formatting:** Use current APA style and formatting to present your references and citations.
    – **Length of paper:** 5–6 typed, double-spaced pages.
    – **Font and font size:** Times New Roman, 12-point.

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    Write a 5–6 page interview plan. In the plan: – Assess whether structured or unstructured interviews are the best option for the interview process. – Decide whether structured or unstructured interviews are the best option for your interview process. Describe the advantages and disadvantages of your…

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    Write a 5–6 page interview plan. In the plan:
    – Assess whether structured or unstructured interviews are the best option for the interview process.
    – Decide whether structured or unstructured interviews are the best option for your interview process. Describe the advantages and disadvantages of your selection.
    – Describe interview question styles to use during the interview process:
    – Behavioral questions (provide insight into how the candidate has dealt with specific situations in the past).
    – Situational (designed to see how a candidate thinks and reacts in certain situations).
    – Competency-based (designed to determine if a candidate possesses certain skills or attributes).
    – Or a combination of these three options.
    – Describe instructions hiring managers will be given to avoid illegal questions during the interview process.
    – Describe the instructions you will provide the hiring managers regarding illegal interview questions that they must avoid.
    – Communicate in a manner that is scholarly, professional, and consistent with expectations of members of the human resources profession.
    – Be sure you communicate in a scholarly, professional manner that addresses the intended audience and is free of grammatical and mechanical errors.

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    To conclude the phase 3 of the dissertation and finally attach phase 1 & phase 2. Recordings will be shared via zip, request you to use it for the NVivo analysis and prepare transcripts in a separate document

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    To conclude the phase 3 of the dissertation and finally attach phase 1 & phase 2.
    Recordings will be shared via zip, request you to use it for the NVivo analysis and prepare transcripts in a separate document

  • [Solved] WK1PR599

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    SEE ATTACHED – ## wk1pr599.docx **## wk1pr599.docx** 1 6 Peer Response: Cite 2 Scholary authors for each. • Find at least TWO students whose conclusions bring new levels of understanding to your view on McDonald's internal performance or conclusions. • Discuss any major differences where you might d…

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    SEE ATTACHED

    – ## wk1pr599.docx

    **## wk1pr599.docx**

    1

    6

    Peer Response: Cite 2 Scholary authors for each.

    •    Find at least TWO students whose conclusions bring new levels of understanding to your view on McDonald's internal performance or conclusions.
    •    Discuss any major differences where you might disagree.

    1Acj. A purpose/mission statement is a broad description of what a company is and why it exists. For reasons listed in the text, a company’s purpose or mission statement should be broad enough to entice stakeholders and to encourage room for company growth and strategies that could motivate creativity in management (David, David, & David, 2023). I was surprised when I saw that McDonald’s mission/purpose statement was one sentence, but it packs a lot in that statement.

    The McDonald’s mission statement posted on their website, is direct and straight to the point, but also has left room for stakeholders to gain insight into the various ways that the company gives back to and how it serves the community (2023). McDonald’s purpose statement reads: “Our purpose is to feed and foster communities.” (2023). Even as a one-sentence purpose statement, it does contain some components from the nine components that should comprise a good mission or purpose statement. For example, the word, communities, is mentioned, which fulfills the component of customers. This includes customers, staff, families, and neighborhoods, which are referenced often throughout the website. The second component of products and services is covered by McDonald's reference to the offering of delicious food, conveniently located, and at affordable prices.  Parts of McDonald’s purpose statement imply some components of a good purpose statement.  For example, as the purpose statement talks about fostering communities, it implies that the business that is conducted will in some way positively benefit the community. This also allows McDonald’s to show a favorable side to the public.

    According to the text, ten characteristics comprise a good mission or purpose statement. The characteristics are to be broad in scope, concise, inspiring, and identify the firm’s utility of products, social responsibility, environmental responsibility, referring to the previously mentioned 9 components, reconciliatory, enduring, and attractive to customers (David, David, & David, 2023).  When examining these characteristics, McDonald’s purpose statement can provide inspiration and motivation that can positively impact stakeholders, customers, and the community. As I mentioned previously, it is concise, matter of fact, and easy to understand; yet broad enough to expand as the company’s interest and purpose grow. As McDonald’s “fosters the community” (2023), it implies a continuous effort to focus on the community, which fulfills the characteristic of being future-oriented for the long term. The words that are used in the purpose statement are in character, reflecting the value of serving the community and family. The statement is memorable itself because it is so concise and straight to the point. It sticks in your head because such a short phrase has so much meaning.

    Although the purpose statement is missing some characteristics and lacks a few components that make a good mission statement, McDonald’s purpose statement has a very pronounced and concise impression that inspires, motivates, and shows care and concern for the community through food and apple pies.  I would revise the purpose statement to read as follows:

    “Our purpose is to provide nourishment while uplifting and empowering communities worldwide using diverse efforts through delicious, accessible food and motivating opportunities.” ~CJP

    References

    Our purpose & impact. McDonalds. (2023).
    [https://corporate.mcdonalds.com/corpmcd/our-purpose-and-impact.html](https://corporate.mcdonalds.com/corpmcd/our-purpose-and-impact.html)

    David, F. R., David, F. R., & David, M. E. (2023). Strategic Management (18th ed.). Pearson Education (US).

    1B. McDonald's existing mission statement, "to deliver tasty, feel-good moments easy for everyone to enjoy," conveys a compassionate, customer-focused message, but it is missing a few key components that are necessary for a whole mission statement. The mission statement effectively covers customers, products and services, philosophy, and staff concerns when compared to the nine key mission components (David, David, & David, 2024). It places a focus on providing delightful meals and experiences in a warm, inviting setting. It is lacking, nonetheless, in a number of important areas. It does not list the geographical markets that McDonald's serves, even though it operates in more than 100 nations. Unexpectedly, considering McDonald's strategic focus on digital innovation and automation, there is no mention of technology. In addition, the statement makes no mention of financial objectives like growth or profitability, does not explain the company's unique capacity or edge over competitors, and makes no reference to issues of public perception or social responsibility (David, The Cohesion Case McDonald's Corporation, 2022, 2024).

    McDonald's mission statement performs marginally better when compared to the ten suggested elements of a good mission statement. It stresses usefulness and consumer focus while being succinct and emotionally compelling. It probably inspires internal stakeholders and is in line with day-to-day activities. But once more, it omits two crucial components: it fails to disclose the company's wider social responsibility initiatives and fails to articulate its strategic orientation, including its emphasis on its "3D approach" (Digital, Delivery, Drive-Thru).

    Despite being upbeat and people-focused overall, the statement lacks the strategic depth required for a compelling business objective. The statement should be updated by McDonald's to reflect its global reach, technical advancements, dedication to sustainability, financial objectives, and distinctive advantages, including its well-known brand and franchising. The mission would become more strategic, resilient, and in line with external expectations as well as internal operations.

    A proposed Purpose Statement for McDonald’s, which includes the nine essential components and ten recommended characteristics, is as follows:

    Our mission at McDonald's is to provide customers in every community we serve—in more than 100 countries—with delicious, reasonably priced, and easily accessible meals that make them feel good. Through operational excellence, sustainable practices, and digital technology innovation, we want to be the industry leader in quick-service restaurants. We provide outstanding service, assist our franchisees, make investments in our communities, and create long-term value for our stakeholders by empowering a diverse, inclusive, and engaged workforce. Our dedication to moral behavior, environmental stewardship, and ongoing development makes us a reliable brand both now and in the future.

    This proposed statement aligns with McDonald’s current strategic initiatives while strengthening areas previously missing, including geographic scope, competitive advantage, use of technology, and a commitment to sustainability and profitability (David, David, & David, 2024).

    As demonstrated in Chapter 1 using the Battle of Cannae as an example, the strategic relevance of goal and vision statements does, in fact, emphasize their significance. Hannibal's tactical execution, cohesion, and clarity of purpose during that historic battle enabled a numerically weaker force to decisively beat a much bigger Roman army. This result was the result of a well-defined goal and a cohesive, methodical approach to achieving it.

    In the business sector, vision and mission statements act as the strategic compass that directs all corporate activities. Just as the Romans, despite their might, lacked a unified plan at Cannae, so too can well-resourced businesses fail to successfully direct their talents without them. The company's long-term goals and ideal future state are outlined in a well-written vision statement, and its current role, goals, and strategy for accomplishing them are outlined in a compelling mission (or purpose) statement.

    McDonald's needs clear and thorough mission and vision statements, particularly in the competitive, globalized, and quickly changing market of today. Employees, franchisees, suppliers, and other stakeholders are brought together around shared values and objectives by these statements. Additionally, they offer a basis for strategic planning, decision-making, and performance evaluation. A business that has a clear plan is better able to beat competitors and overcome obstacles, just like Hannibal did when his strategy was clear and resulted in a resounding triumph. Therefore, as we suggested, enhancing McDonald's mission statement can contribute to bolstering its long-term viability and global leadership.

    References

    David, F. R. (2024). The Cohesion Case McDonald's Corporation, 2022. In F. R. David , F. R. David, & M. E. David,
    _Strategic Management Concepts and Cases A Competitive Advantage_ (pp. 26-36). Hoboken: Pearson Education, Inc.

    David, F. R., David, F. R., & David, M. E. (2024).
    _Strategic Management Concepts and Cases._ Hoboken: Pearson Education, Inc.

    **## wk1pr599.docx**

    1

    6

    Peer Response: Cite 2 Scholary authors for each.

    •    Find at least TWO students whose conclusions bring new levels of understanding to your view on McDonald's internal performance or conclusions.
    •    Discuss any major differences where you might disagree.

    1Acj. A purpose/mission statement is a broad description of what a company is and why it exists. For reasons listed in the text, a company’s purpose or mission statement should be broad enough to entice stakeholders and to encourage room for company growth and strategies that could motivate creativity in management (David, David, & David, 2023). I was surprised when I saw that McDonald’s mission/purpose statement was one sentence, but it packs a lot in that statement.

    The McDonald’s mission statement posted on their website, is direct and straight to the point, but also has left room for stakeholders to gain insight into the various ways that the company gives back to and how it serves the community (2023). McDonald’s purpose statement reads: “Our purpose is to feed and foster communities.” (2023). Even as a one-sentence purpose statement, it does contain some components from the nine components that should comprise a good mission or purpose statement. For example, the word, communities, is mentioned, which fulfills the component of customers. This includes customers, staff, families, and neighborhoods, which are referenced often throughout the website. The second component of products and services is covered by McDonald's reference to the offering of delicious food, conveniently located, and at affordable prices.  Parts of McDonald’s purpose statement imply some components of a good purpose statement.  For example, as the purpose statement talks about fostering communities, it implies that the business that is conducted will in some way positively benefit the community. This also allows McDonald’s to show a favorable side to the public.

    According to the text, ten characteristics comprise a good mission or purpose statement. The characteristics are to be broad in scope, concise, inspiring, and identify the firm’s utility of products, social responsibility, environmental responsibility, referring to the previously mentioned 9 components, reconciliatory, enduring, and attractive to customers (David, David, & David, 2023).  When examining these characteristics, McDonald’s purpose statement can provide inspiration and motivation that can positively impact stakeholders, customers, and the community. As I mentioned previously, it is concise, matter of fact, and easy to understand; yet broad enough to expand as the company’s interest and purpose grow. As McDonald’s “fosters the community” (2023), it implies a continuous effort to focus on the community, which fulfills the characteristic of being future-oriented for the long term. The words that are used in the purpose statement are in character, reflecting the value of serving the community and family. The statement is memorable itself because it is so concise and straight to the point. It sticks in your head because such a short phrase has so much meaning.

    Although the purpose statement is missing some characteristics and lacks a few components that make a good mission statement, McDonald’s purpose statement has a very pronounced and concise impression that inspires, motivates, and shows care and concern for the community through food and apple pies.  I would revise the purpose statement to read as follows:

    “Our purpose is to provide nourishment while uplifting and empowering communities worldwide using diverse efforts through delicious, accessible food and motivating opportunities.” ~CJP

    References

    Our purpose & impact. McDonalds. (2023).
    [https://corporate.mcdonalds.com/corpmcd/our-purpose-and-impact.html](https://corporate.mcdonalds.com/corpmcd/our-purpose-and-impact.html)

    David, F. R., David, F. R., & David, M. E. (2023). Strategic Management (18th ed.). Pearson Education (US).

    1B. McDonald's existing mission statement, "to deliver tasty, feel-good moments easy for everyone to enjoy," conveys a compassionate, customer-focused message, but it is missing a few key components that are necessary for a whole mission statement. The mission statement effectively covers customers, products and services, philosophy, and staff concerns when compared to the nine key mission components (David, David, & David, 2024). It places a focus on providing delightful meals and experiences in a warm, inviting setting. It is lacking, nonetheless, in a number of important areas. It does not list the geographical markets that McDonald's serves, even though it operates in more than 100 nations. Unexpectedly, considering McDonald's strategic focus on digital innovation and automation, there is no mention of technology. In addition, the statement makes no mention of financial objectives like growth or profitability, does not explain the company's unique capacity or edge over competitors, and makes no reference to issues of public perception or social responsibility (David, The Cohesion Case McDonald's Corporation, 2022, 2024).

    McDonald's mission statement performs marginally better when compared to the ten suggested elements of a good mission statement. It stresses usefulness and consumer focus while being succinct and emotionally compelling. It probably inspires internal stakeholders and is in line with day-to-day activities. But once more, it omits two crucial components: it fails to disclose the company's wider social responsibility initiatives and fails to articulate its strategic orientation, including its emphasis on its "3D approach" (Digital, Delivery, Drive-Thru).

    Despite being upbeat and people-focused overall, the statement lacks the strategic depth required for a compelling business objective. The statement should be updated by McDonald's to reflect its global reach, technical advancements, dedication to sustainability, financial objectives, and distinctive advantages, including its well-known brand and franchising. The mission would become more strategic, resilient, and in line with external expectations as well as internal operations.

    A proposed Purpose Statement for McDonald’s, which includes the nine essential components and ten recommended characteristics, is as follows:

    Our mission at McDonald's is to provide customers in every community we serve—in more than 100 countries—with delicious, reasonably priced, and easily accessible meals that make them feel good. Through operational excellence, sustainable practices, and digital technology innovation, we want to be the industry leader in quick-service restaurants. We provide outstanding service, assist our franchisees, make investments in our communities, and create long-term value for our stakeholders by empowering a diverse, inclusive, and engaged workforce. Our dedication to moral behavior, environmental stewardship, and ongoing development makes us a reliable brand both now and in the future.

    This proposed statement aligns with McDonald’s current strategic initiatives while strengthening areas previously missing, including geographic scope, competitive advantage, use of technology, and a commitment to sustainability and profitability (David, David, & David, 2024).

    As demonstrated in Chapter 1 using the Battle of Cannae as an example, the strategic relevance of goal and vision statements does, in fact, emphasize their significance. Hannibal's tactical execution, cohesion, and clarity of purpose during that historic battle enabled a numerically weaker force to decisively beat a much bigger Roman army. This result was the result of a well-defined goal and a cohesive, methodical approach to achieving it.

    In the business sector, vision and mission statements act as the strategic compass that directs all corporate activities. Just as the Romans, despite their might, lacked a unified plan at Cannae, so too can well-resourced businesses fail to successfully direct their talents without them. The company's long-term goals and ideal future state are outlined in a well-written vision statement, and its current role, goals, and strategy for accomplishing them are outlined in a compelling mission (or purpose) statement.

    McDonald's needs clear and thorough mission and vision statements, particularly in the competitive, globalized, and quickly changing market of today. Employees, franchisees, suppliers, and other stakeholders are brought together around shared values and objectives by these statements. Additionally, they offer a basis for strategic planning, decision-making, and performance evaluation. A business that has a clear plan is better able to beat competitors and overcome obstacles, just like Hannibal did when his strategy was clear and resulted in a resounding triumph. Therefore, as we suggested, enhancing McDonald's mission statement can contribute to bolstering its long-term viability and global leadership.

    References

    David, F. R. (2024). The Cohesion Case McDonald's Corporation, 2022. In F. R. David , F. R. David, & M. E. David,
    _Strategic Management Concepts and Cases A Competitive Advantage_ (pp. 26-36). Hoboken: Pearson Education, Inc.

    David, F. R., David, F. R., & David, M. E. (2024).
    _Strategic Management Concepts and Cases._ Hoboken: Pearson Education, Inc.

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