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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 – 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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    Assignment Prompt & Instructions

    – ## 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] Leading Through Change

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    Write a 2-4 page paper on leading your team through change by **Step 1: Choose a topic from the following list:** – Technology/Software Updates. – Organization Restructure. – New Product Launch. **Step 2: Choose a format from the following list:** – Academic Paper: – Length: 2–4-pages double-spaced …

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    Write a 2-4 page paper on leading your team through change by
    **Step 1: Choose a topic from the following list:**
    – Technology/Software Updates.
    – Organization Restructure.
    – New Product Launch.
    **Step 2: Choose a format from the following list:**
    – Academic Paper:
    – Length: 2–4-pages double-spaced page, excluding your title page and references page, Arial 12 pt. font.
    Be sure to provide citations for resources within your assessment.

  • [Solved] The Impact of Information Technology on Managers’ Jobs

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    Please see attached for instructions – ## 1.TheImpactofInformationTechnologyonManagersJobs.docx **## 1.TheImpactofInformationTechnologyonManagersJobs.docx** **Objective:** This assignment aims to explore the transformative role of information technology in business management and how AI tools are be…

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    Please see attached for instructions

    – ## 1.TheImpactofInformationTechnologyonManagersJobs.docx

    **## 1.TheImpactofInformationTechnologyonManagersJobs.docx**

    **Objective:**

    This assignment aims to explore the transformative role of information technology in business management and how AI tools are being utilized to streamline business processes and improve decision-making.

    **Instructions:**

    Write a minimum 2-page analysis discussing the following points:

    1.
    **The Impact of Information Technology on Managers’ Jobs**

    · Explain how advancements in information technology have reshaped the roles and responsibilities of managers.

    · Discuss how IT tools have changed the way managers communicate, track performance, and make decisions.

    · Provide examples of specific IT tools that managers use in their day-to-day operations (e.g., project management software, communication platforms, data analytics tools).

    · Analyze the pros and cons of relying on technology for decision-making and management tasks.

    1.
    **Using AI Tools for Business Processes and Decision-Making**

    · Introduce the concept of AI tools in business management, providing examples of AI applications (e.g., AI-driven analytics, automated customer service, predictive analytics, decision support systems).

    · Explain how AI tools can enhance business processes such as forecasting, inventory management, customer segmentation, and performance monitoring.

    · Discuss how managers can implement AI tools in current organizations to improve efficiency, reduce errors, and support data-driven decisions.

    · Reflect on the potential challenges and ethical considerations in using AI in business management (e.g., job displacement, data privacy concerns).

    **Format:**

    · 12-point Times New Roman font

    · 1-inch margins

    · Double-spaced

    · Use APA 7 Format and list all your references.

    **## 1.TheImpactofInformationTechnologyonManagersJobs.docx**

    **Objective:**

    This assignment aims to explore the transformative role of information technology in business management and how AI tools are being utilized to streamline business processes and improve decision-making.

    **Instructions:**

    Write a minimum 2-page analysis discussing the following points:

    1.
    **The Impact of Information Technology on Managers’ Jobs**

    · Explain how advancements in information technology have reshaped the roles and responsibilities of managers.

    · Discuss how IT tools have changed the way managers communicate, track performance, and make decisions.

    · Provide examples of specific IT tools that managers use in their day-to-day operations (e.g., project management software, communication platforms, data analytics tools).

    · Analyze the pros and cons of relying on technology for decision-making and management tasks.

    1.
    **Using AI Tools for Business Processes and Decision-Making**

    · Introduce the concept of AI tools in business management, providing examples of AI applications (e.g., AI-driven analytics, automated customer service, predictive analytics, decision support systems).

    · Explain how AI tools can enhance business processes such as forecasting, inventory management, customer segmentation, and performance monitoring.

    · Discuss how managers can implement AI tools in current organizations to improve efficiency, reduce errors, and support data-driven decisions.

    · Reflect on the potential challenges and ethical considerations in using AI in business management (e.g., job displacement, data privacy concerns).

    **Format:**

    · 12-point Times New Roman font

    · 1-inch margins

    · Double-spaced

    · Use APA 7 Format and list all your references.

  • [Solved] Discussion Post

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    In Module Seven, consider the following statement: **"The best-performing companies worry less about performance and more about their organizational capabilities" (Bititci, 2015).** Then, review the interview notes memos for [Company A](https://learn.snhu.edu/d2l/common/dialogs/quickLink/quickLink.d…

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    Assignment Prompt & Instructions

    In Module Seven, consider the following statement: **"The best-performing companies worry less about performance and more about their organizational capabilities" (Bititci, 2015).** Then, review the interview notes memos for [Company A](https://learn.snhu.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1958807&type=coursefile&fileId=Course+Documents%2fMBA+620+Company+A+Confidential+Interview+Notes.pdf) and [Company B](https://learn.snhu.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1958807&type=coursefile&fileId=Course+Documents%2fMBA+620+Company+B+Confidential+Interview+Notes.pdf). Then think about organizational performance in relation to organizational capabilities and address the following in your initial post:
    – Do you agree with the statement above? Why or why not?
    – How does organizational culture affect capability and performance? For example, an active, participative culture is essential for encouraging organizational learning.
    – What do you think about the organizational culture and capabilities of Companies A and B and their role in the two companies' performances?
    Please do half a page- its a discussion post

  • [Solved] Project

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    Executive Solution Overview

    ## Competencies In this project, you will demonstrate your mastery of the following competencies: – Prepare and present internal and external reports. – Monitor and evaluate performance. – Recommend opportunities for performance improvements. ## Scenario You are a former pilot, and you are now the c…

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    ## Competencies
    In this project, you will demonstrate your mastery of the following competencies:
    – Prepare and present internal and external reports.
    – Monitor and evaluate performance.
    – Recommend opportunities for performance improvements.
    ## Scenario
    You are a former pilot, and you are now the controller of a division of TransGlobal Airlines, a large organization that operates a fleet of corporate jets for charter at several airports in the southeast part of the United States. Your division’s private charter clients include several Fortune 500 companies in the region. The Chief Financial Officer (CFO) has informed you that the company is considering the acquisition of two smaller aviation firms in the region specializing in chartered flights for luxury vacations using light aircraft (60 passengers or less). The CFO has tasked you with assessing the organizational benefits of acquiring these aviation firms. The CFO intends to develop a new business plan for the organization if your analysis recommends moving forward with the acquisition.
    After an initial assessment, the company has shortlisted two airlines, Company A and Company B, to examine further for acquisition. To understand all aspects of the two airlines under consideration, you have visited each proposed site to assess their performance. The assessment included creating a balanced scorecard for each airline with all four components, financial, internal processes, customers/market, and learning and growth, that will impact the acquisition of each firm.
    The CFO has asked you to generate two scenarios for the proposed acquisition based on your analysis and governing or predictive assumptions. They include a worst-case scenario that considers the most serious outcomes that could occur if anticipated targets and assumptions are dramatically wrong and a best-case scenario if anticipated targets and assumptions significantly exceed forecasts.
    Based on your assessment and analysis of the companies in Milestones One and Two, you will create and deliver a PowerPoint presentation for senior management’s review and analysis. You will also write an executive summary with your recommendations for the leadership team.
    ## Directions
    **Part 1: Presentation**
    Record and submit a narrated PowerPoint presentation to share your analysis and recommendations for the proposed acquisitions. Use your data and analysis, along with feedback received from the milestone assignments, to complete your presentation.
    **Note:** Remember to use both on-slide text and narration or speaker notes in your PowerPoint presentation to convey your information effectively. If narration is not possible, precise and extensive speaker notes are required while addressing all of the rubric elements in the presentation. For example, you can use brief, bulleted lists on the slide and include detailed explanations in your narration or speaker notes. A resource is provided under Supporting Materials to help you record your presentation. If you are unable to submit a presentation with narration, be sure to include detailed speaker notes with your submission.
    1. **Overview**
    1. **Situation Analysis of TransGlobal Airlines (parent company):**Use the information from the Supporting Materials section to highlight the parent company’s current business environment.
    1. Internal environment: culture, leadership, internal processes, human resources, operations, and financial performance
    2. External environment: competitive, market, regulatory, customers, suppliers, and other relevant stakeholders
    2. **Acquisition Rationale:** Explain why your company is planning to acquire these airlines. What strategic objectives will the acquisition meet? How might the acquisition support TransGlobal’s bigger-picture goals?
    3. **Proposed Acquisitions:**Using the resources provided in the Supporting Materials section, provide an overview of the two companies under consideration to be acquired. Include the following information for each company:
    1. Location, size, and age of the firm
    2. Customer segment and target market
    3. Major competitors
    4. Company leadership
    5. Current financial and market status
    2. **Analysis**
    1. **Analysis of Company A:**Present your data and analysis of Company A. Include the following in your analysis:
    1. **Balanced scorecard data**: Share the balanced scorecard for Company A. Copy and paste the relevant sections from your Milestone One spreadsheet. The balanced scorecard should highlight key performance indicators (KPIs), such as net profit, annual growth, and market share, and include the four components:
    1. **Financial**: Complete the financial section of the balanced scorecard template, identifying two of the most impactful KPIs.
    – Explain your rationale for the KPIs chosen, along with the cause–effect relationship between the chosen KPIs and the KPI action plan details.
    2. **Internal processes:**Complete the internal processes section of the balanced scorecard template, identifying two of the most relevant KPIs.
    – Explain your rationale for the KPIs chosen, along with the cause–effect relationship between the chosen KPIs and the KPI action plan details.
    3. **Customers/market:**Complete the customers/market section of the balanced scorecard template, identifying two of the most relevant KPIs.
    – Explain your rationale for the KPIs chosen, along with the cause–effect relationship between the chosen KPIs and the KPI action plan details.
    4. **Learning and growth:**Complete the learning and growth section of the balanced scorecard template, identifying two of the most relevant KPIs.
    – Explain your rationale for the KPIs chosen, along with the cause–effect relationship between the chosen KPIs and the KPI action plan details.
    2. **Balanced scorecard analysis**: Describe your analysis of Company A’s performance based on its balanced scorecard components. Perform a cost-benefit-risk analysis to explain whether the benefits justify the costs of acquisition.
    1. **Opportunity cost:** What will it cost to move forward with this opportunity?
    2. **Risk:** Identify and explain the magnitude (low, medium, or high) of the risks this acquisition poses to the parent company related to its market, financial, cultural, and operational environments.
    2. **Analysis of Company B:**Present your data and analysis of Company B. Include the following in your analysis:
    1. **Balanced Scorecard Data**: Share the balanced scorecard of Company B and highlight some KPIs, such as net profit, annual growth, and market share. Copy and paste the relevant sections from your Milestone One spreadsheet. The balanced scorecard should highlight KPIs, such as net profit, annual growth, and market share, and include the four components:
    1. **Financial**: Complete the financial section of the balanced scorecard template, identifying two of the most impactful KPIs.
    – Explain your rationale for the KPIs chosen, along with the cause–effect relationship between the chosen KPIs and the KPI action plan details.
    2. **Internal processes:**Complete the internal processes section of the balanced scorecard template, identifying two of the most relevant KPIs.
    – Explain your rationale for the KPIs chosen, along with the cause–effect relationship between the chosen KPIs and the KPI action plan details.
    3. **Customers/market:**Complete the customers/market section of the balanced scorecard template, identifying two of the most relevant two KPIs.
    – Explain your rationale for the KPIs chosen, along with the cause–effect relationship between the chosen KPIs and the KPI action plan details.
    4. **Learning and growth:**Complete the learning and growth section of the balanced scorecard template, identifying two of the most relevant KPIs.
    – Explain your rationale for the KPIs chosen, along with the cause–effect relationship between the chosen KPIs and the KPI action plan details.
    2. **Balanced scorecard analysis**: Perform a cost-benefit-risk analysis for Company B based on its balanced scorecard components to explain whether the benefits justify the costs of acquisition.
    3. **Opportunity cost:** What will it cost to move forward with this opportunity?
    4. **Risk:** Identify and explain the magnitude (low, medium, or high) of the risks this acquisition poses to the parent company as related to its market, financial, cultural, and operational environments.
    5. **Proposal**
    1. **Recommendation:** Recommend whether TransGlobal Airlines should acquire one or both companies.
    2. **Rationale:** Justify how your recommendation supports the company’s strategic objectives. This includes one or more of its financial, market, competitive, and cultural objectives.
    3. **Assumptions**: Explain how your acquisition recommendation will impact the company’s success in the following scenarios:
    1. **A worst-case scenario** that considers the most serious outcomes that could occur if anticipated targets and assumptions are dramatically wrong
    2. **A best-case scenario** that considers outcomes that significantly exceed anticipated targets and assumptions
    **Part 2: Executive Summary**
    Submit a Word document summarizing your analysis and recommendations for both companies.
    1. **Situation assessment**: Briefly summarize your company’s current internal and external business environments and the rationale for acquisition.
    2. **Data and analysis**: Provide a brief overview of the two airlines under consideration, including your findings and analysis from your balanced scorecards.
    3. **Recommendation**: Justify your recommendation for the acquisition and explain how it supports the company’s objectives.
    ## What to Submit
    **Acquisition Proposal Presentation**
    Using the instructions provided under Supporting Materials below, submit a recorded PowerPoint presentation with 10 slides. Sources should be cited and listed on a separate reference page according to APA style. Consult the [Shapiro Library APA Style Guide](http://libguides.snhu.edu/apa) for more information on citations.
    **Executive Summary**
    Submit a 2- to 3 -page Word document with 12-point Times New Roman font, double spacing, and one-inch margins. Sources should be cited and listed on a separate reference page according to APA style. Consult the [Shapiro Library APA Style Guide](http://libguides.snhu.edu/apa) for more information on citations.

  • [Solved] A- Discussion

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    In-depth study guidance and analytical solution covering A- Discussion.

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] 1-2 page On Harvard Business School Case Study

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    Executive Solution Overview

    Submit a 1-2-page paper describing the organization or Harvard Business School case study for your project.

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    Assignment Prompt & Instructions

    Submit a 1-2-page paper describing the organization or Harvard Business School case study for your project.

  • [Solved] Two Page Report Analyzing Healthcare System

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Write a 2-page-report in which you analyze the relationships within a healthcare system that are necessary to achieve an organizational goal, explain how the healthcare system can serve as the framework for problem solving, and explain ethical questions associated with a specific situation.

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    Assignment Prompt & Instructions

    Write a 2-page-report in which you analyze the relationships within a healthcare system that are necessary to achieve an organizational goal, explain how the healthcare system can serve as the framework for problem solving, and explain ethical questions associated with a specific situation.

  • [Solved] Feasibility Paper 4-8 page paper

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    Executive Solution Overview

    This assessment will require you to submit a 4–8 page paper that explores economic and financial issues, demographics and marketing assessment, regulatory and accreditation issues, and organizational issues.

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    Assignment Prompt & Instructions

    This assessment will require you to submit a 4–8 page paper that explores economic and financial issues, demographics and marketing assessment, regulatory and accreditation issues, and organizational issues.