Tag: Model Answer

  • [Solved] 584 Collaboration week 5

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    Follow these guidelines when completing each component of the Collaboration Café. Contact your course faculty if you have questions. **General Instructions** Consider the quality measures that are currently analyzed at your practice location. If you do not have a current practice location, select a …

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    Assignment Prompt & Instructions

    Follow these guidelines when completing each component of the Collaboration Café. Contact your course faculty if you have questions.
    **General Instructions**
    Consider the quality measures that are currently analyzed at your practice location. If you do not have a current practice location, select a local healthcare facility or provider to answer the questions below.
    **Include the following sections**:
    1. **Application of Course Knowledge**: Answer all questions/criteria with explanations and detail.
    – Describe one clinical client-focused quality measure currently analyzed in your practice location.
    – What data is collected, and from where is the data taken?
    – Who is responsible for data collection, analysis, and reporting?
    – How is the data critically evaluated to accurately reflect the desired care outcomes? Who makes the decisions to apply the data to practice change?
    – What are advanced practice nurses’ key challenges when evaluating quality measures in healthcare settings?
    1. **Professionalism in Communication**: Communicate with minimal errors in English grammar, spelling, syntax, and punctuation.
    Please add AI and Similarity report.

  • [Solved] dbs global economics

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    See attached – ## DBSGloableconomics.docx **## DBSGloableconomics.docx** **DB1 Week 1 DUE JULY 09** Define capitalism and socialism and provide examples of countries that govern using each structure. Discuss why capitalism and socialism are currently spotlighted in U.S. politics giving the pros and …

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    Assignment Prompt & Instructions

    See attached

    – ## DBSGloableconomics.docx

    **## DBSGloableconomics.docx**

    **DB1 Week 1 DUE JULY 09**

    Define capitalism and socialism and provide examples of countries that govern using each structure.

    Discuss why capitalism and socialism are currently spotlighted in U.S. politics giving the pros and cons of each organizational structure. Be specific and give supporting facts, not just opinions.

    Finally, address the question: Does capitalism create wealth inequality and is this necessarily a bad outcome?

    200 words 2 scholarly resources

    **DB2 Week 1 DUE JULY 09**

    For this discussion you will debate with your peers the concept of increasing minimum wage. To participate in a knowledgeable debate, you must have a firm understanding of each side of the issue. Your textbook discusses minimum wage in detail and like many traditional economists, for the most part, does not support increasing the minimum wage. The text discusses the negative impacts that such increases may create. Find at least two scholarly and credible resources (other than the Macroeconomics: Private and Public Choice text) that discuss minimum wage. In your post, use facts; do not simply document or restate opinion.

    Write an initial post of at least 200 words that either supports or does not support an increase in minimum wage. Be sure to use economist terminology and include facts. Support your response with at least two scholarly and credible resources.

    **DB3 Week 2 DUE JULY 16**

    What is measured and, just as importantly, what is not measured in the GDP?

    What has GDP been for the last three quarters in the United States?

    Why is GDP often mentioned in business news and used as an important metric for the economy? Is this number accurate? What are the pros and cons of this measurement?

    Explain how real GDP is different and how it is calculated.

    Your initial response should be a minimum of 200 words. 1 scholarly and credible resource

    **DB4 Week 2 DUE JULY 16**

    How is unemployment calculated, and what is and is not included in the calculation?

    What were the unemployment figures for the last three quarters in the United States?

    Why is unemployment often mentioned in business news and used as an important metric for the economy?

    What might cause the unemployment numbers to be questioned from an accuracy standpoint and a relevancy perspective?

    How do the phases of the business cycle impact unemployment?

    Your initial response should be a minimum of 200 words. 1 scholarly and credible resource

    **DB Week 3 DUE JULY 23**

    https://www.usdebtclock.org/

    In your post, you will cordially debate a controversial and often misunderstood macroeconomic topic. The huge U.S. government debt continues to grow and is constantly reported in the news.

    For your initial post address the following:

    Is the large and increasing national debt an issue Americans should be concerned about?

    Your initial response should be a minimum of 200 words. One scholarly reference

    **DB WEEK 4 DUE JULY 23**

    The United States’ monetary policy is largely determined by the Federal Reserve Bank (Fed). For this discussion, you will cordially debate the necessity of the Fed.

    For your initial post, address the following:

    How does the Fed control the money supply? Be sure to explain how they can expand or restrict the money supply.

    How does the banking system create money?

    List two or three pros and cons of the Federal Reserve Bank.

    What is your conclusion? Is the Fed necessary? Support your opinion.

    Your initial response should be a minimum of 200 words. One scholarly reference

    **DB WEEK 5 DUE AUG 01**

    https://go.gale.com/ps/i.do?p=GBIB&u=ashford&id=GALE%7CA717077902&v=2.1&it=r&sid=bookmark-GBIB&asid=5d70d01b

    What helps economists forecast the economy? Imagine you are presenting the index of leading indicators concept to a small group of newly hired analysts. In a minimum of 200 words, with at least
    two scholarly and credible resources,

    Discuss the index of the leading indicators.

    Is the Phillips curve a helpful predictor? Why or why not?

    As a businessperson, how could you use this predictive macroeconomic information to help make business decisions? (Give at least one specific example.)

    **DB WEEK 6 DUE AUG 01**

    For this discussion forum, you may choose to use Walmart as an example or select a new company, as long as you address the following prompts.

    Discuss how comparative analysis, trade restrictions, tariffs, and exchange rates of your chosen company will impact the decision to expand. You need to take these macroeconomic concepts and apply them directly to the Walmart (or other selected company) expansion decision.

    Consider the topics you have studied throughout this course. What other economic factors may impact the decision to expand?

    Your initial response should be a minimum of 200 words. one scholarly and credible resource

    **DB WEEK 6**

    Politicians often warn about problems associated with the U.S. trade deficit. For this discussion, cordially debate whether the U.S. should be concerned about the trade deficit.

    For your initial post, first discuss how the balance of payments can influence exchange rates and purchasing power. Then take a position either for or against trade deficits. In your position, address the pros or cons of the U.S. trade deficits.

    Your initial response should be a minimum of 200 words. one scholarly and credible resource

    **## DBSGloableconomics.docx**

    **DB1 Week 1 DUE JULY 09**

    Define capitalism and socialism and provide examples of countries that govern using each structure.

    Discuss why capitalism and socialism are currently spotlighted in U.S. politics giving the pros and cons of each organizational structure. Be specific and give supporting facts, not just opinions.

    Finally, address the question: Does capitalism create wealth inequality and is this necessarily a bad outcome?

    200 words 2 scholarly resources

    **DB2 Week 1 DUE JULY 09**

    For this discussion you will debate with your peers the concept of increasing minimum wage. To participate in a knowledgeable debate, you must have a firm understanding of each side of the issue. Your textbook discusses minimum wage in detail and like many traditional economists, for the most part, does not support increasing the minimum wage. The text discusses the negative impacts that such increases may create. Find at least two scholarly and credible resources (other than the Macroeconomics: Private and Public Choice text) that discuss minimum wage. In your post, use facts; do not simply document or restate opinion.

    Write an initial post of at least 200 words that either supports or does not support an increase in minimum wage. Be sure to use economist terminology and include facts. Support your response with at least two scholarly and credible resources.

    **DB3 Week 2 DUE JULY 16**

    What is measured and, just as importantly, what is not measured in the GDP?

    What has GDP been for the last three quarters in the United States?

    Why is GDP often mentioned in business news and used as an important metric for the economy? Is this number accurate? What are the pros and cons of this measurement?

    Explain how real GDP is different and how it is calculated.

    Your initial response should be a minimum of 200 words. 1 scholarly and credible resource

    **DB4 Week 2 DUE JULY 16**

    How is unemployment calculated, and what is and is not included in the calculation?

    What were the unemployment figures for the last three quarters in the United States?

    Why is unemployment often mentioned in business news and used as an important metric for the economy?

    What might cause the unemployment numbers to be questioned from an accuracy standpoint and a relevancy perspective?

    How do the phases of the business cycle impact unemployment?

    Your initial response should be a minimum of 200 words. 1 scholarly and credible resource

    **DB Week 3 DUE JULY 23**

    https://www.usdebtclock.org/

    In your post, you will cordially debate a controversial and often misunderstood macroeconomic topic. The huge U.S. government debt continues to grow and is constantly reported in the news.

    For your initial post address the following:

    Is the large and increasing national debt an issue Americans should be concerned about?

    Your initial response should be a minimum of 200 words. One scholarly reference

    **DB WEEK 4 DUE JULY 23**

    The United States’ monetary policy is largely determined by the Federal Reserve Bank (Fed). For this discussion, you will cordially debate the necessity of the Fed.

    For your initial post, address the following:

    How does the Fed control the money supply? Be sure to explain how they can expand or restrict the money supply.

    How does the banking system create money?

    List two or three pros and cons of the Federal Reserve Bank.

    What is your conclusion? Is the Fed necessary? Support your opinion.

    Your initial response should be a minimum of 200 words. One scholarly reference

    **DB WEEK 5 DUE AUG 01**

    https://go.gale.com/ps/i.do?p=GBIB&u=ashford&id=GALE%7CA717077902&v=2.1&it=r&sid=bookmark-GBIB&asid=5d70d01b

    What helps economists forecast the economy? Imagine you are presenting the index of leading indicators concept to a small group of newly hired analysts. In a minimum of 200 words, with at least
    two scholarly and credible resources,

    Discuss the index of the leading indicators.

    Is the Phillips curve a helpful predictor? Why or why not?

    As a businessperson, how could you use this predictive macroeconomic information to help make business decisions? (Give at least one specific example.)

    **DB WEEK 6 DUE AUG 01**

    For this discussion forum, you may choose to use Walmart as an example or select a new company, as long as you address the following prompts.

    Discuss how comparative analysis, trade restrictions, tariffs, and exchange rates of your chosen company will impact the decision to expand. You need to take these macroeconomic concepts and apply them directly to the Walmart (or other selected company) expansion decision.

    Consider the topics you have studied throughout this course. What other economic factors may impact the decision to expand?

    Your initial response should be a minimum of 200 words. one scholarly and credible resource

    **DB WEEK 6**

    Politicians often warn about problems associated with the U.S. trade deficit. For this discussion, cordially debate whether the U.S. should be concerned about the trade deficit.

    For your initial post, first discuss how the balance of payments can influence exchange rates and purchasing power. Then take a position either for or against trade deficits. In your position, address the pros or cons of the U.S. trade deficits.

    Your initial response should be a minimum of 200 words. one scholarly and credible resource

  • [Solved] HRM 6301

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## 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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    Assignment Prompt & Instructions

    – ## 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

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    – ## PLEASEATTENTIONREADWEEK4INSTRUCTION.docx – ## Journal4.docx **## PLEASEATTENTIONREADWEEK4INSTRUCTION.docx** Week Four This week you will read a selection of literary works from the Victorian Age to the twentieth century. **Student Learning Outcomes Addressed:** · Identify key ideas, significant…

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    – ## PLEASEATTENTIONREADWEEK4INSTRUCTION.docx

    – ## Journal4.docx

    **## PLEASEATTENTIONREADWEEK4INSTRUCTION.docx**

    Week Four

    This week you will read a selection of literary works from the Victorian Age to the twentieth century.

    **Student Learning Outcomes Addressed:**

    · Identify key ideas, significant historical or cultural events, and characteristic perspectives or attitudes expressed in the literature of different periods or regions.

    · Analyze literary works as expressions of individual or communal values within the social, political, cultural, or religious contexts of different literary periods.

    **Core Competencies Addressed:**

    · Biographical, historical and literary analysis

    **Readings:** Essay One Instructions, Sample student paper, and rubric.

                      Start work on Literary Analysis Essay

    From
    **_British Literature II_(Volume II)**, Part 2: The Victorian Age

    ·

    ·

    · Intro: The Victorian Movement in Literature, pages 286-289.

    · Lord Tennyson, “Ulysses,” pages 337-338, and 351-353.

    · Robert Browning, “The Last Duchess,” pages 429- 430, and   431-433.

    · Charles Dickens, from
    _Hardtimes_, Chapters 1-4, pages 596-615.

                From
    **_British Literature II_(Volume II)**, Part 3: Twentieth Century and Beyond

    ·

    ·

    · Intro-Modernism and Postmodernism as Literary Movements, pages, 878-885

    · Virginia Woolf, “A Room of One’s Own,”
    [Chapter 1,](https://https/mail.gutenberg.ca/ebooks/ebooks/woolfv-aroomofonesown/woolfv-aroomofonesown-00-h.html) [A Room of One's Own](https://dallascollege.brightspace.com/content/enforced/259383-2025SU-ENGL-2321-83640/woolf-room-of-ones-own.pdf?ou=259383).

    · T. S. Eliot, “The Wasteland,” only "The Burial of the Dead," pages 1086-89

    · Samuel Beckett, 1106-1108, follow
    [the link](http://www.samuel-beckett.net/Penelope/Act_I.html) to read Act I of
    _Waiting for Godot_.

               From
    **_A Glossary of Literary Terms_**

    ·

    ·

    · Dramatic monologue, pages 96-97

    · Stream of consciousness, pages 378-379

    · Literature
    [of the Absurd,](https://www.britannica.com/art/Theatre-of-the-Absurd) pages, 1-3

    ·
    [Existentialism, Existential philosophy, page 180](https://literariness.org/2016/03/29/existentialist-movement-in-literature/)

    · “
    [Stichomythia”](https://www.britannica.com/art/stichomythia)

    **Assignments or Assessments:**
    One Major Assignment.

    One Journal Assignment.

    One Discussion board post and responses.

    One reading quiz on the readings for this week.

    **Supporting Documents:**

    [https://youtu.be/nllDcnfoH5A](https://youtu.be/nllDcnfoH5A)

    [https://youtu.be/bxSDS-pw8_c](https://youtu.be/bxSDS-pw8_c)

    [https://youtu.be/YD0mAoVwO54](https://youtu.be/YD0mAoVwO54)

    **## Journal4.docx**

    **Journal 4: Annotating a Poem**

    **TP-CASTT: A Strategy for Analyzing Poetry**

    TP-CASTT stands for “Title, Paraphrase, Connotation, Attitude, Shift, Title, Theme.”

    It’s a tool that is very helpful in breaking down poems to figure out their meanings.

    **Title:** Ponder the title before reading the poem.

    **Paraphrase:** Translate the poem into your own words.

    **Connotation:** Contemplate the poem for meaning beyond the literal (interpret).

    **Attitude:** Observe both the speaker’s and the poet’s attitudes (tone, diction,

    mood…).

    **Shifts:** Note shifts in speakers and in attitudes (are there changes?).

    **Title:** Examine the title again, this time on an interpretive level.

    **Theme:** Determine what the poet is saying by identifying out two themes.

    Look at the sample TP-CASTT below based on the poem “Ozymandias” by Percy Bysshe Shelley, one of the Romantic poets we have been studying.

    “Ozymandias,”

    by Percy Bysshe Shelley

    I met a traveller from an antique land 1

    Who said: "Two vast and trunkless legs of stone 2

    Stand in the desert. Near them on the sand, 3

    Half sunk, a shattered visage lies, whose frown 4

    And wrinkled lip and sneer of cold command 5

    Tell that its sculptor well those passions read 6

    Which yet survive, stamped on these lifeless things, 7

    The hand that mocked them and the heart that fed. 8

    And on the pedestal these words appear: 9

    ‘My name is Ozymandias, King of Kings: 10

    Look on my works, ye mighty, and despair!' 11

    Nothing beside remains. Round the decay 12

    Of that colossal wreck, boundless and bare, 13

    The lone and level sands stretch far away". 14

    **“Ozymandias” TP-CASTT**

    **T** Perhaps this is the name of a person? It reminded me of
    _The Wizard of Oz_. It certainly

    does not sound like a British name.

    **P** I met a traveler from a faraway, old land who told me: “Two big slabs of stone stand in

    the desert. Nearby, in the sand, a broken statue of a face is buried. It has a mean,

    nasty expression that shows that this person was a ruthless leader. These features of

    the face show that the sculptor could easily see the person’s character and was able to

    portray them in his statue so that the qualities, like the statue, survived even after

    the person’s death. You can tell that the sculptor put all his heart into his work, even

    though it is mocking. The inscription on the base of the statue reads, “My name is

    Ozymandias, the greatest king of all. Look at all the things I have done and fear me!”

    Nothing else remains. Around the broken statue, the barren desert stretches on

    endlessly.” (Since this is a paraphrase of the whole poem, no line numbers are needed

    here.)

    **C** It is significant that the statue was once great, like the king, but is now decaying and

    abandoned in the desert (12-13) This suggests that all things must come to an end.

    Even though the traveler seems to be admiring the statue for its size and detail, he is

    also mocking it and the king by pointing out that it has decayed to nothingness over

    the years.

    **A** Like the sculptor, it seems that the traveler is mocking the great Ozymandias, who is

    now reduced to a decaying statue buried in the sand (12-14). Ozymandias, who

    speaks through the inscription on the poem, has an egotistic, arrogant attitude, which

    justifies the traveler’s mocking tone (10-11).

    **S** There are three speakers in this poem: the narrator or initial speaker (1-2), the

    traveler (2-14), and Ozymandias through the inscription on the statue (10-11).

    **T** Ozymandias was the king portrayed by the broken statue (10-11)

    **T** Nothing, not even the greatest of people or civilizations, can last forever.

    Being prideful or arrogant will not create a good lasting legacy.

    **Instructions:**

    Now, it’s your turn! Select one of the Romantic poems listed below to create your own. Make sure you use textual evidence, citing with line numbers, in your responses! You can choose Lord Alfred Tennyson’s “Ulysses” or Robert Browning’s “My Last Duchess.” First copy and paste the poem below and them complete the TPCASTT for the poem. Copy the entire poem below, and then number the lines. Remember to provide line numbers with evidence when you complete the
    **TPCASTT**

    **T**

    **P**

    **C**

    **A**

    **S**

    **T**

    **T**

    **## Journal4.docx**

    **Journal 4: Annotating a Poem**

    **TP-CASTT: A Strategy for Analyzing Poetry**

    TP-CASTT stands for “Title, Paraphrase, Connotation, Attitude, Shift, Title, Theme.”

    It’s a tool that is very helpful in breaking down poems to figure out their meanings.

    **Title:** Ponder the title before reading the poem.

    **Paraphrase:** Translate the poem into your own words.

    **Connotation:** Contemplate the poem for meaning beyond the literal (interpret).

    **Attitude:** Observe both the speaker’s and the poet’s attitudes (tone, diction,

    mood…).

    **Shifts:** Note shifts in speakers and in attitudes (are there changes?).

    **Title:** Examine the title again, this time on an interpretive level.

    **Theme:** Determine what the poet is saying by identifying out two themes.

    Look at the sample TP-CASTT below based on the poem “Ozymandias” by Percy Bysshe Shelley, one of the Romantic poets we have been studying.

    “Ozymandias,”

    by Percy Bysshe Shelley

    I met a traveller from an antique land 1

    Who said: "Two vast and trunkless legs of stone 2

    Stand in the desert. Near them on the sand, 3

    Half sunk, a shattered visage lies, whose frown 4

    And wrinkled lip and sneer of cold command 5

    Tell that its sculptor well those passions read 6

    Which yet survive, stamped on these lifeless things, 7

    The hand that mocked them and the heart that fed. 8

    And on the pedestal these words appear: 9

    ‘My name is Ozymandias, King of Kings: 10

    Look on my works, ye mighty, and despair!' 11

    Nothing beside remains. Round the decay 12

    Of that colossal wreck, boundless and bare, 13

    The lone and level sands stretch far away". 14

    **“Ozymandias” TP-CASTT**

    **T** Perhaps this is the name of a person? It reminded me of
    _The Wizard of Oz_. It certainly

    does not sound like a British name.

    **P** I met a traveler from a faraway, old land who told me: “Two big slabs of stone stand in

    the desert. Nearby, in the sand, a broken statue of a face is buried. It has a mean,

    nasty expression that shows that this person was a ruthless leader. These features of

    the face show that the sculptor could easily see the person’s character and was able to

    portray them in his statue so that the qualities, like the statue, survived even after

    the person’s death. You can tell that the sculptor put all his heart into his work, even

    though it is mocking. The inscription on the base of the statue reads, “My name is

    Ozymandias, the greatest king of all. Look at all the things I have done and fear me!”

    Nothing else remains. Around the broken statue, the barren desert stretches on

    endlessly.” (Since this is a paraphrase of the whole poem, no line numbers are needed

    here.)

    **C** It is significant that the statue was once great, like the king, but is now decaying and

    abandoned in the desert (12-13) This suggests that all things must come to an end.

    Even though the traveler seems to be admiring the statue for its size and detail, he is

    also mocking it and the king by pointing out that it has decayed to nothingness over

    the years.

    **A** Like the sculptor, it seems that the traveler is mocking the great Ozymandias, who is

    now reduced to a decaying statue buried in the sand (12-14). Ozymandias, who

    speaks through the inscription on the poem, has an egotistic, arrogant attitude, which

    justifies the traveler’s mocking tone (10-11).

    **S** There are three speakers in this poem: the narrator or initial speaker (1-2), the

    traveler (2-14), and Ozymandias through the inscription on the statue (10-11).

    **T** Ozymandias was the king portrayed by the broken statue (10-11)

    **T** Nothing, not even the greatest of people or civilizations, can last forever.

    Being prideful or arrogant will not create a good lasting legacy.

    **Instructions:**

    Now, it’s your turn! Select one of the Romantic poems listed below to create your own. Make sure you use textual evidence, citing with line numbers, in your responses! You can choose Lord Alfred Tennyson’s “Ulysses” or Robert Browning’s “My Last Duchess.” First copy and paste the poem below and them complete the TPCASTT for the poem. Copy the entire poem below, and then number the lines. Remember to provide line numbers with evidence when you complete the
    **TPCASTT**

    **T**

    **P**

    **C**

    **A**

    **S**

    **T**

    **T**

    **## PLEASEATTENTIONREADWEEK4INSTRUCTION.docx**

    Week Four

    This week you will read a selection of literary works from the Victorian Age to the twentieth century.

    **Student Learning Outcomes Addressed:**

    · Identify key ideas, significant historical or cultural events, and characteristic perspectives or attitudes expressed in the literature of different periods or regions.

    · Analyze literary works as expressions of individual or communal values within the social, political, cultural, or religious contexts of different literary periods.

    **Core Competencies Addressed:**

    · Biographical, historical and literary analysis

    **Readings:** Essay One Instructions, Sample student paper, and rubric.

                      Start work on Literary Analysis Essay

    From
    **_British Literature II_(Volume II)**, Part 2: The Victorian Age

    ·

    ·

    · Intro: The Victorian Movement in Literature, pages 286-289.

    · Lord Tennyson, “Ulysses,” pages 337-338, and 351-353.

    · Robert Browning, “The Last Duchess,” pages 429- 430, and   431-433.

    · Charles Dickens, from
    _Hardtimes_, Chapters 1-4, pages 596-615.

                From
    **_British Literature II_(Volume II)**, Part 3: Twentieth Century and Beyond

    ·

    ·

    · Intro-Modernism and Postmodernism as Literary Movements, pages, 878-885

    · Virginia Woolf, “A Room of One’s Own,”
    [Chapter 1,](https://https/mail.gutenberg.ca/ebooks/ebooks/woolfv-aroomofonesown/woolfv-aroomofonesown-00-h.html) [A Room of One's Own](https://dallascollege.brightspace.com/content/enforced/259383-2025SU-ENGL-2321-83640/woolf-room-of-ones-own.pdf?ou=259383).

    · T. S. Eliot, “The Wasteland,” only "The Burial of the Dead," pages 1086-89

    · Samuel Beckett, 1106-1108, follow
    [the link](http://www.samuel-beckett.net/Penelope/Act_I.html) to read Act I of
    _Waiting for Godot_.

               From
    **_A Glossary of Literary Terms_**

    ·

    ·

    · Dramatic monologue, pages 96-97

    · Stream of consciousness, pages 378-379

    · Literature
    [of the Absurd,](https://www.britannica.com/art/Theatre-of-the-Absurd) pages, 1-3

    ·
    [Existentialism, Existential philosophy, page 180](https://literariness.org/2016/03/29/existentialist-movement-in-literature/)

    · “
    [Stichomythia”](https://www.britannica.com/art/stichomythia)

    **Assignments or Assessments:**
    One Major Assignment.

    One Journal Assignment.

    One Discussion board post and responses.

    One reading quiz on the readings for this week.

    **Supporting Documents:**

    [https://youtu.be/nllDcnfoH5A](https://youtu.be/nllDcnfoH5A)

    [https://youtu.be/bxSDS-pw8_c](https://youtu.be/bxSDS-pw8_c)

    [https://youtu.be/YD0mAoVwO54](https://youtu.be/YD0mAoVwO54)

    **## Journal4.docx**

    **Journal 4: Annotating a Poem**

    **TP-CASTT: A Strategy for Analyzing Poetry**

    TP-CASTT stands for “Title, Paraphrase, Connotation, Attitude, Shift, Title, Theme.”

    It’s a tool that is very helpful in breaking down poems to figure out their meanings.

    **Title:** Ponder the title before reading the poem.

    **Paraphrase:** Translate the poem into your own words.

    **Connotation:** Contemplate the poem for meaning beyond the literal (interpret).

    **Attitude:** Observe both the speaker’s and the poet’s attitudes (tone, diction,

    mood…).

    **Shifts:** Note shifts in speakers and in attitudes (are there changes?).

    **Title:** Examine the title again, this time on an interpretive level.

    **Theme:** Determine what the poet is saying by identifying out two themes.

    Look at the sample TP-CASTT below based on the poem “Ozymandias” by Percy Bysshe Shelley, one of the Romantic poets we have been studying.

    “Ozymandias,”

    by Percy Bysshe Shelley

    I met a traveller from an antique land 1

    Who said: "Two vast and trunkless legs of stone 2

    Stand in the desert. Near them on the sand, 3

    Half sunk, a shattered visage lies, whose frown 4

    And wrinkled lip and sneer of cold command 5

    Tell that its sculptor well those passions read 6

    Which yet survive, stamped on these lifeless things, 7

    The hand that mocked them and the heart that fed. 8

    And on the pedestal these words appear: 9

    ‘My name is Ozymandias, King of Kings: 10

    Look on my works, ye mighty, and despair!' 11

    Nothing beside remains. Round the decay 12

    Of that colossal wreck, boundless and bare, 13

    The lone and level sands stretch far away". 14

    **“Ozymandias” TP-CASTT**

    **T** Perhaps this is the name of a person? It reminded me of
    _The Wizard of Oz_. It certainly

    does not sound like a British name.

    **P** I met a traveler from a faraway, old land who told me: “Two big slabs of stone stand in

    the desert. Nearby, in the sand, a broken statue of a face is buried. It has a mean,

    nasty expression that shows that this person was a ruthless leader. These features of

    the face show that the sculptor could easily see the person’s character and was able to

    portray them in his statue so that the qualities, like the statue, survived even after

    the person’s death. You can tell that the sculptor put all his heart into his work, even

    though it is mocking. The inscription on the base of the statue reads, “My name is

    Ozymandias, the greatest king of all. Look at all the things I have done and fear me!”

    Nothing else remains. Around the broken statue, the barren desert stretches on

    endlessly.” (Since this is a paraphrase of the whole poem, no line numbers are needed

    here.)

    **C** It is significant that the statue was once great, like the king, but is now decaying and

    abandoned in the desert (12-13) This suggests that all things must come to an end.

    Even though the traveler seems to be admiring the statue for its size and detail, he is

    also mocking it and the king by pointing out that it has decayed to nothingness over

    the years.

    **A** Like the sculptor, it seems that the traveler is mocking the great Ozymandias, who is

    now reduced to a decaying statue buried in the sand (12-14). Ozymandias, who

    speaks through the inscription on the poem, has an egotistic, arrogant attitude, which

    justifies the traveler’s mocking tone (10-11).

    **S** There are three speakers in this poem: the narrator or initial speaker (1-2), the

    traveler (2-14), and Ozymandias through the inscription on the statue (10-11).

    **T** Ozymandias was the king portrayed by the broken statue (10-11)

    **T** Nothing, not even the greatest of people or civilizations, can last forever.

    Being prideful or arrogant will not create a good lasting legacy.

    **Instructions:**

    Now, it’s your turn! Select one of the Romantic poems listed below to create your own. Make sure you use textual evidence, citing with line numbers, in your responses! You can choose Lord Alfred Tennyson’s “Ulysses” or Robert Browning’s “My Last Duchess.” First copy and paste the poem below and them complete the TPCASTT for the poem. Copy the entire poem below, and then number the lines. Remember to provide line numbers with evidence when you complete the
    **TPCASTT**

    **T**

    **P**

    **C**

    **A**

    **S**

    **T**

    **T**

    **## PLEASEATTENTIONREADWEEK4INSTRUCTION.docx**

    Week Four

    This week you will read a selection of literary works from the Victorian Age to the twentieth century.

    **Student Learning Outcomes Addressed:**

    · Identify key ideas, significant historical or cultural events, and characteristic perspectives or attitudes expressed in the literature of different periods or regions.

    · Analyze literary works as expressions of individual or communal values within the social, political, cultural, or religious contexts of different literary periods.

    **Core Competencies Addressed:**

    · Biographical, historical and literary analysis

    **Readings:** Essay One Instructions, Sample student paper, and rubric.

                      Start work on Literary Analysis Essay

    From
    **_British Literature II_(Volume II)**, Part 2: The Victorian Age

    ·

    ·

    · Intro: The Victorian Movement in Literature, pages 286-289.

    · Lord Tennyson, “Ulysses,” pages 337-338, and 351-353.

    · Robert Browning, “The Last Duchess,” pages 429- 430, and   431-433.

    · Charles Dickens, from
    _Hardtimes_, Chapters 1-4, pages 596-615.

                From
    **_British Literature II_(Volume II)**, Part 3: Twentieth Century and Beyond

    ·

    ·

    · Intro-Modernism and Postmodernism as Literary Movements, pages, 878-885

    · Virginia Woolf, “A Room of One’s Own,”
    [Chapter 1,](https://https/mail.gutenberg.ca/ebooks/ebooks/woolfv-aroomofonesown/woolfv-aroomofonesown-00-h.html) [A Room of One's Own](https://dallascollege.brightspace.com/content/enforced/259383-2025SU-ENGL-2321-83640/woolf-room-of-ones-own.pdf?ou=259383).

    · T. S. Eliot, “The Wasteland,” only "The Burial of the Dead," pages 1086-89

    · Samuel Beckett, 1106-1108, follow
    [the link](http://www.samuel-beckett.net/Penelope/Act_I.html) to read Act I of
    _Waiting for Godot_.

               From
    **_A Glossary of Literary Terms_**

    ·

    ·

    · Dramatic monologue, pages 96-97

    · Stream of consciousness, pages 378-379

    · Literature
    [of the Absurd,](https://www.britannica.com/art/Theatre-of-the-Absurd) pages, 1-3

    ·
    [Existentialism, Existential philosophy, page 180](https://literariness.org/2016/03/29/existentialist-movement-in-literature/)

    · “
    [Stichomythia”](https://www.britannica.com/art/stichomythia)

    **Assignments or Assessments:**
    One Major Assignment.

    One Journal Assignment.

    One Discussion board post and responses.

    One reading quiz on the readings for this week.

    **Supporting Documents:**

    [https://youtu.be/nllDcnfoH5A](https://youtu.be/nllDcnfoH5A)

    [https://youtu.be/bxSDS-pw8_c](https://youtu.be/bxSDS-pw8_c)

    [https://youtu.be/YD0mAoVwO54](https://youtu.be/YD0mAoVwO54)

    **## Journal4.docx**

    **Journal 4: Annotating a Poem**

    **TP-CASTT: A Strategy for Analyzing Poetry**

    TP-CASTT stands for “Title, Paraphrase, Connotation, Attitude, Shift, Title, Theme.”

    It’s a tool that is very helpful in breaking down poems to figure out their meanings.

    **Title:** Ponder the title before reading the poem.

    **Paraphrase:** Translate the poem into your own words.

    **Connotation:** Contemplate the poem for meaning beyond the literal (interpret).

    **Attitude:** Observe both the speaker’s and the poet’s attitudes (tone, diction,

    mood…).

    **Shifts:** Note shifts in speakers and in attitudes (are there changes?).

    **Title:** Examine the title again, this time on an interpretive level.

    **Theme:** Determine what the poet is saying by identifying out two themes.

    Look at the sample TP-CASTT below based on the poem “Ozymandias” by Percy Bysshe Shelley, one of the Romantic poets we have been studying.

    “Ozymandias,”

    by Percy Bysshe Shelley

    I met a traveller from an antique land 1

    Who said: "Two vast and trunkless legs of stone 2

    Stand in the desert. Near them on the sand, 3

    Half sunk, a shattered visage lies, whose frown 4

    And wrinkled lip and sneer of cold command 5

    Tell that its sculptor well those passions read 6

    Which yet survive, stamped on these lifeless things, 7

    The hand that mocked them and the heart that fed. 8

    And on the pedestal these words appear: 9

    ‘My name is Ozymandias, King of Kings: 10

    Look on my works, ye mighty, and despair!' 11

    Nothing beside remains. Round the decay 12

    Of that colossal wreck, boundless and bare, 13

    The lone and level sands stretch far away". 14

    **“Ozymandias” TP-CASTT**

    **T** Perhaps this is the name of a person? It reminded me of
    _The Wizard of Oz_. It certainly

    does not sound like a British name.

    **P** I met a traveler from a faraway, old land who told me: “Two big slabs of stone stand in

    the desert. Nearby, in the sand, a broken statue of a face is buried. It has a mean,

    nasty expression that shows that this person was a ruthless leader. These features of

    the face show that the sculptor could easily see the person’s character and was able to

    portray them in his statue so that the qualities, like the statue, survived even after

    the person’s death. You can tell that the sculptor put all his heart into his work, even

    though it is mocking. The inscription on the base of the statue reads, “My name is

    Ozymandias, the greatest king of all. Look at all the things I have done and fear me!”

    Nothing else remains. Around the broken statue, the barren desert stretches on

    endlessly.” (Since this is a paraphrase of the whole poem, no line numbers are needed

    here.)

    **C** It is significant that the statue was once great, like the king, but is now decaying and

    abandoned in the desert (12-13) This suggests that all things must come to an end.

    Even though the traveler seems to be admiring the statue for its size and detail, he is

    also mocking it and the king by pointing out that it has decayed to nothingness over

    the years.

    **A** Like the sculptor, it seems that the traveler is mocking the great Ozymandias, who is

    now reduced to a decaying statue buried in the sand (12-14). Ozymandias, who

    speaks through the inscription on the poem, has an egotistic, arrogant attitude, which

    justifies the traveler’s mocking tone (10-11).

    **S** There are three speakers in this poem: the narrator or initial speaker (1-2), the

    traveler (2-14), and Ozymandias through the inscription on the statue (10-11).

    **T** Ozymandias was the king portrayed by the broken statue (10-11)

    **T** Nothing, not even the greatest of people or civilizations, can last forever.

    Being prideful or arrogant will not create a good lasting legacy.

    **Instructions:**

    Now, it’s your turn! Select one of the Romantic poems listed below to create your own. Make sure you use textual evidence, citing with line numbers, in your responses! You can choose Lord Alfred Tennyson’s “Ulysses” or Robert Browning’s “My Last Duchess.” First copy and paste the poem below and them complete the TPCASTT for the poem. Copy the entire poem below, and then number the lines. Remember to provide line numbers with evidence when you complete the
    **TPCASTT**

    **T**

    **P**

    **C**

    **A**

    **S**

    **T**

    **T**

    – 1
    – 2

  • [Solved] bus final 23

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    – Review Chapters 17 and 18 from your textbook, _Applied Psychology in Talent Management_. – Review the article [How Do You Solve a Problem Like Quitting? Amazon has committed to expanding workers’ upskilling opportunities and is encouraging other employers to do the sameLinks to an external site.](…

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    – Review Chapters 17 and 18 from your textbook, _Applied Psychology in Talent Management_.
    – Review the article [How Do You Solve a Problem Like Quitting? Amazon has committed to expanding workers’ upskilling opportunities and is encouraging other employers to do the sameLinks to an external site.](https://link.gale.com/apps/doc/A737162730/GBIB?u=ashford&sid=bookmark-GBIB&xid=8377229e%20).
    – Review the [_Amazon’s New Approach to ‘Human Capital’ Is a Telling Takeaway From Its Annual Regulatory Report_Links to an external site.](https://www.geekwire.com/2021/amazons-new-approach-human-capital-telling-takeaway-annual-regulatory-report/) webpage.
    Assume the role of a consultant at Amazon dedicated to creating and reinforcing the company’s ideal culture. You have been asked to assess Amazon’s current company culture, determine ways that it can be improved, forecast potential changes through growth, and provide a plan for sustaining cultural longevity through employees.
    Using the materials provided to you, as well as at least three additional resources pertaining to human resource management, prepare a PowerPoint presentation on the proposal for a strategic human capital development program focused on the transmission of company core values.
    To communicate with Amazon’s executive team, you will present your analysis using PowerPoint. The analysis should be 8 to 10 slides. The strategic human capital analysis should reinforce the culture through
    – recruitment
    – training
    – retention
    – team development
    – organizational responsibility
    The analysis should also consider Week 4’s contemporary human capital topic and predictive analysis.
    In your presentation,
    – Determine ways to improve the company’s culture in a growth environment.
    – Provide recommendations regarding the company’s recruiting, training, development, and retention strategies.
    – Integrate contemporary human capital topics and predictive analysis.
    – Discuss potential global expansion on the company culture and success.
    – Formulate an overall organized and concise proposal for the company’s ideal culture supported through human resource management.
    The- Amazon: Reinforcing Culture Through Human Capital Development final presentation
    – 8 slides double space plus title and conclusion slide
    –  3 scholarly and/or credible sources in addition to the course text

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    Musculuar dystrophy understanding

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    Musculuar dystrophy understanding

  • [Solved] Diversity and Inclusion in Organizational Culture

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    The studies on diversity and inclusion often find conflicting results in relation to the performance of diverse groups. Some research indicates that diversity has no relationship on the group's performance, and other research shows that the greater diversity the team has, the poorer the group's perf…

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    The studies on diversity and inclusion often find conflicting results in relation to the performance of diverse groups. Some research indicates that diversity has no relationship on the group's performance, and other research shows that the greater diversity the team has, the poorer the group's performance will be. Finally, some research shows a positive relationship for diverse groups and their performance.
    For this discussion, consider your current organization or one that you have worked for previously. Based on the results listed above (no relationship, a negative relationship, and a positive relationship), what types of results did you experience when diversity and inclusion were present in the company? Remember that diversity can be a multitude of dimensions, such as age, gender, race, ethnicity, religion, and the like. After providing your experiences, discuss why you believe that results were no relationship, a negative relationship, or a positive relationship and the reasons for the results, such as the attitudes of the employees, lack of training on diversity, no leadership involvement, and the like.
    Initial post to be a substantive post of approximately 500 words and at least two supporting references, one must come from a CSU Library database. Posts to others should be a substantive post of approximately 250 words. You should also include at least one reference.

  • [Solved] Diversity and Inclusion in Organizational Culture

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    Please respond to this classmate post must be at least 250 words with at least one reference. My name is Dan Yost, and I live in West Michigan. I have been involved in EMS for the past twenty years and currently serve as the Program Director for EMS and Fire programs at our local community college. …

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    Please respond to this classmate post must be at least 250 words with at least one reference.
    My name is Dan Yost, and I live in West Michigan. I have been involved in EMS for the past twenty years and currently serve as the Program Director for EMS and Fire programs at our local community college. My role allows me to oversee education and training for future EMS professionals, but before stepping into this academic leadership position, I worked as a supervisor in a different organization where I experienced firsthand the realities of managing a diverse team.
    In that previous role, our team was diverse primarily in terms of age. We had individuals just entering the workforce, including recent high school graduates, as well as others who had been with the organization for decades and were approaching retirement. This multigenerational team brought a range of experiences, perspectives, and expectations to the table. At its core, diversity should have been an asset. However, in practice, I would characterize the relationship between the diversity present and the team’s performance as mostly neutral, at times negative.
    The challenge was not with the diversity itself, but with the environment we were placed in. Supervisors were given very little authority to lead effectively. While we were technically “in charge” of our teams, upper management retained most decision-making power and often bypassed us in both policy enforcement and communication. This created a disconnect between leadership expectations and the realities of daily operations. As a result, it was difficult to foster collaboration and accountability, especially across such a broad spectrum of ages and work styles.
    Additionally, there was no formal training or development provided on how to manage or support a diverse workforce. Diversity and inclusion were not part of the organization's values in practice, even if they may have been stated on paper. We were left to navigate interpersonal conflicts, generational differences, and inconsistent communication with no clear strategy. Younger employees often brought energy and tech-savviness but struggled with professionalism or consistency, while older employees had a strong work ethic but sometimes resisted change or new approaches. Instead of bridging these differences to build a stronger team, the lack of organizational support allowed tensions to fester.
    What could have made a difference was leadership involvement and a commitment to inclusion at every level. Had upper management invested in supervisor training, encouraged cross-generational mentoring, or created space for open dialogue about expectations and work styles, I believe the outcomes could have been significantly different. In fact, diversity can absolutely be a positive force in organizational performance, but only when it’s matched with intentional practices that support inclusion.
    In contrast, my current role in education has shown me what it looks like when leadership does support diversity and inclusion. We work with students and faculty from all backgrounds, and through deliberate planning, ongoing training, and a culture of collaboration, we see how diversity enhances problem-solving, student engagement, and innovation. My past experience has reinforced for me how critical it is that inclusion is more than just representation, it must be active, ongoing, and supported by leadership.

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    see attached – ## smartgoal-1.docx **## smartgoal-1.docx** **SMART Goal** **Goal 1** **S** pecific: Learning decision-making skills from my preceptor to broaden my expertise and present as a great leader. **M** easurable: Improvement in decision-making skills **A** ttainable: Attend meetings, collec…

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    see attached

    – ## smartgoal-1.docx

    **## smartgoal-1.docx**

    **SMART Goal**

    **Goal 1**

    **S** pecific: Learning decision-making skills from my preceptor to broaden my expertise and present as a great leader.

    **M** easurable: Improvement in decision-making skills

    **A** ttainable: Attend meetings, collect data, ask questions

    **R** esults-focused: Enhance ability to make accurate and effective decision for the resident and the company.

    **T** imeframe provided: Assess decision-making skills at the end of this course.

    **Goal 2**

    **S** pecific: Implement overtime reduction strategies

    **M** easurable: Achieve a 10% reduction in nursing overtime

    **A** ttainable: Educate nurses on time management tools

    **R** esults-focused: Enhance workflow efficiency

    **T** imeframe provided: Monitor nurses' tasks completion on a weekly basis

    **Goal 3**

    **S** pecific: Participate in interdisciplinary team activities

    **M** easurable: Improve collaboration among different departments

    **A** ttainable: foster open and respectful relationships

    **R** esults-focused: Enhance patient safety through improved communication

    **T** imeframe provided: Assess overall workflow and productivity

    **## smartgoal-1.docx**

    **SMART Goal**

    **Goal 1**

    **S** pecific: Learning decision-making skills from my preceptor to broaden my expertise and present as a great leader.

    **M** easurable: Improvement in decision-making skills

    **A** ttainable: Attend meetings, collect data, ask questions

    **R** esults-focused: Enhance ability to make accurate and effective decision for the resident and the company.

    **T** imeframe provided: Assess decision-making skills at the end of this course.

    **Goal 2**

    **S** pecific: Implement overtime reduction strategies

    **M** easurable: Achieve a 10% reduction in nursing overtime

    **A** ttainable: Educate nurses on time management tools

    **R** esults-focused: Enhance workflow efficiency

    **T** imeframe provided: Monitor nurses' tasks completion on a weekly basis

    **Goal 3**

    **S** pecific: Participate in interdisciplinary team activities

    **M** easurable: Improve collaboration among different departments

    **A** ttainable: foster open and respectful relationships

    **R** esults-focused: Enhance patient safety through improved communication

    **T** imeframe provided: Assess overall workflow and productivity