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• Create a list of three best practices recruiters should use  when screening potential candidates for a HR management position.  Justify your selections.
• Create a new best practice for HR management based on the information that you learned in this course.

Question 1:

Propose at least three general ways that HR can use competitive advantage in the marketplace to recruit new applicants.

• What are some ways to recruit qualified candidates?
• Has technology hindered or assisted the process?

Question 2:

Imagine that the CEO of your company (past, present, or future) has asked you to explain the importance of adding more funding to the organization’s talent management program. You have two minutes to convince the CEO that your ideas will add value and to allow you to expound on your ideas in a more formal follow-up presentation.

• Briefly outline the key points of your strategy.

• , evaluate the effectiveness of the selected organization’s performance management process.
• Next, decide the extent to which each stage of the performance management process is relevant to an employee’s performance. Justify your response.

I need this in 2 days please…I have attached the Week 3 assignment and rubric.  Please ensure to follow page count, references and instructions to include rubric.  The topic of choice is Marriott.  

If you have questions, please let me know. 

 Assignment 3: Talent Management Strategy
Due Week 6 and worth 200 points

Envision an organization (profit, nonprofit, product-or service-driven) with 200 people in which 20 are identified leaders.

With this organization in mind, write a six to eight (6-8) page paper in which you:

1. Formulate a talent management strategy to encompass the entire talent requirements of the organization.
2. Determine the key components of talent management, including identifying, assessing, and developing talent.
3. Examine how the talent management process is a strategy for a competitive advantage for your organization.
4. Assess how the talent management strategy should change with the anticipation of the organization doubling in five to six (5-6) years.
5. Use at least five (5) quality academic resources in this assignment. Note: Wikipedia and other Websites do not quality as academic resources.

Your assignment must follow these formatting requirements:

• Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format. Check with your professor for any additional instructions.
• Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date.
• The cover page and the reference page are not included in the required page length.

The specific course learning outcomes associated with this assignment are:

• Examine the process of linking talent management to organizational goals to gain a competitive advantage.
• Analyze the process for crafting a talent brand and accessing talent channels.
• Determine the characteristics of an effective onboarding model.
• Explore how to identify and develop high-potential talent.
• Analyze behavior change theories and their impact on talent management processes.
• Use technology and information resources to research issues in talent management.
• Write clearly and concisely about talent management using proper writing mechanics.

Click here to view the grading rubric for this assignment.
 

why is it important to understand a firm strategy , even if you are not a senior manager in a firm? explain with appropriate examples

Using your selected BA plan template, detail the solution you have selected and the criteria and evaluation instruments used.  This document is an interim step, and NOT the full report (so some portions will remain blank). Concentrate your efforts on solution selection, including:

• Criteria and justifications
• Quantitative analysis of options
• Solution justification narrative
• Identified risks

Submit the Requirements Document with listed sections completed, as well as any supporting tools, figures and/or templates.

• Adams, M. (2015). Process analysis templates: 72 techniques for success (34-40). Retrieved from http://www.ba-guru.com/process-analysis-templates-72-techniques-for-success-34-40/%C2%A0
• Corporate Education Group. (2018). Business analysis tools, templates, and checklists. Retrieved from http://www.corpedgroup.com/resources/ba-tools.asp
• Neytcheva, V. (2018). Requirements document template by modernanalyst. Retrieved from https://www.modernanalyst.com/Resources/Templates/tabid/146/ID/494/Requirements-Document-Template-by-ModernAnalystcom.aspx

 Write a page discussing why you believe PMI is focusing BA as the first step in the project management model. 

• Provide an example and discuss how poor BA effects project success.

Please be sure to validate your opinions and ideas with citations and references in APA format.

People can react to crises and disasters in a variety of ways. Keep in mind, however, that mental health professionals do not label reactions as “symptoms,” or speak in terms of a “ diagnoses” or “pathology” when responding to survivors of a crisis. One interesting way to better understand the scope of survivor reactions is to think of them in the context of Bronfenbrenner’s Chronosystem Model, a lifespan perspective. Where crises are concerned, the lifespan begins when the crisis starts. Although, where interventions are concerned, the counselor leader must look into the person’s past for precursors that might impact current reactions. Precursors may influence a counselor’s and other responders’ susceptibility to vicarious trauma reactions as well.

Cognitive, psychological, and physical reactions are common after a crisis. These may include crisis re-experiencing, hyperarousal, and avoidance reactions, which may meet the requirements for symptoms described in the DSM-IV-TR for Posttraumatic Stress Disorder (PTSD). There are times when crisis responders allow survivors’ reactions to become their own, and secondary vicarious trauma or compassion fatigue may result. Helping professionals may be at risk for this to occur because of the nature of helping professionals’ commitment and involvement with clients.

When crises or disasters happen back to back, such as the 2010 massive earthquake in Haiti which was preceded by several destructive hurricanes, reactions of survivors and professionals who attend to them can be magnified.

To prepare for this Discussion:

• Review Chapters 7, 12, and 16 in your course text, Crisis Intervention Strategies, paying particular attention to the possible consequences of trauma on counselors and other first responders.
• Review the article, “The Effects of Vicarious Exposure to the Recent Massacre at Virginia Tech,” focusing on the results of the vicarious trauma study presented.
• Review the article, “Psychological Problems Among Aid Workers Operating in Darfur,”and think about ways to help responders during and after crises.
• Review the article, “Crisis Intervention with Survivors of Natural Disaster: Lessons from Hurricane Andrew,” and focus on factors related to crisis intervention and how these may differ from individual therapy interventions.
• Review the article, “Disaster Response: Reducing the Psychological Impact of Disaster on Children,” focusing on ways to help children suffering from PTSD.
• Review the article, “Preventing Vicarious Trauma: What Counselors Should Know When Working with Trauma Survivors,” and think about preventions associated with vicarious trauma.

With these thoughts in mind:

Post by Day 4 an analysis of implications of vicarious trauma, burnout, and compassion fatigue for counselors and first responders. Be specific and provide examples.

Articles

• Article: Fallahi, C. R., & Lesik, S. A. (2009). The effects of vicarious exposure to the recent massacre at Virginia Tech. Psychological Trauma: Theory, and Research, Practice, and Policy, 1(3), 220-230.
  Retrieved from the Walden Library databases.
• Article: FEMA. (2007). Robert T. Stafford Disaster Relief and Emergency Assistance Act, as amended, and Related Authorities. Retrieved from http://www.fema.gov/pdf/about/stafford_act.pdf
• Article: Marbley, A. F. (2007). In the wake of Hurricane Katrina: Delivering crisis mental health services to host communities. Multicultural Education, 15(2), 17-23.
  Retrieved from the Walden Library databases.

• Article: Musa, S. A., & Hamid, A. A. R. M. (2008). Psychological problems among aid workers operating in Darfur. Social Behavior and Personality: An International Journal, 36(3), 407-416.
  Retrieved from the Walden Library databases.

• Article: McAdams III, C., & Keener, H. (2008). Preparation, action, recovery: A conceptual framework for counselor preparation and response in client crises. Journal of Counseling and Development, 86(2), 388-398.
  Retrieved from the Walden Library databases.

• Article: Shelby, J. S., & Tredinnick, M. G. (1995). Crisis intervention with survivors of natural disaster: Lessons from Hurricane Andrew. Journal of Counseling and Development, 73(5), 491-496.
  Retrieved from the Walden Library databases.

• Article: Smith, D. C., & Sandhu, D. S (2004). Toward a positive perspective on violence preventions in schools: Building connections. Journal of Counseling and Development, 82(3), 287-293.
  Retrieved from the Walden Library databases.

• Article: Smith, S. M., Tremethick, M. J., & Cocklin, G. J. (2005). Disaster response: Reducing the psychological impact of disaster on children. Professional Safety, 50(1), 46-51.
  Retrieved from the Walden Library databases.

• Article: Trippany, R. L., White Kress, V. E., & Wilcoxon, S. A. (2004). Preventing vicarious trauma: What counselors should know when working with trauma survivors. Journal of Counseling and Development, 82 (1), 31-37.
  Retrieved from the Walden Library databases.

400 words in total 100 words each