The assessment questions do not need to have any references. 

Also the case study should be on a separate word document. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations in APA format 7th edition

Assessment

1. Several national labor policies were created with the establishment of unions. Discuss the impact of the Norris-LaGuardia Act, The Wagner Act, Executive Order 10988, Women’s Trade Union League, and Fair Labor Standards Act. What circumstances prompted Congress to pass these acts along with the Taft-Hartley Amendments and the Landrum-Griffin Act? What are the key provisions of these acts? Your response should be at least 400 words in length.

2. According to the reading in this unit, there have been some noted differences among private sector and public sector labor relations. Discuss in detail how public employees’ rights generally differ from those of private sector employees. Discuss right to strike and its impact on private and public employees. Identify and explain some of the challenges of public sector collective bargaining. Your response should be at least 400 words in length.

3. Describe the onset of the American labor movement, and explain how it relates to the growth of national unions. Your response should be at least 200 words.

4. Realizing every workforce is different, identify and discuss the four basic steps involved in launching a union organizing campaign. Does this differ in the public and private sector? Explain. Your response should be at least 300 words in length.

5. Identify and discuss in detail the steps in a secret ballot representation election. Who initiates this process? Explain. Your response should be at least 300 words in length.

Unit III Case Study

Labor Relations and Collective Bargaining, 10th Edition

Christina Heavrin, J.D.; Michael R. Carrell

Down below is the case study that’s comes from Labor Relations and Collective Bargaining, 10th Edition Christina Heavrin, J.D.; Michael R. Carrell

Read Case Study 4-1, “Salting,” on pages 155-156 of your textbook. Then, address the following: 

1. Explain how the company’s treatment of both the “covert” and “overt” salts applications for jobs compares to the recommended counter-salting steps for employers. 
2. Would either the “covert” or the “overt” salts in this case satisfy the NLRB ruling that applicants for employment must be genuinely interested in seeking employment before claiming protection under the NLRA? 
3. Does the company’s opposition to becoming a union shop indicate that there was anti-union animus in refusing to consider the “overt” salts for employment? 

Your response should be a minimum of 150 words per question. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations in APA format.

CASE STUDIES Case Study 4-1 Salting

The Company is engaged in the business of removing or cleaning hazardous waste. Most of its employees fall into three categories; (1) field technicians who are unskilled laborers; (2) drivers and operators of trucks; and (3) field supervisors who go out into the field and are in charge of jobs. The driver and equipment operator positions require commercial driving licenses (CDL). All parties agree that the people who are called field supervisors are employees and not supervisors within the meaning of Section 7of the act.

The Union was engaged in organizing companies in the area handling hazardous materials. The Union sent a letter dated March 9 to the Company indicating (a) that it was commencing an organizing drive; (b) that the NLRA precluded the employer from restraining or coercing its employees; and (c) that it would be distributing literature to its employees at various projects. Subsequently, the Union began leafleting to the Company’s employees on their way into and out of the workplace.

On March 21, the Company placed a help-wanted ad, seeking to hire operators who had CDL licenses and H&T (hazardous material handling endorsements). The Union sent two members, Castillo and Rivera, to apply for a job. And even though neither had the required commercial driver’s license, they were allowed to fill out applications and were interviewed. They both were told that they could have jobs as field technicians, and arrangements were made for them to get a drug test. Neither informed the Company that they were members of a union or that they intended to organize employees on behalf of the Union. They were “covert” salts and were instructed to keep their union membership secret until the appropriate time. Castillo and Rivera were told by the Union that if they obtained jobs, the Union would make up the difference in the wage rate paid by the Employer and the wage rate that they had been getting from being employed as shop stewards at union employers. Also, the Union agreed to provide them with any benefits not provided by the Company. They started as field techs on April 16 or 17.

On the morning of April 13, the Union sent teams of union agents into the Company’s office to apply for work at the Company as “overt” salts. The overt salts went to the Company’s facility in pairs, wearing union clothing and carrying recording devices to record what was said during the application process. When the overt salts entered the facility, they asked the Company’s receptionist for employment applications and advised her that it was their intention to organize the Company. She responded that the Company was not interested in becoming a union shop, but informed the applicants that they could apply for one of the available driver positions but that, in order to apply for such positions, they would have to produce driver’s licenses with CDLs and HAZMAT endorsements. Although some of the applicants indicated to the Receptionist that they possessed those licenses, it is undisputed that, in fact, none of them did. When none of the individuals were able to produce the required licenses, she advised them that they could come back and fill out applications when they had obtained them. One of the applicants then inquired whether he could fill out an application for a field technician position. She told him that the Company did not have openings for field technicians at that time, but that he could complete an application and she would keep it on file. He did not, however, complete an application. None of the applicants returned to the Company after April 13, nor did they make any further attempt to apply for employment with the Company.

The Union filed an unfair labor practice charge against the Company for refusing to hire or consider for hiring the union members in violation of the NLRA.

In order to establish a refusal-to-hire violation the Union must establish the following elements: (1) that the Company was hiring, or had concrete plans to hire, at the time of the alleged unlawful conduct; (2) that the applicants had experience or training relevant to the announced or generally known requirements of the positions for hire, or in the alternative, that the employer has not adhered uniformly to such requirements, or that the requirements were themselves pretextual or were applied as a pretext for discrimination; and (3) that antiunion animus contributed to the decision not to hire the applicants. In order to establish a refusal- to-consider violation the Union has to show (1) that the Company excluded applicants from a hiring process; and (2) that antiunion animus contributed to the decision not to consider the applicants for employment.

The Company argued that none of these applicants had the qualifications necessary to be hired as drivers. Nor were these “overt salts” actually looking for employment. All of them had full-time jobs at the Union, as business agents, organizers, or dispatchers. When they were invited by the office person to submit applications for nondriver jobs, accompanied by their social security cards and driver licenses, they never followed up on this invitation and not one made any further attempt to apply for employment. Furthermore, the Company, having recently decided to hire around four laborers (including union salts Castillo and Rivera), did not immediately need any field technicians. Put simply, they were not qualified for the jobs advertised and they did not apply for jobs for which they were qualified, but which were not immediately available.

The Union argued that the Company’s decision not to hire or consider for hire the “overt salts” was clearly motivated by antiunion animus for when the two “covert salts” applied for jobs for which they were not qualified, the Company allowed them to complete the application process and they were, in fact, hired as field techs. In addition, the Receptionist’s statements that the Company did not want to be a union shop clearly showed the antiunion animus amid the ongoing organizing drive.

Source: Adapted from Allstate Power Vac, Inc. and Laborers International Union of North America, Local 78, 354 NLRB No. 111 (2009).

1. Effective managers stay abreast of current HR topics.

Some relevant issues facing today’s managers include: global HRM, labor relations, social media, whistleblower rules, e-HRM/self-service, the knowledge economy, outsourcing pros and cons, managing four different generations in the workforce, increasing age of the workforce, employee privacy, the glass ceiling, implications of baby boomer retirements, immigration, social responsibility, elder care, executive pay, and alternative work arrangements.

Select three topics from the list above (or choose other current topics that are not included). Research each topic. For each of your three chosen topics, provide a bulleted list of four or five relevant points that you believe have significance for line managers.

2.elect an organization.  Consider your experience as a customer, how would you describe the organizational strategy? Does it align well with their business strategy? If possible, use real-life examples to bolster your answer.

Effective managers stay abreast of current HR topics.

• Based on the scenario, assess key roles of the lecture/discussion training method as it applies to today’s virtual era. Provide examples from the scenario and the textbook to support your rationale.
• Analyze 2–3 specific benefits that students can derive from the addition of audiovisual enhancements to traditional training methods.

Overview

Captain Crozier, Commander of the USS Theodore Roosevelt, wrote and distributed a controversial letter that pleaded for help for crew members stricken by the Covid-19 virus in March of 2020. The communication was sent to several recipients and eventually found its way to the news media. The situation became front-page news and was actively debated in the media. Senior leaders believed that Captain Crozier may have avoided his chain of command for fear that his immediate leader would suppress the issue and expose the sailors to unnecessary danger. His decisions and actions that lead up to his writing of the letter are fraught with ethical dilemmas.

In this assessment, you are asked to analyze the ethical aspects surrounding Captain Crozier’s decision to widely disseminate the letter.

Preparation

Thoroughly research the issues using the Internet and the articles provided in Resources. You may need to conduct additional research to support your analysis. 

As you can see by your research, there is a lot going on behind the scenes in this scenario. However, it is clear that the Captain of the USS Theodore Roosevelt was facing a difficult ethical situation and tried to find the best way to communicate his concerns. There are many questions that likely come to mind, such as:

What was the dilemma facing the Captain? How might he have weighed his decision?

Should the Captain have sent the message? Why or why not?

Was the content of the communication appropriate, taking into the consideration the recipient(s) of the letter? Did he distribute the letter for maximum effect?

What should he have done differently?

Did the Captain violate Navy ethical guidelines? Are his actions at odds with communication guidelines? Is that how he should be judged?

Was his punishment justified?

How do you think his crew felt? Is that relevant?

Instructions

Consider the Captain’s decision to send the letter, the manner in which the letter was sent, and the recipient(s) of the letter. Complete both parts of this assessment in a single Word document.

PART 1: ANALYZE THE SCENARIO

Analyze the ethical decision that the Captain faced as it relates to how he communicated his plea and in the context of his position. Consider the sender, receiver, message, and channel.

Analyze the primary failures and successes of the Captain’s communication strategy. Make sure to consider how the letter was distributed, the Captain’s possible intent, and the content of the letter. 

If this situation had occurred in the private sector and not the military, would the outcomes have been similar or different? Defend your reasoning. 

PART 2: WRITE A COMMUNICATION

Imagine that you were the commanding officer of another naval ship who had followed this sequence of events closely. Your ship’s Public Affairs Officer reports to you and is responsible for many of the ship’s external communications, and you are anxious to share your lessons learned from the USS Theodore Roosevelt situation. 

Send a communication to your Public Affairs Officer that conveys and re-enforces the primary lesson(s) learned from the incident on the USS Theodore Roosevelt. Be sure you focus on the actions of the Captain. The medium is your choice, but it is also very important, so state the medium you have chosen within your message and the reason you feel it is the most appropriate medium to use. Address possible reasons such as confidentiality, tone, convention, et cetera. 

Additional Requirements

Complete both parts of this assessment in a single Word document.

Written communication: Written communication is free of errors that detract from the overall message.

APA style and formatting: Resources and citations are formatted according to current APA style and formatting standards.

Font: Times New Roman, 12 point.

Length: Part 1 should be 3–4 pages, double spaced, and Part 2 should be 1 page, double spaced. Page count does not include your cover page or reference page.

Cited resources: Use a minimum of three scholarly sources. All literature cited should be current, with publication dates within the past five years.

Designing a Training Program

Assignment 2: Designing a Training Program

Due Week 8 and worth 300 points.

Create a written proposal in which you detail the complete design of an employee training program.

Write a 6–8 page paper in which you:

1. Design a two-day training program for a group of 20 employees.
2. Identify 2–3 training needs though a training needs analysis (TNA) and justify an approach for this training.
3. Develop the training objective for this program based on an analysis of the business.
4. Determine the training cost for the training program you are proposing. Include a detailed breakdown of time allotted for each piece, the subsequent cost analysis, and the total cost for the project as a whole.
5. Select key training methods to deliver the program to employees, such as an e-learning module or a one-day face-to-face training program.
6. Create an agenda of activities for the training program.
7. Go to Basic Search: Strayer University Online Library to find at least five quality academic resources in this assignment. Note: Wikipedia and similar websites do not qualify as academic resources.

Format your assignment according to the following formatting requirements:

• This course requires use of new Strayer Writing Standards (SWS). The format is different than other Strayer University courses. Please take a moment to review the SWS documentation for details.
• Typed, double-spaced, using Times New Roman font, 12 points, with one-inch margins on all sides.
• 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 is not included in the required page length.
• Include a reference page. Citations and references must follow SWS format. The reference page is not included in the required page length.
   

Assignment 8

Please read and respond to the attachment(s).

Note: Only up to 20% of the written response content can be quotes from third parties.

Following is the question for the Short essay and attached is the study material.

Define employment at will. Are there legal exceptions to the employment-at-will doctrine? How can employers protect themselves from wrongful discharge lawsuits? Discuss (600+ words)

The assignment is to answer the question provided above in essay form. This is to be in narrative form and should be as thorough as possible. Bullet points should not to be used. The paper should be at least 1.5 – 2 pages in length, Times New Roman 12-pt font, double-spaced, 1 inch margins and utilizing at least one outside scholarly or professional source related to human resource management. The textbook should also be utilized. Do not insert excess line spacing. APA formatting and citation should be used.

James (2013) summarizes that “crisis is a perception or experiencing of an event or situation as an intolerable difficulty that exceeds the person’s current resources and coping mechanisms” (p. 8). There are many theories and models of crisis. Counselor educators categorize these theories as basic, expanded, applied, and eclectic. In particular, an ecosystemic theory of crisis, developed by Bronfenbrenner, is also beginning to emerge as a notable theory. Bronfenbrenner’s ecosystemic theory takes a distinctive look at the ways in which a crisis can affect communities, regions, and entire nations, as well as how crises can slowly spread across continents. An ecosystemic crisis not only affects those individuals who directly experience the catastrophe, but can also produce potential victims who may vicariously experience the crisis.

To prepare for this Discussion:

• Review Chapters 1 and 17 in your course text, Crisis Intervention Strategies, and think about the strengths and limitations of the various crisis theories offered.
• Then consider which theories you think are the most relevant to crisis management and response.
• Review the article, “Toward a Taxonomy of Disaster and Crisis Theories” to develop an understanding of administrative theory in crisis planning.
• Think about the ways in which basic, expanded, applied, and eclectic crisis theories fit into crisis management and response, and where and when Maslow’s hierarchical theory can be applied to understanding crises responses.
• Select two of the crisis theories you read about this week that you believe are the most relevant to crisis management and response and think about the strengths and limitations of each.

With these thoughts in mind:

Post by Day 4 a brief description of the two crisis theories you selected and explain why you believe these theories are the most relevant to crisis management and response. Then analyze the strengths and limitations of each of the two crisis theories you selected.

Note: Put the names of the two theories you selected in the first line of your post. You will be asked to respond to a colleague who chose at least one different theory than you did.

As a project manager you have a project that may be accelerated by added revenue. However, each activity has its own individual acceleration cost.

· Based on what we have learned thus far in the course, what decision rules do you think can be developed that will aid you in deciding which activities would be cost effective to accelerate?

· In your estimation, what would be the various advantages or disadvantages of asking for three time estimates for every activity in the project rather than just one time estimate for each individual activity?

· If possible, use examples from your real life experience as a project manager or project team member.

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