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CLASSMATE 1

Discussion 8

Topic: How does a leader set a sense of urgency for change in an organization?

To improve things, change is introduced and learning makes it possible to make the change. Change is a process through which people and organizations move as they gradually learn, come to understand, and become skilled and competent in the use of new ways (Hall & Hord, 2015). Embracing change can be beneficial for organizations, especially since things in the world are constantly changing. Therefore, it is imperative for leaders to act as agents of change. Change Agent is defined as an individual whose “job is to engage with the user system and prospective adopters to introduce and encourage adoption of the innovation” (Hall & Hord, 2015). In simpler terms, an agent of change is an individual that that seeks to increase effectiveness within an organization.

From my experience, most staff members are resistant to consistent change. It, also, makes it more difficult when the consistent change is mandated. Teamwork and collaboration are huge factors that contributes to the success of the company. When the staff are included in the decision making process, it makes the transition more comfortable. “Leadership is a set of processes involving creating a vision of the future and a strategy for getting there” (Kotter, 2010). In regards to establishing a sense of urgency, change one of John Kotter’s 8 Stages of Organizational Change, details the significance of motivating staff to change (Hall & Hord, 2018). As there cannot be a leader without followers, leadership involves interpersonal influence. The leader has the ability to motivate others to get involved with achieving a common goal. Leadership involves the leader being goal directed and action oriented. Therefore, leaders play an active role in groups and organization by using influence to guide others through a certain course of action. It is the leader that sets the tone of the work environment. When the leader embraces and encourages change, the staff will follow suit.

Hall, G. E. & Hord, S. M. (2015). Implementing change: Patterns, principles, and potholes (4th ed.). Upper Saddle River, NJ: Prentice- Hall.

Kotter, J. (2013). The Key Differences Between Leading and Managing. Retrieved from https://www.youtube.com/watch?v=SEfgCqnMl5E&list=PLRA49gaKoVqOdc28ycg8rgTOC6tNoxKP0&index=12)

CLASSMATE 2

Change is inevitable and must occur (David & David, 2017). Businesses cannot remain the same as competitors are constantly shifting their practices to improve productivity and customer satisfaction. It is imperative that leaders do not become complacent. Being complacent can hinder the organization from growing, expanding, and increasing productivity. Leaders must consider having competitive rates, excellent customer service, deals, etc. to stay in competition with others. Leaders and employees want to envision change as something positive that than an anxious event or a pessimistic way (David & David, 2017). Organizations must be able to recognize the urgency for the need to change. Kotter 8 step model for leading change discusses leaders creating a sense of urgency. 

Kotter and Cohen (2012) mentioned that creating a sense of urgency will require leaders to make bold or risky decisions. Leaders in the position must be okay with making difficult decisions even if others in the organization do not approve of it, as long as it benefits the whole organization. Leaders can create a sense of urgency by recognizing that change needs to occur within the organization. Once the leader realizes that change needs to occur, it is important for leaders to assess what needs to change. Leaders want to ensure that they prepare efficiently and effectively for the change that needs to occur. Communicating the change to the team will be a vital step in ensuring that the change is implemented accurately. Once the change is implemented, it will also be important to track the progression of that change and whether the organization is improving or deteriorating from the change. It is always vital to assess the needs of the organization, for things change, and sometimes change quickly. Leaders want to ensure that they are aware of what is needed to generate effective productivity and overall job satisfaction. As mentioned above, change is inevitable; therefore, leaders want to be aware of when a change needs to occur, how often it occurs, and the outcome of the occurrence.

David, F. R., & David, F. R. (2017). Strategic Management: A Competitive Advantage Approach. Florence: Pearson.

Kotter, J. P., and Cohen, D. S. (2012). Leading Change. Boston, M.A., Harvard Business School Press.

Define the concepts

1. Work teams

2. Functional organizational structure

3. Functions and responsibilities of a health care manager

4. Hierarchy of Authority

5. Interdisciplinary teams

6. Management

7. Management teams

8. Manager

9. Manager competences

10. Manager skills

11. Multitasking

12. Product industry

13. Service industry

14. Strategic Management

15. Strategic problem solving

16. Strategy

References and avoid plagiarism.

Watch David McCandless’ 18-minute TED talk, The beauty of data visualization (Links to an external site.)  https://www.youtube.com/watch?v=5Zg-C8AAIGg

• Write a 500-word review of the article or video. In writing the review you should consider the following:
• Objectives: what does the article or video set out to do?
• Concepts: what are the central concepts? Are they clearly defined?
• Argument: What is the central argument?
• Contribution: how well does the work advance our knowledge? 

Note as the reader I am not interested in a general descriptive overview of the article or video. You should be providing a critical assessment of the ideas and arguments that are being presented by the author. 

write the abstract in 250 words for the paper and rewrite the conclusion

what does it mean to be a leader ?

Terri has completed her degree in Human Resource Management. She was very excited to start her new position working in a human resource department of a major corporation. One month into her position, she realizes that all her knowledge of human resource tools, guidelines, compliance, and recruiting did not prepare her for the complexities of being in a human resource position with the need to lead and influence others.

Human resource professionals provide a unique role in an organization. While they may lead a team, their true test of leadership comes from their relationships and influence throughout the organization. They may be called upon to partner in the implementation of organizational strategies. They may be sought out to coach leaders in ways to handle employee relationships. They may be needed to enforce and guide human resource policies. In all cases, the strength of the individual leadership skills comes into play.

This week, you will explore the basic ideas of what it means to be a leader, how leadership is unique for human resources professionals, and what leadership means to you. As you complete this week’s activities, think about Terri from the above scenario. 

Leadership Theories

The course text The Leadership Experience is a wonderful compilation of the movement of leadership theories from historical perspectives to today. It would be difficult for you to research compilations of leadership theories in the same clear and focused manner as this text. The first chapter provides a well-rounded foundation which will be useful for your first assignment.

• Daft, R. L. (2018). The leadership experience (7th ed.). Boston, MA: Cengage. 
  • Chapter 1, “What Does It Mean to Be a Leader?”

USE THE TEXT ABOVE TO ANSWER QUESTIONS BELOW: 

Daft, the author of The Leadership Experience, discusses the new reality for leaders on pages 8–14. As you review, respond to the following:

• Identify the two roles that resonate with you. Why are these roles the most appropriate for you as a leader?
• Give examples of how you have used these roles in your personal or professional life.

Support your ideas with course concepts and ideas. Be explicit in your use of course material. Use APA style and format for in-text citations and references.

Assignment Details

You have just begun a new stage in your career—you have been hired to be the Human Resources (HR) Manager for Berkley Innovative Technologies. Upon meeting the CEO, she described how the company’s workforce demographics have changed substantially over the past two decades. Previous HR managers, along with many supervisors, have mostly been Caucasian males ranging in age between 50s and early 60s, and typically from a Judeo-Christian background. The CEO also indicated that workplace strife has been steadily increasing, and her team is concerned that it may be related to the changing demographics in the workforce.

The CEO has tasked you with creating an educational manual to be utilized in training the existing front-line supervisors. This will be followed with sensitivity training to help all employees understand the complexities of the changing workforce and what it means for the future.

Diversity Training Manual: Part I (2–3 pages)

Part I of the training manual should address the following:

• Title page
• Table of contents
• Part I is to be titled: Introduction to Diversity and Demographics in the Workforce
• Begin your manual with a brief explanation of each form of discrimination (religion, race, gender, age, and immigrant vs. native-born) as it relates to the workplace.
• Part 1 will conclude with information on the sections below regarding the demographics of the U.S. population:
  • Sections:
    • Current statistics
    • Recent trends
    • Forecasted trends
  • Information for this question can be located using some or all of the Web sites listed below. You are not limited to the resources provided and may use additional outside materials for this section if needed. Be sure to properly cite all work.
    • Web site 1
    • Web site 2
    • Web site 3
    • Web site 4
• Then, address the following information as it relates to diversity in the workforce:
  • The customs and values of 2 of the largest minority races or religions in the workforce (e.g., the dramatic increase in the Hispanic and Muslim percentage of the workforce)
  • The need for sensitivity to their differing values and customs
  • Legislation affecting supervisor regulations relating to these groups

Diversity Training Manual: Part II (1–2 pages)

As the new HR Manager, you are now ready to complete the next section of the diversity training manual that is targeted at making your workforce supervisors more aware of current racial diversity issues, explaining how the supervisors should address them. The goal of this section is to supply information to reduce potential tensions in the workplace among a racially diverse body of employees.

Part II is to be titled: Historical Issues of Different Races in the Workplace and How to Handle Them

• This section should discuss the following:
  • Racial diversity in the workforce now and how it will look in the future, based on the U.S. population’s racial demographic changes
  • Specific issues that create tensions in the workplace between different groups
  • How leaders and supervisors need to address these potential issues
    • Potential areas of focus for this part could include, but are not limited to, the following:
      • Adopting a more diverse definition of diversity
      • Using technology such as AI to avoid unconscious bias
      • Sourcing candidates with nontraditional credentials
      • Testing diversity initiatives with data
      • Standardizing the interview process to reduce bias

Diversity Training Manual: Part III (2–3 pages)

The CEO indicated that gender issues are also of great concern for her in moving the company forward. With an overwhelming amount of men at the company, she wants to avoid any potential gender issues when writing job requirements, hiring employees, and interactions in the workplace. For this section, specifically address these 3 gender issues, and provide suggestions as to how to raise the sensitivity of all supervisors regarding these issues. Be certain to address concerns such as: Can the supervisor hand out work assignments that he or she feels are better suited to different genders? Can he or she write a job requirement that only one gender can meet, such as a strength requirement?

Part III is to be titled: Overcoming Gender Issues in the Workforce

• This section of the manual must, at a minimum, address the following information:
  • A few general facts about the U.S. population’s gender mix and the gender mix found in notable segments of the workforce
    • Make sure to include all sources of information.
  • Address the 3 gender issues raised by the CEO, and provide suggestions on how to raise the sensitivity of all supervisors regarding these issues.
  • The essence and applicability of the landmark Griggs v. Duke Power case dealing with stated job requirements should be addressed
    • Click here to read the Griggs v. Duke Power case.
  • Describe state minimum job requirements when requesting new employees to be hired into the department
  • Explain how the supervisor might communicate to his or her department (of all male employees) when a female is about to become part of the work team

References

FindLaw. (2019). Griggs v. Duke Power Co., 401 U.S. 424 (1971). Retrieved from http://caselaw.lp.findlaw.com/scripts/getcase.pl?court=US&vol=401&invol=424

Frey, W. H. (2018, March 14). The US will become ‘minority white’ in 2045, Census projects: Youthful minorities are the engine of future growth. Retrieved from https://www.brookings.edu/blog/the-avenue/2018/03/14/the-us-will-become-minority-white-in-2045-census-projects/

Passel, J. S., & Cohn, D. (2008, February 11). U.S. population projections: 2005-2050. Pew Research Center Hispanic Trends. Retrieved from http://www.pewhispanic.org/2008/02/11/us-population-projections-2005-2050/[rightSelectionMarker_Yx72CfKm4a]

Pew Research Center Religion & Public Life. (2015, May 12). America’s changing religious landscape. Retrieved from http://www.pewforum.org/2015/05/12/americas-changing-religious-landscape/

U.S. Department of Labor, Bureau of Labor Statistics. (2019, January 18). Demographics. Retrieved from https://www.bls.gov/cps/demographics.htm

You are continuing to work with the same product or service you have been using throughout class and you’ll develop a creative strategy.

Campaign Theme

• Describe a campaign theme that can be applied to your product or service. Provide rationale for the theme based on decisions made in earlier assignments.

This section of the paper should be a half page in length. If you are engaging in research, be sure to cite in the body of the post and add a reference list in APA format.

Traditional Media Ads (based on the choices made in this week’s case)

Develop the “creative” for two of the following: print, TV, radio, direct mail, outdoor. Describe the following.

• Headline/Tag Line for ad. This must be original and written by you.
• At least one paragraph of copy to the used in ad. This must be original and written by you.
• Examples of visual or multimedia elements that you would like to see in the chosen ad. You do not have to create graphics; you can link to examples used by other companies.

This section of the paper should be 1 page in length. If you are engaging in research, be sure to cite in the body of the post and add a reference list in APA format.

Electronic Media (based on the choices made in this week’s case)

Develop the “creative” for one electronic media campaign. Describe the following:

• Headline/Tag Line for ad. This must be original and written by you.
• At least one paragraph of copy to the used in ad. This must be original and written by you.
• Examples of visual or multimedia elements that you would like to see in the chosen ad. You do not have to create graphics; you can link to examples used by other companies.

This section of the paper should be a half page in length. If you are engaging in research, be sure to cite in the body of the post and add a reference list in APA format.

The focus of this assignment is application and critical thinking. If you are engaging in research, be sure to cite and reference the sources in APA format.

See the Student Guide to Writing a High-Quality Academic Paper, including pages 13 and 14 on in-text citations. Another resource is the “Writing Style Guide,” which is found under “My Resources” on the TLC portal. All research should be cited in the body of the paper. In-text citations and corresponding references should be included in your paper. The use of direct quotes is strongly discouraged.

Use the attached APA-formatted template (MKT301 SLP3) to create your submission.

SLP Assignment Expectations

Your submission will include:

• Trident University International’s cover page
• A two-page paper with APA citations (2-3 sentence introduction, body, 2-3 sentence conclusion)
• The reference list page in APA format (see specific research requirements)

I need someone to respond to peers’ 4 discussion responses. and need back tomorrow. 150 to 250 words each response. It is a total of 4 responses needed. Also, DO NOT BE CRITICAL IN RESPONSES AND ANSWER ALL QUESTIONS 

Please follow all directions as noted in graduate writing skills.

You have recently joined an organization in an entry level HR position. The organization is now subject to union representation. You have been asked by your supervisor to write a brief memo for your HR colleagues that provides an overview of the expectations for managing human resources in a unionized environment. Your memo must address the following:

1. The differences, from the organization’s perspective, in operating in a union-free environment versus a unionized environment
2. The rights of the union, management, and employees
3. The impacts of the union on human resource functions, including
   • Work restructuring  
   • Performance Management
   • Employee Discipline and Job Security
   • Wages and Benefits
   • Health and Safety
4. Any costs the organization may expect based upon these impacts

Use headings to separate the sections of the paper, double-space, and Times New Roman font, cover page, page numbers, and APA format.

Support your answers! In responding, you must use FIVE references including THREE FROM THE COURSE MATERIAL BELOW. They should be from a scholarly journal or credible news source from within the past three years. At least three should be from course materials. 

PICK 3 ARTICLES TO CITE FROM OUT OF CLASSROOM MATERIAL!

 https://www.nlrb.gov/about-nlrb/rights-we-protect/your-rights/employer-union-rights-and-obligations 

 https://www.nlrb.gov/about-nlrb 

 https://open.lib.umn.edu/humanresourcemanagement/chapter/12-2-collective-bargaining/ 

 https://www.nlrb.gov/about-nlrb/rights-we-protect/the-law/bargaining-in-good-faith-with-employees-union-representative 

 https://www.fedsmith.com/2008/07/08/why-do-employees-file-discrimination-complaints-2/ 

 take a stance for or against forced ranking. Support your response with examples of two pros and two cons that you must consider in your stance.

• Specify two legal considerations to which an organization may be susceptible if it were to implement forced ranking performance evaluation systems unfairly and inaccurately. Suggest the key corrective actions that an organization could take in order to rectify issues that arise from said unfair and inaccurate implementation.

chapter notes below:

Welcome to Performance Management. In this lesson, we will be discussing   forced rankings: Pros, cons, and practices. 

Please go to the next slide. 

2

Objectives

Upon completion of this lesson, you will be able to:

Evaluate the concept of a forced ranking   performance evaluation system.

Please go to the next slide. 

3

Supporting   Topics

Specifically, we will discuss the   following topics:

Pros and cons of a forced rating system;

Legal considerations of a forced rating   system; and, 

Implementing a forced rating system

Please go to the next slide. 

4

Definitions

It appears   forced ranking usage is infrequent among organizations, according to a 2005   survey conducted by the Society for Human Resource Management. Of the 330 respondents, only 43 indicated   their organization used a force ranking system, and only two indicated that   their organization’s forced ranking approach resulted in terminations.

So, what are we   talking about when we say forced ranking systems? A forced ranking system, also known as a   relative rating, specifies a percentage of employees being evaluated must   receive the highest and lowest ratings. Jack Welch, the former CEO to General   Electric, is well known for his forced ranking system known as the Vitality   Model. His model specified that all managers are to rank their employees   based on a twenty-seventy-ten percentage scale, whereas the bottom ten   percent are classified as nonperformers and are typically terminated from   their position. 

The absolute   ranking system is based on the same principle, but has a different   flavor. Absolute systems involve   making judgments about people in relation to descriptions of job-related   behaviors or traits, or both. Under these systems, all individual are   independently assessed against the same standards, instead of against one   another. Examples of absolute systems   include behaviorally anchored rating scales and weighted checklists. 

Please go to the   next slide. 

5

Fairness and   Accuracy

Are forced   rating systems fair? This is a   question of value. Let’s look at the   pros and cons of forced ranking systems. After our discussion, you can decide if they appear fair to you. 

Advocates for   forced ranking systems argue that the process combats the problem of   artificially inflated ratings. Before Ford Motor Company piloted a forced   ranking system, 98 percent of all managers in the company were evaluated at   the top of the scale. By forcing a   distribution, it is more likely to ensure a fairer distribution of pay for   merit raises. 

Advocates also   feel this approach is fairer to poor performers because it gives a definite   ranking of where an employee stands, which gives the employee the opportunity   to make changes. 

On the other   hand, opponents claim that the forced system alienates top performers. If a manager is forced to give a top   performance ranking to only two employees in her department, yet she feels there   are five top performers in her department, the forced ranking system   alienates three top performers who were forced to be ranked as mediocre. This   is tied to the belief that any predetermined performance distribution can   never be fair. 

Additionally, opponents   find that statistically forced rankings are impossible to conduct fairly if a   firm ranks less than 100 people. Most   companies using the forced ranking system use the methods on thousands of   their employees. 

All evaluations   are typically based on a subjective criteria and it is in the case for forced   ratings. Critics say that too often   rankings are based on subjective judgments tied to standards that are   interpreted inconsistently. 

Lastly,   opponents feel that forced systems can still lead to favoritism, or even   manipulation and organizational politics. For example, a manager knowing that he has to rank someone in his   department as unfavorable may keep a poor performer on the payroll in order   to identify the bottom percentage of the ranking system more   efficiently. 

Please go to the next slide. 

6

Performance   Improvement

Our next   question is whether or not a forced ranking system improves individual or   group performance. Proponents believe   it distinguishes between talent levels better than any performance appraisal   system. The organization then more   effectively allocates resources for this higher talent pool. 

Other business   outcomes stemming from having a forced ranking system include clarity on   organizational values that helps focus employee efforts and reinforcement of   a merit-based culture, which more likely will attract individuals who value   achievement and performance. 

On the other   side of the coin, opponents point out that a policy of replacing the bottom   10 percent every year is not sustainable. At some point an organization is going to start terminating capable   employees. 

Ed Lawler,   author of “The folly of forced ranking,” criticizes the forced ranking system   by saying, “it hardly makes sense for managers to invest in developing   individuals who are marginal performers when they believe that in a very   short time they will have to eliminate the employees whom they develop.” 

Lastly, another   critic sees that a forced ranking system undermines collaboration and other   contextual behaviors because the nature of forced rankings creates a   “dog-eat-dog” environment. 

Please go to the   next slide. 

7

Employee Morale

Does a force   ranking system lift or damper employee morale? Critics of forced rankings state that low   ranking employees may actually be meeting their goals and objectives, and   thus being rated poorly produces negative morale among capable   employees. Additionally, putting   people into brackets, such as low, middle, and high performance categories,   can become a self-fulfilling prophecy for an individual to carry out the label   given to her. Forced rankings can also   create a culture in which managers are not held responsible for developing   employees. 

Advocates for   forced ranking system point out that other appraisal tools can lead to the   same negative effects on employee morale. Additionally, evidence in a few studies points to overall employee   satisfaction is on the decline. One   study cited the inability to remove poor performers quickly as being a   determent to employee morale. The   forced ranking system efficiently identifies these low performers and forces   action to be made, regardless of whether the action is termination. 

Please go to the   next slide. 

8

Legal   Considerations

Is forced   ranking legal? Yes, to one extent,   forced ranking systems do hold up in a court of law. However, the legality issues involving   forced rankings stem from an individual or group of individuals feeling that   the forced ranking system discriminated against them. For example, a disproportionate number of   older workers receive lower rankings. This has been the grounds for legal   action based on the Age Discrimination in Employment Act. 

Please go to the   next slide.

9

Implementation

Many of the   controversies surrounding forced ranking systems stem from the way in which   the system was implemented in the workplace. 

There are two   areas to consider when implementing a forced ranking system. The first is the system’s design. Determining whether the ranking is an   independent measure of performance or a complementary measure is important in   setting up the rest of the system. Organizations will also want to determine the consequences associated   with the ranking results, such as performance improvement plans, termination,   or promotions. Also, the organization   must ensure that the ranking criteria are job related and must decide how to   communicate the design to employees. 

The next step is   to implement the design. It is   imperative that all managers be trained on how to interpret the rating   criteria, on how to make accurate behavioral observations, and on the   mechanics of participating in ranking discussions. These ranking sessions must be well   coordinated and designed so that the discussions themselves are structured   around the criteria and not subjective topics. Also, providing guidelines for managers on   how to have the conversation with employees about their ranking is a useful   tool. 

Please go to the   next slide. 

10

Check Your   Understanding

11

Summary

We have now reached the end of this   lesson. Let’s take a look at what we   covered.

We   started by defining relative or forced ranking systems. They “specify that a percentage of   employees being evaluated must receive the highest and lowest ratings.” Absolute   rating systems “involve making judgments about people in relation to   descriptions of job-related behaviors or traits, or both.” 

We   looked at what forced ranking’s advocates and opponents say about fairness   and accuracy, performance improvement, and employee morale. Each discussion highlighted these items in   order for you to make an informed opinion whether or not you feel forced   ranking systems are an appropriate organizational tool. 

We   then discussed that forced ranking systems are indeed legal, but that   lawsuits about age discrimination have surfaced as a result of the design or   implementation or both of forced ranking systems. 

Lastly,   we gave suggestions on how to implement a forced ranking system. 

In   the area of designing the system, the recommendations include: 

First,   decide how you are going to use ranking;
  Second, determine the consequences you want associated with the results;
  Third, ensure ranking criteria is job related; and,
  Fourth, decide how to best communicate the design to employees. 

Then,   when implementing the design make sure to: 

Train   raters to use the system;

Coordinate   and design the ranking sessions among several individuals; and,
 

  Lastly, provide guidelines for managers to have conversations with employees   about the ranking results  

This completes this lesson.