Category: Human Resource Management

Research the customer service representative job descriiption using the O*Net Database and create a PowerPoint presentation of at least 4 slides (with 200–250 words of speaker notes per slide) plus title and reference slide that addresses the following:
Describe 5 qualifications that should be found in a customer service representative job descriiption.
What level of education should be necessary for a customer service representative, and why?
What kinds of job experience should the customer service representative have, and why?
What skills should the customer service representative demonstrate to be successful in the position?

WK8: Neuroleadership Neuroleadership is an emerging trend in the field of management. As we look at the importance of global leadership in our ever-changing business environment, we find a connection between our way of thinking and our leadership and decision-making style. Below are several articles related to this topic. Please choose 2-3 articles from below to read on the subject and then evaluate and discuss the rise of neuroleadership in the human resource and organizational development disciplines. Articles: David Rock. (2013). T + D, 67(10), 84-85. Dr. David Rock presented on the brain science behind performance at PeopleFluent global user conference WISDOM 2015. (2015, Mar 10). Business Wire. Dr. David Rock presents ‘the brain science behind performance’ at PeopleFluent WISDOM 2015. (2015). Professional Services Close – Up. Fox, A. (2011). Leading with the brain. HRMagazine, 56(6), 52-53. In an interview, David Rock, founder of the NeuroLeadership Institute, talked about how scientists’ growing understanding of the brain illuminates techniques for leadership and decision-making. Rock said mindfulness is the ability to be meta-cognitive or to think about your thinking. Labeling is the ability to put words on your mental state — for instance, to articulate when you are feeling anxious. All involve an area of the brain that is central for self-regulation — the ventrolateral prefrontal cortex. Researchers are discovering that self-regulation — regulating emotion, regulating your thoughts, regulating your attention — is essential in leadership. The optimal leader is adaptive. Leaders have to know when to be dogmatic in their beliefs and when to be collaborative, when to get granular and when to be big-picture-focused. To be adaptive, you must have an integrated brain. A big part of the creative process is using your non-conscious brain, because the problems being tackled are simply too big for conscious processing resources. Hogan, T. (2010). Neuroscience provides tools to navigate the new business reality. People and Strategy, 33(4), 8-9. The four domains of NeuroLeadership; problem solving, emotion regulation, collaborating and facilitating change provide an interesting lens through which to examine the field of global leadership development. Leaders today face greater challenges than ever before as they work across multiple geographies, functions, product lines and national cultures. Neuorscience provides a useful framework for understanding how leaders gain insights while learning to work in new ways across traditional boundaries in a borderless world. Leaders, therefore, need to be able to see and process information in new ways, making connections between phenomena that have never been linked before in their minds. This is systems thinking, and it is the hallmark of resourceful and innovative leaders throughout history. Kiefer, T. (2010). Neuroleadership-more than another leadership framework. People and Strategy, 33(4), 10-11. The author is in the process of designing a new leadership program. He experiences the frustration of more than 60,000 leadership books. He decides to go a different route: Design a change program with the “learner’s brain in mind” — by combining deep emotional moments that require peak attention from participants and finally bring participants to generate their own insights and takeaways. Neuroscience has started to impact leadership development and it will further shape it. NeuroLeadership is more than a framework. It influences entire training designs and approaches — on multiple levels: 1. value of leadership programs, 2. training design and investment, and 3. understanding fundamentals of how the brain works. Lafferty, C. L., & Alford, K. L. (2010). NeuroLeadership: Sustaining research relevance into the 21st century. S.A.M.Advanced Management Journal, 75(3), 32-37,39-40,2. Moving beyond the voluminous research on management leadership that focuses on psychology and behaviorism, the newest field of investigation, NeuroLeadership, looks inside the brain to analyze what might affect leadership abilities. MRI technology has provided the breakthrough, because it maps brain functions in real time reacting to real stimuli. This paper discusses how neuroscience may affect four domains of leadership: decision-making and problem-solving, emotion regulation, collaboration and influence, and facilitating change. Of particular interest is the role of stress and its influence on change, collaboration, and memory. Rock, D. (2010). Impacting leadership with neuroscience. People and Strategy, 33(4), 6-7. A 2008 study showed that ‘improving leadership’ was the second most urgent human capital imperative for most companies’ business strategies. Up until now, most of the leadership theories evolved out of behavioral observations, or through social psychology research. It appears that this approach has not delivered what it was supposed to do. Recent developments within neuroscience have given people the ability to shed some new light on how the brain functions in real time. This new brain research may provide the missing link between leadership behavior and leadership development. Since 2007, there has been an effort to gather relevant neuroscience findings into a new field called ‘NeuroLeadership.’ NeuroLeadership explores the neuroscience underpinning four key leadership skills, called the four domains of NeuroLeadership. Using neuroscience to explain leadership issues now is happening across major corporate, government and non-profit organizations, including NASA, the National Defense University, Citibank, Microsoft and other firms around the globe. Rock, D. (2011). NeuroLeadership. Leadership Excellence, 28(8), 11-12. People in leadership positions are often logical, analytical thinkers. But the human brain is a social organ. Its reactions are directly shaped by social interaction. Although work is often seen as economic transaction, in which people exchange labor for financial compensation, the brain experiences the workplace first and foremost as a social system. Indeed, the ability to intentionally address the social brain in the service of optimal performance will become a distinguishing leadership capability. Five social qualities enable leaders to minimize the threat response and enable the reward response: status, certainty, autonomy, relatedness, and fairness (SCARF). The SCARF model helps alert you to people’s core concerns and shows you how to calibrate your words and actions. The more practiced you are at reading yourself the more effective you will be.

Please answer the questions below. Use question and answer (Q&A) format for your response; in other words, include the original question along with your answer in the reply. Within your post support your responses with information from at least two reputable sources (library and/or web-based) and provide the full citation at the end. Use APA format for your references. Include your own personal experiences, if applicable.
What position/positions in your organization are accountable for workplace relations in your organization? What impact do they have? What programs are in place to impact relations at work? Provide specific examples.
If you were an HR manager in a private-sector organization, what key programs would you implement to improve employee-employer relations? Why?
How would you determine the added value of your programs?
Pease note that the links below labeled ‘LinkedIn learning’ will open in a new window and may require activation of a LinkedIn account on the first attempt. Trident students may use their student email address to access this free subscriiption to LinkedIn Learning as a part of this course.
Required Material
Abrahms, A. (2017). Could Employee Choice End Labor Unions’ Influence? Retrieved from http://www.managementmemo.com/2017/02/15/could-employee-choice-end-labor-unions-influence/
Benge, V. (2017). Internal and External Factors That Impact Employment Relationships. Retrieved from http://work.chron.com/internal-external-factors-impact-employment-relationships-30381.html
Employee and labor relations – LinkedIn learning
Employee Relations Slide Presentation. Retrieved from http://ucsfhr.ucsf.edu/files/HR101-4_LERpartI.pdf
Information Literacy- LinkedIn Learning
Assignment Preparation Resource Material
Herring, J. E. (2011). Chapter 3: Evaluating websites, Figure 3.1, p. 38. In Improving students’ web use and information literacy: a guide for teachers and teacher librarians. Facet Publishing. Available in the Trident Online Library, EBSCO eBook Collection.
Lack, C. W., & Rousseau, J. (2016). Chapter 4: What is critical thinking? In Critical thinking, science, and pseudoscience: Why we can’t trust our brains. Springer Publishing Company. Available in the Trident Online Library, EBSCO eBook Collection.
Flynn, P. (2015, May 29). How to create an awesome slide deck [Video file]. Retrieved from https://www.youtube.com/watch?v=6bSOAl1i8bw
PowerPoint Quick Tips – LinkedIn Learning
Scholarly References and Resource Information. Retrieved from http://tinyurl.com/hnnlvf9
Wienot Films. (2011, May 9). How to give an awesome PowerPoint presentation [Video file]. Retrieved from https://www.youtube.com/watch?v=i68a6M5FFBc
Optional Material
Childress, A. (2017). How to Add Speaker Notes to PowerPoint in 60 Seconds. Retrieved from https://business.tutsplus.com/tutorials/how-to-add-speaker-notes-to-powerpoint–cms-27976
Generative AI in HR – LinkedIn Learning
Hall, Brian (Feb. 4, 2011). NLRB creates pre-emptive strike unfair labor practice. Employer Law Report. Retrieved from http://www.employerlawreport.com/2011/02/articles/workforce-strategies/nlrb-creates-pre-emptive-strike-unfair-labor-practice/
Microsoft (2018). Record a slide show with narration and slide timings. Retrieved from https://support.office.com/en-us/article/record-a-slide-show-with-narration-and-slide-timings-0b9502c6-5f6c-40ae-b1e7-e47d8741161c
National Labor Relations Board website, retrieved from http://www.nlrb.gov/rights-we-protect
Redsteer, A. (2017), Chron. Factors Influencing Strategic Employee Relations. Retrieved from http://smallbusiness.chron.com/factors-influencing-strategic-employee-relations-38045.html
Society for Human Resource Management. Browse SHRM’s monthly publication, HR Magazine (available through ProQuest in the Trident Online Library) for pertinent HR topics. Also visit the SHRM website for membership information as well as for information on HR topics (some do not require paid membership for access, others do).

Please focus on Change of Leadership – Thank you!
Think of a recent change that happened in
your organization. Try to focus on a large change, not just a small change in
artifacts, such as a form. It might be a policy change, a change in leadership, a change in
organizational goals. Think about how it was implemented. 
Based on Kotter’s 8 steps, describe the
change. Did your organization follow each step? If so, describe how. If not,
describe how “skipping” that step may have impacted the change and
how employees responded to it. Use at least two class resources in your post.
Remember to cite correctly.
Learning Resources
o   Kotter’s 8 steps for change

8 Steps

o   PDF – Schein chapter 17

When an employment offer is being presented, what are the key factors to be considered, prior to accepting the position? In addition, consider any differences between merit-based and pay-for-performance programs.
Journal post to be a minimum of 500 words and at least one supporting reference. Journal posts should include a full coversheet – including your name – and double-space all submissions.

Topic #1 – Subject Matter Experts (SME)
Your subject matter
expert (SME) likely plays a role in the design and development of training.
What role (if any) should the SME play in the implementation of the training?
What factors might impact this role? Be sure to use at least two resources
from the class.
Topic #2 – Implementing a Positive Learning
Environment  
It is important to ensure that everyone receives
equitable access to training opportunities and that everyone has a positive
learning environment.  Think about your target population from the TNA
Assignment 1.  Now think about diversity, equity, and inclusion (DEI)
— Diversity, which is often perceived to be about
perspective, representation, tough conversation, and supporting
inclusion. Inclusion prompts answers about creating
environments conducive to feedback, supporting diversity, and being
open. Equity can be described as fairness, sameness, and
valuing diversity and inclusion.  How is your
training taking DEI into consideration? Be sure to use at least two resources
from the class. 
Learning Resources
Stanley C. Ross. (2019). Training
and Development in Organizations: An Essential Guide For Trainers. Routledge.
o   Chapter 9 – Training Themes
o   Chapter 10 – Models for Designing Training Program
Content
o   Implementation Phase
o   https://elearningindustry.com/getting-know-addie-implementation
o   Subject Matter Experts (SMEs)
o   https://elearningindustry.com/is-it-necessary-for-an-instructional-designer-to-be-an-subject-matter-expert

Students will choose an HR topic covered in the course and write a 300-word paper (APA format) on the subject.
The paper should first define the topic or key concepts using a reference(s) from a peer-reviewed journal/article related to HR. The paper should then discuss why the topic is important for managers and HR professionals to consider. The discussion should be supported by two (2) or more references from relevant news articles, journals, or other credible and verifiable sources. A minimum of 3 references are required for this assignment (again, at least one of the references needs to be from a peer-reviewed source). Your text book should not be used as one of the references. A Turn-It-In/originality score of above 30% Will NOT BE ACCEPTED. This score can be obtained once you submit the assignment. You can resubmit up to 10 times in order to ensure that your score is 30% or below.
Equal Pay Act of 1963
The Equal Pay Act requires that all employees who do the same job, in the same organization, must receive the same pay. It defines equal in terms of “equal skill, effort, and responsibility, and . . . performed under similar working conditions.”7 However, if pay differences are the result of differences in seniority, merit, quantity or quality of production, or any factor other than sex (e.g., shift differentials and training programs), then pay differences are legally allowable.8 While originally designed to equalize pay between men and women, the act hasn’t been fully successful. But our next law added serious consequences to such unequal treatment. However, before reading the reality of equal opportunity, complete Self-Assessment 3.1. (SHRM D:6)
Reality. Today, women make up about half of the U.S. workforce,9 but they are only paid 77 cents on the dollar compared to their white male counterparts, and women of color only earn 65 cents.10 And the best-paid jobs have the biggest gaps, as women have fewer opportunities for advancement. Women are underrepresented at every management level. Men are 30% more likely than women to be promoted into a managerial role.
These two gaps are much wider in many other countries. In fact, the World Economic Forum estimated that at the current rate of global pay and employment opportunity, the gender gap will take 217 years to close.12 If women globally were offered the same economic opportunities as men, an estimated $28 trillion would be added to global gross domestic product by 2025.13 A major challenge for HR managers is to close the gaps at their organizations. Following the guidelines in this book can help you close those gaps.

In conducting a job analysis, there are two areas: (1) job-based and (2) person-based structure. For this assignment, identify the needed knowledge, skills, and abilities (KSAs); the tasks, duties, and responsibilities (TDRs); and any other specifics for a registered nurse’s position.
We will be using research efforts to complete the assignment. Refer to the BLS website to identify and collect needed data/basic information about a registered nurse’s position. Utilize to the A-Z Index to access information on registered nurses.
Then, use the following website to create your own structure-based analysis: www.onetonline.org. Follow the steps listed below for the www.onetonline.org website to access the needed information.
Search www.onetonline.org.
Go to the Occupation Search section.
Enter the keyword (registered nurse) or the O*NET-SOC code.
Click the arrow.
Identify/record code for registered nurses.
Click Registered Nurses.
View the report.
Click the Custom tab in the middle of the page. (Note: You will customize/select your own job analysis specifics based on the job and person-based specifics.) The following information should be identified in the PowerPoint presentation:
credentials,
KSAs,
tasks,
work activities and detailed work activities,
technology skills,
tools used,
wages, and
an explanation of what a job analysis is and its purpose.
Check the appropriate boxes (see below for required information).
Click  GO.
Once the data is collected, complete an eight- to ten-slide PowerPoint presentation about the job-based and person-based structure needed for the registered nurse’s position.
As you create the content slides for your presentation, be sure to use the speaker notes function to explain the content in detail for each of the slides. Imagine you are presenting to your company leaders.
Note: Keep the 6×6 PowerPoint rule in mind (i.e., slides should only include six to seven lines of content with no more than six to seven words per line). Any illustrations should relate to the content being discussed. Be creative!
Include a title slide and a references slide in your presentation; however, please keep in mind that these do not count toward meeting the minimum slide requirement.

Please re-write and improve my discussion response. Please
use the resource attached in the post. Thank you!
Question – Impactful Practices in Training
Consider a work-related training course you have taken in
the last several years.  Which aspects of
the training did you find had the most impact (e.g., participant guide or other
handouts, the learning activities, any pre/post work)? Why did you find these
useful?
My Response – As a SL-100 Switch Technician in the US Navy,
one of the most impactful training courses I’ve taken in recent years focused
on advanced troubleshooting and maintenance of telecommunications systems.
Several aspects of this training were particularly effective in enhancing my
skills and readiness:
Learning Activities and Simulations: The training heavily
emphasized hands-on learning activities and simulations. We were tasked with
diagnosing and resolving complex issues in simulated environments that mirrored
real-world scenarios onboard ships or at shore facilities. These activities
allowed us to apply theoretical knowledge directly to practical situations,
improving our confidence and competence in handling critical systems.
Participant Guide and Handouts: The participant guide and
accompanying handouts provided comprehensive documentation and reference
materials. These resources covered detailed procedures, system diagrams,
troubleshooting flowcharts, and maintenance schedules. Having access to these
materials during and after the training was invaluable for reinforcing
learning, refreshing knowledge, and as a quick reference in operational
settings.
Pre-Work Preparation: Before the training sessions, we were
required to complete pre-work assignments. This included reviewing technical
manuals, studying system schematics, and familiarizing ourselves with common
issues and their resolutions. This preparatory phase ensured that we could
maximize our time during the training sessions, focusing on practical
applications rather than basic concepts.
Post-Training Evaluation and Follow-up: Following the
training, there was a structured evaluation process. We participated in
debriefings where we discussed our performance, identified challenges faced
during simulations, and received feedback from instructors and peers. This
reflective practice helped us consolidate our learning, address any remaining
gaps, and set goals for continuous improvement.
These aspects of the training were particularly effective
because they provided a well-rounded approach to skill development. The
combination of hands-on simulations, comprehensive reference materials,
thorough pre-work preparation, and structured post-training evaluation
contributed significantly to my ability to maintain and troubleshoot
telecommunications systems effectively as a SL-100 Switch Technician in the US
Navy.
eBook Reads
Stanley C. Ross. (2019). Training and Development in
Organizations: An Essential Guide For Trainers. Routledge.
Chapter 12 – Examples of Using a Process Model to Design
Training Programs

I have attached the instructions and scoring guide/rubric.  Please feel free to contact me with any questions.  Thank you.