Category: Human Resource Management

Background
This module’s topic focused on Decision Making. You were exposed to framework, processes, and offered applied lessons.
Reflect upon the message and themes learned from the assigned reading materials. In particular, focus on how your current or prior work environment includes decision-making as a managerial experience, process, and procedure on a daily basis. Think through the impact of decisions, from the minor to the major decisions on the organization. Decision Making can be straightforward, completed collaboratively, come from a top-down approach, or conducted in a very linear way. Knowing your stakeholders, your audience, and the externalities involved in decisions is key to understanding the impacts while also choosing the right process to follow. Surrounding every decision is the need to communicate the issue(s), the process, and the results or impact to others. Assignment
For this assignment, you are tasked with crafting an Infographic.
Infographics are visual communication tools that use pictures, minimal textboxes, sometimes hyperlinks, space, and color to effectively and efficiently spread a message. Infographics are tailored to the experience, crafted for a specific reason, and are used to reach multiple audiences.
You will craft an infographic based on Decision Making and applied to your organization (or one that you are familiar with). Put time, effort, and your creative mind into developing an infographic that effectively communicates one of the concepts of Decision Making that has been discussed in this module. For example, you may want to highlight bounded rationality or depict how the brain processes information for decision-making or craft a flow chart for improving quality decisions. You may choose any concept of Decision Making that we have reviewed in this module.
attached book as pdf refer to chapter 6
https://openstax.org/details/books/organizational-behavior
chapter 6

Will attach rubric and case study questions Before answering questions start paper with a synopsis of case study

The job is to write a research proposal of around 3,200 words. An outline has already been drawn up, and I’ve made a slide presentation of the proposal. But the next task is to write a research proposal instead of a presentation. So I would like you to use the outline and the presentation as a basis, but at the same time be free to conduct the proposal as you see fit, because this task is actually a next step, or an improvement on the presentation. Ideally, I’d like you to use at least 3 of the fonts already used in the outline, and you can use any other font you like. So again, if you find better metrics for evaluation or a more sensible hypothesis, feel free to change it. I’d also like you to develop a questionnaire as an annex to the paper, the questionnaire that the survey requires. If you have any questions, feel free to send me a message.

follow and Edit the attached notes from the doctor and write them in the appropriate form, taking into account the number of words required in each part in file 2
Amend it in file 1 Edit in the application that will be submitted to the colleg acceptance file 2
Any action you modify in File 1 must be modified in File 2 if it is necessary
doctor note
I have taken note of the following observations:
1. In section 3.1 of your thesis, please ensure that you write about qualitative research and mention that you will be interviewing HR professionals in Australia. Discuss semi-structured interviews and show how you will reach the interviewees. For secondary data-based research, you may write a conceptual paper which will be a part of your literature review chapter and not the whole thesis.
2. It is important to include relevant literature to support your arguments. Without it, your arguments may seem superficial and opinionated. So, go through the proposal and ensure all your arguments are referenced properly.
3. In section 3.1.1, please add literature and clearly show the gap in research. Explain what led you to this gap and the implications of exploring it. It is crucial to cite studies from ABDC (FT50, A*, and A) journals only.
for File 2
4. Please ensure that all the references in the reference list are cited in the text. You have cited only 4-5 references but listed 12 in your reference list. All references must be from top-rated journals.

First Post—Module 3
A common form of training is cooperative training. There are two widely used cooperative training methods: internships and apprentice training. In both forms of training, there is a combination of classroom training (formal education) and on-the-job training (experience) that can be used for career development. Based on your experiences, discuss the added value of cooperative training. How do we as HRM professionals objectively determine the “value” of cooperative training? Then, discuss the problems of cooperative training that should be taken into consideration by human resource professionals. Finally, make a recommendation as to how cooperative training can be assessed and used for succession planning.
Support your post with additional information from at least two reputable sources (library and/or web-based). Cite your sources. Bring in your own personal experiences, if applicable.
Required Material
Please 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
ASQ.org. (n.d.) What is a decision or Pugh matrix? Retrieved from https://asq.org/quality-resources/decision-matrix
Higgins, J. (2014). Bringing HR and finance together with analytics. HR Magazine, 59(11), 44-46. Retrieved from ProQuest in the Trident Online Library.
Human Resources: Using Metrics to Drive HR Strategy – LinkedIn Learning
Mahoney-Phillips, J., & Adams, A. (2010). Getting the measure of HR. Strategic HR Review, 9(1), 5-9. Retrieved from ABI/INFORM Global in the Trident Online Library.
Roberts. M. (Nov. 17, 2018). How hiring managers screen job applicants. Retrieved from https://www.thebalancecareers.com/how-do-hiring-managers-screen-job-applications-1669574
Shah, S.; Horne, A.; and Capella, J. (April 2012). Good data won’t guarantee good decisions. Harvard Business Review. Retrieved from https://hbr.org/2012/04/good-data-wont-guarantee-good-decisions
Zielinski, D. (2014). Get analytical. HR Magazine, 59(11), 61-62. Retrieved from ProQuest in the Trident Online Library.
Optional Material
Boyd, N., & Gessner, B. (2013) Human resource performance metrics: methods and processes that demonstrate you care. Cross Cultural Management 20.2 (2013): 251-273. Retrieved from the Trident Online Library.
Chhinzer, N., & Ghatehorde, G. (2009). Challenging Relationships: HR Metrics and Organizational Financial Performance. Journal Of Business Inquiry: Research, Education & Application, 8(1), 37-48. Retrieved from the Trident Online Library.
Five steps to effective metrics. (2005). Strategic HR Review, 4(3), 7. Retrieved from ABI/INFORM Global, in the Trident Online Library.
Mirza, B. (2011). Cost-per-hire metric standard open for comment. HR Magazine, 56(3), 80. Retrieved from the Trident Online Library.
Wroe, N. (2012). Innovations in Talent Analytics. T+D, 66(8), 30-31. Retrieved from the Trident Online Library.
360-Degree Feedback
Please 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
360-Degree Feedback – LinkedIn Learning
Obtaining and benefiting from 360-degree feedback – LinkedIn Learning
Custom Insight (2018). What is 360 Degree Feedback? Retrieved from https://www.custominsight.com/360-degree-feedback/what-is-360-degree-feedback.asp
Optional Material
Bracken, D. W., Rose, D. S., & Church, A. H. (2016). The evolution and devolution of 360° feedback. Industrial and Organizational Psychology, 9(4), 761-794. Retrieved from ProQuest in the Trident Online Library.
Brett J, Atwater L. 360° Feedback: Accuracy, Accuracy, Reactions, and Perceptions of Usefulness. Journal Of Applied Psychology [serial online]. October 2001;86(5):930-942. Available from: Business Source Complete in the Trident Online Library.
Nguyen, T., & Massingham, R. (2011). Using 360 degree peer review to validate self-reporting in human capital measurement. Journal of Intellectual Capital, 12(1), 143-74. Retrieved from ProQuest in the Trident Online Library.
Internships/Apprenticeships
Please 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
Nano Tips for Landing Your Dream Internship with Sho Dewan – LinkedIn learning
Creating a Top Talent Program – LinkedIn Learning
10 Benefits of Starting an Internship Program. Retrieved from http://www.internships.com/employer/resources/setup/benefits
The American Apprentice. (2013). HR Magazine, 58(11), 32-36. Retrieved from ProQuest in the Trident Online Library.
Houston, L. (2014, Apr 23). Top law company hails benefits of on-the-job training. Belfast Telegraph. Available in the Trident Online Library.
Jones, D. A. (2011). Apprenticeships back to the future. Issues in Science and Technology, 27(4), 51-56. Available in the Trident Online Library.
Optional Material
10 Internship Characteristics that Attract Exceptional Interns. Retrieved from http://www.internships.com/employer/resources/setup/10-internship-characteristics-that-attract-exceptional-interns
Apprenticeship. (1992). Occupational Outlook Quarterly, 35(4), 26. Retrieved from ProQuest in the Trident Online Library.
Blackhurst, J. (2013). Collaborative training. Training Journal, 9-12. Available in the Trident Online Library.
Bring Back U.S. Apprenticeships. (2013). HR Magazine, 58(10), 4. Available in the Trident Online Library.
Google (2013). Google Interns’ first week. Retrieved from https://www.youtube.com/watch?v=9No-FiEInLA
Lerman, R. I. (2011). In support of apprenticeships. Issues In Science & Technology, 28(1), 12. Available in the Trident Online Library.

360-Degree Appraisal
The 360-degree appraisal approach entails collecting performance information from several workers who interact with the employee being evaluated. For example, information can be collected from supervisors, subordinates, customers, and peers. In some situations, employees also evaluate their own work as a part of the 360-degree appraisal process. The 360-degree appraisal is designed to provide a comprehensive perspective on an employee’s performance. Some organizations use the 360-degree appraisal process mainly for developmental purposes because the results can be contradicting. The 360-degree appraisal process is a helpful foundational step to learning an employee’s strengths and weaknesses and then using that information for generating goals for MBO. Most employees prefer the 360-degree appraisal process because of its comprehensiveness and the amount of information that emerges from multiple sources. The following image is an example of different individuals who could potentially evaluate an employee during a 360-degree appraisal.
Potential Individuals Involved in a 360-Degree Feedback Appraisal Process
Assignment
Create a slide presentation that you will be presenting to your entire organization relating to the implementation of a 360-degree feedback appraisal process. Prepare 10-15 slides and notes to go along with each.
Make a persuasive presentation. As the VP of HR (known for being creative and intelligent), your task will be to define this unique performance management appraisal tool, how it will be implemented, the added value to each employee of using this type of system, and what the consequences might be of an employee receiving a low rating.
Required Material
Please 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
ASQ.org. (n.d.) What is a decision or Pugh matrix? Retrieved from https://asq.org/quality-resources/decision-matrix
Higgins, J. (2014). Bringing HR and finance together with analytics. HR Magazine, 59(11), 44-46. Retrieved from ProQuest in the Trident Online Library.
Human Resources: Using Metrics to Drive HR Strategy – LinkedIn Learning
Mahoney-Phillips, J., & Adams, A. (2010). Getting the measure of HR. Strategic HR Review, 9(1), 5-9. Retrieved from ABI/INFORM Global in the Trident Online Library.
Roberts. M. (Nov. 17, 2018). How hiring managers screen job applicants. Retrieved from https://www.thebalancecareers.com/how-do-hiring-managers-screen-job-applications-1669574
Shah, S.; Horne, A.; and Capella, J. (April 2012). Good data won’t guarantee good decisions. Harvard Business Review. Retrieved from https://hbr.org/2012/04/good-data-wont-guarantee-good-decisions
Zielinski, D. (2014). Get analytical. HR Magazine, 59(11), 61-62. Retrieved from ProQuest in the Trident Online Library.
Optional Material
Boyd, N., & Gessner, B. (2013) Human resource performance metrics: methods and processes that demonstrate you care. Cross Cultural Management 20.2 (2013): 251-273. Retrieved from the Trident Online Library.
Chhinzer, N., & Ghatehorde, G. (2009). Challenging Relationships: HR Metrics and Organizational Financial Performance. Journal Of Business Inquiry: Research, Education & Application, 8(1), 37-48. Retrieved from the Trident Online Library.
Five steps to effective metrics. (2005). Strategic HR Review, 4(3), 7. Retrieved from ABI/INFORM Global, in the Trident Online Library.
Mirza, B. (2011). Cost-per-hire metric standard open for comment. HR Magazine, 56(3), 80. Retrieved from the Trident Online Library.
Wroe, N. (2012). Innovations in Talent Analytics. T+D, 66(8), 30-31. Retrieved from the Trident Online Library.
360-Degree Feedback
Please 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
360-Degree Feedback – LinkedIn Learning
Obtaining and benefiting from 360-degree feedback – LinkedIn Learning
Custom Insight (2018). What is 360 Degree Feedback? Retrieved from https://www.custominsight.com/360-degree-feedback/what-is-360-degree-feedback.asp
Optional Material
Bracken, D. W., Rose, D. S., & Church, A. H. (2016). The evolution and devolution of 360° feedback. Industrial and Organizational Psychology, 9(4), 761-794. Retrieved from ProQuest in the Trident Online Library.
Brett J, Atwater L. 360° Feedback: Accuracy, Accuracy, Reactions, and Perceptions of Usefulness. Journal Of Applied Psychology [serial online]. October 2001;86(5):930-942. Available from: Business Source Complete in the Trident Online Library.
Nguyen, T., & Massingham, R. (2011). Using 360 degree peer review to validate self-reporting in human capital measurement. Journal of Intellectual Capital, 12(1), 143-74. Retrieved from ProQuest in the Trident Online Library.
Internships/Apprenticeships
Please 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
Nano Tips for Landing Your Dream Internship with Sho Dewan – LinkedIn learning
Creating a Top Talent Program – LinkedIn Learning
10 Benefits of Starting an Internship Program. Retrieved from http://www.internships.com/employer/resources/setup/benefits
The American Apprentice. (2013). HR Magazine, 58(11), 32-36. Retrieved from ProQuest in the Trident Online Library.
Houston, L. (2014, Apr 23). Top law company hails benefits of on-the-job training. Belfast Telegraph. Available in the Trident Online Library.
Jones, D. A. (2011). Apprenticeships back to the future. Issues in Science and Technology, 27(4), 51-56. Available in the Trident Online Library.
Optional Material
10 Internship Characteristics that Attract Exceptional Interns. Retrieved from http://www.internships.com/employer/resources/setup/10-internship-characteristics-that-attract-exceptional-interns
Apprenticeship. (1992). Occupational Outlook Quarterly, 35(4), 26. Retrieved from ProQuest in the Trident Online Library.
Blackhurst, J. (2013). Collaborative training. Training Journal, 9-12. Available in the Trident Online Library.
Bring Back U.S. Apprenticeships. (2013). HR Magazine, 58(10), 4. Available in the Trident Online Library.
Google (2013). Google Interns’ first week. Retrieved from https://www.youtube.com/watch?v=9No-FiEInLA
Lerman, R. I. (2011). In support of apprenticeships. Issues In Science & Technology, 28(1), 12. Available in the Trident Online Library

The purpose of this journal entry is for you to evaluate concepts you learned in Professionalism in the Workplace, including discussion of how you would prepare to interview for a new position using all that you have learned in the course thus far.
Now that you have pulled together your resume package, for your final journal entry in this course, you will first assess at least one course concept that stood out for you and describe how it helped you become a better professional in the workplace.
Second, you will discuss how the course helped you specifically prepare to interview for a new job or organizational position, including the following:
Describe three ways to prepare for an interview.
Discuss three different types of interview questions and provide tips for answering them.
Describe two ways to close the interview, concluding with an explanation of how to follow up post-interview.
Your journal entry should be at least three well-developed paragraphs and sources used, if any, must be cited in APA, but they are not required.
Course Concepts Covered —
Interview Techniques, 
Job Search Skills, 
Résumé Package,  Human Resources and Policies, 
Communication, 
Electronic Communications, 
Quality Organizations and Service, 
Ethics, Politics, and Diversity, 
Accountability and Workplace Relationships, 
Time and Stress Management and Organization Skills, 
Attitude, Goal Setting, and Life Management, 
Personal Financial Management

In at least 2,000 words (total), pick a single Fortune 500 company, review job listings from the company and research their compensation and benefit plans, and then answer the following four questions…(IMPORTANT: For this assignment, the company you choose MUST have at least some job listings posted online for hiring purposes)
1. What does the company’s “total rewards” package look like? What do they offer above and beyond merely a paycheck? If you were in charge of Human Resources and Workforce Management for the company, how would you approach total rewards and compensation? Identify at least one thing you would change about the way the company is doing things now. Be sure to support your decisions with sound reasoning.
2. What, if anything, can you glean from publicly available information about the way the company ensures pay equity and pay fairness? Do they have a pay transparency policy? Do they have an affirmative action program? Do they have any other measures in place to safeguard fairness and consistency in terms pay and benefits? If you were in charge of Human Resources and Workforce Management for the company you selected, how would you approach pay equity and fairness? Identify at least one thing you would change about the way the company is doing things now. Be sure to support your decisions with sound reasoning.
3. Critique job descriptions that you find in job listings online. What information is thoroughly included? What information is missing? What information needs to be more clearly explained to potential applicants? If you were in charge of Human Resources and Workforce Management for the company you selected, how would you approach job analyses and job descriptions? Identify at least one thing you would change about the way the company is doing things now. Be sure to support your decisions with sound reasoning.
4. What, if anything, can you glean from publicly available information about the way the company strategizes employee pay? Do they appear to focus on industry benchmarks, or competitor offerings, or something else altogether? Do they advertise their job offerings as being particularly well-compensated compared with any kind of relative or objective baseline? If you were in charge of Human Resources and Workforce Management for the company you selected, how would you approach employee pay strategy? Identify at least one thing you would change about the way the company is doing things now. Be sure to support your decisions with sound reasoning.
—————
The reason why you are asked to choose a Fortune 500 company is that you are much more likely to find publicly available information for these very large companies insofar as it concerns the parameters of this assignment. Still, some big companies are a bit shy about publishing some data related to the way they do things – examples commonly include salary ranges and human resources policies and procedures. That said, do the best you can with your research. A good idea, before choosing a company for this assignment, is to take a look at some different company options and assess how much data is available for you – this will ultimately determine how easy it will be to find the answers you need to guide your work.
The 2,000 word requirement here means 2,000 words of substance. So please do not count title pages, headings, or references. Also, if you choose to copy the question text into your paper (which is fine), do not count that either. I am looking for 2,000 words of your own thoughts and responses.
Since you must write at least 2,000 words, it would be my recommendation that you aim for (roughly) 500 words per question.
Your paper should also include a minimum of eight (8) sources (two for each of the questions) – properly cited in-text and in a reference list in APA format.
Your paper should be in proper APA format with a title page (no abstract required). Please double-space and use a readable 12pt font. Contrary to popular misunderstanding, first-person writing is perfectly acceptable in APA writing style so you may use first-person perspective where applicable and appropriate.
IMPORTANT: Do not plagiarize. This assignment uses TurnItIn.com for originality verification. If you copy/paste from other sources, you may receive a zero.

Signature Assignment: Quantitative Reasoning, Reinforced Level
In this assignment, your quantitative reasoning skills will be assessed at the “reinforced” level. The Quantitative Reasoning rubric will be useful for this purpose. In MGT511, quantitative reasoning skills were assessed at the “introduced” level. Finally, in HRM599 your skills will be assessed at the “emphasized” level.
Case Assignment
Background: Judith and Eric Sultan own a business providing HR decision-making expertise to employers across the nation. The name of their business is HRM Analysis Services. Their business is located in Phoenix and has grown exponentially since 2005. Up to this point they have not had their own employees, but instead hired established consultants (often called management analysts) to work on a project-by-project basis.
They want to hire three full-time management analysts to work in three different locations: San Francisco, Philadelphia, and Miami. The analysts would scout out work in their designated regions and manage the contracting and oversight of contractual consultants.
Judith and Eric plan to keep ownership of the company, but want to step away from the day-to-day as soon as the business is working well enough without them.
The focus of this assignment is to assist Judith and Eric with the selection of three Management Analysts by coming up with a weighted formula of important selection factors. The Job Applicants Table shows the applicants who applied for the position. See What Management Analysts Do for a description of the position.
Your task is to:
Develop a formula to quantify the merits of each applicant based on the factors provided. Justify why you gave heavier weight to some factors over others.
Develop your own visual/graphic showing how each applicant fared.
Discuss your visual/graphic in essay format.
Recommend 6-8 applicants to proceed to a panel interview phase.
Critique the process of identifying best candidates to proceed in a selection process by using a custom-designed formula applied to each candidate.
Use at least 3 library sources to help strengthen your discussion. Reference all material cited.
Your paper plus table(s) should be at least 4-5 pages (not including cover sheet and reference page).
Note: There is no right or wrong formula to use. Use your best judgment for a formula based on the factors in the table given. Be sure to also spend time on the critical-thinking/analysis phase of this assignment.
Required Material
Please 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 subscription to LinkedIn Learning as a part of this course
ASQ.org. (n.d.) What is a decision or Pugh matrix? Retrieved from https://asq.org/quality-resources/decision-matrix
Higgins, J. (2014). Bringing HR and finance together with analytics. HR Magazine, 59(11), 44-46. Retrieved from ProQuest in the Trident Online Library.
Human Resources: Using Metrics to Drive HR Strategy – LinkedIn Learning
Mahoney-Phillips, J., & Adams, A. (2010). Getting the measure of HR. Strategic HR Review, 9(1), 5-9. Retrieved from ABI/INFORM Global in the Trident Online Library.
Roberts. M. (Nov. 17, 2018). How hiring managers screen job applicants. Retrieved from https://www.thebalancecareers.com/how-do-hiring-managers-screen-job-applications-1669574
Shah, S.; Horne, A.; and Capella, J. (April 2012). Good data won’t guarantee good decisions. Harvard Business Review. Retrieved from https://hbr.org/2012/04/good-data-wont-guarantee-good-decisions
Zielinski, D. (2014). Get analytical. HR Magazine, 59(11), 61-62. Retrieved from ProQuest in the Trident Online Library.
Optional Material
Boyd, N., & Gessner, B. (2013) Human resource performance metrics: methods and processes that demonstrate you care. Cross Cultural Management 20.2 (2013): 251-273. Retrieved from the Trident Online Library.
Chhinzer, N., & Ghatehorde, G. (2009). Challenging Relationships: HR Metrics and Organizational Financial Performance. Journal Of Business Inquiry: Research, Education & Application, 8(1), 37-48. Retrieved from the Trident Online Library.
Five steps to effective metrics. (2005). Strategic HR Review, 4(3), 7. Retrieved from ABI/INFORM Global, in the Trident Online Library.
Mirza, B. (2011). Cost-per-hire metric standard open for comment. HR Magazine, 56(3), 80. Retrieved from the Trident Online Library.
Wroe, N. (2012). Innovations in Talent Analytics. T+D, 66(8), 30-31. Retrieved from the Trident Online Library.
360-Degree Feedback
Please 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 subscription to LinkedIn Learning as a part of this course.
Required Material
360-Degree Feedback – LinkedIn Learning
Obtaining and benefiting from 360-degree feedback – LinkedIn Learning
Custom Insight (2018). What is 360 Degree Feedback? Retrieved from https://www.custominsight.com/360-degree-feedback/what-is-360-degree-feedback.asp
Optional Material
Bracken, D. W., Rose, D. S., & Church, A. H. (2016). The evolution and devolution of 360° feedback. Industrial and Organizational Psychology, 9(4), 761-794. Retrieved from ProQuest in the Trident Online Library.
Brett J, Atwater L. 360° Feedback: Accuracy, Accuracy, Reactions, and Perceptions of Usefulness. Journal Of Applied Psychology [serial online]. October 2001;86(5):930-942. Available from: Business Source Complete in the Trident Online Library.
Nguyen, T., & Massingham, R. (2011). Using 360 degree peer review to validate self-reporting in human capital measurement. Journal of Intellectual Capital, 12(1), 143-74. Retrieved from ProQuest in the Trident Online Library.
Internships/Apprenticeships
Please 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 subscription to LinkedIn Learning as a part of this course.
Required Material
Nano Tips for Landing Your Dream Internship with Sho Dewan – LinkedIn learning
Creating a Top Talent Program – LinkedIn Learning
10 Benefits of Starting an Internship Program. Retrieved from http://www.internships.com/employer/resources/setup/benefits
The American Apprentice. (2013). HR Magazine, 58(11), 32-36. Retrieved from ProQuest in the Trident Online Library.
Houston, L. (2014, Apr 23). Top law company hails benefits of on-the-job training. Belfast Telegraph. Available in the Trident Online Library.
Jones, D. A. (2011). Apprenticeships back to the future. Issues in Science and Technology, 27(4), 51-56. Available in the Trident Online Library.
Optional Material
10 Internship Characteristics that Attract Exceptional Interns. Retrieved from http://www.internships.com/employer/resources/setup/10-internship-characteristics-that-attract-exceptional-interns
Apprenticeship. (1992). Occupational Outlook Quarterly, 35(4), 26. Retrieved from ProQuest in the Trident Online Library.
Blackhurst, J. (2013). Collaborative training. Training Journal, 9-12. Available in the Trident Online Library.
Bring Back U.S. Apprenticeships. (2013). HR Magazine, 58(10), 4. Available in the Trident Online Library.
Google (2013). Google Interns’ first week. Retrieved from https://www.youtube.com/watch?v=9No-FiEInLA
Lerman, R. I. (2011). In support of apprenticeships. Issues In Science & Technology, 28(1), 12. Available in the Trident Online Library.

After reading the chapters, read the Closing Case entitled “Hard Facts and Half-Truths” on pages 156-157 (end of chapter 6) and answer the following case questions in 150-250 words:
1) Do you think evidence-based management seems like common sense? Explain your answer. Also, if you say yes, why wasn’t it advocated earlier?
2) Would you want to work under Jack Welch’s system at General Electric? Why or why not?
Hard Facts and Half-Truths
Stanford University professors Jeffrey Pfeffer and Bob Sutton, authors of Hard Facts, Dangerous Half-Truths, and Total Nonsense, have put out a call for a renewed reliance on rationality in managerial decision-making—an approach that they call evidence-based management (EBM). “Management decisions,” they argue, “[should] be based on the best evidence, managers [should] systematically learn from experience, and organizational practices [should] reflect sound principles of thought and analysis.” They define evidence-based management as “a commitment to finding and using the best theory and data available at the time to make decisions,” but their “Five Principles of Evidence-Based Management” make it clear that EBM means more than just sifting through data and crunching numbers. Here’s what they recommend:
Face the hard facts and build a culture in which people are encouraged to tell the truth, even if it’s unpleasant.
Be committed to “fact-based” decision-making—which means being committed to using the best evidence to guide actions.
Treat your organization as an unfinished prototype—encourage experimentation and learning by doing.
Look for the risks and drawbacks in what people recommend (even the best medicine has side effects).
Avoid basing decisions on untested but strongly held beliefs, what you have done in the past, or on uncritical “benchmarking” of winners.
Pfeffer and Sutton are particularly persuasive when they use EBM to question the outcomes of decisions based on “untested but strongly held beliefs” or on “uncritical ‘benchmarking’.” Take, for instance, the popular policy of paying high performers significantly more than low performers. Pfeffer and Sutton’s research shows that pay-for-performance policies get good results when employees work solo or independently. But it’s another matter altogether when it comes to the kind of collaborative teams that make so many organizational decisions today. Under these circumstances, the greater the gap between highest- and lowest-paid executives, the weaker the firm’s financial performance. Why? According to Pfeffer and Sutton, wide disparities in pay often weaken both trust among team members and the social connectivity that contributes to strong, team-based decision-making.
“Management decisions [should] be based on the best evidence, managers [should] systematically learn from experience, and organizational practices [should] reflect sound principles of thought and analysis.”
Or consider another increasingly prevalent policy for evaluating and rewarding talent. Pioneered at General Electric by the legendary Jack Welch, the practice of “forced ranking” divides employees into three groups based on performance—the top 20 percent, middle 70 percent, and bottom 10 percent—and terminates those at the bottom. Pfeffer and Sutton found that, according to many HR managers, forced ranking impaired morale and collaboration and ultimately reduced productivity. They also concluded that automatically firing the bottom 10 percent resulted too often in the unnecessary disruption of otherwise effective teamwork. That’s how they found out that 73 percent of the errors committed by commercial airline pilots occur on the first day that reconfigured crews work together.