External Competitiveness & Internal Equity in an Effective Compensation Program. The ability to create a successful market-based compensation program is contingent on a number of key variables. Yet none is more important than gaining a clear understanding of what it takes to have a compensation program that is externally competitive, while at the same time internally equitable.In this assignment:1. Discuss what is meant by a market-based compensation program.2. Explain how an organization can balance external competitiveness with internal equity to achieve a successful market-based compensation program. Be specific.3. Illustrate with actual examples of employers achieving this balance. Also, provide examples of organizations failing to achieve one or both and illustrate what might result.Bring in at least 5 library sources to help strengthen and support your discussion.
That much of an organization’s budget goes into employee compensation means that compensation program is a crucial part in an organization’s human resource management plan. There are several types of compensation plans including traditional, broadband and market-based compensation programs (Biro, 2016).
The recent past has seen many companies shifting to a market-based compensation program as opposed to the traditional and broadband compensation programs which were popular in the past, according to the 2012 Survey of Salary Structure Policies and Practices. This is because “they combine the more well-defined parameters of a traditional structure with the range spread flexibility of broadbands” notes Kerry Chou a Certified Compensation Professional with WorldatWork (Rataj, nd). Most organizations that have successfully adopted the market-based compensation program are those offering consulting, professional and scientific services such as SAS, Boston Consulting Group, John Hopkins University and University of Arizona.
The basis for a market-based compensation program is market pricing. Market pricing is an external factor in an organization that looks at the labor market to determine what employees in an organization will get (Flannery, 2002). An organization with a market-based compensation program pegs its salary and other rewards to what other organizations are paying. Apart from salary, the other constituents of employee compensation include variable pay, benefits and equity. An effective market-based compensation program balances the external equity with internal equity to ensure that not only are the employees rewarded well, but that the organization is sustainable by consistently achieving its Return on Investment (ROI).
A market-based compensation program requires market data for more than half the jobs in an organization and for three quarters of the organization’s employees. A compensation program with data for less than half the jobs is not based on the market but on internal equity (Feldman, 2002).
While a purely market-based compensation program may compare favorably with an industry’slabor market hence attracting top talent to an organization, its major setback is that it does not determine the actual value of the compensation to an organization’s Return on Investment (ROI). Consequently, it is important to balance external competitiveness with an organization’s internal equity for an effective market-based program.
Balancing external competitiveness and internal equity
For some companies, it is not possible to balance between external competitiveness and internal equity. For example, for an industry’s big market leader, the internal equity is often the industry’s external competitiveness or the jobs are so diverse compared to the rest of the industry that any comparison would be meaningless………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………Internal Equity in an Effective Compensation Program
An analysis which deals fully with the major elements from a marketing point of view* Selection and amplification of ideas which accord with the analysis presented* Work which shows very good grasp of the marketing topic* Effective use of language and a developed critical evaluation * An excellent and cohesive responseCore text – This unit is supported by the following core text:Dibb, S. & Simkin, L. (2013), Marketing Essentials (Second Edition), Cengage, London.Guided reading – the following is expected reading for this unit. Details of what to read and when will be provide in the BREO site reading lists.P.R. Smith & Ze Zook , (2011), Marketing Communications: Integrating Offline and Online with Social Media, Kogan Page. Independent study – to receive high grades you will need to demonstrate your wider reading. The following resources provide useful background reading for the material in this unit.• Campaign• Marketing Week• PR Week• Journal of Integrated Marketing Communications• Journal of Marketing Communications- Harvard system of referencing- A minimum of 5 referenced academic sources is required.- No more than 50% of references may be from the internet.
For many years supermarkets have engaged in vigorous marketing thus making the flow of products in the shelf and stores to move swiftly. Most of the large supermarket designs their marketing strategies based on socioeconomic profile of the consumers. For example, studies have shown that homogeneity of customer group tend to go for homogeneous products, whereas heterogeneity of customer group tend to demand for heterogeneous products(Melanie, & Marian, 2011). Homogeneity of customer group made the supermarket to excel on specific market segments, but with increased globalization, heterogeneity of customer group is increasing rapidly. Also, the increased use of internet and online marketing, many supermarkets faces stiff competition from online sales. In the past two decades, large supermarket such as Walmart have closed some store because of dwindling returns and increased expenses.
Marketing strategies
Therefore, for supermarkets to adopt the dynamic world of customers as well as keep pace with the competition, it is important for the supermarket to shift to aggressive and reliable marketing strategy. Past marketing strategies focused on customers as the most ultimate prize to be won if the supermarket was to remain at the top………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
Part I: Begin to construct a one-day lesson plan for teaching history effectively, incorporating one or more authentic learning experiences. Include an appropriate history standard mapped to objectives, instructional strategies, and relevant resources in your lesson. Complete the following sections of the GCU Lesson plan template located on the College of Education site in the Student Success Center: Section I: Planning Section II: Instruction Part II: Write a 500-750-word rationale depicting how your lesson content, strategies, tools, and resources are standards-based and appropriate and engaging for teaching history to secondary students. Defend your rationale with relevant, scholarly research. Use three to five scholarly sources in support of your content.
Teacher Candidate:Grade Level:Date:Unit/Subject:Instructional Plan Title
9-12 History World War II: The Pacific
I. Planning
Lesson summary and focus:
This lesson plan is about the World War II in the pacific region. The focus is to make students to understand the events of World War II by explaining to them about the events that took place during the World War II.
Classroom and student factors:
The lesson will take place in the classroom setting because the students will be able to watch video tapes and read printed materials about the World War II. Classroom environment also enables the teachers to effectively assess the students.
National / State Learning Standards:
This lesson will attempt to address National Council for Social Studies standards which include: Power, authority and governanceGlobal connectionsCivic ideals and practices.
Specific learning target(s) / objectives: Research in depth the key events of the World War II in the Pacific.Debate whether dropping the nuclear bombs was best way to end the war.
Teaching notes: The lesson falls under governance, authority and power.
Agenda: The lesson begins by asking students to state what they know about World War II in the pacific. The children will tend be provided with printed materials
Formative assessment: The assessment follows a three-point rubric: Three points where the students actively engage in meaningful debate and discussion.Two points students somewhat engaged in debateOne point where students minimally engage in debate and discussion.
Instructional Materials, Equipment and Technology:
Materials needed include: Pencils and papersComputer with internet accessPrint resources about World War II in the Pacific.
Grouping:
Students are grouped into two groups: one group will support the dropping of bombs to end the war, while the second group will take opposing side in the debate.
II. Instruction
A. Opening
The lesson requires the students to have prior knowledge about World War II. the teacher begins the lesson by asking students few questions about world war II
The history lesson seeks to inform the students about brutality and difficult conditions different nations faced in the second world war.
B. Learning and Teaching Activities (Teaching and Guided Practice):
Differentiation
The students will watch different segments from video tapes, watch the scenes from different pivotal battles as well as listening to American veterans that participated in the World War II. The students should be able to differentiate the difficult conditions United States and its allies faced during the war.
Rationale of lesson plan
It is important to understand that lesson planning should not be prepared because it is a principle requirement, but to assists the teachers to ensure that they apply the most thoughtful approach to teach the students effectively(Yalcinkaya, Boz, & Erdur-Baker, 2012). Although different curriculum require lesson plans to follow specific format, it is important for the teachers to toiler made their lesson planning to work for them. The lesson plan should ensure that students accomplish the objectives of learning. Lesson planning is accomplish in five-step approach:
Lesson opening
Introduction to new materials
Guided practice
Independent practice
Lesson closing
It is crucial for the teacher to determine the appropriate approach of opening the lesson since this first step establishes how the students are prepared to learn. The introduction should inform the students about the lesson they will be learning(Olgun, & Adali, 2008). Through communicating the purpose and nature of the activity as well as connecting the cueing and knowledge of students responses and the activity required. Analysis by Association for Supervision and Curriculum Development (ASCD) indicated that students who have prior knowledge on what they are going to learn score 27 % higher than the students who do not have prior knowledge of what they are going to learn. Lesson planning enable teachers to inform students clearly about what they are going to learn, why the lesson is important, how the lesson is connected with the knowledge that is already known and how the lesson is going to be taught.
Introduction to new materials
Since the teacher has prepared the students psychologically and mentally to learn, it is time to introduce new materials that will assist the students to learn. The strategies used to introduce new materials is very important in the learning process(Bonney, 2015). Bearing in mind that teacher is the expert in the classroom, he/she should ensure that examples and explanations are concise, accurate, clear and correct. In this case the history lesson is about World War II: Pacific, therefore as a teacher it is imperative to make students understand the conditions under which the war was fought.
Guided practice
Practice helps the students to explore and apply new knowledge and skills. Studies indicated that teachers introduces the lesson, give the students all the materials and explicitly introduced the concept through modelling and demonstration of skills, but fails to allow the students to practice in order to internalize and explore the new skills and knowledge(Rowland, C., 2003). The main purpose of guided practice is to allow students to engage and interact with new materials to the extent of internalizing them. Lesson planning enables the teachers to establish guided practice strategies that work well for them. The review of mnemonic devices, summaries, recitations, concept webs, graphic organizer, sample problem and teacher questioning are some forms of guided practice.
Independent practice
This section involves students refining the knowledge and skills about the subject matter without the guidance of the teachers. Independent practice comes in different forms including completing the tasks, demonstrating the skills, answering questions and solving the problems(Brewster, 2015). By the end of the lesson, the teachers should be able to determine if the students clearly understood the objectives of the lesson through the use of independent practice.
Closing
It is important to end the lesson by restating and reinforcing the objectives of the lesson and giving the students the opportunity to test their understanding(Bonney, 2015). The closing should take few minutes since it involves reinforcing and clarification of lesson’s objectives, restating the importance of the objectives and assessing student’s mastery.
References
Bonney, M. K. (2015). Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains. Journal of Microbiology & Biology Education, 16(1): 21-28.
Brewster, J. (2015). The Feudal System: Castles At War. Retrieved from Discovery Education: http://www.discoveryeducation.com/teachers/free-lesson-plans/the-feudal-system-castles-at-war.cfm
Olgun, S. O. & Adali, B. (2008). Teaching Grade 5 Life Science With A Case Study Approach. Journal of Elementary Science Education, 20(1): 29-44.
Rowland, C. (2003). Tainos: SIOP History Lesson Plan. Retrieved from Sheltered Instruction Observation Protocol: http://www.cal.org/siop/pdfs/tainos.pdf
Yalcinkaya, E., Boz, Y. & Erdur-Baker, O. (2012). Is Case-Based Instruction Effective in Enhancing High School Students Motivation Towards Chemistry. Science Education Intelect, 23(2): 102-116.
In the first week of class you described some of the communication rules that are present in your family. After reviewing guidelines for effective communication in families describe how you want your current or future family to communicate. What communication rules might you implement? Describe what you will do to make sure you will meet the challenges of family life. (Length 2-3 paragraphs)
The essence of family happiness rests on building effective communication among the family members (Laskin, 2010). Research has shown that strong family bonds, between the parents and kids as well as other members of the family, depend on effective communication. It would be my wish to have a family where communication is free, open and frequent. By finding regular time to stay with my family, it would allow my family and me to share emotions and feelings.
In order to ensure that close relationships and happiness is achieved, I would ensure that negative aspects such as criticism, defensiveness and contempt are avoided. Rather, a culture of positivity, and lending an ear to each member and understanding his or her problems shall be adopted. Furthermore, close attention shall be paid on the non-verbal aspects of communications, such as facial expressions in order to ensure that individual feelings are fully addressed.
Communications Rules to Implement In order to ensure effective communicati………………………………..
Assessment 2: Report Length: 1500 words (plus/minus 10 per cent) Conditions: Individual Weighting: 40% The following assessment aims to examine how well you understand the relationship between key elements of the unit material such as authentic leadership, effective Leader-Member Exchange, management support factors, and the psychological capital of employees of different employee groups. It continues the development of Cultural Competence Learning Outcome and Graduate Attribute by facilitating students increased knowledge and awareness about how authentic leadership, effective Leader-Member Exchange (LMX) and management support interact on employees outcomes. This assignment must be submitted through the Turnitin link for this assignment. Activity Facilitators will present students with a concept model from the journals you have listed in the reading list in the Unit Content section of Blackboard. Requirements This assignment is about using the model that your facilitator has given you and: 1. Identify the journal article that the model comes from (make sure you include it in the reference list with SCU URL details). 2. Explain the model. This involves critically reading and writing about the concepts discussed in the journal article. You are expected to use some of the academic literature to support a well-constructed argument (a minimum of 5 references to other articles from the course material – more for higher grades). What are the factors in the model that you are looking at? What are the outcomes that are being investigated? What is the relationship between the factors in the model? (600 words) 3a. Application. If you are in a (paid or unpaid) work context, examine whether the way the factors interact in the model is similar to your understanding of how leadership behaviours affect employees’ outcomes in a workplace. Justify your response with reference to your own workplace and other journal articles in the unit content and reading list (900 words) Note: if you select this option you must get approval from your facilitator and you MUST demonstrate evidence that you are currently or recently employed by the organisation you are analysing. OR 3b. If you are not in a workplace setting at the moment, think about the findings that are presented in the model (and the journal article). Use the model and journal article to explain the type of leadership, management practices that employees experience and consider how it affects employee outcomes. Justify your response with reference to the findings in the article and other articles in the unit content and reading list (900 words) Formatting • Do include a title page with a title that identifies the factors in the model • Do not include an Executive Summary or Table of Contents • Do structure your report with an Introduction, followed by the main body of the report where you explain the model and apply your understanding. Finish with a concluding paragraph. • Do use Times New Roman, 12-point font, double line spacing • Do number your pages • Do refer to the literature conforming to the SCU Harvard referencing style • You may use headings and sub-headings but they are not essential Marking criteria Sections Assessing criteria Weightage Identification of the model • The model has been correctly identified with reference to the journal article in which the model was first published. 5 marks Explanation of the model • The key factors/variables have been identified and explained (including the specific employee outcomes). • The relationship between the factors has been explained clearly with reference to supporting literature. 10 marks Applying the knowledge • There is clear evidence that the relationships in the theoretical model are understood • There is evidence that the principles in the model could be effectively applied to a practical situation • There is a demonstrated understanding of the impact of leadership on employee performance 15 mark Paragraphing, formatting and referencing • The introduction should have a topic sentence detailing the topic of the report, and an outline of the report. Avoid using references to the literature in your Introduction (except for a reference to the article in which your model was published). • Each paragraph that follows should be a well-constructed paragraph comprising approximately 150 words each. A paragraph should have a topic sentence. This should be followed by sentences that are referenced (i.e. intext citations using SCU Harvard style guide) and add depth to the argument development. • The final paragraph should provide a summary of the report. It requires no references and is usually shorter than other paragraphs. • Sources reviewed are acceptable and referenced correctly • The formatting conforms to the specified requirements • Include a Reference List in alphabetical order formatted in accordance with the SCU Harvard style guide 10 marks Total 40
ASSESSMENT 1 – STRUCTURED ESSAY Word Count: 1200 words. Weighting 30% Rationale: Effective clinical decision-making is fundamental to competent nursing practice and the provision of safe, high quality care. It is essential that nurses are competent in patient assessment, and the appropriate use of health information technologies, to ensure accuracy of assessments, recognise patient deterioration, and to make appropriate clinical decisions to ensure patient safety and prevent adverse events (Dalton, Harrison, Malin & Leavey, 2018; Razieh, Somayeh & Fariba 2018). Aim: The aim of this assessment task is for students to demonstrate understanding of factors that influence clinical decision-making in a nursing context, and the potential impact of health technologies on the quality of patient health assessment and thus quality of clinical decisions. TASK DESCRIPTION: For this task you need to write a 1200-word structured essay. There are TWO parts to this essay detailed below: PART A: (400 words) Multiple factors influence clinical decision-making for nurses. For this part: • Describe one key factor that influences clinical decision making in the context of your work environment, and discuss how this influences nursing clinical-decision making. PART B: (800 words) In healthcare, a range of Health Information Technologies are used to support patient safety and quality of care. For this part: • Identify and discuss at least one technology (technological devices / equipment / processes) commonly used by nurses in relation to patient assessment and care. • Discuss the potential impact (positive / negative) in relation to quality of clinical patient assessment and nursing clinical decisions.
Effective financial reporting depends on sound ethical behavior. Financial scandals in accounting and the businesses world have resulted in legislation to ensure adequate disclosures and honesty and integrity in financial reporting. A sound economy is contingent on truthful and reliable financial reporting.
Instructions:
Read the following scenario.
Answer the questions that follow. This will be a 2-3 page submission in a question and answer format (also in paragraph form). An introduction and conclusion is not required.
Refer back to your textbook for guidance on how to think through the scenario.
You have been recently hired as an assistant controller for XYZ Industries, a large, publically held manufacturing company. Your immediate supervisor is the controller who also reports directly to the VP of Finance. The controller has assigned you the task of preparing the year-end adjusting entries. In the receivables area, you have prepared an aging accounts receivable and have applied historical percentages to the balances of each of the age categories. The analysis indicates that an appropriate estimated balance for the allowance for uncollectible accounts is $180,000. The existing balance in the allowance account prior to any adjusting entry is a $20,000 credit balance.
After showing your analysis to the controller, he tells you to change the aging category of a large account from over 120 days to current status and to prepare a new invoice to the customer with a revised date that agrees with the new category. This will change the required allowance for uncollectible accounts from $180,000 to $135,000. Tactfully, you ask the controller for an explanation for the change and he tells you “We need the extra income, the bottom line is too low.”
Required:
In a 2-3 page paper, discuss the following:
Consider what you have learned relative to ethics and financial reporting. What is the rationale for the calculations/process used to estimate the $180,000 uncollectible allowance?
How do you think the misstatement of funds will impact the income statement and balance sheet?
What is the ethical dilemma you face? What are the ethical considerations? Consider your options and responsibilities as assistant controller.
Identify the key internal and external stakeholders. What are the negative impacts that can happen if you do not follow the instructions of your supervisor?
What are the potential consequences if you do comply with your supervisor’s instructions? Who will be negatively impacted?
Additional Requirements:
Use at least one (1) quality academic resource (in addition to your textbook) for this assignment. Note: Wikipedia and similar websites do not qualify as academic resources. You have access to Strayer University’s Online Library at https://research.strayer.edu and the iCampus University Library Research page at https://icampus.strayer.edu/library/research.
Your assignment must follow these formatting requirements:
Your paper should be double spaced (Arial or Times Roman 12 pt font) and follow general Strayer Writing Standards (SWS) as they relate to references and citations. Please take a moment to review the SWS documentation for details (more information and an example is included in the Strayer Writing Standards menu link located in your Blackboard).
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
