Create a Job description & answer questions

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Compensation experts and HR professionals create internally consistent job structures through TWO processes – job analysis followed by job evaluation.  This week’s discussion board activity is focused on job analysis.  The final team project (due at the end of the module) will more explicitly address job evaluation.

Directions: (slightly modified from the textbook so read carefully!!)

Complete the “YOUR TURN” exercise at the end of Chapter 4 – “The Customer Service Agent”.

PDF ATTACHED (Week 3 – Private Team Discussion Case)

  1. Read the article on a day in the work life of Bill Ryan.
  2. **ADDED BY PROF BUCKMAN** Visit https://www.onetonline.org (Links to an external site.) and further research the job of “customer service representative”
  3. Based on information from BOTH of these sources, write a job description for the job of customer service agent.
    • **Use the exhibits in the chapter to guide you in deciding what information is relevant for job analysis / job description.**
    • Below the job description that you submit, answer the following questions: (this is where TEXTBOOK CITATIONS WILL BE NECESSARY)
  • do you believe you had enough information from these TWO sources to write an accurate job description?
  • what specific information from the diary was MOST important/useful to you?
  • what specific information from O*NET was MOST important/useful to you?
  • in an ideal world, what add’l sources of information would you request to improve the accuracy of the job description?

 

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Culture And Intelligence Comparison

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I Choose the three intelligence, but if you want to right about a different one go ahead and make that change that you need. 

Write 3–5 pages in which you apply Gardner’s theory of multiple intelligences to two different cultures.

In this assessment, you will explain how Gardner’s theory of multiple intelligence illustrates cultural differences.

Suggested Resources

The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.

Library Resources

The following e-books or articles from the Capella University Library are linked directly in this course: 

  • Kitayama, S. (2002). Culture and basic psychological processes—toward a system view of culture: Comment on Oyserman et al. Psychological Bulletin, 128(1), 89–96.
  • Triandis, H. C. (1989). The self and social behavior in differing cultural contexts. Psychological Review, 96(3), 506–520.
  • Wainryb, C. (2004). The study of diversity in human development: Culture, urgencies, and perils. Human Development, 47(3), 131–137.
  • Weisner, T. S. (2010). John and Beatrice Whiting’s contributions to the cross-cultural study of human development: Their values, goals, norms, and practices. Journal of Cross-Cultural Psychology, 41(4), 499–509.

Assessment Instructions

The theory of multiple intelligences differentiates intelligence into specific, primarily sensory modalities, versus seeing intelligence as dominated by a single, general ability. This model, first proposed by Howard Gardner (1983), articulates seven individual criteria for a behavior to be considered an intelligence:

  1. Logical mathematical.
  2. Linguistic.
  3. Musical.
  4. Spatial.
  5. Bodily kinesthetic.
  6. Interpersonal.
  7. Intrapersonal.

Directions

For this assessment, presume you are going to test and compare dimensions of intelligence of people from cultures on two different continents. Complete the following:

  • Select and define three of Gardner’s dimensions of intelligence.
    • Explain how you would test these three different dimensions of multiple intelligence in each culture. Do you need to test differently? Why?
    • Explain how Gardner’s theory of multiple intelligence illustrates cultural differences.
  • Choose two very distinct cultures on two different continents. Measure each culture using the three Gardner dimensions you have selected for this assessment.
  • Compare and contrast the two cultures you have chosen:
    • What type of intelligence does each culture favor?
    • What does it mean to be intelligent in each culture? What does intelligence mean in each culture?
    • What is the history of each culture?
    • What is the environment like?

Additional Requirements

  • Ensure your finished assessment is 3–5 pages in length, not including the title page and references page.
  • Include a title page and a references page.
  • Include an introductory paragraph and a concluding paragraph.
  • Include a minimum of three research resources.
  • Follow APA guidelines for style and formatting.

CULTURE AND INTELLIGENCE COMPARISON SCORING GUIDE GRADING RUBRICCriteria Non-performance Basic Proficient Distinguished 
Explain how to test dimensions of multiple intelligence in different cultures.Does not explain how to test dimensions of multiple intelligence in different cultures. Explains how to test dimensions of multiple intelligence in different cultures using inaccurate or incomplete information. Explains how to test dimensions of multiple intelligence in different cultures. Explains how to test dimensions of multiple intelligence in different cultures using scholarly examples from the literature. 
Define dimensions of Gardner’s multiple intelligence theory.Does not define dimensions of Gardner’s multiple intelligence theory. Defines dimensions of Gardner’s multiple intelligence theory using inaccurate or incomplete information. Defines dimensions of Gardner’s multiple intelligence theory. Analyzes dimensions of Gardner’s multiple intelligence theory. 
Compare and contrast the meaning and history of intelligence in different cultures.Does not compare and contrast the meaning and history of intelligence in different cultures. Compares and contrasts the meaning and history of intelligence in different cultures using inaccurate or incomplete information. Compares and contrasts the meaning and history of intelligence in different cultures. Compares and contrasts the meaning and history of intelligence in different cultures and describes key characteristics that allow distinction between cultures. 
Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology.Communicates in a manner that is not professional or consistent with expectations for members of the psychology profession. Communicates in a manner that is inconsistent with expectations for members of the psychology profession. Communicates in a manner that is professional and consistent with expectations for members of the psychology profession. Communicates in a manner that is professional, scholarly, and consistent with expectations for members of the psychology profession. 
Apply proper APA formatting and style.Does not apply proper APA formatting and style. Uses adequate written communication but includes some APA errors and inconsistencies. Applies proper APA formatting and style. Applies scholarly writing and uses proper APA formatting and style throughout the assessment. 

 

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crime of attempt versus substantive offense 2

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Introduction

The level of culpability for an inchoate offense will vary depending on the jurisdiction and may be higher for more extended degrees of involvement toward completion of a criminal offense. You will recall that an attempt to commit an intended offense is often what we refer to as a lesser included offense. In such instances the actor cannot help but commit the intended offense without also committing the lesser-included offense to attempt to commit the intended offense. When the offenses merge into a completed offense, an accused is only sentenced on one charge. Also, the degree of the offense charged can also be affected by the greater degree of potential harm that occurs often. For instance, the person who shoots and misses the intended victim will be treated more harshly than the person who sits in a tavern trying to hire a hit man to murder his wife.

In this discussion, consider the crime of attempt and accomplice liability when answering the following in your main post:

  • Explain whether you believe the crime of attempt should carry the same punishment as the related substantive offense.
  • Evaluate whether the same punishment as the substantive offense should be applied when it comes to an accomplice to a crime.
  • Articulate whether the intent of an accomplice in assisting in the commission of a crime is a necessary element.
  • Explore the criminal liability of an accomplice if the accomplice has a duty to prevent a crime, but fails to use reasonable efforts to do so.

 

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3 pgs paper 1

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You receive a follow-up call from the area director saying the employee filing the original non-formal complaint has provided additional information about the alleged health situation and submitted a formal complaint using the OSHA-7 form, making the complaint a formal complaint. A few days later, an OSHA compliance officer shows up at your facility to perform a comprehensive inspection. The compliance officer presents the proper credentials, and you verify that the compliance officer is employed by OSHA and assigned to the local office.

During the opening conference, the compliance officer provides you with the formal complaint, alleging that employees are exposed to hazardous concentrations of metal fumes in welding areas of the plant, that you have not performed any air sampling to determine exposure levels, that adequate ventilation is not present in welding areas, and that adequate respiratory protection has not been provided to welders. As a part of the inspection, the compliance officer requests the following documents:

  • chemical inventory list;
  • OSHA 300 logs;
  • Hazard Communication Program, including training records;
  • any sampling data that you have;
  • Respiratory Protection Program, including medical clearance letters and training records;
  • written hazard assessment for personal protective equipment (PPE) used at the facility;
  • Safety Data Sheets (SDSs) for the metals you use in the production process and any welding rods/wire used in the welding area; and
  • any other written programs you have that are required by an OSHA regulation.

The compliance officer takes a walk-through tour of the facility, spending extra time in the welding areas. During the walk-through, the compliance officer points out several issues believed to be apparent violations. The issues are as follows:

  • Heavy haze is present in the welding area.
  • Individuals wearing half-mask air-purifying respirators have full beards.
  • Employees are using chemicals that could be injurious to the eyes, and no emergency eyewash is present.
  • Eyewash is present in another area of the plant that is covered in dust, and there is no indication of recent operation or inspection.
  • Employees are using chemicals that could be absorbed through the skin and are not using any gloves.
  • Employees are performing maintenance inside a press with no lock-out/tag-out applied.
  • No written lock-out/tag-out program is available at the time of the inspection.
  • Welding operation is performed near flammable materials, and no fire watch is present.
  • There is no record of training for fork truck drivers.
  • Extension cords are stretched across walkways.
  • Three containers are present in the plant with no label present on any of the containers.
  • An employee could not find a SDS for the chemical he or she was using.

The compliance officer asks for a private conference room and a list of non-managerial employees. He tells you that he intends to interview four non-managerial employees before leaving for the day. He also states that he will return the next day to collect some air samples at the facility.

You are worried about the number of citations and penalties that you may face. Provide a document summarizing the steps you would take as soon as the compliance officer leaves and the steps you believe you could have taken during the walk-through that may have resulted in a quick-fix penalty reduction.

Your document must be at least three pages in length, not counting the title or reference pages. You must also include at least one reference using appropriate APA style.

 

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