Rlc Case 12.5

Lauren Rivera continues to look at different forms in which individuals get differentiated when it comes to getting the job. She specifically looked at the whole hiring decisions. When it comes to hiring employees, studies have shown the weight of the interview process is relied more heavily than the resume. Meeting the candidates becomes important because there are other factors that arises. Factors such as an increases in the quantity of applications and the fact that resumes do not show the candidate's ability on job performance.

The second assessment, broad self-report and situational judgment measures, involves measuring a candidate’s characteristics, intentions, and interests. This is done by asking subjective questions to measure personal preferences, viewpoint, or belief systems. These tests are made to measure typical performance, which is the opposite of maximal performance, because the responses to these types of tests do not usually have questions that are considered “right” or “wrong”. These tests have been shown to measure emotional stability,

PB Technologies Exercise The exercise was designed so that everyone is assigned to an executive position in PB Technologies. Then, everyone has to choose his or her candidate individually before we attend the executives meeting to come up with a single candidate. My position in the organization was the VP of Marketing. Once I received the exercise’s handout, I read it carefully, compared the three candidates’ resumes and then decided to nominate Suzanne T. Valdes for the Senior VP of Finance and CFO position. I based my decision on the fact that she has the most related work experience and personality to the position, EMBA and she is an insider, which I believe is a very important quality for that position.

2. Is there evidence of disparate impact against African Americans in the decisions that were made? On what basis did you arrive at this position? Illustrate how the “80 percent rule” can be used with the data in Exhibit 3.2.1 and whether there was a violation of this rule.

Agro-Chem, Inc Leasing – Case 49 Problem Statement: Agro-Chem, Inc. is a regional producer of agricultural chemicals based in Houston Texas that needs help making a lease versus purchase decision. By understanding the material presented, we will be able to come to a decision. However, after reviewing the information presented, there are a few problems that need to be investigated before finalizing our recommendation. Agro-Chem, Inc. chose to go with the financial manager’s idea of using a discount rate of 14% (average risk) to figure out the present value costs of leasing and purchasing even though the assistant treasure suggested a 12% (low risk) discount rate. Agro-Chem, Inc. brought in the company’s CPA to help settle the debate

Encouraging Appropriate Behavior Case Study 2                                     Case Study 3    Education 304­ B07    Daisy Carvin    Liberty University                                  Carvin 1  Encouraging Appropriate Behavior Case Study 2 Carvin 2      ABSTRACT  Many teachers are faced with the difficult task of managing their student’s behavior. Even if we  have developed the best, most effective classroom management plan we can think of, there will always  be a few students who act out or disrupt the flow of learning. This is no different for Ms. Anderson. She  is a 5th­grade teacher, who in their second semester together, has run into a disruption problem  involving two of her students, Patrick and Zach. Ms. Anderson’s class has only 25 students, but Zach  and Patrick’s growing number of disruptions are causing the entire class to get off task and become  more interested in their constant fighting than learning.    According to Ms. Anderson’s observations, Zach likes to argue with Patrick, yelling (or crying)  in response to Patrick’s teasing, and is even prone to pushing Patrick if he does not get the response to  his requests or comments he desires (Curran, C., &  the IRIS Center., 2003). Patrick is the cause of  more disruptions in class, as he results to teasing Zach and other classmates by name calling and/or  making hurtful comments, calls out during class or gives unrelated/inappropriate responses if called on  during class discussions (Curran, C., &  the IRIS Center., 2003). He results to arguments if teachers  asks him to stop the teasing or stop his other undesired behavior (Curran, C., &  the IRIS Center.,  2003). Because of their disruptions, she cannot get the class to complete their assignments and little to  no instruction gets done. In order to get things back on track and diminish all of the disruptions caused  by Zach and Patrick, I will suggest several critical goals for them to focus on, as well as discuss why I  chose those particular goals using several strategies I will implement that will help encourage appropriate  behavior.   Encouraging Appropriate Behavior Case Study 2 Carvin 3      Zach and Patrick  Based on my observations of this case study, I feel that Patrick is more extroverted than Zach.  It is exhibited through his passion for sports, being the center of attention, and how he never stops  talking. Zach, on the other hand, is an introverted student, who does not like talking in class (unless  provoked by Patrick), interested in spending time with the class guinea pig than his peers, and likes to  keep to himself during independent work time.  I would create the following behavioral goals for Partick  and Zach to focus on during this semester:  Zach  ● Increase the number of reading assignments completed and participation in class  discussions and conversations by pairing him with Patrick; and   ● decrease the number of disruptions in class by incorporating activities pertaining to  animals or geometry   Patrick  ● Complete independent work quietly by pairing him with Zach; and   ● Increase interest in class discussions and minimize disruptions by utilizing interest in  storytelling  As a teacher, in these situations, I would more than likely create opportunities for the boys to  “switch roles,” or complete activities or assignments that the other student finds interesting. I feel that  because Zach is a student who is struggling in reading because of his disability, he feels he has to  counteract by responding to Patrick’s teasing. If there were opportunities in place for him to channel  Encouraging Appropriate Behavior Case Study 2 Carvin 4  that frustration and increase his reading capacity, he would not result to such disruptions and his  self­esteem in his ability to accomplish things will increase tremendously. Pairing him with Patrick would  cause them to interact on a different level and cause them to see the other’s perspective. On the flipside,  if Ms. Anderson incorporated plays and activities that were interesting to Patrick, I believe his  disruptions would decrease significantly and he would be more willing to participate in class discussions  and not just to get a rise out of the teacher or make his classmates laugh. If he had to mirror appropriate  actions during independent work time, Zach would be a perfect partner because he is always quiet. This  will likely help improve the interpersonal relationship between Patrick and Zach and help the two be  more productive in class without causing disruptions.  The strategies for encouraging appropriate behavior listed on the Star Sheets provided are   specific praise (verbal and written statements), criterion specific rewards(positive reinforcement system),  choice­making (selecting options), effective rules (general rules for the classroom), contingent  instructions (specific instructions to one individual), and group contingency (reinforcement techniques for  groups) (Curran, C., &  the IRIS Center., 2003). In this situation, I would choose choice­making and  specific praise for both Zach and Patrick, since they are both causing the disruptions and need to find  the same result when it comes to appropriate behavior. For Patrick, I would implement these particular  goals for Zach and Patrick because they both desire attention from their teacher and by simply praising  them when they complete independent work or correctly answer during class discussions will help them  in the long run to become more accustomed to exemplifying appropriate behavior. If Ms. Anderson  gives the boys the choice of managing their own behavior or the ability to choose between doing as told  and being rewarded or refusing to comply and accepting the consequences of this., I believe that would  help motivate them to do what is necessary in class and allow the learning process to thrive.  Encouraging Appropriate Behavior Case Study 2 Carvin 5  For Zach, I believe implementing the strategy of “specific praise” right away would be more  appropriate for him. Because of his learning disability, he may not feel adequate in his ability to read and  therefore causes him to act out.  He might gain confidence in his reading and schoolwork, which could  lead to his behavior improving. If a teacher implements praise. this could “function as a tool for  instruction and for increasing social and academic behaviors” (Curran, C., &  the IRIS Center., 2003).  However, in order to be effective, Zach must feel as if the attention Ms. Anderson is giving him is  motivational (Curran, C., &  the IRIS Center., 2003). The type of specific praise Ms. Anderson could  give to Zach that is most powerful and appropriate is “nonjudgmental; specific and descriptive;  contingent and immediate; and   sincere” (Brophy, 1998; Duncan, Kemple & Smith, 200; Weinstein, 2003). Based on research, Zach  may need “to experience success and it is up to his teacher to ensure that he receives some form of  sincere and accurate praise or recognition” (Evertson, Emmer, & Worsham., 2003). A way for Ms.  Anderson to apply praise to Zach would be the nonjudgmental approach. Instead of grouping him with  his other 24 classmates, she could praise him on his reading alone: “Zach, I am very proud of you! You  read through that entire chapter with ease and never gave up! Great job.” Research shows  “effective praise should be individualized for students in its content and delivery” (Curran, C., &  the  IRIS Center., 2003). Any compliment towards his interests or improvement in reading will motivate  Zach to do better, and that would minimize the disruptions in class.   The way I would implement this strategy is by following steps I know would have the most  impact. First, I would assign a reading activity or assignment that is appropriate and peaks his interest.  For example, a reading assignment on animals (guinea pigs) may give Zach excitement about completing  the reading assignment. Then, after Zach leaves for his daily 30 minutes resource room support, I would  Encouraging Appropriate Behavior Case Study 2 Carvin 6  have the class do the same. After he returns, we would discuss the assignment by having several  students read various paragraphs aloud and then discussing them. I would have Zach and Patrick read  aloud to the class, alternating between the two between paragraphs and then praising them on their  reading. I believe pairing them together would help their relationship and give them a common goal.   Patrick is a student who loves to talk and feel like he is in control of his actions and behavior. A  strategy to implement with him immediately would be choice­making. The ability for students to make  choices themselves could be used to “prevent behavior problems and increase specific behaviors”  (Curran, C., &  the IRIS Center., 2003). Research agrees that if Ms. Anderson allows Patrick the  ability to chose what transpires during daily activities or routines, this would “enhance positive  interactions between teachers and students (Jolivette, Stichter & McCormick, 2002), and enhance  student task compliance and decreases student resistance as well (Kauffman, Mostert, Trent, &  Hallahan, 2002; Pacchiano, 2000). Researchers believe that “offering choices will provide Patrick with  decision­making opportunities that will give him predictability (Jolivette et al., 2002), because for  students like him with behavioral needs, it is only a result of their misbehaviors” (Van Acker, Grant &  Henry, 1996). However, it may not be ideal for Ms. Anderson to allow Patrick to make choices that  are not “conducive to her teaching style and classroom environment or that will disrupt learning in the  classroom (Curran, C., &  the IRIS Center., 2003).   In order to accomplish this, she must learn as much as possible about Patrick’s learning  preferences, likes, and interests (Curran, C., &  the IRIS Center., 2003). Options she could provide  include “materials and media, seating and grouping, subjects/instruction, or scheduling” (Curran, C., &  the IRIS Center., 2003). Patrick could decide what type of materials are to be used or which media  outlet to use, where he seats and with whom, what subject or learning preference he prefers, or the  Encouraging Appropriate Behavior Case Study 2 Carvin 7  order of activities and assignments (Curran, C., &  the IRIS Center., 2003). Giving him the choice  between these options will help him because he enjoys being the center of attention and this will give him  the responsibility he needs to manage how he acts in the classroom or interact with his classmates.   If I was Patrick’s teacher, I would accomplish this by starting the week off by informing him of  the choice he will be making. I would ask in which area would he feel comfortable choosing and  implementing his choice into my instruction the next day. I would then ask Patrick to help me with my  instruction to help him and the class. A way I would show this by giving Patrick the option to display his  understanding through an oral presentation instead of a written assignment. By centering him in front of  the class and giving him some responsibility. I feel this would benefit the class and Patrick because he  would feel excitement and enthusiasm towards his classroom and learning, while also keeping the class  on task and allowing them to learn, without focusing on the disruptions. In the end, his behavior and  attitude towards receiving an education would increase while his need for disruptions would become  miniscule or obsolete.   However, with implementing any lesson plan, classroom management plan, or strategy for  encouraging appropriate behavior, there will be cause for concern. In Zach’s case, if Ms. Anderson  spends half of the semester overpraising everything he does, this may cause animosity between Zach  and his classmates or may cause his self­esteem to plummet, especially if it is applied towards things he  already enjoys doing. It could cause him to rely on the teacher praising him for everything or could lose  its effect. When it comes to Patrick, allowing him the option of choice­making too often could cause him  to become overly confident and continue to disrupt class or lose its appeal to motivate him to continue  behaving appropriately. He may try to pressure his teacher into adding in additional options that are  irrelevant to the instruction or her teaching style. It may be difficult for any teacher to find the proper  Encouraging Appropriate Behavior Case Study 2 Carvin 8  balance between praising Zach and giving Patrick choice­making decisions, but the more we alter the  way we implement these strategies, the more likely they will have an effect on the students and improve  their behavior.                                         Encouraging Appropriate Behavior Case Study 2 Carvin 9    References:   Brophy, J. (1998). Motivating students to learn. Boston, MA: McGraw Hill.  Curran, C., & the IRIS Center. (2003). Encouraging appropriate behavior. Retrieved on  October 09, 2014 from http://iris.peabody.vanderbilt.edu/case_studies/  ICS­005.pdf  Duncan, T. K., Kemple, K. M., & Smith, T. M. (2000). Reinforcement in developmentally  appropriate early childhood classrooms. Childhood Education, 76, 194–203.  Evertson, C. M., Emmer, E. T., & Worsham, M. E. (2003). Classroom management for  elementary teachers (6th ed.). Boston, MA: Allyn & Bacon.  Jolivette, K., Stichter, J. P., & McCormick, K. M. (2002). Making choices­Improving  behavior­Engaging in learning. Teaching Exceptional Children, 34, 24­30.  Kauffman, J. M., Mostert, M, P., Trent, S. C., & Hallahan, D. P. (2002). Managing classroom  behavior: A reflective case­based approach (3rd ed.). Boston, MA: Allyn and Bacon.  Van Acker, R., Grant, S. H., & Henry, D. (1996). Teacher and student behavior as a function  for risk for aggression. Education and Treatment of Children, 19, 316­334.      

An act to amend Virginia code 20-124 paragraph two, point three and subsection F of 63.2-1202 in regards to subsection A of 18.2-61 to apply not only to convicted persons but also to an accused person when there is clear and convincing evidence of rape (Definitions; Megison; Rape; Parental, or agency, consent required; exceptions).

This score would be given by Anthony Cherwinski. For the section regarding showing up on time, the hiring team requires someone to show up almost every day on time. The section that talks about helping other students has a minimum of 3 points which correlates with a candidate assisting one peer in the class. The section on focus was rated at a minimum of a 5 because if a candidate is prone to looking at their phone or not focusing during class, they could potentially do that during the dinner, which would look bad to guests. The manager has higher standards of attentiveness and focus therefore the rating scale is much higher. The Reference Rating Sheet can be found in Appendix E.

The following report is phase 3 of the Tanglewood recruitment process consultation. The following report has six sections the first of which is a recruitment guide for store associates this can also be used as a template for other roles at Tanglewood. It also includes an analysis of methods of Tanglewood’s recruitment and acknowledges them as either open or targeted recruitment strategies. The next section includes an analysis of appendix B in the Tanglewood case book. The report also addresses the Northern Oregon Division’s concerns about referral programs. It also addresses the concerns of the Tanglewood top management about the recruitment method metrics. The last section discusses the pro’s and con’s of the targeted, realistic and

Superintendent Mary Kamerzell presented the administrative budget proposal for the FY17 Maintenance and Operations Budget. She reviewed the revenue and expenditure planning assumptions and presented an at-a-glance budget summary of revenues and expenditures that highlighted anticipated changes to large budget categories compared to the current 2015-16 fiscal year

I was doing an evaluation using the PAS tool at Caring Connection Children’s Center, the owner Julie Jenkins Sathe, for-profit, tuition based program. The results show the average PAS Item Score for 21 items if we not include Staff Qualifications area the average PAS Item Score is 3.33, and if we include Staff Qualification Area the average Pas Item Score even drop down to 3.16, because PAS score in this area is very low. Few items rated at a level 1, main portion of items have score2 to 6 and no one item has a level 7. Consequently, using a 7-poin rating scale results shows that this program has middle score. Based on information gathered from this assessment it shows that some items have lowest score and some have pretty good score unfortunately no one didn’t achieved the highest level of rating scale.

Before proceeding further with the discussion, it is necessary to describe the candidates who applied. The first applicant is a veterinarian who has recently graduated and is well-known to the employer as he has spent a lot of time at the practice. His family is also familiar to the employer. The second candidate is a veterinary specialist who has possibly participated in self-harm activities and is returning from a career break that he took because he was severely stressed. The last candidate appears to be the perfect choice but his appearance and attire go against the policy of the practice. All of the candidates are also homosexual.

2. Describe how you might go about determining scores for applicants’ responses to (a) interview questions, (b) letters of recommendation, and (c) questions about previous work experience.

Selecting the right employee to fill a position is one of the most challenging decision making processes a company has to make. The ultimate goal of employee selection is to hire the candidate who is most compatible not only with the organization but for the position that they are trying to fill. In order for the candidate to be successful in a particular position, their talents and personal goals must be taken into consideration and objectives need to be utilized in order to retain qualified individuals. The most common forms of selection methods are resumes and applications but testing, interviews, reference checks, honesty tests, medical exam and drug

Term/Jargon that I am unfamiliar with  Billing Terms to retailers (pg. 2, middle of paragraph 2)     My guess of what it means  Conditions attached to a sale?    