CCA Assignment: Chapter 15

For this CCA Portfolio Assignment you will post directly on your blog by the end of class today. These Case Study Responses should be well written, and well thought out.

Chapter 15

Case assignment 1

To Tell or Not to Tell: The Implications of Disclosing Potentially Damaging Information in an Employment Reference

Highly publicized and widespread business scandals have led to a significant increase in reference checking. While some firms do their own checking, others turn to the expertise of reference-checking services. Until recently, the rule for employers for responding to reference checks about their employees was fairly simple: The less said, the better. The risk of providing employment references to prospective employers is that former employees may sue if your references are unfavorable and lead to job rejection or if they constitute invasion of privacy. The employers may be liable to a former employee for defamation if the employer communicates to a prospective employer or other person a false statement that results in damage to the former employee’s reputation. Defamation is commonly referred to as “slander” if the communication is verbal and as “libel” if the communication is written. Employers have traditionally been cautioned about relating information that is not formally documented or for which no objective evidence exists. Thus, the more information provided, the greater the likelihood of a defamation or privacy invasion suit by the former employee. Awards in successful suits may include damages for lost earnings, mental anguish, pain and suffering, and even punitive damages.

Recent court decisions may have changed all of that or at least created confusion for employers about what to disclose. If an employer gives a positive reference for a fired employee, the employee could sue for wrongful termination. In situations where the employer knows that a former employee has a history of criminal violence or extremely aggressive behavior, the employer may have a legal obligation to provide such information to a prospective employer. Questions arise as to what to do if you are not sure that the information about the previous employee is true. The risk of remaining silent is that you could be sued for negligently failing to disclose the information if the former employee were to harm someone on the next job. On the other hand, you could be sued for defamation if you do disclose the information and the former employee can successfully establish that it is not true.

Some attorneys recommend that companies have employees who are leaving the organization sign a form releasing the employer from any liability for responding truthfully during the course of giving references. All inquiries for references should be handled through an established point of contact, and only written requests for references should be considered. Only accurate and verifiable information should be reported.

Activities:

1.      Make a list of types of statements that a former employer should generally avoid making when giving employment references.

2.      Write an organizational policy that addresses the appropriate guidelines for giving employee references. Include statements concerning appropriate content and the manner in which such information should be issued.

3.      Formulate a legal argument that presents the conflict between the potential employer’s right to know and the previous employer’s right to avoid possible defamation charges. Present both sides in a short written report or presentation.

Case Assignment 2

Summary

Imagine, solve, build, and lead. GE considers those four verbs as the most important in being part of its team. “Bringing good things to life” begins with offering opportunities to applicants who have the vision, energy, and confidence to strive for excellence. Success for GE, as for every other company, begins with using the interview process to provide the perspective for hiring well. What do you think GE looks for in applicants it interviews?

GE: Do You Have What It Takes?

Imagine, solve, build, and lead—four bold verbs that express what it is to be part of GE. Known for its demanding high-performance culture, GE also recognizes the value of work/life flexibility in helping employees feel fulfilled both professionally and personally. GE is made up of 11 technology, services, and financial businesses with more than 300,000 employees worldwide. The corporation heads the list of Top 20 Companies for Leaders and strives to create a balance between the value that employees contribute to the company and the rewards offered in return. GE views its size as strength, not a deterrent, in encouraging its employees to take risks and think outside the box.

At GE, good ideas and a strong work ethic are encouraged, with company values based on three traditions: unyielding integrity, commitment to performance, and thirst for change. GE seeks qualified applicants who are willing to learn the skills necessary for company success. Some candidates are hired directly into leadership development programs that combine work experience with education and training. The Risk Management Leadership Program develops risk management leaders through a combination of rotation in various risk management positions and education in state-of-the-art risk management techniques. The Global Leadership Development Program grooms international leaders through a combination of global assignments and management training.

Diversity isn’t just a noble idea at GE but an ongoing initiative, evidenced by the fact that women make up 35 percent of entry-level full-time corporate training programs hires. Minorities make up about 30 percent. GE’s website proclaims its firm commitment to diversity and team building: “We recognize the power of the mix, the strength that results from successful diversity. Our business and workforce diversity creates a limitless source of ideas and opportunities.” GE recognizes the “power of the mix” and the strength that results from inclusiveness. In an atmosphere of inclusiveness, all employees are encouraged to contribute and succeed. Former CEO and business legend Jack Welch offers the following career advice to anyone looking for the right job: “Choose something you love to do, make sure you’re with people you like, and then give it your all.”

At GE, “bringing good things to life” begins with offering opportunities to those who have a vision and the energy and confidence to pursue it. Vice President and chief diversity officer Deborah Elam is pursuing and steering efforts to globally develop and execute GE’s strategies to promote internal diversity, flexibility and inclusion. As vice president and chief diversity officer, Deborah Elam steers efforts to globally develop and execute GE’s strategies to promote internal diversity, flexibility, and inclusion.

Upon receiving her bachelor’s degree, Elam joined GE in 1989 as a human resources intern. The company brings in hundreds of interns each year, offering 65 percent of them full-time positions. While at GE, she earned a master’s degree in public administration that helped her as she worked her way up the company ladder. The learning culture at GE is promoted through a corporate leadership institute, business training centers, and leadership best practice sharing. The company believes that the best ways to stay competitive are to share intelligence across the organization and foster learning around the changing demands of the marketplace.

While GE’s diversity initiative started as a U.S. activity, the program was expanded and refocused a few years ago and embodied in the slogan “global employer of choice.” “No matter where we work or do business, we want to attract and retain the very best talent,” explains Elam. “Diverse representation is clearly important around the world,” Elam continues. “In the U.S. it may be women and U.S. minorities. In Europe it may be having a pan-European leadership team.” With nearly 40 percent of the company’s sales taking place outside the United States, GE recognizes the importance of producing diverse, global business leaders. The company is dedicated in its strong efforts to make sure everyone in the company has the opportunity to succeed and grow.

Diversity is a strong part of GE’s recruitment effort, and the company strives to be reflective of the markets served. GE presently sponsors four employee affinity networks: the African American forum, the women’s network, the Hispanic forum, and the Asian Pacific American forum. A fifth initiative, the Native American network, is in its infancy. Activities for all the networks include mentoring, coaching, networking, and creating opportunities that bring members in contact with senior GE leaders. Participation in a network is voluntary, but each network is viewed as an investment in people, and those who get involved get noticed. “We’ve seen the results: getting more leaders into the pipeline,” says Elam.

Work/life issues are also important to GE. Onsite daycare and flexible work arrangements are examples of benefits designed to aid employees in being their best, both at home and in the workplace. Bringing good things to life” at GE begins with offering opportunities to applicants who have the vision, energy, and confidence to strive for excellence. Success for GE, as for any other company, begins with hiring well and then developing employees effectively to pursue the vision of the organization. GE has repeatedly appeared among the top ten of Fortune magazine’s “America’s Most Admired.” Studies of the ten most admired companies reveal that they attract far more applicants than they need, by an even greater ratio than Fortune’s 100 Best Companies to Work For. To find out why GE has repeatedly received the most admired designation, go to

http://fortune.com/worlds-most-admired-companies/

explore the articles, looking for the key areas and methodology used to rank companies.

Short Essay Responses

1.    What assessment factors are considered in determining the “America’s Most Admired” award winners?

2.    Using the assessment factors used in the award process as a guide, compose a list of questions that you might ask during an employment interview to determine the respectability of the company with which you are interviewing.

3.    Visit the GE website to learn about some of the company’s plans to promote management diversity.  Click Here for GE Diversity Blog Posts You may choose to visit any one of the network forums: Women, African, Asian, or Hispanic. Summarize your findings in a short report.

4.    As GE uses focused strategies to get more minority employees into the management pipeline, how can they assure that the traditional white male constituency is not shortchanged?

Suggestion Box Email Response - Staying Positive while Delivering Negative News

Complete this Write Up - As an informal but well written email message DIRECTLY on your blog. Title it: "Suggestion Box Email Response"

As the chief executive officer, write an email message to Daniel Pelling rejecting his idea below. Although you applaud his willingness to work a little harder, you are not sure that all employees would share his commitment. In addition, your human resources director pointed out that many employees work in unique jobs where vacation time must be planned in advance to keep the business operating efficiently.Use the given information to "Positively" deliver Daniel Negative Information in your response.

Daniel Pelling, a driver for Atwood Corp., sent the following email to the firm’s suggestion box:

***

Our manager informed us that you were looking for inexpensive ways of rewarding people who receive the employee-of-the-month award. I believe you should give that person the week off with pay. You’re going to pay the person anyway and the rest of us will work just a little harder to cover for that person.

CH 8: Persuasive Message Project

Students,

This is a 4 part project that has to do with a PSA Program regarding drinking and driving. You have a week to complete the project and all 4 parts must be posted to your blog (Use GoogleDocs if you need) by Tuesday May 9, 2017

Persuasive Message Promoting a Program: 

(Q) What Happens Every 15 Minutes? (A) Fatal Alcohol-Related Car Crash: 

Read the scenario below, then complete activities a through d, which follow. 

Educational efforts about the effects of drinking and driving have positively affected high school students in the last decade. One popular program, tailored to individual high schools, is “Every 15 Minutes” (EFM), named for a mid-1990s statistic that alcohol-related traffic collisions claimed a life every 15 minutes. EFM is a two-day program that challenges high school juniors and seniors to think about the consequences of drinking and driving. The program portrays the death of teens killed by teenage drunk drivers. Role-played by students, teachers, parents, police officers, emergency response personnel and coroners, the accidents and ensuing events of the accidents are realistically recreated.

The high school in your community offered the EFM program three years ago. More than 70 people from the community spent a year organizing this program. The EFM Steering Committee coordinated both emergency personnel and law-enforcement agencies, as well as students, school administrators, and faculty and parent volunteers. This year school administrators formed a new steering committee to coordinate the next EFM program. You are the chair of this committee and need to find volunteers to assist you in planning the event.

For more information, read the following article (or one on the EFM program) found online or through one of your campus library’s databases.

Insurance company helps police teach teens about the dangers of drinking

and driving. (2005, December 27). The Auto Channel.

a.      Write a letter to community leaders promoting this important program and requesting their assistance.

See Solution slides for examples of persuasive messages.

b.      Compose an email message to teachers in the high school and persuade them to help you find volunteers.

See Solution slides for examples of persuasive messages.

c.       Develop a script for the first meeting of volunteers explaining the importance of the EFM program.

d.   Create a brief 3-5 slide PowerPoint or Multi media presentation summarizing your information. This will be the intro to your first informational EFM meeting. 

Informative Research Responses - Case Studies

Students,

You will have today and tomorrow to complete the following 2 cases. Please post your responses DIRECTLY on your blog, in ONE blog. All answers should be constructed responses, not a few sentence answers...

CASE ASSIGNMENT 1

Can the United States Succeed Without Rewarding Rugged Individuality?

A basic element of the fabric of U.S. entrepreneurship is the faith in the ingenuity of the individual person’s ability to conceive, develop, and profit from a business endeavor. The frontier spirit and triumph of the individual over looming odds have been a predominant force in the development of the United States. Such individualism has also been recognized by organizations, with reward going to those who contribute winning ideas and efforts.

            The recent shift in organizational structures toward team design has caused management to reassess reward systems that focus on individual recognition and to consider rewards that are based on team performance. Some fear that removing individual incentive will lead to mediocrity and a reduction in personal effort. They argue that while the team model might work in other cultures, it is inconsistent with the U.S. way of thinking and living. According to Madelyn Hoshstein, president of DYG Inc., a New York firm that researches corporate trends, America is moving away from the model of team building in which everyone is expected to do everything and toward focusing on employees who are the best at what they do. She describes this change as a shift toward social Darwinism and away from egalitarianism, in which everyone has equal economic, political, and social rights.

            Team advocates say that teams are here to stay and liken those who deny that reality to the proverbial ostrich with its head in the sand. They stress the need for newly structured incentive plans to reward group effort.

Source: Pounds, M.H. (1996, April 12). New breed of executive is ruthless, highly paid. Sun Sentinel (Fort Lauderdale), p. 1F.

Questions

1.    How would you respond to those with concerns about loss of individual incentive? Argue for or against the increased emphasis on team reward, using either personal examples or examples from business.

2.    Structure a reward system that would recognize both individual and team performance. You may use an organization of your choice to illustrate.

3.    Select a specific corporation or nation that has implemented the team model. Describe the transition away from a hierarchical structure (President, Vice President, Lowly Employees) and the consequences that have resulted from the shift, both positive and negative.

CASE ASSIGNMENT 2

Communication Challenges at the CDC

Summary

The following suggestions will provide insights for incorporating the organizational showcase. Chapter 1 highlights communication challenges at Centers for Disease Control and Prevention (CDC); spotlights Dr. Julie Gerberding, the Center’s director; and allows students to consider and apply concepts that the organization and its leaders use to ensure successful and appropriate communication with its constituents.

            The Centers for Disease Control (CDC) is charged with the responsibility of protecting the health and safety of people at home and abroad. The agency develops and provides disease prevention and control and distributes information to enhance health decisions. Communication with other health partners is essential to insuring the health of the people of the United States and elsewhere in the world.

Case

The events of September 11, 2001, affected every American citizen as well as the nation’s business community. One agency whose mission was changed forever was the Centers for Disease Control and Prevention (CDC). The Atlanta-based federal agency, which is responsible for protecting Americans against infectious diseases and other health hazards, was instantly required to retool to meet the looming threat of bioterrorism, including anthrax, smallpox, and other deadly disease agents.

            The Centers for Disease Control (CDC) is one of 11 federal agencies under the Department of Health and Human Services. The CDC is charged with the responsibility of protecting the health and safety of people at home and abroad. The agency develops and provides disease control information and distributes it to enhance healthy decisions and behaviors. Communication with other health partners as well as the public is essential to ensuring the health of the people of the United States and elsewhere in the world. The agency also stores and controls the nation’s stockpile of smallpox vaccine and leads 3,000 local public health departments in devising a plan for containing an outbreak or epidemic and administering the vaccine. It must also meld its work with national security agencies, such as the CIA, the FBI, and the Department of Homeland Security.

            The leadership of the CDC must balance the urgent goal of preparing for a bioterrorism emergency with the agency’s fundamental mission of preventing and controlling infectious disease and other health hazards. AIDS, cigarette smoking, obesity, Type II diabetes, and asthma are among the real, long-term problems that are equally crucial to public health. In addition, new threats, such as the West Nile virus and avian flu, regularly present themselves.

            According to Julie Gerberding, director of the CDC, “ultimately, our customers are the citizens of the United States, so we have to have a better understanding of what they need to improve their health—what works and what doesn’t work, from their perspective.” She describes her agency’s key communication partners as the state and local health departments who monitor citizens’ health, the people who run health plans and market preventive services, and the entire business community, which has a strong interest in promoting the health of its employees. She knows the importance of effective communication with a broad audience. Such a process identifies strengths and weaknesses in programs and helps make the CDC a more credible advocate when it asks for funding to address potential episodes of bioterrorism as well as chronic health problems unrelated to terrorism. To be effective in any work setting, you need to understand the process of communication and the dynamic environment in which it occurs.

            Dr. Julie Gerberding is uniquely suited to meet the demands of a dynamic environment. She is the first woman to lead the Centers for Disease Control and Prevention (CDC), the nation’s premier public health agency, with more than 8,500 employees nationwide and a $6.8 billion budget. At the age of only 46, she was named director of the agency in 2002, arriving at a time of great opportunity and substantial challenge. The anthrax attacks brought heightened visibility as well as new responsibilities and resources.

            Gerberding’s has a background as a solid scientist and she had previously served for nearly two decades at the University of California, San Francisco, where she established herself as a leading expert in the treatment of AIDS. She was acting deputy director of the CDC’s National Center for Infectious Diseases when the anthrax attacks began. It was during the mail-launched bioterrorist attack that Gerberding rose to national prominence as a top CDC spokeswoman, earning praise from politicians and public health groups for her straightforward style and expertise. “She is a very sensible, extraordinarily well-informed person who doesn’t hide behind jargon or the idea that she has special knowledge about complicated matters that she really can’t quite explain,” said Dr. Julius R. Krevans, chancellor emeritus at UC San Francisco, who has known her since she was an intern. Gerberding successfully combines professional talent as an infectious disease physician with exemplary leadership and exceptional communication skills.

            When asked her opinion about some of the CDC tasks being given over to the Department of Homeland Security, Dr. Gerberding replied: “I’m not a territorial person. As a leader, I have found time and time again that if you step away from your turf issues and look at the general goal, very often you can gain by collaborating. Sometimes that means you give up a little now in order to gain more support than you started with.” A firm believer in collaboration, Gerberding invites input from her staff and from medical community partners. Gerberding’s solid academic background has resulted in a stronger relationship with the national health agencies, hospitals, and other medical deliverers who focus on the science, research, and treatment of diseases. She understands the importance of renowned scientists working with local health care providers to make sure the best information is communicated to the public.

            Gerberding says that as frightening as it was, the anthrax crisis paved the way for more effective communication between the CDC and its constituents: “We had the attention of most Americans, many of whom may have been hearing for the first time what the CDC really is and does. We had the attention of Congress. We had a president come to the CDC for the first time in the history of the agency. If you take that kind of attention and appreciation for what our value is, and couple it with the investments in the public health system that are being made right now, it is an incredible opportunity.”

Questions

1.    What combination of communication skills is necessary for Julie Gerberding to be an effective director of the CDC?

2.    How did Gerberding use adversity as a means to strengthen internal and external communication at the CDC?

3.    Refer to the Communication Process Model presented in Figure 1-1. Identify barriers that the CDC might experience in communicating its AIDS campaign to people in various subcultures.

4.    The CDC TV ads to get 9- to 13-year-olds to exercise focus on the value of a healthy lifestyle instead of the dangers of obesity. Consider the information presented in this chapter about intergenerational communication issues. Prepare a three-column chart that shows reasons to avoid obesity that might appeal to people ages 12, 25, and 50. If you need more information, read the following article that describes the positive advertising communication strategy:

Many kids are aware of CDC obesity campaign. (2004, March 21). Medical Letter on the CDC & FDA, 59.

Avoiding Obesity: Reasons Differ Based on Age
12-years-old	25-years-old	50-years-old

Chapter 7 CCA: "Positive" Negative Communication

It's important to understand that sometimes you will be in the position to deliver negative information. 

Part 1:

Conduct an electronic search to locate an article that deals with successful negative communication in a company or organization. 

Prepare an abstract of the article that includes the following parts: (1) article citation, (2) name of organization/company, (3) summary/description of communication technique/situation, and (4) outcome(s) of the successful communication. 

As an alternative to locating an article, you could write about a successful "negative" communication situation that you have encountered either at work or at school. Prepare your abstract in a "memo" and post to your blog.

Part 2:

You will create a common scenario in the workplace, and write a response letter based on the situation. 

Step 1: Choose your scenario and expand with details:

Announcing Negative Organizational News 
OR
Providing Constructive Criticism
OR
Refusal of a Favor

Step 2: Using Chapter 7 and details from "Delivering a bad news message", you will create a message based on your scenario. 

For submission of this assignment, please create one GoogleDoc with Part 1 AND Part 2. Then link your shared googledoc directly onto your blog. 

You have 1 Block Period and 1 Regular Period to complete this assignment. All posts should be complete and finished by Friday 4/28

Business Communication through Social Media

Purpose: To find a real life example of a success story regarding a companies social media use.

Outcome: You will write a "Formal" one page paper following APA format including citations with your findings. You must title your blog post "Business Communication through Social Media", write a one paragraph abstract or summary of your piece, and then hyperlink to a googledoc with your Paper.  

Steps: 
1. Conduct an electronic search to locate an article that deals with successful communication in a company or organization through Social Media. 

2. Prepare an abstract of the article that includes the following parts: 
(1) article citation
(2) name of organization/company
(3) description of communication technique/situation. How is it used, how do they know it has been successful. 
(4) outcome(s) of the successful communication. 

Some Decent places to start, but might not provide enough for your whole piece...

http://gigaom.com/2009/06/16/real-life-twitter-business-success-stories/

http://mashable.com/2010/06/02/small-business-social-media-success-stories/

These posts with a link to your Paper/Doc are due by EOC on Friday 4/21/17

Business Letters

Business Letters. Over the next couple of classes, we will work on writing “Formal Business Letters” for specific situations. You will need to create a format that works (You can use a fake or mock address/name for an employer).

Utilize your book and the internet as resources to help you through this assignment.

All of your letters should created and saved in Google Docs. You will link your google doc letters from your blog. 

1.    Following Up on a Job Application: Assume that you have applied for a position earlier in this current class term. Make the assumption you prefer about the position: You applied for (a) an immediate part-time job, (b) a full-time job for next summer, (c) a cooperative education assignment or internship, or (d) a full-time job immediately after your graduation. Assume you have now completed the current class term. Mentioning the courses you have taken this term, write a follow-up letter for the position for which you have applied.

2.    Saying “Thank-You” for an Interview: Assume that you were interviewed for the job for which you applied in the previous Additional Assignment. Write a thank-you email message to the interviewer; send it to your instructor or submit as directed.

3.    Accepting a Job Offer: Write a letter of acceptance for the job (internship) for which you applied in Additional Assignment 3. Assume you have been asked to start work in two weeks. Provide additional details concerning work arrangements, salary, etc. Supply an address.

4.    Refusing a Job Offer Diplomatically: Assume that the job search identified in Additional Assignment 3 was very successful; you were offered positions with two firms. Write a letter refusing one of the job offers. Because you want to maintain a positive relationship with the company for whom you are refusing to work, provide specific reasons for your decision. Supply an address.


Assistance & Help with these letters can be found in the BCOM textbook, on pages 290-293