Thinking Ethically on Who Gains from Employee Development
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Thinking Ethically on Who Gains from Employee Development
When Derek Christian wanted to run his own business, he bought a cleaning company called My Maid Service. The company had decent revenues but little growth, and Christian figure out why: employees were constantly quitting. With a turnover rate of 300%, Christian was filling the same job three times every year. The reason was simple. No one wanted a career cleaning houses, so people worked for the service only until they could find something closer to their real goals. Higher pay didn’t address the problem, so Christian accepted that no one would stay forever. He opted for an unusual kind of employee development: if an employee agreed to stay with My Maid Service for two years, the company would pay for training and development (including stretch assignments at the company) to help the employee toward the next 294295step of his or her career plan. Christian determined that the costs of this program are far less than he was spending to constantly hire and train entry-level employees. Customers, too, are more satisfied and loyal because they prefer having the same people clean their homes each time.
Derek Christian’s plan for employee development is clever, and because he is the business’s owner, he didn’t have to convince anyone but himself to try it. But imagine trying a similar program at a corporation that is owned by many stockholders. They might conclude that the cost is not in their best interests as investors in the business. Some employers even insist that employees pay for any training they receive because the employees are the ones who get the greatest benefit from what they learn.
One person who might not see a conflict is Wendy S. Becker, associate professor of management at John L. Grove College of Business. Becker advocates the idea that human resource practices should be sustainable. By acquiring, developing, and managing employees in a way that is socially responsible—concerned for their welfare and the welfare of their communities—organizations can, over the long term, be the places where the best people want to work. One way to do this, Becker says, is to hire people not just for their experience and accomplishments but also for their potential, even though these employees will reach their full value after the company has invested in their development. There is a risk that employees will take their newly learned skills elsewhere for better pay, but there is also a perhaps greater likelihood that employees will be more committed and loyal after the company invests in them. Perhaps if employers treat development programs as an investment in employees’ future value to the company, rather than as an expense to minimize, employees, too, will focus more on their value to the company.
Questions
1.
When a company spends money on employee development, who should receive the benefit—investors, customers, employees, or someone else? What is the most ethical way to distribute the benefits?
2.
Do employees who participate in an employee development program have an ethical obligation to remain with the employer afterward? Why or why not?
Read the “Thinking Ethically: Who Gains From Employee Development?” section at the end of Chapter 9. Answer the two questions at the end of the section and question #3 below in a 2-3 page paper.
In addition to the two questions in the text, answer the following question:
1. Describe and evaluate the usefulness of two traditional training methods that could be used to foster ethical behavior.
Follow the project guidelines below.
Requirements:
Complete a 2-3 page paper (not including the title and reference pages).
Answer each question thoroughly.
Demonstrate your understanding of the information presented in the weekly reading assignments by defining terms, explaining concepts, and providing detailed examples to illustrate your points.
Read the “Thinking Ethically: Who Gains From Employee Development?” section at the end of Chapter 9. Answer the two questions at the end of the section and question #3 below in a 2-3 page paper.
In addition to the two questions in the text, answer the following question:
1. Describe and evaluate the usefulness of two traditional training methods that could be used to foster ethical behavior.
Follow the project guidelines below.
Requirements:
1. Complete a 2-3 page paper (not including the title and reference pages).
2. Answer each question thoroughly.
3. Demonstrate your understanding of the information presented in the weekly reading assignments by defining terms, explaining concepts, and providing detailed examples to illustrate your points.
4. Include references from your reading assignments to reinforce and support your own thoughts, ideas, and statements using APA citation style.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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