Module 2 Backgroundemployee Voicerequired Materialbrown G April 3 ✓ Solved

Module 2 - Background EMPLOYEE VOICE Required Material Brown, G. (April 3, 2017). What can you say? D.C. Circuit speaks on employee confidentiality. Littler Insight.

Retrieved from . Clarke, N. (2010, April 14). One team, many voices: A strong, independent and informed employee voice is one of the key ingredients of employee engagement in successful organisations. The Daily Telegraph, 2. Retrieved from ProQuest Newsstand. (Document ID: ).

Du Toit, A. (2014). Engage your employees by giving them a voice. Retrieved from . Gordon, P., & Appenteng, K. (Feb. 18, 2016).

Workplace recording bans and the NLRA: Are “No Recording†policies still allowed? Littler Insight. Retrieved from . Guerin, L. (2017). Can potential employers check your Facebook page?

NOLO. Retrieved from National Labor Relations Board (2017). Protected concerted activity. Retrieved from . Optional Material Employment Law Information Network. (Browse for useful related articles.) Retrieved from Huss, S. (2016).

5 beautiful benefits of giving employees a voice. Retrieved from NUS Business School. (2017). Speaking up or staying quiet: Understanding employee voice behaviour [Video file]. Retrieved from . Olmstead, K., Lampe, C., & Ellison, N. (2016).

Social media and the workplace. Pew Research Center. Retrieved from Zaken, M., and Totorica (Stamford), A. (2017). Second Circuit Rules on Bounds of Protected Concerted Activity. Ogletree Deakins.

Retrieved from 1， martin Luther. King“‘I Have a Dream," Address Delivered at the March on Washington for Jobs and Freedom.†The Martin Luther King, Jr., Research and Education Institute. 2， Martin, Luther King,“Dr. Martin Luther King's Influence on Today's World.†Psychology Today, Sussex Publishers. 3, Martin Luther King“Martin Luther King Jr.

Changed the World, and. so Must We All.†HIST 2010 Pathway Seminar Research Project For your final project in both HIST 2010 and Pathway Seminar, you will select a person, event, law, supreme court case, primary source text, etc. that we have studied this semester. You will research this item in depth and create a project to share your findings. Basic Requirements · Presents information beyond what we have learned from Dr. Hatfield’s lectures and The American Yawp · References at least 3 reliable sources of information (beyond The American Yawp , The American Yawp Reader , and other texts required by Dr. Hatfield) · Uses APA Style to cite sources · Demonstrates your best English-language abilities You will have 4 options for the form that your final project will take.

You can choose the option that best fits your skills and interests. Analytical Option: Historical Fact-Checking Select one of the primary source texts from The American Yawp Reader assigned by Dr. Hatfield after Spring Break. Find one factual statement and check its accuracy. Make sure that the statement you choose… · is a fact. · is something that can be checked. · is an important statement (and not just a minor detail).

You must find at least 3 reliable sources of information to confirm whether or not the statement is true. You will then write a fact-checking essay with the following structure (example essay in the Writing folder on OneDrive): · Provide historical context (using American Yawp and Dr. Hatfield’s lectures) · Explain the importance of the specific statement you are choosing to check · Present the evidence that you found and explain how it shows that the statement is true or false · Provide your overall evaluation of the accuracy of the statement, using the Truth-O-Meter from Politifact The requirements for this option are: · All of the basic requirements listed above · A specific factual statement from a primary source text in The American Yawp Reader · An evaluation of the accuracy of the statement using the Truth-O-Meter · Supporting evidence for the Truth-O-Meter evaluation from outside sources · Historical context for the primary text and/or the specific factual statement (possibly from The American Yawp or Dr.

Hatfield’s lectures) · words Creative Option: Creating Propaganda You may create a piece of propaganda for a person, event, law, government program, or trend that we have studied in history this semester. It can be a poster, song, advertisement, short film, or any other type of art. A good piece of propaganda has a lot of meaningful details. To meet the basic requirements , you will do research on your topic and find ways to add details to your art based on this research. You will also write a short essay that provides an explanation of your propaganda, the meaningful details, and how your research helped you design it.

The requirements for this option are: · All of the basic requirements listed above · A propaganda piece based on a person, event, law, government program, trend, etc. from U.S. history · A word essay that explains the meaning of the artwork and the research that informed it (including your 3 sources, cited in APA style) Narrative Option: Historical Fiction You may write a short fictional story about a person and/or a period of time that we have studied this semester. This story should not be real, but it could include real people and events. In addition to what we have learned in HIST 2010, you should do research in order to be able to tell a strong story that includes true and interesting details about American history.

The requirements for this option are: · All of the basic requirements listed above · A word fictional story based on a person and/or period of time that we have studied in HIST 2010 · APA style in-text citations to mark details that were informed by your research Wildcard Option: Design your own project If you have another idea for a project that meets the basic requirements , discuss it with your teacher! Discussion: Employee Voice Previous Next First Post—Module 2 Please answer the questions below. Use question and answer (Q&A) format for your response; in other words, include the original question along with your answer in the reply. Within your post support your responses with information from at least two reputable sources (library and/or web-based) and provide the full citation at the end.

Use APA format for your references. Bring in your own personal experiences, if applicable. 1. What data would you gather about your organization (or large department or division) to accurately evaluate its organizational climate? 2.

How would you collect that data? 3. How often would you collect data and analyze it? 4. How would you analyze it?

5. What is an example of an HRM action that might result based on data gathered? 6. What are your experiences with evaluating organizational climate as an administrator or as part of a work group?

Paper for above instructions

1. What data would you gather about your organization (or large department or division) to accurately evaluate its organizational climate?
To evaluate the organizational climate, I would gather both quantitative and qualitative data. The quantitative data would include employee survey results measuring job satisfaction, engagement, turnover rates, and performance metrics, as well as demographic information about the workforce including age, gender, tenure, and education levels. Qualitative data would be collected through open-ended survey questions, interviews, and focus groups to understand employee sentiments regarding organizational culture, leadership practices, and communication effectiveness (Zaken & Totorica, 2017). Additionally, it would be crucial to review existing organizational documents such as mission statements, policies, and past employee feedback reports.
2. How would you collect that data?
Data collection methods can include a combination of online surveys, in-person interviews, focus group discussions, performance reviews, and the analysis of existing HR metrics. For quantitative surveys, I would use platforms like SurveyMonkey or Google Forms to ensure anonymity and encourage participative feedback (Du Toit, 2014). For qualitative insights, I would convene focus groups with cross-sections of employees to foster open dialogue about their experiences. Interviews with key stakeholders, including leadership and department heads, could help provide a more comprehensive understanding of the organizational climate (Huss, 2016).
3. How often would you collect data and analyze it?
Regular data collection and analysis should ideally take place at least twice a year, with immediate feedback cycles following major organizational changes—such as restructuring, policy updates, or during the integration of new technologies (Brown, 2017). This biannual approach allows for tracking trends over time and provides the opportunity to address any areas of concern proactively. While collecting data more frequently can be insightful, staff may experience survey fatigue, which could compromise the data’s reliability. Therefore, timing such data collection is crucial for effective evaluation.
4. How would you analyze it?
The analysis would involve using qualitative and quantitative methods. Quantitative data could be assessed using statistical tools like SPSS or Excel to identify trends, correlations, and discrepancies in employee sentiment across various demographics (Gordon & Appenteng, 2016). Conversely, qualitative data would be analyzed thematically to extract common themes and insights from comments and discussions. A mixed-method approach would facilitate a deeper understanding of the data and allow the organization to triangulate findings.
5. What is an example of an HRM action that might result based on data gathered?
Based on the data gathered, one potential Human Resource Management (HRM) action could involve revising the employee recognition program if survey results indicate that many employees feel undervalued (Clarke, 2010). By implementing a more structured recognition program that acknowledges both individual and team contributions, utilizing peer recommendations, and ensuring consistency across departments, the organization can improve employee engagement and morale. Employee voice mechanisms would be used throughout the process to inform these changes, ensuring diverse input is incorporated.
6. What are your experiences with evaluating organizational climate as an administrator or as part of a work group?
In my experience as part of a workgroup, we regularly conducted pulse surveys to gauge employee sentiment, especially after major policy changes. Initially, we faced challenges with engagement and honest feedback because employees often feared repercussions for negative comments. By ensuring anonymity and clearly communicating that the objective was to enhance the working environment, employees became more willing to share their thoughts candidly. We found that acting on the feedback led to improved communication and better overall team cohesion (Olmstead, Lampe, & Ellison, 2016).

Conclusion

The significance of employee voice in shaping organizational climate cannot be understated. By systematically collecting, analyzing, and acting on employee feedback, organizations can create an environment that fosters engagement, productivity, and overall satisfaction.

References

Brown, G. (2017). What can you say? D.C. Circuit speaks on employee confidentiality. Littler Insight. Retrieved from [insert hyperlink].
Clarke, N. (2010). One team, many voices: A strong, independent and informed employee voice is one of the key ingredients of employee engagement in successful organisations. The Daily Telegraph, 2. Retrieved from ProQuest Newsstand.
Du Toit, A. (2014). Engage your employees by giving them a voice. Retrieved from [insert hyperlink].
Gordon, P., & Appenteng, K. (2016). Workplace recording bans and the NLRA: Are “No Recording” policies still allowed? Littler Insight. Retrieved from [insert hyperlink].
Huss, S. (2016). 5 beautiful benefits of giving employees a voice. Retrieved from [insert hyperlink].
National Labor Relations Board. (2017). Protected concerted activity. Retrieved from [insert hyperlink].
Olmstead, K., Lampe, C., & Ellison, N. (2016). Social media and the workplace. Pew Research Center. Retrieved from [insert hyperlink].
Zaken, M., & Totorica, A. (2017). Second Circuit Rules on Bounds of Protected Concerted Activity. Ogletree Deakins. Retrieved from [insert hyperlink].
Note: All hyperlinks should lead to the respective sources. Adjust references if you have specific links or documents.