What value is there to understanding the factors driving standardization versus localization of HR policies, processes, routines, procedures and practices?

What is a comprehensive look at the blending of theory and practice in Education which includes Policies, Procedures, and People into the blending of theory and practice?

Please provide reference source with answer, the answer should be in line with ELCC and CF Standards below.

The purpose of the Conceptual Framework (CF) as it relates to is to provide a foundation and organizational system through accomplishment of the primary objective,

Standard 1: Human Capital Management Educational leaders use their role as human capital manager to drive improvements in building leader effectiveness and student achievement.

Standard 2: Instructional Leadership Educational leaders are acutely focused on effective teaching and learning, possess a deep and comprehensive understanding of best instructional practices, and continuously promote activities that contribute to the academic success of all students.

Standard 3: Personal Behavior Educational leaders model personal behavior that sets the tone for all student and adult relationships.

Standard 4: Building Relationships Educational leaders build relationships to ensure that all key stakeholders work effectively with each other to achieve transformative results.

Standard 5: Culture of Achievement Educational leaders develop an encompassing culture of achievement aligned to the institution’s vision of success for every student.

Standard 6: Organizational, Operational, and Resource Management Educational leaders’ leverage organizational, operational, and resource management skills to support improvement and achieve desired educational outcomes.

Below is a complete list of the Educational Leadership Constituent Council (ELCC):

Educational Leadership Constituent Council (ELCC) Standards

· Educational Vision – An educational leader who guides, facilitates, and supports the success of all learners by developing, articulating, implementing, and evaluating an educational vision that is shared and supported by the greater school community.

· School Culture – An educational leader who guides, facilitates, and supports the success of all learners by advocating, nurturing, and sustain a school culture that is shared and supported by the greater school community.

· Management – An educational leader who guides, facilitates, and supports the success of all learners by managing operations and resources to provide a safe, efficient, and effective learning environment.

· Communication and Collaboration with Communities – An educational leader who guides, facilitates, and supports the success of learners by practicing open, two-way communication and using collaborative strategies that respond to diverse community interests and needs. Acting with Honesty, Fairness, and Professional Ethics – An educational leader who guides, facilitates, and supports the success of all learners by personally demonstrating and promoting honesty, fairness, and professional ethics.

· The Political, Social, Legal, Economic, and Cultural Environments – An educational leader who guides, facilitates, and supports the success of all learners by understanding, responding to, and influencing larger political, social, legal, economic, and cultural environments and by recommending and implementing policy that guides district operations.

· Internship Practicum (Field Experience) of Standards-based Work in Real Settings – An educational leader synthesizes and applies the knowledge and practice to develop the skills identified in Standards 1-6 through substantial, sustained, standards-based work that is planned and guided cooperatively by the institution and school district personnel (or university, college, or business personnel as appropriate).

Subject is Education

Most organizations, many clubs, and even the federal government of the United States have codes of ethics that describe the acceptable actions of their employees and members. There are also laws in place that provide boundaries for individual behavior. Is it, then, necessary for an individual to have a personal code of ethics? Why or why not? This is a ethical delimma class

Introduction about Netflix, briefly describe its products, markets and activities. 250 words

Discuss how the two business functions (marketing and operations) would identify and address Netflix innovation needs. 250 words

Describe the features and benefits of Marijuana Dispensaries as a project, including product or service. Analyze strengths and potential pitfalls, including what customer needs to expect to fill, the advantages that will offer to the customer over alternate products or services, and the timing of the entry into the market and also identify the target market by applying demographic, geographic, product

Describe the strengths and weakness of Single Period inventory (SPI)

Why might managers prefer not to have employees represented by a union? Can unions provide any benefits to employers?

What are ethics? Are ethics determined by a group of people or by an individual? Support your view. This is a ethical delimma class.

strengths and weakness of Fixed Quantity system (FQS)

What is transformational leadership? Why do people consider Walt Disney to be a transformational leader? How do these types of leaders change industries, communities, and influence society? What characteristics do they have that help bring successful innovations into the marketplace? Why are teams more innovative in response to this type of leadership style? Name another transformational leader. 600 words or more

There are numerous ways that HRM contributes to high performing teams and organizations. Identify three, describe how they support high performance, and provide an example for each (recall; understanding)

Describe the strengths and weakness of fixed period system (FPS)

Define and explain relationship marketing and contrast it with mass marketing. Compare and contrast CRM, CEM, and CCM.

Read the article “Giving Praise” (see below). Do you believe giving praise is motivational? What is significant about the process in the article? Would you improve the process? Do you believe managers implement and utilize praise frequently as a motivational tool? Describe your thoughts.

"GIVING PRAISE"

In the 1940’s, Lawrence Lindahl conducted a survey revealing that what employees want most from a job is full appreciation for work done. Similar studies have been performed over the years with little change in results. A recent survey showed that managers want personal recognition more than salary by four to one. Another survey revealed that 27 percent of workers would quit to move to a company known for giving praise and recognition; 38 percent of workers said they rarely or never get praise from their boss. When was the last time your boss gave you a thank-you or some praise for a job well done? When was the last time your boss complained about your work? If you are a manager, when was the last time you praised or criticized your employees? What is the ratio of praise to criticism?

Giving praise develops a positive self-concept in employees and leads to better performance – the Pygmalion effect. Praise is a motivator (not a hygiene) because it meets employees’ needs for esteem/self-actualization, growth, and achievement. Giving praise creates a win-win situation. It is probably the most powerful, simplest, and yet most underused motivational technique there is.

Ken Blanchard and Spencer Johnson have recently popularized giving praise through their best-selling book The One Minute Manager.  They developed a technique that involves giving one-minute feedback or praise. The steps in giving praise are as follows:

Step 1, Tell the person exactly what was done correctly; Step 2, Tell the person why the behavior is important; Step 3, Stop for a moment of silence; Step 4, Encourage repeat performance. Blanchard calls it one-minute praise because it should not take more than one minute to give the praise. It is not necessary for the employee to say anything. The four steps are illustrated below.

Step 1. Tell the person exactly What Was Done correctly:When giving praise look the person in the eye. Eye contact shows sincerity and concern. It is important to be very specific and descriptive. General statements like “you’re a good worker” are not as effective. But, on the other hand, don’t talk for too long, or the praise loses its effectiveness.

Supervisor: John, I just overheard you deal with that customer’s complaint. You did an excellent job of keeping your cool; you were polite. That person came in angry and left happy.

Step 2. Tell the Person Why the Behavior Is Important: Briefly state how the organization, and/or person, benefits from the action. It is also helpful to tell the employee how you feel about the behavior. Be specific and descriptive.

Supervisor: Without customers we don’t have a business. One customer bad-mouthing us can cause hundreds of dollars in lost sales. It really made me proud to see you handle that tough situation the way you did.

Step 3. Stop for a Moment of Silence: This is a tough one. Most supervisors the author trains have trouble being silent. The rationale for the silence is to give the employee the chance to “feel” the impact of the praise. It’s like “the pause that refreshes.”

Supervisor: (Silently counts to five.)

Step 4. Encourage Repeat Performance: That is the reinforcement that motivates the employee to keep up performance. Blanchard recommends touching the employee. Touching has a powerful impact. However, he recommends it only if both parties feel comfortable. Others say don’t touch employees; it could lead to sexual harassment charge.

Supervisor: Thanks, John, keep up the good work (while touching John on the shoulder, or shaking hands).

?As you can see, giving praise is easy, and it doesn’t cost a penny. Several supervisors the author has trained to give praise say it works wonders. It’s much better motivator than giving a raise or other monetary reward. One supervisor stated that an employee was taking his time stacking cans on a display. He gave the employee praise for stacking the cans so straight. The employee was so pleased with the praise that the display went up with about 100 percent increase in productivity. Notice that the supervisor looked for positive and used positive reinforcement, rather than punishment. The supervisor could have made a comment such as, “Quit goofing off and get the display up faster.” That statement would not have motivated the employee to increase productivity. All it would have done was hurt human relations, and could have ended in an argument. Notice that in the above supervisor’s example the cans were straight. The employee was not praised for the slow work pace. However, if the praise had not worked, the supervisor should have used another reinforcement method.

Giving Praise Model

Step 1. Tell the person exactly what was done correctly.

Step 2. Tell the person why the behavior is important.

Step 3. Stop for a moment of silence.

Step 4. Encourage repeat performance.

Explain as much as you can.

What is motivation, and why is it important in the study of consumer behavior? Can motives be measured, and if so, how? [10 pts]