What is a comprehensive look at the blending of theory and practice in Education which include Curriculum Instruction and Leadership into the blending of theory and practice? Please provide where information source(s) is coming from.

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

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.

1-Groups of conditions that often start before a child enters grade school and include limitations on learning and difficulty with behavior control and social skills are known as

Multiple Choice

• neurodevelopmental disorders.

• psychotic disorders.

• depressive disorders.

• mood disorders.

2-An achievement orientation is associated with which personality type?

Multiple Choice

• Type A

• Type B

• Type C

• Type D  

3-The highest level of Maslow's needs hierarchy is characterized by

Multiple Choice

• a state of transcendence and well-being.

• a continuing drive to achieve more.

• a profound sense of unworthiness.

• constant self-absorption.

4-The concept of self-actualization was developed by Abraham Lincoln in the 1960s as a model of human personality development.

True or False

5-Daily hassles, such as arguments and car problems, can cause health problems when

Multiple Choice

• they occur infrequently.

• they coincide with a major stressful life event.

• you don't have a period of recovery.

• you forget to take an anti-anxiety medication.

6-People addicted to sex, Internet use, or shopping can experience euphoria similar to that experienced with drug use.

True or False

7-According to Kübler-Ross, when a person believes he or she is in the process of dying, the person passes through five stages. Which of the following is the linear order originally presented by Kübler-Ross?

Multiple Choice

• depression; bargaining; anger; denial and isolation; acceptance

• denial and isolation; bargaining; depression; anger; acceptance

• denial and isolation; anger; bargaining; depression; acceptance

• anger; denial and isolation; bargaining; depression; acceptance

8-The body can no longer keep up with the demands of the stressor in the ________ stage of the General Adaptation Syndrome.

Multiple Choice

• alarm

• resistance

• fight-or-flight

• exhaustion

9-Jenna sometimes "shops till she drops," meaning she shops on an exhilarating high until she crashes into a major depressive episode. Jenna's behavior is most common to which disorder?

Multiple Choice

• obsessive-compulsive

• generalized anxiety

• major depressive

• bipolar

10-Suicide is the ________ leading cause of death among college students.

Multiple Choice

• third

• second

• fifth

• first

11-In the hierarchy of needs pyramid, the order of human needs progresses as follows:

Multiple Choice

• physiological needs; safety and security; self-actualization; self-esteem; love and belongingness.

• safety and security; love and belongingness; physiological needs; self-esteem; self-actualization.

• safety and security; physiological needs; self-esteem; love and belongingness; self-actualization.

• physiological needs; safety and security; love and belongingness; self-esteem; self-actualization.

12-Your brain is not fully developed until you reach your

Multiple Choice

• early twenties.

• fifth birthday.

• fortieth birthday.

• teens.

13-Which type of intelligence involves self-awareness and sensitivity to others?

Multiple Choice

• interpersonal

• emotional

• general

• spatial

14-Scott, age 24, has withdrawn from most social contact and stopped dressing appropriately. When you speak with him, his conversation tends to make no sense. Of the following options, Scott is most likely to be diagnosed with

Multiple Choice

• a generalized anxiety disorder.

• schizophrenia.

• a specific phobia.

• an addiction.

C++ question. Need all cpp and header files.

Part 1 - Polymorphism

problem 3-1

You are going to build a C++ program which runs a single game of Rock, Paper, Scissors. Two players (a human player and a computer player) will compete and individually choose Rock, Paper, or Scissors. They will then simultaneously declare their choices and the winner is determined by comparing the players’ choices. Rock beats Scissors. Scissors beats Paper. Paper beats Rock.

The learning objectives of this task is to help develop your understanding of abstract classes, inheritance, and polymorphism.

Your task is to produce a set of classes that will allow a human player to type instructions from the keyboard and interact with a computer player.

Your submission needs to contain the following files, along with their header files:

• main-3-1.cpp
• Player.cpp
• Person.cpp
• Computer.cpp

Part 1: Abstract Classes

Define and implement an abstract class named Player that has the following behaviours:

void move();
string getMoves();
char getMove(); //returns the most recent move made
bool win(Player * opponent); //compares players’ moves to see who wins

Declare the move() and getMoves() functions as pure virtual and set proper access modifiers for the attributes and methods.

If no one wins, the game should output “draw! go again”, and the game continues until a winner is determined.

Part 2: Polymorphism

Computer Class:

Define and implement a class named Computer that inherits from Player. By default, Computer will use Rock for every turn. If it is constructed with another value (Paper or Scissors), it will instead make that move every turn.

The Computer class has the following constructor and behaviours:

Computer(string letter); //set what move the computer will
//make (rock, paper, or scissors)
//if the input is not r, R, p, P, s, S or
//a string starting with one of these letters,
//set the move to the default ‘r’

string getMoves(); //returns all moves stored in a string

void move(); //increments number of moves made

To explain, if the computer was constructed with Computer(‘s’), and it made 3 moves, getMoves() should return:

sss
For advice about testing, please use the debugging manual (Links to an external site.).

Person Class:

Define and implement a class named Person that inherits from Player. The Person can choose Rock, Paper, or Scissors based on the user’s input.

The Player class has the following behaviours:

void move(); //allow user to type in a single character to
//represent their move. If a move is impossible,
//“Move unavailable” is outputted and the user is
//asked to input a character again.
//Otherwise, their input is stored

string getMoves();   //returns all moves stored in a string

Write a main function that uses Computer and Person to play Rock, Paper, Scissors. The Computer can be made with either constructors, but should set the default move to ‘r’. The player should be asked to input a move which is then compared against the computer’s move to determine who wins.

All the Player’s previous moves should be outputted, followed by all the Computer’s moves outputted on a new line.

Write a summary of this

Global ethics for social work? In English we use the term ‘ethics’ when talking about norms and standards relating to how people should treat each other, what actions are right or wrong and which qualities of character are good or bad. It is a confusing term, as it has both a plural and a singular sense. In its plural sense, ‘ethics’ is used to refer to norms or standards relating to right/wrong conduct or good/bad qualities of character. For example, we might say of someone that ‘her ethics are very narrow’. Sometimes we use the term ‘morals’ to mean the same as ‘ethics’ in the plural sense. ‘Ethics’ in its singular sense refers to a set of norms, a theoretical system (e.g., Kantian ethics) or a subject area that covers norms of right/wrong conduct and qualities of good/bad character. In this sense, the term ‘ethics’ may be used interchangeably with ‘moral philosophy’. Sometimes we use the term ‘morality’ to mean the same as ethics in the singular sense. A further complication is added by the fact that the terms ‘morals’ and ‘morality’ are often used to mean the same as ‘ethics’ (plural) and ‘ethics’ (singular). However, some theorists make a distinction between morals as externally imposed normative standards or prevailing societal norms, and ethics as internally generated (personal) norms. In this book we do not make this distinction, and use the terms ethics and morals interchangeably. In some languages there is apparently no direct equivalent of the term ‘ethics’. Gyekye (2010) gives the example of sub-Saharan African languages. This does not mean, however, that there are no normative concepts of right and wrong conduct or good and bad character in those languages and societies. But it does mean that these facets of human existence and behaviour are conceptualised in different ways. The construction of ‘ethics’ as a discrete area of study, and the separation of the ethical from the practical, technical, political, cultural and religious dimensions of life is perhaps more commonly understood and accepted in the global North and West than in the South and East. On the other hand, in all parts of the world there is a recognisable normative discourse covering questions such as: ‘What kinds of people should we be?’ ‘What kinds of lives should we live?’ and ‘How should we act?’ The questions are recognisable, although the answers given will vary enormously between different societies, as will the extent to which the answers are inextricably linked with culture, religion and political ideology. Whilst the use of the term ‘ethics’ may leave us open to accusations of Western and Northern imperialism (as with the human rights discourse of the United Nations declarations), we wish to use the term in a broad, inclusive and critical sense. We acknowledge, however, that ‘ethics’ is a construction that may have more meaning in some parts of the world than others. In a social work context, just as theories, models and practices of social work have been exported from the global North and West to the South and East, so the concept of social work ethics as a separate area of study and practice is also being exported. So it will be very important for academics and practitioners across the world to take a critical approach to the subject area itself (considering what constitutes the domain of the ethical) as well as the content of this subject area (Western conceptions of individual rights, confidentiality, privacy and non-discrimination).

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

Managing Employee Benefits: A Discriminatory Time-Off Policy

As Karen Jarrod looked over her notes from the human resources (HR) compliance audit that she conducted at her new company, she decided she needed to take a closer look at the company’s time-off policies. Karen joined Staffon Consulting three months ago as the Director of Human Resources for the 1,500-employee company. Her first project in her new role was to review all of the company’s HR practices and policies to identify any legal compliance concerns. A report on the gender mix in the company’s workforce suggests she should take a closer look at some of the company’s policies. Karen’s report suggests some gender imbalance in positions throughout the company. The company essentially has three broad groups of employees: managers, consultants, and clerical staff. As the table below summarizes, overall, women represent nearly half of the company’s employees. However, women are poorly represented in both the manager and consultant categories. This is a concern to Karen because the manager and consultant categories are the higher-paying positions in the company and represent greater career opportunities. Only 20 percent of the managers are women, and only 32 percent of the consultants are women. However, women comprise 75 percent of the clerical staff. Karen notes that she needs to examine the company’s hiring, performance management, and promotion practices to make sure that those processes are free of bias or barriers that prevent more women from becoming managers or consultants. Gender Diversity at Staffon Consulting Position Men Women Total Manager 160 (80%) 40 (20%) 200 Consultant 476 (68%) 224 (32%) 700 Clerical Staff 150 (25%) 480 (75%) 600 Total 786 (51%) 744 (49%) 1500 As Karen notes the lack of gender diversity in these positions, she considers the impact beyond the potential problem of the disparate pay of women in the company. In starting to look at the impact, she notes that there may be a concern with the company’s time-off policies. The company has two policies for time off, one for employees who are classified as exempt workers under the Fair Labor Standards Act and another for employees that are nonexempt. The time-off allocation for exempt workers is fairly generous. Exempt employees are eligible for two weeks of vacation each year upon hiring and three weeks of vacation after five years of service. Exempt employees also receive five personal days each year and may take sick days on an as-needed basis. Nonexempt employees receive one week of vacation each year after one year of service and two weeks of vacation after five years of service. Nonexempt employees receive two personal days each year and are limited to three sick days each year. Karen’s concern is that because the managers and consultants are exempt and the clerical staff is nonexempt, the company’s time-off policy may have adverse impact against women.

1. Do you think that women are underrepresented in Staffon’s workforce?

2. Do you think that Staffon’s time-off policy is discriminatory?

Q1Even a small quantity of hormone can have a strong effect on its target cell because of ______.

a. negative feedback inhibition.

b. an antagonistic effect.

c. up-regulation

d. enzyme

e. down-regulation

f. none of these

Q2) Which of the following statements is FALSE?
a. The Golgi tendon reflex is the inhibition of a muscle contraction that occurs when its tendon is excessively stretched.
b. A ganglion is a swelling along a nerve containing cell bodies of peripheral neurons.
c. Neurons move material away from the soma by anterograde transport.
d. Astrocytes serve the same purpose in the CNS that Schwann cells do in the PNS.
e. None of the these.

Q3) Which of the following statements is FALSE?
a. Taste signals travel from the tongue through the facial and hypoglossal nerves.
b. The middle ear consists of an air-filled chamber.
c. Rods secrete glutamate from the base of the cell when NOT exposed to light.
d. Peptide hormones are synthesized by the rough endoplasmic reticulum.
e. None of the these.'

Q4) Which of the following statements is FALSE?
a. Fibers of the vagus nerve end very near their target organs.
b. The autonomic effect on a target cell depends on the receptor on that target cell.
c. Most sympathetic preganglionic fibers synapse with postganglionic fibers in the chain ganglia.
d. The autonomic nervous system carries out many somatic reflexes that are crucial to homeostasis.
e. None of the these

Q5) Which statement about diabetes mellitus (DM) is NOT correct?
a. type II DM is more common than type I DM.
b. target cells are unresponsive to insulin in type II DM.
c. the body produces autoantibodies that destroy the pancreatic beta cells in type I DM.
d. diabetic neuropathy is a common long-term effect of DM.
e. None of the these.

Q6) Which statement is false
  a. Axons arising in the cerebellum cannot excite skeletal muscle contraction.
b. If a muscle is repeatedly stimulated and allowed to relax between stimuli, the successive contractions will be stronger. This phenomenon, known as treppe, or staircase effect, is thought to be due to the accumulation of calcium ions in the sarcoplasm.
c. Large motor units having a large innervation ratio allow for less control than small motor units.
d. A muscle contracts more strongly when lifting a 20-pound weight than when lifting a 5-pound weight. This is because individual fibers contract harder.
e. None of the these.

Question 11 pts

which of the following events turns on/activates T and B cells?  

Group of answer choices

fever

T and B cells bind to the antigen (epitope) that they recognize

Release of type-1 interferons

antibodies bind to T and B cells

complement activation

Question 21 pts

under NORMAL circumstances, which of the following is NOT an antigen (or not likely to be an antigen)?

Group of answer choices

molecules bound by TCR

molecules bound by soluble antibodies and BCR

viral or bacterial components

host/self molecules

molecules that the immune system (T and B cells) can recognize, bind and respond to

Question 31 pts

which of the following does NOT describe an antibody molecule:

Group of answer choices

is made by a B cell

has two antigen-binding sites

can bind to 2 different antigens/epitopes at once

Its stem (Fc region) can activate complement or stimulate cells of the innate defences to respond (e.g.,damage eukaryotic pathogens or do phagocytosis)

binds to ONE specific antigen/epitope/microbe

Question 41 pts

opsonization:

Group of answer choices

is something that ANTI-BIOTICS (instead of anti-bodies) do to bacteria to control or eliminate them

helps/facilitates phagocytosis

is something done by anti-BODIES (immunoglobulins) only

is defined as preventing microbes or toxins from attaching to our cells

is NOT done by complement

Question 51 pts

the class-2 pathway of antigen presentation is used for:  

Group of answer choices

displaying antigen so CD4 T cell can bind it

used for displaying “endogenous” antigens

displaying components of microbes that live or replicate inside an infected cell (i.e., in the cytosol)

displaying antigen so CD8 T cell can bind it

displaying antigen so dendritic cells can bind it

displaying antigen so B cells can bind it

Question 61 pts

which of the following is a role of the lymphatic system:

Group of answer choices

transports type-1 interferons to site of infection

transports complement to site of infection

causes the symptoms and signs of inflammation (such as redness and swelling)

brings microbes/antigens into contact with T and B cells

Question 71 pts

the differential white blood cell count:

Group of answer choices

Refers ONLY to the number of T cells and B cells in the blood

is the relative numbers of memory cells and effector cells in the blood

does NOT change during the course of infection

includes the amount of complement proteins in the blood

can give us an idea of the patient’s condition during an infection

Question 81 pts

A B-cell that recognizes the spike of covid-19 virus/sars-cov-2 makes antibodies that bind:

Group of answer choices

any protein component of covid-19 virus, not just the spike

the RNA polymerase of the covid-19 virus

the RNA polymerase of any RNA virus

the spike of the flu virus only

spike of the covid-19 virus only

Question 91 pts

T and B cells are active/functional ALL the TIME, even when there is no infection nor exposure to microbe that T or B cells recognize

Group of answer choices

True

False

Question 101 pts

worms and eukaryotic pathogens are mainly controlled by:   

Group of answer choices

phagocytosis

the humoral immune response ONLY

cytotoxic T cells (CTL)

cytokines & enzymes from Th/T helper cells

Type 1 interferons and inflammation

antibodies and cells of the innate defences (ADCC)

Question 111 pts

A CTL/activated CD8T cell that recognizes the replicase enzyme of the hepatitis b virus can destroy:

Group of answer choices

cells of the body infected by any pathogen

cells of the body infected by covid-19

cells of the body infected hepatitis b virus that is presenting epitopes of the replicase enzyme

B cell displaying hepatitis b replicase epitope by the class-2 pathway

uninfected cells of the body

cells of the body infected by hepatitis b that is presenting epitopes of the heptatitis b spike protein ONLY

Question 121 pts

which antigen is mostly likely to be displayed by the class-1 pathway of antigen presentation?

Group of answer choices

viral proteins made inside infected cell

bacterial exo-enzyme

components of microbe that has entered the antigen presenting cell via a vesicle (i.e., entered the cell via endocytosis)

components of bacteria found in body fluids or extracellular space

bacterial exo-toxin

Question 131 pts

Infection by the flu virus turns on:

Group of answer choices

only T and B cells that recognize the flu virus

all T and B cells that recognize viruses (not just ones that recognize the flu virus)

all T cells only

all B cells only

all T cells and B cells

Innate defences only, not the immune system

Question 141 pts

“activated” (functional) T or B cells that respond to (or “attack”) microbe/antigen during a FUTURE re-exposure to the microbe are called___. These cells are generated during_____,

(for each choice: the item before the semicolon goes into the first space; item after the semicolon goes into the 2nd space.)

Group of answer choices

antigen presenting cells; antigen presentation

phagocytes; inflammation

mast cells; allergies

memory cells; T or B cell activation

effector cells; T or B cell activation

Question 151 pts

B cell activation requires:

Group of answer choices

signals from CD8 T cells (CTL)

signals from CD4 T/Th cells

B cell binding to antigen

B cell binding to antigen and signals from CD4 T/Th cells

B cell making physical contact with Dendritic cells

Question 161 pts

the following should occur when the immune system is re-exposed to a microbe it encountered in the past:

Group of answer choices

B cells should release higher amounts of antibodies and CTLs should kill more infected cells

the amount of antibodies decline very rapidly-within 2 weeks after re-exposure to microbe

the T and B cells that recognize the microbe are turned on more slowly

memory cells are not binding/responding to microbe

Th cells should release lower amounts of cytokines than during the primary response

Question 171 pts

what is the role of IgE (E class antibodies):

Group of answer choices

“all-purpose” antibody

protects us during the early part of an infection

prevent microbes from infecting mucus membranes

fighting off worms or other eukaryotic pathogens

Question 181 pts

An antibiotic can be used as a drug:  

Group of answer choices

when it’s shown to have selective toxicity

as soon as it’s discovered

when it is proven NOT to cause resistance in bacteria

when your instructor says so

when people figure out a way to modify it so that bacteria cannot overcome them

Question 191 pts

one reason that secondary/memory responses are stronger than primary responses is because there are more cells that recognize and respond to the antigen/microbe in a secondary response

Group of answer choices

True

False

Question 201 pts

what is the advantage of using broad-spectrum antibiotics?

Group of answer choices

controls spread of resistance by wiping out resistant bacteria

they specifically kill pathogenic bacteria

keep patients alive until pathogen is identified

they are also effective against diseases caused by viruses

helps to maintain normal flora population

Please Use your keyboard (Don't use handwriting)

MGT 211

I need new and unique answers, please. (Use your own words, don't copy and paste)

subject is human resources management

Case Study

Imagine you’re the VP of Human resources for a Fortunate 100 company. You’ve spent your entire career attempting to enhance the workplace for employees to support their productive work in the organization. While you understand that bottom-line decisions often dominate many of the matters you have to address. You have worked hard to ensure that the employees were treated with respect and dignity in all interactions that affected them. You aligned the hiring process to serve the strategic needs of the organization, as well as implemented an effective performance management system. You truly believe in the progress you’ve made in helping the organization achieve its goals. You simply couldn’t imagine doing things differently. However, concern that the performance management process is becoming less effective because managers are inflating employee ratings has led 15 percent of all large organizations to adjust their performance management to what is frequently called “rank and yank”. Under such a system, managers are evaluated as 1, 2, 3 or 4, with 1 being the highest rating and 4 the lowest. In many cases, managers are required to give a 4 rating to the lowest 10 percent of employees each year. Those individuals receiving a rating of 4 for two consecutive years are often let go from the organization.
The intent behind this system is that the throughout the two year process, evaluators are to meet frequently with the four employees, counsel them and provide necessary development opportunities. Employees in organizations that employ such a performance management system often view this process unbearable. They view the performance management process as punitive, one in which the organization is attempting to rid itself of higher-paid older workers. In at least one case, Ford Motor Company employees have filed a lawsuit to stop this practice¬¬¬¬¬¬¬—and prevailed .Ford removed the punitive nature of its evaluation system—and focused it more on counselling and performance improvement of the lowest-rated employees rather than elimination from the organization.

Source: Textbook- DeCenzo, D. A., & Robbins, S. P. (2013). Human resource management

ASSIGNMENT QUESTIONS:
1.   What type of evaluation process would you say is being used in this case? Explain this evaluation process.[ Marks 2]
2.   What effect, if any, do you believe rank and yank evaluations have on managers? Do you see these effects as positive or negative? Defend your position.[ 3]
3.   What role does such a system have in distorting performance appraisals?[Marks 2.5]
4.   Write your suggestions/opinions to create better performance appraisal system in the Organization. [Marks 2.5]

__________

*************Please re-write this answer  I need new and unique answers, please. (Use your own words, don't copy and paste) *******************************************

1. What type of evaluation process would you say is being used in this case? Explain this evaluation process.

The selection process is directed more at the "Forced Selection" strategy. The performance evaluation process requires a more "force-fitting" approach to fit into a bell-curve distribution the performance evaluation scores. Another "Rank & Yank," approach which required managers to give a 4 percent to the lowest 10 percent of employees each year, came into practice for dealing with rating inflation. The outlined framework is all of the highest, medium-range and low performers being defined by the organisation. The machine is also incredibly rigid.

2. What effect, if any, do you believe rank and yank evaluations have on managers? Do you see these effects as positive or negative? Defend your position.

I think the result is really detrimental, so it's called punitive. The rating will be a feedback and contribute to solutions to a good strategy to address the challenges. The program doesn't concentrate hard on changing it-even if there is a 4 ranking for two years in a row. It only demonstrates what is possible.

3. What role does such a system have in distorting performance appraisals?

Employees started to see this as bullying–and the performance appraisals were more an barrier than an assist. It is a force-fit strategy that works more at segregating workers into poor, average, and high-performing performers. The success management framework no longer is a tool for feed forward. The "ordered" method is often very restrictive and gives little leeway when it comes to various skills or positions.

4. Write your suggestions/opinions to create better performance appraisal system in the Organization.

(i) Performance evaluations will certainly include a ranking framework–which can still involve the following:

(ii) Interactive discussions during the year

(iii) Continuous input processes Clear mechanism

(iv) Exchange as much details as practicable with staff on the performance evaluation mechanism.

(v) Making performance appraisal more unbiased, which tends to minimize the prejudice factor Counselling with workers who re-establish.