Essentials of Business Communication (MindTap Course List)
11th Edition
ISBN: 9781337386494
Author: Mary Ellen Guffey, Dana Loewy
Publisher: Cengage Learning
expand_more
expand_more
format_list_bulleted
Concept explainers
Question
thumb_up100%
Chapter 8, Problem 8.13AAC
Summary Introduction
To determine:
A memo with a convincing appeal to get 12 volunteers to work with Whole Food and Gotham Greens on urban farming projects.
Expert Solution & Answer
Trending nowThis is a popular solution!
Students have asked these similar questions
Provide the framework for developing a strategic plan for the Minneapolis Police Department or agency. That plan will address the problematic areas the task force has identified.
Include the following:
Strengths Weaknesses Opportunities Threats analysis
Suggested action or change
Stakeholders and their responsibilities
Timeline of events
Identification of resources
Communication strategies
J. W hat are the long-term benefits of investing in customer engagement initiatives for businesses?
During the COVID-19 pandemic, employees sometimes showed up at work when they had symptoms of illness because they were afraid of losing their jobs. This is an example of what behavior?
Question 4 options:
a)
presenteeism
b)
poor work attitude
c)
absenteeism
d)
unscheduled absence
Chapter 8 Solutions
Essentials of Business Communication (MindTap Course List)
Knowledge Booster
Learn more about
Need a deep-dive on the concept behind this application? Look no further. Learn more about this topic, subject and related others by exploring similar questions and additional content below.Similar questions
- Cousins Jeri Lynn DeBose, Tish Hoover, and Josephine (Joey) Parks looked forward to meeting up during the Christmas holidays to compare notes on the results of midyear teacher evaluations. All were public school teachers in districts scattered over the state. In the pressured search for new levels of teacher accountability demanded by legislators, the state department of education joined 16 other States in implementing a new teacher evaluation system. The goal is to hold teachers account-able for student learning progress in the classroom. Under the guidance of the National Council for Teacher Quality, criteria varies by State, but in most cases, 40 percent of each teacher's accountability score would be based on the principal's evaluation and ranking based on personal observation, 30 percent would be based on personal observation by a master teacher from outside the district, and the Other 30 percent would be based on student test score gains. The state department of education would set a performance goal each school district, and the principal would set a performance goal for each teacher. In preparation, the State conducted intensive training sessions for principals and designated master teachers who would conduct the evaluations based on four class observations per teacher. Officials used standardized achievement tests to derive value-added scores that measure student learning over the year. Teacher ratings were I —5, with I am being the lowest and 5 representing near perfection. The publication of the first year's evaluations stirred interest and controversy, particularly among teachers who worried about the possible long-term effects on job retention and tenure. Now, with the first-year evaluations in hand, the three cousins pored over their experiences. The three represented different types of school systems within the state. Jeri Lynn worked for a metropolitan system in the state capital. The system included many low-income students whose first language was nor English, and several schools within the system were teetering on the brink of State takeover if improvement in student scores didn't materialize this school year. Tish worked in a county System dominated by upper-income residents, and Joey taught in the rural community in which all three grew up. The rural community had high unemployment, and a low percentage of graduates went on to college. As a result, the cousins came to the table with differing teaching experiences. "The numbers are all over the place," Jeri Lynn remarked as she studied the pages. "The whole system is flawed, and they need to make changes," Joey said. " It's too subjective. The principal and master teacher observations are subjective because there are personal factors that affect a true outcome." "Yeah, look at the numbers from your upper-income district," Jeri Lynn said to Tish. "How can 60 percent of the teachers score 5s?" Tish chuckled. "Yeah, lucky us. Our schools are overflowing with children from wealthy families. These are the kids who will apply to Ivy League schools. I can tell you that the principals are going to avoid confrontation on all fronts. No principal is going to give any indication that their students are receiving an education that's less than perfect, and that means cramming the rankings with 5s. They claim a higher level of motivation for students, and thus the selection of an elite team of educators. So with those pressures, I don't think we get personal feedback that IS accurate." "At the other end of the spectrum, we have my rural district," Joey said. "The big problem is that the principals know everyone and have longstanding relationships with everyone in the county, so I think scores are based on personal history. We could almost predict who would get high or low scores before the observations. For principals, it can go back as far as his daddy and my daddy hated each other in high school, and now I get to evaluate his daughter "I think that in many cases, principals feel pressure to align scores with state expectations. The stare expected my district to have high scores and expected rural schools such as yours to be lower," Tish said. "But isn't that partially offset by lower goals for the rural school distracts responded Joey. "The key to the accountability system is the principal in each school," Jeri Lynn suggested. "With several of the schools in Metro teetering on the edge of state takeover by the end of the year, we had lots of strict principals who wanted to hold our feet to the fire with lower scores." "l thought the whole idea was to provide the teachers With feedback so that we would know the areas where we need improvement," Tish said. "The principals were supposed to conduct two observations in the fall and two more in the spring," Jeri Lynn said. think that's asking too much of them when they already have so much on their plates. I think a lot of them are skimping on their visits. know I only had one observation last semester, and I'm sure Mr. Talley just faked the second set of numbers. The master teachers make only two observations a year, which may be more objective but counts for less." "I'm wondering, too, how a principal measure performance in a course area outside his area of expertise, such as math," Joey said. "If the guy has a phobia about math, anything the teacher says or does is going to 100k brilliant—thus a 5." Tish and Jeri Lynn looked at each other and laughed. Maybe we picked the wrong subjects," Tish said. "My question is one of perception," Jeri Lynn said. "A large percentage of my students are ELL. That affects their scores. How do you measure a 3 in my situation against a 5 for Tish? At the end of the school year, little Carlos is thrilled that his reading in English has improved, but there's no Big Bang here. a slow steady improvement that may not actually show up in big strides for a couple of years: "So, the question is how do they create a system that is fair?" Tish asked. "And accurate," added Jeri Lynn. What do you see as the major strengths and flaws in the feedback control system used in the schools in this scenario? What changes do you recommend to overcome the flaws?arrow_forwardCousins Jeri Lynn DeBose, Tish Hoover, and Josephine (Joey) Parks looked forward to meeting up during the Christmas holidays to compare notes on the results of midyear teacher evaluations. All were public school teachers in districts scattered over the state. In the pressured search for new levels of teacher accountability demanded by legislators, the state department of education joined 16 other States in implementing a new teacher evaluation system. The goal is to hold teachers account-able for student learning progress in the classroom. Under the guidance of the National Council for Teacher Quality, criteria varies by State, but in most cases, 40 percent of each teacher's accountability score would be based on the principal's evaluation and ranking based on personal observation, 30 percent would be based on personal observation by a master teacher from outside the district, and the Other 30 percent would be based on student test score gains. The state department of education would set a performance goal each school district, and the principal would set a performance goal for each teacher. In preparation, the State conducted intensive training sessions for principals and designated master teachers who would conduct the evaluations based on four class observations per teacher. Officials used standardized achievement tests to derive value-added scores that measure student learning over the year. Teacher ratings were 1-5, with I am being the lowest and 5 representing near perfection. The publication of the first year's evaluations stirred interest and controversy, particularly among teachers who worried about the possible long-term effects on job retention and tenure. Now, with the first-year evaluations in hand, the three cousins pored over their experiences. The three represented different types of school systems within the state. Jeri Lynn worked for a metropolitan system in the state capital. The system included many low-income students whose first language was nor English, and several schools within the system were teetering on the brink of State takeover if improvement in student scores didn't materialize this school year. Tish worked in a county System dominated by upper-income residents, and Joey taught in the rural community in which all three grew up. The rural community had high unemployment, and a low percentage of graduates went on to college. As a result, the cousins came to the table with differing teaching experiences. "The numbers are all over the place," Jeri Lynn remarked as she studied the pages. "The whole system is flawed, and they need to make changes," Joey said. " It's too subjective. The principal and master teacher observations are subjective because there are personal factors that affect a true outcome." "Yeah, look at the numbers from your upper-income district," Jeri Lynn said to Tish. " How can 60 percent of the teachers score 5s?" Tish chuckled. "Yeah, lucky us. Our schools are overflowing with children from wealthy families. These are the kids who will apply to Ivy League schools. I can tell you that the principals are going to avoid confrontation on all fronts. No principal is going to give any indication that their students are receiving an education that's less than perfect, and that means cramming the rankings with 5s. They claim a higher level of motivation for students, and thus the selection of an elite team of educators. So with those pressures, I don't think we get personal feedback that IS accurate." "At the other end of the spectrum, we have my rural district," Joey said. "The big problem is that the principals know everyone and have longstanding relationships with everyone in the county, so I think scores are based on personal history. We could almost predict who would get high or low scores before the observations. For principals, it can go back as far as 'his daddy and my daddy hated each other in high school, and now I get to evaluate his daughter." "I think that in many cases, principals feel pressure to align scores with state expectations. The stare expected my district to have high scores and expected rural schools such as yours to be lower," Tish said. "But isn't that partially offset by lower goals for the rural school distracts responded Joey. "The key to the accountability system is the principal in each school," Jeri Lynn suggested. "With several of the schools in Metro teetering on the edge of state takeover by the end of the year, we had lots of strict principals who wanted to hold our feet to the fire with lower scores." "I thought the whole idea was to provide the teachers With feedback so that we would know the areas where we need improvement," Tish said. "The principals were supposed to conduct two observations in the fall and two more in the spring," Jeri Lynn said. think that's asking too much of them when they already have so much on their plates. I think a lot of them are skimping on their visits. know I only had one observation last semester, and I'm sure Mr. Talley just faked the second set of numbers. The master teachers make only two observations a year, which may be more objective but counts for less." "I'm wondering, too, how a principal measure performance in a course area outside his area of expertise, such as math," Joey said. "If the guy has a phobia about math, anything the teacher says or does is going to 100k brilliant—thus a 5." Tish and Jeri Lynn looked at each other and laughed. Maybe we picked the wrong subjects," Tish said. "My question is one of perception," Jeri Lynn said. "A large percentage of my students are ELL. That affects their scores. How do you measure a 3 in my situation against a 5 for Tish? At the end of the school year, little Carlos is thrilled that his reading in English has improved, but there's no Big Bang here. a slow steady improvement that may not actually show up in big strides for a couple of years." "So, the question is how do they create a system that is fair?" Tish asked. "And accurate," added Jeri Lynn. Is a 1-5 grading System by principals and master teachers a valuable part of a feedback control system for teachers? Why?arrow_forwardIn a recent case study on recruitment, a company faced challenges in attracting and retaining top talent. The study highlighted the importance of a comprehensive recruitment strategy that goes beyond traditional methods. The company implemented targeted social media campaigns, improved employer branding, and streamlined the application process. Additionally, they focused on creating a positive candidate experience through transparent communication and timely feedback. As a result, the company not only enhanced its ability to attract qualified candidates but also saw a significant improvement in employee retention. This case study underscores the evolving nature of recruitment practices and the need for organizations to adapt to changing trends in the competitive talent landscape. Question: How can organizations strike a balance between utilizing modern recruitment techniques, such as social media campaigns, and maintaining a human-centric approach in the hiring process?arrow_forward
- Explain the concept of long-tail keywords and their significance in modern SEO practices.arrow_forwardou are the Head of Human Resources at a medium sized company. The Board and the CEO are concerned about falling productivity levels, the rise in absenteeism, the high turnover rate, and increasing interpersonal conflict. They are determined to turn things around. They invited a consultant to conduct a survey in the company, and she found low levels of job satisfaction and commitment among employees. They are aware that these are critical attitudes in that they influence organizational performance. However, they need clarity on a few matters, so they have asked you to prepare a note for the Board that responds to the following: 2. Explain organizational commitment and its component parts.arrow_forwardDescribe both of Lewin's theories—change model and force field analysis—and explain how they are related. Using a simple table, construct a Lewin Force Field Model for the implementation of a new Customer Relationship Management System.arrow_forward
- Founder of Masodi Organics on how she started a successful local beauty brand ‘We have enjoyed incredible growth since the launch of Masodi Organics. What started off as a one-woman show has now evolved into a team of seven full-time employees, and we are in the process of recruiting more!’ – conceptualised with the aim of putting black women at the forefront of the beauty landscape, Masodi Organics was launched in 2018. Liz Letsoalo aimed to provide effective beauty solutions, such as body scrubs, body moisturisers, hairline serum and so much more, that break walls across different groups or segments of people, and how they all experience the process of nurturing their bodies. What sets Masodi apart from the other beauty brands? - My idea for this business came from personal experiences and pain points that I’ve had within the beauty space. We wanted to produce thoughtfully made products by leveraging the power of natural ingredients. At Masodi, we are tapping into the power of key…arrow_forwardFormulate 10 open ended interview questions for research on: The effect of social media marketing on small restaurants.arrow_forwardAmina works in a non-profit organization (NGOs) doing volunteering work to help people in war-zone countries such as Syria and Yemen. Currently people are beginning to noticed that NGOs tend to take almost 60% of the donations for the maintenance/expenses of their companies and only 40% is given to the poor. Therefore, people perceived that NGOs are not genuine in helping Syrians and Yemenis. a) What are the elements of perceptions that Amina needs to focus on to promote to the target donors on the importance of donating to war-zone countries? b) What are the 2 factors that distort the perception of the target donors?arrow_forward
- Describe how the teacher differentiated instruction based on individual learning needs or learning contexts and include evidence from the below passage for support. My class consists of 15 students in the 1st grade. This is my reading class during our "Walk to Read" portion of the day. The most relevant characteristic influencing my instructional strategies was the varied range of reading abilities. Students will model reading comprehension strategies to construct meaning from print. Students will model fluent and expressive reading. Students will demonstrate reading accuracy and decoding strategies. Students will work toward continued growth in writing, spelling, and self-reading evaluation. These goals are based on their individual and whole-class reading needs derived from current assessment and observational data. Each portion of the Daily Five format is designed to help them construct meaning from text. Specifically, based on current assessment and observational data, I presented…arrow_forwardClif Bar & Company understands that employees cannot be satisfied (only dissatisfied) on maintenance (extrinsic) factors such as salary and fringe benefits. Rather, motivators (extrinsic) factors such as meaningful work, job enrichment, and growth potential through job responsibility, autonomy, and development keep employees highly satisfied. It is more than just a job, rather, employees feel a deeper sense of meaning can be derived from the opportunity to have a positive influence on both the company and the community while building a sustainable work-life balance. Founder and CEO Gary Erickson’s vision is “If I want to keep employees passionate and engaged, I’ve got to let them go, to make sure they have time to live their lives, have adventures in the world, and come back refreshed.” 1. Does Vroom’s expectancy theory support Clif Bar & Company’s policies? Why or why not? 2. Are Clif Bar & Company’s methods sustainable, long-term motivators for its employees? Be sure to…arrow_forwardExplain how effectively the teacher actively engaged all students in learning, using theory or effective classroom management practices to support your explanation in the passage below. There are 20 students in my kindergarten classroom. The subject matter for this learning experience was science, focusing on speaking, listening, and viewing. The demographics include 3 students of Hispanic origin who speak English as a second language and students from rural backgrounds. Listening and viewing goals were to exhibit respectful body language by keeping eye contact with their speaker, actively listening without talking, and keeping their hands and feet still. Speaking goals were to exhibit effective speaking by looking at their audience and keeping their body still, speaking slowly at an appropriate volume, and showing their work. Next, students referred to the visuals and correctly modeled these behaviors while learning about weather features. I used formative assessment strategies to…arrow_forward
arrow_back_ios
SEE MORE QUESTIONS
arrow_forward_ios
Recommended textbooks for you
- Management, Loose-Leaf VersionManagementISBN:9781305969308Author:Richard L. DaftPublisher:South-Western College Pub
Management, Loose-Leaf Version
Management
ISBN:9781305969308
Author:Richard L. Daft
Publisher:South-Western College Pub