Archive for category: Uncategorized

1. <11{1[4(17)17]}> Mrs. Orlof teaches two history classes, one in the morning and one in the afternoon. Yesterday she gave the same test to both classes. Anyone who failed the test must take a retest. Since a greater percentage of students who took the morning test failed the test than students who took the afternoon test, more of Orlof’s morning history students than afternoon history students will have to take the retest.
The conclusion above is not necessarily valid because: (Points : 1)       
      
      
      

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

You are the VP of human resources for a 1,000 employee meat packing company in the small town of Fort Hays, Kansas. You recently examined the turnover data for the plant operation (the people who kill, butcher, and process the hogs) and discovered that turnover among employees who were in their first year of employment was 85% for 2004. In addition, exit interviews with recent quits confirm what the attitude survey you conducted last year: morale is low, despite a competitive compensation and benefits package.

At last week’s executive committee meeting, the President demanded that something be done to decrease turnover and increase morale, and soon. You suggested that by using an employee orientation program or a realistic job preview program, new employees will be more satisfied and less likely to quit. The president nixed the idea of using an RJP. He argued, “If people don’t know what they are getting into when they answer ads for jobs in a meat packing plant, I’m not going to waste money telling them.” Besides, he added, “the hiring process already includes a brief tour of the plant, and most prospective employees know somebody who already works there.”

That left you with the employee orientation program, which the president said he would consider if you could make a good case for why it should be done and what benefits could be gained. The president asks you to write a memo that addresses the following:

1. The stage or stages of Feldman’s socialization model that may be influenced by an orientation program. Support your choice(s).
2. Two key content areas of an orientation program that may reduce turnover and increase morale.
3. The role of the supervisor and the new employee in an effective orientation program.
4. The timing of orientation activities (i.e., one shot? spaced over time?). Support your choice.
5. One potential problem that must be addressed to increase the chances the program will be effective, and what you could do to address it.

Supreme Court of Michigan, 1976.

396 Mich. 281, 240 N.W.2d 217.

Facts:

Siegrist and Farwell were chasing women. A group of guys beat up Farwell and left him under his car. Siegrist found him. Siegrist drove Farwell around for 2 hours in the back seat. When Siegrist parked the car, he tried to rouse Farwell and couldn’t. Siegrist left Farwell to be found by his grandparents in the morning. Farwell died of injuries. Jury returned verdict for the plaintiff in the amount of $15,000. The Court of Appeals reversed, saying 1) Siegrist had no duty to Farwell and 2) Siegrist didn’t know Farwell needed treatment.

Issue:

1) Did Siegrist have a duty to Farwell?

2) Did Siegrist know, or should he have known, that Farwell needed treatment?

Holding:

The Supreme Court reversed the Court of Appeals and reinstated the verdict.

Reasoning:

Duty is usually a question of law, but certain factual circumstances give rise to duty. â€œ[I]f the defendant does attempt to aid him, and takes charge and control of the situation, he is regarded as entering voluntarily into a relation which is attended with responsibililty. Such a defendant will then be liable for a failure to use reasonable care for the protection of the plaintiff’s interests.” [] â€œWhere performance clearly has begun, there is no doubt that there is a duty of care.” The court also held that Farwell and Siegrist were companions on a social venture, and on such outings, there is an implied duty to render assistance when one is in peril. If Siegrist could aid Farwell without injury to himself, he had a duty to assist.

Class Notes:

· Appeal only applies to his buddy, not the guys who beat him up

· If Siegrist had intervened to get Farwell help â€“ Farwell had a good chance of recovery

· Siegrist’s appeal was that he had no duty to help

· Facts change question of duty from matter of law to something else

· Ice on head—shows an attempt to start giving aid

· Were co-adventurers on a social outing—special relationship

· Special relationship

· Friendship is enough to establish duty?

· General duty â€“a duty is found where general reasonable men would recognize it and agree it exists

· Companions on a social venture—common act that led to the troublàchasing women to the restraunt led to the beating

· Once somebody begins to give aid, how far must he go?

· Comment E of the Restatement

· P.129 â€“ example of rescuing swimmer and leaving him closer to shore, but he still drowns

· If you begin aid, others give up because they believe it’s being taken care of

· By not leaving him under the car, and instead, leaving him in the backseat of his own car in his grandparent’s driveway, he made sure no one would find him until morning

· Ice became an important fact—Siegrist knew there was some kind of injury

this is request:

Case Briefs

Please download and review the following employment case. You should read the case in its entirety. Please submit a brief (no more than 1 page) for the assigned case. Pay particular attention to the facts, the legal issue, the court’s analysis, the holding of the case, and what I call the â€œwhy did she make me read this?” There is an example provided. This brief should be saved with your reference material for future study/use.

You can find the cases using one of the legal research sites that I provided in External Links.  

 

Assignment 1: Discussion – Separation and Retention This assignment is designed to integrate the reflection of personal experience, and the information covered in the textbook. Using what you have learned about Juanita, answer the following questions: Should Juanita attempt to reduce voluntary and involuntary turnover? A risk of disciplining employees is that some may retaliate. To avoid that risk, what organizational policies might encourage high-performing employees to stay while encouraging low-performing employees to leave? To what extent are exit interviews meaningful and what kind of opinions should you attempt to capture? How are these opinions relevant to employee separation and retention? By Saturday, August 15, 2015 submit your response to the appropriate Discussion Area. Use the same Discussion Area to comment on your classmates’ submissions and continue the discussion until Wednesday, August 19, 2015.Comment on how your classmates would address differing views.     When Juanita visited with Melissa, the previous HR manager, she felt Melissa was a bit evasive on issues like hiring, firing, and retaining employees and volunteers. It is Day 6 since her hire start date and already she has received two notices of resignation from key personnel. She was hoping that she could analyze the situation before trying to implement solutions. But, Rich, her boss, is applying a lot of pressure because his boss seems to be applying pressure on him. Although she did not know the two people very well, she did conduct exit interviews. Much of what she was told fit with what she sensed about training and development, compensation, recognition, and career development. Both individuals seemed genuinely committed to the mission of the organization, but expressed frustration with people they work with due to their incompetence and also with the organization, due to its unwillingness to invest in its employees. As Juanita considers a short-term strategy she considers that it may be best in the short-term to voluntarily separate individuals who are unwilling to perform and replace them with new hires who exhibit an interest in development. As she considers the implications she is certain she will get significant “push back” from Rich and other more tenured managers. Plus, she knows that the organization falls under some federal guidelines for what they can and cannot do. In preparation for making this issue a priority with an actionable tactical plan, she knows she must be fair, above reproach, and demonstrate grace in order to preserve the dignity of the workers and to attempt to build a system of accountability.

As part of Juanita’s plan to revise her organizations hiring and retention practices she decides to focus on issues that could differentiate their organization from others that have a similar mission. From her interviews she has learned that most employees who voluntarily separate move to other humanitarian organizations that include employee recognition and some basic benefits. As part of her plan Juanita hopes to convince Rich that they can revamp the entire compensation system to better reward high performance employees and yet continue to hold the costs down to fit the current budget. She feels Rich will think this will be disruptive to the sense of security that employees have but she is convinced that they have been balancing the scales of justice in terms of work output for the small compensation they receive. At the end of the day Juanita believes pay has been based on equality rather than equity. She believes if performance is to improve they must pay competitively for those who they want to retain.