Category: Human Resource Management

[Solved] HRM 300 Project 2

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November 5, 2026
[Solved] Human Resource

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I need your help – ## JWI_522_W6_Lecture_1192.pdf – Week6LilliaResponseJWI522.jpeg – Week6RenaResponseJWI522.jpeg – Week6JWI522Discussion.jpeg **## JWI_522_W6_Lecture_1192.pdf** © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary …

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I need your help

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© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 522 (1192) Page 1 of 6

JWI 522
Strategic Partnering with the C-Suite

Week Six Lecture Notes

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 522 (1192) Page 2 of 6

EXECUTING THE PLAN:

ENSURING THE RIGHT PEOPLE STAY INVOLVED

What It Means

HR leaders and business unit leaders must be true partners. Neither party should be expected
to own the entire process of talent acquisition and development on their own. One of the most
important factors in developing a strong workforce is establishing an effective model for how
these two groups will work together to hire, assess and support their people.

Why It Matters

• HR leadership is only successful when it works hand-in-hand with business leaders.

• The expertise that business leadership and HR leadership has together is much more
than either has alone.

• Business leaders need the guidance of HR experts to help them evaluate performance
and determine when and how their teams need support and when changes need to be
made.

“Make talent development an explicit part of every leader’s job
and hold him or her accountable for it.”

Bill Conaty

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 522 (1192) Page 3 of 6

HR CAN’T DO IT ALONE

You’ve probably noticed by now that there is a lot of alignment between the talent development practices
advocated by Conaty and Charan and those advocated by McCord. While they don’t agree on
everything, there is one point they are both adamant about.

“Hiring great performers is a hiring manager’s most important job. Hiring managers should
actively develop their own pipelines of talent and take the lead in all aspects of the hiring
process.”

Powerful, P. 108

Get senior leaders involved in selecting leadership talent … don’t just hand off recruiting to
whoever is convenient. Have your senior-most people leaders involved in the recruiting process
from the campus level to the top of the organization.

The Talent Masters, P. 262

A true partnership is about leveraging the deep expertise that each partner brings to the process.
However, one of the realities that many organizations face is that functional units find themselves working
in silos. While these structures have evolved to promote efficiency, the unintended consequence is often
a reduction in the open and regular exchange of ideas. Most organizations have made more than a few
valiant attempts to tear down walls and improve communication across departments. While some have
experienced successes, many have found that their gains were short-lived and that things reverted to the
old ways.

It’s not that most employees oppose cross-functional work environments or even that a handful of
conspirators were working behind the scenes to undermine the effort. It’s more about natural forces at
work. Most day-to-day interactions naturally occur among people doing the same sort of job. HR is no
different and is probably at least as vulnerable to working off on its own as any department is.

But no partnership is going to be strong and effective if the teams (or at least the leaders of the teams)
only get together once or twice a year, and then only to discuss specific tactical matters such as training
programs or annual performance reviews. Working well with business leaders requires a plan to make it
happen. Patty McCord describes the objective and approach at Netflix:

“All hiring managers should understand, really deeply, what the company’s approach to hiring is
and how to execute on it, down to every detail. And this should be modeled from the top.”

“Our recruiter’s job was to coach our hiring managers and they created a slide deck to go over
with every one of them, one on one. They would ask every hiring manager, “What’s your
interview process look like? What’s your interview team look like? What’s your structure around
having people come in for interviews look like?”

Powerful, P. 102

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 522 (1192) Page 4 of 6

STRENGTHENING THE RELATIONSHIP BETWEEN
BUSINESS LEADERS AND HR

Bill Conaty was a leader of a business before he became the head of HR for GE. This experience helped
him better understand the realities faced by his fellow operators and gave him the insights needed to
drive proactive strategic talent management practices without having HR “get in the way” of operating the
business.

Several of our readings discuss the importance of HR professionals having “real-world” experience in the
operation of a business. Some even advocate having HR professionals rotate through internships or
temporary assignments in the organization in order to gain a deeper understanding of how the business
works. How practical this is will vary from company to company, but the point is a valid one – HR can’t be
an effective strategic partner if its leaders don’t understand the needs of the managers on the ground.

Patty McCord writes:

“HR must be business people who truly understand the way your business works, even if that’s
quite technical. They should be creative, proactive partners in the hiring process. Investing time
in explaining to them the details of the talents you need will pay remarkable dividends.”

Powerful, P. 107

“One thing I absolutely advise is making sure your HR people are your partners; you must stress
to them that you want them to be true business partners. When your HR people are
businesspeople first, it doesn’t seem odd to the rest of your management team to have them in
the room for a staff meeting or to coach hiring managers about how to interact and give feedback.
Instead of thinking HR is there to catch them misbehaving, team leaders will open up to input.
Make sure they really know how your business operates. Do they know the three key drivers of
revenue? Do they know who your top four competitors are? Do they know about the technology
that’s about to disrupt the market? Tell them. If they don’t want to know, replace them.”

Powerful, P. 147

Bill Conaty says that the time he spent running a business added to the credibility of talent management
recommendations made by him and his HR team. When business leaders see that you have real-world
experience to back you up and that you care enough about understanding their needs to leave the safety
of the HR wing to get out and ask questions, you can do a lot to address the image problem that many
HR professionals face. Whatever steps you take to gain this experience in your own career, there’s no
substitute for time spent “in the trenches”, if you really want to understand what’s going on.

EVALUATING STAFFING PERFORMANCE AGAINST THE PLAN

One of the challenges that undermine the effectiveness of the partnership between HR and business unit
leaders is that staffing plans get put in place and can exist for years without adjustment. As you read in
The Talent Masters, C-Sessions were a regular and highly structured process at GE. The role of HR in

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 522 (1192) Page 5 of 6

these was to help the leaders step back and ask important questions about talent management and
strategy, and to assess whether the plan and the people were still the right ones to get the job done.
Whether you follow something as structured as a C-Session at your organization or not, staffing plan
evaluations must address four things:

1. Current status of the business
a. Has a new competitive force surfaced that changes the game?
b. Is a new strategic direction or technical skill needed?
c. Are there skillsets held by some employees that are no longer needed?
d. Have financial conditions changed?
e. Do you need people you don’t have?

2. Looking ahead – what’s coming down the road in a year or five years?

3. Opportunities across other business units to work together and find synergies that can strengthen
your competitive advantage

4. Performance of the team members

Other than voluntary turnover, staffing changes and corrections occur either because the business
conditions have changed, or employee performance has not met expectations. If the HR team stays
involved, it is more likely that these corrections can be made effectively and humanely.

It’s true that some managers will rush to make cuts in personnel without proper support for the employee,
but in reality, this is not as common as some may think. It’s more likely that they will hang on to someone
because they don’t want to make the tough decisions and let them that person go. While these can be
difficult conversations to have with managers, HR has a responsibility to both the business and to the
employee to help business leaders make honest evaluations of their team members and take the
appropriate actions.

As HR leaders, we have to guide our managers to make sure they are accurately assessing the situation
and providing feedback to their team members. This includes asking the all-important question, “If this
person applied for the job right now and you knew everything about them that you know now, would you
hire them?” Then, depending on the answer, HR leadership has to provide the support and courage to
make the change that is needed.

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 522 (1192) Page 6 of 6

GETTING THE MOST OUT OF THIS WEEK’S CLASS

As you read the materials and participate in class activities, stay focused on the key learning outcomes
for the week:

• Discuss the importance of having engaged hiring managers

One of the most important roles an HR professional can play is to help business unit leaders
assess their team’s hiring needs and performance against the strategic plans they are expected
to execute. How often do you or your team meet and work with business leaders to evaluate
staffing needs before a search is requested? What mechanisms do you have for circling back
with managers to see how new candidates are doing? The assumption is often that, if there is no
feedback on shortcomings of a new hire from the manager, then the person must be doing okay,
and the HR team can turn their attention to the next hire.

• Strengthen the relationship between business leaders and Human Resources

For HR to remain a strategic partner, there must be a close and ongoing relationship between the
HR department and the business unit leaders they support. How solid is this relationship in your
organization? HR leaders should be scheduling meetings with business leaders at least
biannually to talk about the business. What's going well? What's not going so well? How is the
team doing? What's coming down the road in the next six months or a year that could place
additional demands on team members? How are the new members of the team doing? This
doesn't have to be an overly formal meeting – often the best discussions take place over lunch.

• Evaluate staffing performance against the business plan

Busy managers often find it challenging to accurately assess the performance of their staff. This
sounds counterintuitive since they are the ones closest to their teams, but sometimes that
closeness hides performance issues. Sometimes managers will try to "manage around"
challenges. They will compensate for a low performer on a team whom everyone likes, and
unintentionally undermine team performance and place additional burdens on others. Or maybe
they will decide that a team member needs to be let go when, in fact, there are opportunities
elsewhere in the organization that are a better match for that person. HR can play a valuable and
impartial role in helping managers step back and assess whether their team is delivering what is
needed and has the support it needs to get the job done.

**Week6LilliaResponseJWI522.jpeg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week6lilliaresponsejwi522-jpeg-10373753)

**Week6RenaResponseJWI522.jpeg**

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**Week6JWI522Discussion.jpeg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week6jwi522discussion-jpeg-10373757)

**Week6JWI522Discussion.jpeg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week6jwi522discussion-jpeg-10373757)

**## JWI_522_W6_Lecture_1192.pdf**

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 522 (1192) Page 1 of 6

JWI 522
Strategic Partnering with the C-Suite

Week Six Lecture Notes

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 522 (1192) Page 2 of 6

EXECUTING THE PLAN:

ENSURING THE RIGHT PEOPLE STAY INVOLVED

What It Means

HR leaders and business unit leaders must be true partners. Neither party should be expected
to own the entire process of talent acquisition and development on their own. One of the most
important factors in developing a strong workforce is establishing an effective model for how
these two groups will work together to hire, assess and support their people.

Why It Matters

• HR leadership is only successful when it works hand-in-hand with business leaders.

• The expertise that business leadership and HR leadership has together is much more
than either has alone.

• Business leaders need the guidance of HR experts to help them evaluate performance
and determine when and how their teams need support and when changes need to be
made.

“Make talent development an explicit part of every leader’s job
and hold him or her accountable for it.”

Bill Conaty

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 522 (1192) Page 3 of 6

HR CAN’T DO IT ALONE

You’ve probably noticed by now that there is a lot of alignment between the talent development practices
advocated by Conaty and Charan and those advocated by McCord. While they don’t agree on
everything, there is one point they are both adamant about.

“Hiring great performers is a hiring manager’s most important job. Hiring managers should
actively develop their own pipelines of talent and take the lead in all aspects of the hiring
process.”

Powerful, P. 108

Get senior leaders involved in selecting leadership talent … don’t just hand off recruiting to
whoever is convenient. Have your senior-most people leaders involved in the recruiting process
from the campus level to the top of the organization.

The Talent Masters, P. 262

A true partnership is about leveraging the deep expertise that each partner brings to the process.
However, one of the realities that many organizations face is that functional units find themselves working
in silos. While these structures have evolved to promote efficiency, the unintended consequence is often
a reduction in the open and regular exchange of ideas. Most organizations have made more than a few
valiant attempts to tear down walls and improve communication across departments. While some have
experienced successes, many have found that their gains were short-lived and that things reverted to the
old ways.

It’s not that most employees oppose cross-functional work environments or even that a handful of
conspirators were working behind the scenes to undermine the effort. It’s more about natural forces at
work. Most day-to-day interactions naturally occur among people doing the same sort of job. HR is no
different and is probably at least as vulnerable to working off on its own as any department is.

But no partnership is going to be strong and effective if the teams (or at least the leaders of the teams)
only get together once or twice a year, and then only to discuss specific tactical matters such as training
programs or annual performance reviews. Working well with business leaders requires a plan to make it
happen. Patty McCord describes the objective and approach at Netflix:

“All hiring managers should understand, really deeply, what the company’s approach to hiring is
and how to execute on it, down to every detail. And this should be modeled from the top.”

“Our recruiter’s job was to coach our hiring managers and they created a slide deck to go over
with every one of them, one on one. They would ask every hiring manager, “What’s your
interview process look like? What’s your interview team look like? What’s your structure around
having people come in for interviews look like?”

Powerful, P. 102

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 522 (1192) Page 4 of 6

STRENGTHENING THE RELATIONSHIP BETWEEN
BUSINESS LEADERS AND HR

Bill Conaty was a leader of a business before he became the head of HR for GE. This experience helped
him better understand the realities faced by his fellow operators and gave him the insights needed to
drive proactive strategic talent management practices without having HR “get in the way” of operating the
business.

Several of our readings discuss the importance of HR professionals having “real-world” experience in the
operation of a business. Some even advocate having HR professionals rotate through internships or
temporary assignments in the organization in order to gain a deeper understanding of how the business
works. How practical this is will vary from company to company, but the point is a valid one – HR can’t be
an effective strategic partner if its leaders don’t understand the needs of the managers on the ground.

Patty McCord writes:

“HR must be business people who truly understand the way your business works, even if that’s
quite technical. They should be creative, proactive partners in the hiring process. Investing time
in explaining to them the details of the talents you need will pay remarkable dividends.”

Powerful, P. 107

“One thing I absolutely advise is making sure your HR people are your partners; you must stress
to them that you want them to be true business partners. When your HR people are
businesspeople first, it doesn’t seem odd to the rest of your management team to have them in
the room for a staff meeting or to coach hiring managers about how to interact and give feedback.
Instead of thinking HR is there to catch them misbehaving, team leaders will open up to input.
Make sure they really know how your business operates. Do they know the three key drivers of
revenue? Do they know who your top four competitors are? Do they know about the technology
that’s about to disrupt the market? Tell them. If they don’t want to know, replace them.”

Powerful, P. 147

Bill Conaty says that the time he spent running a business added to the credibility of talent management
recommendations made by him and his HR team. When business leaders see that you have real-world
experience to back you up and that you care enough about understanding their needs to leave the safety
of the HR wing to get out and ask questions, you can do a lot to address the image problem that many
HR professionals face. Whatever steps you take to gain this experience in your own career, there’s no
substitute for time spent “in the trenches”, if you really want to understand what’s going on.

EVALUATING STAFFING PERFORMANCE AGAINST THE PLAN

One of the challenges that undermine the effectiveness of the partnership between HR and business unit
leaders is that staffing plans get put in place and can exist for years without adjustment. As you read in
The Talent Masters, C-Sessions were a regular and highly structured process at GE. The role of HR in

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 522 (1192) Page 5 of 6

these was to help the leaders step back and ask important questions about talent management and
strategy, and to assess whether the plan and the people were still the right ones to get the job done.
Whether you follow something as structured as a C-Session at your organization or not, staffing plan
evaluations must address four things:

1. Current status of the business
a. Has a new competitive force surfaced that changes the game?
b. Is a new strategic direction or technical skill needed?
c. Are there skillsets held by some employees that are no longer needed?
d. Have financial conditions changed?
e. Do you need people you don’t have?

2. Looking ahead – what’s coming down the road in a year or five years?

3. Opportunities across other business units to work together and find synergies that can strengthen
your competitive advantage

4. Performance of the team members

Other than voluntary turnover, staffing changes and corrections occur either because the business
conditions have changed, or employee performance has not met expectations. If the HR team stays
involved, it is more likely that these corrections can be made effectively and humanely.

It’s true that some managers will rush to make cuts in personnel without proper support for the employee,
but in reality, this is not as common as some may think. It’s more likely that they will hang on to someone
because they don’t want to make the tough decisions and let them that person go. While these can be
difficult conversations to have with managers, HR has a responsibility to both the business and to the
employee to help business leaders make honest evaluations of their team members and take the
appropriate actions.

As HR leaders, we have to guide our managers to make sure they are accurately assessing the situation
and providing feedback to their team members. This includes asking the all-important question, “If this
person applied for the job right now and you knew everything about them that you know now, would you
hire them?” Then, depending on the answer, HR leadership has to provide the support and courage to
make the change that is needed.

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 522 (1192) Page 6 of 6

GETTING THE MOST OUT OF THIS WEEK’S CLASS

As you read the materials and participate in class activities, stay focused on the key learning outcomes
for the week:

• Discuss the importance of having engaged hiring managers

One of the most important roles an HR professional can play is to help business unit leaders
assess their team’s hiring needs and performance against the strategic plans they are expected
to execute. How often do you or your team meet and work with business leaders to evaluate
staffing needs before a search is requested? What mechanisms do you have for circling back
with managers to see how new candidates are doing? The assumption is often that, if there is no
feedback on shortcomings of a new hire from the manager, then the person must be doing okay,
and the HR team can turn their attention to the next hire.

• Strengthen the relationship between business leaders and Human Resources

For HR to remain a strategic partner, there must be a close and ongoing relationship between the
HR department and the business unit leaders they support. How solid is this relationship in your
organization? HR leaders should be scheduling meetings with business leaders at least
biannually to talk about the business. What's going well? What's not going so well? How is the
team doing? What's coming down the road in the next six months or a year that could place
additional demands on team members? How are the new members of the team doing? This
doesn't have to be an overly formal meeting – often the best discussions take place over lunch.

• Evaluate staffing performance against the business plan

Busy managers often find it challenging to accurately assess the performance of their staff. This
sounds counterintuitive since they are the ones closest to their teams, but sometimes that
closeness hides performance issues. Sometimes managers will try to "manage around"
challenges. They will compensate for a low performer on a team whom everyone likes, and
unintentionally undermine team performance and place additional burdens on others. Or maybe
they will decide that a team member needs to be let go when, in fact, there are opportunities
elsewhere in the organization that are a better match for that person. HR can play a valuable and
impartial role in helping managers step back and assess whether their team is delivering what is
needed and has the support it needs to get the job done.

**Week6LilliaResponseJWI522.jpeg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week6lilliaresponsejwi522-jpeg-10373753)

**Week6RenaResponseJWI522.jpeg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week6renaresponsejwi522-jpeg-10373755)

**Week6JWI522Discussion.jpeg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week6jwi522discussion-jpeg-10373757)

**## JWI_522_W6_Lecture_1192.pdf**

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 522 (1192) Page 1 of 6

JWI 522
Strategic Partnering with the C-Suite

Week Six Lecture Notes

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 522 (1192) Page 2 of 6

EXECUTING THE PLAN:

ENSURING THE RIGHT PEOPLE STAY INVOLVED

What It Means

HR leaders and business unit leaders must be true partners. Neither party should be expected
to own the entire process of talent acquisition and development on their own. One of the most
important factors in developing a strong workforce is establishing an effective model for how
these two groups will work together to hire, assess and support their people.

Why It Matters

• HR leadership is only successful when it works hand-in-hand with business leaders.

• The expertise that business leadership and HR leadership has together is much more
than either has alone.

• Business leaders need the guidance of HR experts to help them evaluate performance
and determine when and how their teams need support and when changes need to be
made.

“Make talent development an explicit part of every leader’s job
and hold him or her accountable for it.”

Bill Conaty

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 522 (1192) Page 3 of 6

HR CAN’T DO IT ALONE

You’ve probably noticed by now that there is a lot of alignment between the talent development practices
advocated by Conaty and Charan and those advocated by McCord. While they don’t agree on
everything, there is one point they are both adamant about.

“Hiring great performers is a hiring manager’s most important job. Hiring managers should
actively develop their own pipelines of talent and take the lead in all aspects of the hiring
process.”

Powerful, P. 108

Get senior leaders involved in selecting leadership talent … don’t just hand off recruiting to
whoever is convenient. Have your senior-most people leaders involved in the recruiting process
from the campus level to the top of the organization.

The Talent Masters, P. 262

A true partnership is about leveraging the deep expertise that each partner brings to the process.
However, one of the realities that many organizations face is that functional units find themselves working
in silos. While these structures have evolved to promote efficiency, the unintended consequence is often
a reduction in the open and regular exchange of ideas. Most organizations have made more than a few
valiant attempts to tear down walls and improve communication across departments. While some have
experienced successes, many have found that their gains were short-lived and that things reverted to the
old ways.

It’s not that most employees oppose cross-functional work environments or even that a handful of
conspirators were working behind the scenes to undermine the effort. It’s more about natural forces at
work. Most day-to-day interactions naturally occur among people doing the same sort of job. HR is no
different and is probably at least as vulnerable to working off on its own as any department is.

But no partnership is going to be strong and effective if the teams (or at least the leaders of the teams)
only get together once or twice a year, and then only to discuss specific tactical matters such as training
programs or annual performance reviews. Working well with business leaders requires a plan to make it
happen. Patty McCord describes the objective and approach at Netflix:

“All hiring managers should understand, really deeply, what the company’s approach to hiring is
and how to execute on it, down to every detail. And this should be modeled from the top.”

“Our recruiter’s job was to coach our hiring managers and they created a slide deck to go over
with every one of them, one on one. They would ask every hiring manager, “What’s your
interview process look like? What’s your interview team look like? What’s your structure around
having people come in for interviews look like?”

Powerful, P. 102

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 522 (1192) Page 4 of 6

STRENGTHENING THE RELATIONSHIP BETWEEN
BUSINESS LEADERS AND HR

Bill Conaty was a leader of a business before he became the head of HR for GE. This experience helped
him better understand the realities faced by his fellow operators and gave him the insights needed to
drive proactive strategic talent management practices without having HR “get in the way” of operating the
business.

Several of our readings discuss the importance of HR professionals having “real-world” experience in the
operation of a business. Some even advocate having HR professionals rotate through internships or
temporary assignments in the organization in order to gain a deeper understanding of how the business
works. How practical this is will vary from company to company, but the point is a valid one – HR can’t be
an effective strategic partner if its leaders don’t understand the needs of the managers on the ground.

Patty McCord writes:

“HR must be business people who truly understand the way your business works, even if that’s
quite technical. They should be creative, proactive partners in the hiring process. Investing time
in explaining to them the details of the talents you need will pay remarkable dividends.”

Powerful, P. 107

“One thing I absolutely advise is making sure your HR people are your partners; you must stress
to them that you want them to be true business partners. When your HR people are
businesspeople first, it doesn’t seem odd to the rest of your management team to have them in
the room for a staff meeting or to coach hiring managers about how to interact and give feedback.
Instead of thinking HR is there to catch them misbehaving, team leaders will open up to input.
Make sure they really know how your business operates. Do they know the three key drivers of
revenue? Do they know who your top four competitors are? Do they know about the technology
that’s about to disrupt the market? Tell them. If they don’t want to know, replace them.”

Powerful, P. 147

Bill Conaty says that the time he spent running a business added to the credibility of talent management
recommendations made by him and his HR team. When business leaders see that you have real-world
experience to back you up and that you care enough about understanding their needs to leave the safety
of the HR wing to get out and ask questions, you can do a lot to address the image problem that many
HR professionals face. Whatever steps you take to gain this experience in your own career, there’s no
substitute for time spent “in the trenches”, if you really want to understand what’s going on.

EVALUATING STAFFING PERFORMANCE AGAINST THE PLAN

One of the challenges that undermine the effectiveness of the partnership between HR and business unit
leaders is that staffing plans get put in place and can exist for years without adjustment. As you read in
The Talent Masters, C-Sessions were a regular and highly structured process at GE. The role of HR in

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 522 (1192) Page 5 of 6

these was to help the leaders step back and ask important questions about talent management and
strategy, and to assess whether the plan and the people were still the right ones to get the job done.
Whether you follow something as structured as a C-Session at your organization or not, staffing plan
evaluations must address four things:

1. Current status of the business
a. Has a new competitive force surfaced that changes the game?
b. Is a new strategic direction or technical skill needed?
c. Are there skillsets held by some employees that are no longer needed?
d. Have financial conditions changed?
e. Do you need people you don’t have?

2. Looking ahead – what’s coming down the road in a year or five years?

3. Opportunities across other business units to work together and find synergies that can strengthen
your competitive advantage

4. Performance of the team members

Other than voluntary turnover, staffing changes and corrections occur either because the business
conditions have changed, or employee performance has not met expectations. If the HR team stays
involved, it is more likely that these corrections can be made effectively and humanely.

It’s true that some managers will rush to make cuts in personnel without proper support for the employee,
but in reality, this is not as common as some may think. It’s more likely that they will hang on to someone
because they don’t want to make the tough decisions and let them that person go. While these can be
difficult conversations to have with managers, HR has a responsibility to both the business and to the
employee to help business leaders make honest evaluations of their team members and take the
appropriate actions.

As HR leaders, we have to guide our managers to make sure they are accurately assessing the situation
and providing feedback to their team members. This includes asking the all-important question, “If this
person applied for the job right now and you knew everything about them that you know now, would you
hire them?” Then, depending on the answer, HR leadership has to provide the support and courage to
make the change that is needed.

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 522 (1192) Page 6 of 6

GETTING THE MOST OUT OF THIS WEEK’S CLASS

As you read the materials and participate in class activities, stay focused on the key learning outcomes
for the week:

• Discuss the importance of having engaged hiring managers

One of the most important roles an HR professional can play is to help business unit leaders
assess their team’s hiring needs and performance against the strategic plans they are expected
to execute. How often do you or your team meet and work with business leaders to evaluate
staffing needs before a search is requested? What mechanisms do you have for circling back
with managers to see how new candidates are doing? The assumption is often that, if there is no
feedback on shortcomings of a new hire from the manager, then the person must be doing okay,
and the HR team can turn their attention to the next hire.

• Strengthen the relationship between business leaders and Human Resources

For HR to remain a strategic partner, there must be a close and ongoing relationship between the
HR department and the business unit leaders they support. How solid is this relationship in your
organization? HR leaders should be scheduling meetings with business leaders at least
biannually to talk about the business. What's going well? What's not going so well? How is the
team doing? What's coming down the road in the next six months or a year that could place
additional demands on team members? How are the new members of the team doing? This
doesn't have to be an overly formal meeting – often the best discussions take place over lunch.

• Evaluate staffing performance against the business plan

Busy managers often find it challenging to accurately assess the performance of their staff. This
sounds counterintuitive since they are the ones closest to their teams, but sometimes that
closeness hides performance issues. Sometimes managers will try to "manage around"
challenges. They will compensate for a low performer on a team whom everyone likes, and
unintentionally undermine team performance and place additional burdens on others. Or maybe
they will decide that a team member needs to be let go when, in fact, there are opportunities
elsewhere in the organization that are a better match for that person. HR can play a valuable and
impartial role in helping managers step back and assess whether their team is delivering what is
needed and has the support it needs to get the job done.

**Week6LilliaResponseJWI522.jpeg**

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**Week6RenaResponseJWI522.jpeg**

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**Week6JWI522Discussion.jpeg**

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– 1
– 2
– 3
– 4

November 5, 2026
[Solved] Reflective

✓ Verified Academic Solution Available

Executive Solution Overview

hw help – ## ReflectiveEssay.pdf **## ReflectiveEssay.pdf** What is your philosophy on how best to fix, change, or improve an organization? From your own experience, what kinds of factors do you feel may be most crucial in ensuring that your efforts to effect change in an organization produce positi…

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Assignment Prompt & Instructions

hw help

– ## ReflectiveEssay.pdf

**## ReflectiveEssay.pdf**

What is your philosophy on how best to fix, change, or improve an organization? From
your own experience, what kinds of factors do you feel may be most crucial in ensuring
that your efforts to effect change in an organization produce positive results rather than
proving inert?

Please write a standard essay to describe your current ideas on organization change,
along these lines. Organize the essay as you see fit, but without citations or references.

You may, perhaps, see the task of organization change in terms of a logical sequence of
events, such that the only variable factor is the willingness of all participants to do their
part. Alternatively, you may, perhaps, see organization change in political terms, or a
matter of negotation, or a question of motivation. Perhaps you have adopted a systems
view of organizations and now see organization change in very abstract terms. Maybe
you have adopted a theory about the reasons for failure in organization change.

Regardless of your perspective, write from the heart, in the sense of openly expressing
your thoughts on the subject. Then, upon completion, formalize and proofread your
work, as you must try to write correctly, precisely, and logically to enable me to provide
you substantive feedback on your writing (see below, under Purpose).

Ideas to Consider

Here are some ideas to consider. What are your assumptions as they relate to
organization change? What do leaders do that guarantees failure in the effort? What do
employees do to undermine the efforts of change agents? What do employees need
from leadership for their willingness to be a part of the change rather than going against
it? Have you experienced a successful or unsuccessful change effort? Do people really
hate to change how they work? Can organizations truly change, or is the prospect
simply unnatural? Many perspectives are available through which to approach this
essay topic.

Purpose of the Essay

The purpose of the essay is twofold. First, I want to establish a baseline in your thinking.
You may have taken other courses related to the topic of organization change or served
for years in positions of responsibility over some species of change, at some level.
Perhaps, contrarily, you have no such experience and have hardly considered these
questions until just now. At whatever point in your career and personal experience you
happen to find yourself in this sense, the learning process will benefit from your effort to
reflect consciously and palpably on the topic and communicate it with as much active
thought as possible.

Second, this essay will also serve as a medium through which to clarify my own
standards of grading, especially on the matter of mechanics and reasoning. You will
receive full credit for the essay if it meets the length criterion and is fully original. I will
deduct no points for defects of mechanics or reasoning, but I will provide summary
feedback on your writing. Therefore, to secure optimal value from this exercise, please
strive to write formally and correctly—even if you must first express your thoughts
informally and then sharpen your self-expression in the post-editing phase. Upon
completing your work, be sure to proofread it by rereading it in its entirety. Otherwise, I
will have wasted my own time by providing you my feedback on it.

This essay is a straight composition of 1,000 words, with a title at the top, followed by a
series of paragraphs. The essay should have no citations or references at the end. It
should have no title page or abstract. Just write correctly, originally, and sufficiently, and
be sure to proofread your work. Aside from these considerations, the exercise in
reflecting on your own theories and assumptions is an optimal basis for starting this
course.

**## ReflectiveEssay.pdf**

What is your philosophy on how best to fix, change, or improve an organization? From
your own experience, what kinds of factors do you feel may be most crucial in ensuring
that your efforts to effect change in an organization produce positive results rather than
proving inert?

Please write a standard essay to describe your current ideas on organization change,
along these lines. Organize the essay as you see fit, but without citations or references.

You may, perhaps, see the task of organization change in terms of a logical sequence of
events, such that the only variable factor is the willingness of all participants to do their
part. Alternatively, you may, perhaps, see organization change in political terms, or a
matter of negotation, or a question of motivation. Perhaps you have adopted a systems
view of organizations and now see organization change in very abstract terms. Maybe
you have adopted a theory about the reasons for failure in organization change.

Regardless of your perspective, write from the heart, in the sense of openly expressing
your thoughts on the subject. Then, upon completion, formalize and proofread your
work, as you must try to write correctly, precisely, and logically to enable me to provide
you substantive feedback on your writing (see below, under Purpose).

Ideas to Consider

Here are some ideas to consider. What are your assumptions as they relate to
organization change? What do leaders do that guarantees failure in the effort? What do
employees do to undermine the efforts of change agents? What do employees need
from leadership for their willingness to be a part of the change rather than going against
it? Have you experienced a successful or unsuccessful change effort? Do people really
hate to change how they work? Can organizations truly change, or is the prospect
simply unnatural? Many perspectives are available through which to approach this
essay topic.

Purpose of the Essay

The purpose of the essay is twofold. First, I want to establish a baseline in your thinking.
You may have taken other courses related to the topic of organization change or served
for years in positions of responsibility over some species of change, at some level.
Perhaps, contrarily, you have no such experience and have hardly considered these
questions until just now. At whatever point in your career and personal experience you
happen to find yourself in this sense, the learning process will benefit from your effort to
reflect consciously and palpably on the topic and communicate it with as much active
thought as possible.

Second, this essay will also serve as a medium through which to clarify my own
standards of grading, especially on the matter of mechanics and reasoning. You will
receive full credit for the essay if it meets the length criterion and is fully original. I will
deduct no points for defects of mechanics or reasoning, but I will provide summary
feedback on your writing. Therefore, to secure optimal value from this exercise, please
strive to write formally and correctly—even if you must first express your thoughts
informally and then sharpen your self-expression in the post-editing phase. Upon
completing your work, be sure to proofread it by rereading it in its entirety. Otherwise, I
will have wasted my own time by providing you my feedback on it.

This essay is a straight composition of 1,000 words, with a title at the top, followed by a
series of paragraphs. The essay should have no citations or references at the end. It
should have no title page or abstract. Just write correctly, originally, and sufficiently, and
be sure to proofread your work. Aside from these considerations, the exercise in
reflecting on your own theories and assumptions is an optimal basis for starting this
course.

November 5, 2026
[Solved] Impact plan

✓ Verified Academic Solution Available

Executive Solution Overview

– ## Module6Activityweek6.docx – ImpactPlan_Studentexample.docx – AppliedProjectStart-upGuide_v1_MS-OGL_051322-21-2.pdf **## Module6Activityweek6.docx** Module 6 Activity: Create an Impact Plan for your Applied Project · **Due** Tuesday by 11:59pm · **Points** 200 · **Submitting** a file upload …

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

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Have this question answered from scratch according to your specific instructions and deadline.
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Assignment Prompt & Instructions

– ## Module6Activityweek6.docx

– ImpactPlan_Studentexample.docx
– AppliedProjectStart-upGuide_v1_MS-OGL_051322-21-2.pdf

**## Module6Activityweek6.docx**

Module 6 Activity: Create an Impact Plan for your Applied Project

·
**Due** Tuesday by 11:59pm

·
**Points** 200

·
**Submitting** a file upload

·
**File Types** pdf, doc, docx, and rtf

**Instructions**

For this assignment, you will develop an impact plan for your applied project or thesis. Submit a 4 to 5 page impact plan following the instructions below.
**Please be sure to include each of the subheadings**.

Your applied project will study a problem of practice
**,** with the goal of creating a research-informed solution for that problem. The solution will be some form of deliverable. (See the examples in the
[MS-OGL start-up guide](https://asu.instructure.com/courses/225986/files/109998191?wrap=1)

, and please review
[this former OGL 550 student's example](https://asu.instructure.com/courses/225986/files/109998121?wrap=1)

.

**1. Challenge (aka "problem statement")**

· Describe the problem(s) or issue to be addressed

·
**Why** does this problem need to be solved? What are the consequences of
**not** solving it?

**2.  Project Context**

· Information about the organization or issue you are studying. Provide an overview of the organization, its history, and unit/division/site you will focus on

· Context: Describe the industry, sector, and other relevant information needed to situate your research in a broader context. Describe any trends (past, present, projected) related to your topic of interest

·
**External**: describe relevant operating environment/industry issues. You can use categories, data, and findings from your PESTLE analysis if helpful.

·
**Internal**: identify organizational factors relevant to the problem, such as team dynamics, culture, employee turnover, policies, structure, etc.

**3. Proposed Research Solution**

· How will your research respond to this challenge? What are you going to study? How are you going to study it?

· Describe the type of applied research you will do (e.g., cultural audit, SWOT analysis).

· Explain the rationale and methods for your approach. Why is this type of research the right approach for the problem you're studying?

· What type of data do you need to inform your project design (e.g., qualitative, quantitative).

· Where and how will you find that information needed? Describe the data sources you will use to get this information.

· Will you look at secondary/archival sources, such as organizational records, web documents, etc.?

· What concepts and theories can shed light on this problem (e.g., employee engagement, learning organization)?

**4. Summarize literature to justify your planned approach. What is known about the problem and potential solutions?**

· Provide 10 references in your literature review with appropriate in-text citations.

· For example, if you are doing a project to identify the need for leadership development training, you would examine and summarize literature supporting why leadership development training is valuable to an organization. You would also review articles on leadership development practices that have been used effectively in other organizations.

· Sources can include reputable industry publications, journal articles, industry research websites, etc. that help you to understand the topic and identify questions needing to be answered to solve the problem.

**5. Analytical methods**

· How will you analyze the data (e.g., pattern identification/thematic coding for qualitative; statistical analysis for quantitative, etc.)

**6. Beneficiaries**

· Who will benefit from or use your research? Describe the intended audience.

· What value will your research results bring to each beneficiary?

**7. Deliverable**

· What deliverable you will create (e.g., website, toolkit, handbook)?

**8. Envisioned Impact**

· How will your research and deliverable help to solve the problem(s)? List specific anticipated outcomes.

· Consider cultural, economic, educational, environmental, health, political, social, and technological benefits. See
[this website](https://libguides.library.cqu.edu.au/c.php?g=881139&p=6659585) for some ideas

**9. Ethical Considerations**

· Show how you will ensure that your research doesn't harm participants. Detail how you will first obtain their consent before engaging in the research. Explain how you will protect participants’ dignity and privacy

· Identify affiliations and funding sources that will support your research (if any). Declare any potential conflicts of interest.

· Explain how you will account for potential bias in your research design, data collection, and analysis.

· If you are considering collecting data from people or if you plan to publish your research, you will need IRB (Institutional Review Board)Links to an external site. approval to work with human subjects. Think about if your project has a realistic scope and timeline; Can your project be completed in 6-7 weeks? Is it realistic to apply for IRB approval, conduct interviews or distribute a survey, transcribe and analyze data, research secondary sources, and produce a deliverable in 6 weeks? Consider focusing on secondary sources in developing your project/deliverable to support a manageable timeline.

**10. Develop schedule/timeline specifying main project activities and when they will occur over the 7 week time frame of OGL593.**

· This section would list the major activities such as contact organizational representative, identify current training practices, identify gaps/training needs, identify client’s desired outcomes, research leadership development curricula, recommend training curriculum and sketch out what a pilot program might look like.

**10. Reflection [This will not be part of your final prospectus, it's only for this class]**

· State initial assumptions you are making about your project

· Identify project limitations (what is in the scope of this study, what will it not address)

· Summary of your background/experience knowledge that qualifies you for this project

· What excites you about this project? Why are you interested in the topic? How does it connect to your professional aspirations?

· What concerns do you have?

· Relate your project to at least
**two of the ideas we covered in this class**. What have you learned here these past few weeks that could be useful as you conduct your applied project?

**11. References**

· Include
**ten** supporting references, with in-text citations, to show where you drew information and ideas from. You can use APA formatting (e.g., in-text citations and a references page), footnotes, or endnotes.

**Technical:**

· Submit a 4-5 page single-spaced impact plan. One inch margins. Times New Roman font.

· Ideally, your format and style will mirror that of your applied project organization (e.g., colors, font, tone). Or you can use your own branding template if you have a consulting practice (e.g., McKinsey, Bain & Co., Deloitte).

· Please include 10 references, cited consistently and appropriately (e.g., APA, MLA) throughout your document. Include a references list at the end of the document that follows your formatting style (e.g., APA, MLA).

Rubric

**ImpactPlan_Studentexample.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/impactplan-studentexample-docx)

**AppliedProjectStart-upGuide_v1_MS-OGL_051322-21-2.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appliedprojectstart-upguide-v1-ms-ogl-051322-21-2-pdf)

**AppliedProjectStart-upGuide_v1_MS-OGL_051322-21-2.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appliedprojectstart-upguide-v1-ms-ogl-051322-21-2-pdf)

**## Module6Activityweek6.docx**

Module 6 Activity: Create an Impact Plan for your Applied Project

·
**Due** Tuesday by 11:59pm

·
**Points** 200

·
**Submitting** a file upload

·
**File Types** pdf, doc, docx, and rtf

**Instructions**

For this assignment, you will develop an impact plan for your applied project or thesis. Submit a 4 to 5 page impact plan following the instructions below.
**Please be sure to include each of the subheadings**.

Your applied project will study a problem of practice
**,** with the goal of creating a research-informed solution for that problem. The solution will be some form of deliverable. (See the examples in the
[MS-OGL start-up guide](https://asu.instructure.com/courses/225986/files/109998191?wrap=1)

, and please review
[this former OGL 550 student's example](https://asu.instructure.com/courses/225986/files/109998121?wrap=1)

.

**1. Challenge (aka "problem statement")**

· Describe the problem(s) or issue to be addressed

·
**Why** does this problem need to be solved? What are the consequences of
**not** solving it?

**2.  Project Context**

· Information about the organization or issue you are studying. Provide an overview of the organization, its history, and unit/division/site you will focus on

· Context: Describe the industry, sector, and other relevant information needed to situate your research in a broader context. Describe any trends (past, present, projected) related to your topic of interest

·
**External**: describe relevant operating environment/industry issues. You can use categories, data, and findings from your PESTLE analysis if helpful.

·
**Internal**: identify organizational factors relevant to the problem, such as team dynamics, culture, employee turnover, policies, structure, etc.

**3. Proposed Research Solution**

· How will your research respond to this challenge? What are you going to study? How are you going to study it?

· Describe the type of applied research you will do (e.g., cultural audit, SWOT analysis).

· Explain the rationale and methods for your approach. Why is this type of research the right approach for the problem you're studying?

· What type of data do you need to inform your project design (e.g., qualitative, quantitative).

· Where and how will you find that information needed? Describe the data sources you will use to get this information.

· Will you look at secondary/archival sources, such as organizational records, web documents, etc.?

· What concepts and theories can shed light on this problem (e.g., employee engagement, learning organization)?

**4. Summarize literature to justify your planned approach. What is known about the problem and potential solutions?**

· Provide 10 references in your literature review with appropriate in-text citations.

· For example, if you are doing a project to identify the need for leadership development training, you would examine and summarize literature supporting why leadership development training is valuable to an organization. You would also review articles on leadership development practices that have been used effectively in other organizations.

· Sources can include reputable industry publications, journal articles, industry research websites, etc. that help you to understand the topic and identify questions needing to be answered to solve the problem.

**5. Analytical methods**

· How will you analyze the data (e.g., pattern identification/thematic coding for qualitative; statistical analysis for quantitative, etc.)

**6. Beneficiaries**

· Who will benefit from or use your research? Describe the intended audience.

· What value will your research results bring to each beneficiary?

**7. Deliverable**

· What deliverable you will create (e.g., website, toolkit, handbook)?

**8. Envisioned Impact**

· How will your research and deliverable help to solve the problem(s)? List specific anticipated outcomes.

· Consider cultural, economic, educational, environmental, health, political, social, and technological benefits. See
[this website](https://libguides.library.cqu.edu.au/c.php?g=881139&p=6659585) for some ideas

**9. Ethical Considerations**

· Show how you will ensure that your research doesn't harm participants. Detail how you will first obtain their consent before engaging in the research. Explain how you will protect participants’ dignity and privacy

· Identify affiliations and funding sources that will support your research (if any). Declare any potential conflicts of interest.

· Explain how you will account for potential bias in your research design, data collection, and analysis.

· If you are considering collecting data from people or if you plan to publish your research, you will need IRB (Institutional Review Board)Links to an external site. approval to work with human subjects. Think about if your project has a realistic scope and timeline; Can your project be completed in 6-7 weeks? Is it realistic to apply for IRB approval, conduct interviews or distribute a survey, transcribe and analyze data, research secondary sources, and produce a deliverable in 6 weeks? Consider focusing on secondary sources in developing your project/deliverable to support a manageable timeline.

**10. Develop schedule/timeline specifying main project activities and when they will occur over the 7 week time frame of OGL593.**

· This section would list the major activities such as contact organizational representative, identify current training practices, identify gaps/training needs, identify client’s desired outcomes, research leadership development curricula, recommend training curriculum and sketch out what a pilot program might look like.

**10. Reflection [This will not be part of your final prospectus, it's only for this class]**

· State initial assumptions you are making about your project

· Identify project limitations (what is in the scope of this study, what will it not address)

· Summary of your background/experience knowledge that qualifies you for this project

· What excites you about this project? Why are you interested in the topic? How does it connect to your professional aspirations?

· What concerns do you have?

· Relate your project to at least
**two of the ideas we covered in this class**. What have you learned here these past few weeks that could be useful as you conduct your applied project?

**11. References**

· Include
**ten** supporting references, with in-text citations, to show where you drew information and ideas from. You can use APA formatting (e.g., in-text citations and a references page), footnotes, or endnotes.

**Technical:**

· Submit a 4-5 page single-spaced impact plan. One inch margins. Times New Roman font.

· Ideally, your format and style will mirror that of your applied project organization (e.g., colors, font, tone). Or you can use your own branding template if you have a consulting practice (e.g., McKinsey, Bain & Co., Deloitte).

· Please include 10 references, cited consistently and appropriately (e.g., APA, MLA) throughout your document. Include a references list at the end of the document that follows your formatting style (e.g., APA, MLA).

Rubric

**ImpactPlan_Studentexample.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/impactplan-studentexample-docx)

**AppliedProjectStart-upGuide_v1_MS-OGL_051322-21-2.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appliedprojectstart-upguide-v1-ms-ogl-051322-21-2-pdf)

**## Module6Activityweek6.docx**

Module 6 Activity: Create an Impact Plan for your Applied Project

·
**Due** Tuesday by 11:59pm

·
**Points** 200

·
**Submitting** a file upload

·
**File Types** pdf, doc, docx, and rtf

**Instructions**

For this assignment, you will develop an impact plan for your applied project or thesis. Submit a 4 to 5 page impact plan following the instructions below.
**Please be sure to include each of the subheadings**.

Your applied project will study a problem of practice
**,** with the goal of creating a research-informed solution for that problem. The solution will be some form of deliverable. (See the examples in the
[MS-OGL start-up guide](https://asu.instructure.com/courses/225986/files/109998191?wrap=1)

, and please review
[this former OGL 550 student's example](https://asu.instructure.com/courses/225986/files/109998121?wrap=1)

.

**1. Challenge (aka "problem statement")**

· Describe the problem(s) or issue to be addressed

·
**Why** does this problem need to be solved? What are the consequences of
**not** solving it?

**2.  Project Context**

· Information about the organization or issue you are studying. Provide an overview of the organization, its history, and unit/division/site you will focus on

· Context: Describe the industry, sector, and other relevant information needed to situate your research in a broader context. Describe any trends (past, present, projected) related to your topic of interest

·
**External**: describe relevant operating environment/industry issues. You can use categories, data, and findings from your PESTLE analysis if helpful.

·
**Internal**: identify organizational factors relevant to the problem, such as team dynamics, culture, employee turnover, policies, structure, etc.

**3. Proposed Research Solution**

· How will your research respond to this challenge? What are you going to study? How are you going to study it?

· Describe the type of applied research you will do (e.g., cultural audit, SWOT analysis).

· Explain the rationale and methods for your approach. Why is this type of research the right approach for the problem you're studying?

· What type of data do you need to inform your project design (e.g., qualitative, quantitative).

· Where and how will you find that information needed? Describe the data sources you will use to get this information.

· Will you look at secondary/archival sources, such as organizational records, web documents, etc.?

· What concepts and theories can shed light on this problem (e.g., employee engagement, learning organization)?

**4. Summarize literature to justify your planned approach. What is known about the problem and potential solutions?**

· Provide 10 references in your literature review with appropriate in-text citations.

· For example, if you are doing a project to identify the need for leadership development training, you would examine and summarize literature supporting why leadership development training is valuable to an organization. You would also review articles on leadership development practices that have been used effectively in other organizations.

· Sources can include reputable industry publications, journal articles, industry research websites, etc. that help you to understand the topic and identify questions needing to be answered to solve the problem.

**5. Analytical methods**

· How will you analyze the data (e.g., pattern identification/thematic coding for qualitative; statistical analysis for quantitative, etc.)

**6. Beneficiaries**

· Who will benefit from or use your research? Describe the intended audience.

· What value will your research results bring to each beneficiary?

**7. Deliverable**

· What deliverable you will create (e.g., website, toolkit, handbook)?

**8. Envisioned Impact**

· How will your research and deliverable help to solve the problem(s)? List specific anticipated outcomes.

· Consider cultural, economic, educational, environmental, health, political, social, and technological benefits. See
[this website](https://libguides.library.cqu.edu.au/c.php?g=881139&p=6659585) for some ideas

**9. Ethical Considerations**

· Show how you will ensure that your research doesn't harm participants. Detail how you will first obtain their consent before engaging in the research. Explain how you will protect participants’ dignity and privacy

· Identify affiliations and funding sources that will support your research (if any). Declare any potential conflicts of interest.

· Explain how you will account for potential bias in your research design, data collection, and analysis.

· If you are considering collecting data from people or if you plan to publish your research, you will need IRB (Institutional Review Board)Links to an external site. approval to work with human subjects. Think about if your project has a realistic scope and timeline; Can your project be completed in 6-7 weeks? Is it realistic to apply for IRB approval, conduct interviews or distribute a survey, transcribe and analyze data, research secondary sources, and produce a deliverable in 6 weeks? Consider focusing on secondary sources in developing your project/deliverable to support a manageable timeline.

**10. Develop schedule/timeline specifying main project activities and when they will occur over the 7 week time frame of OGL593.**

· This section would list the major activities such as contact organizational representative, identify current training practices, identify gaps/training needs, identify client’s desired outcomes, research leadership development curricula, recommend training curriculum and sketch out what a pilot program might look like.

**10. Reflection [This will not be part of your final prospectus, it's only for this class]**

· State initial assumptions you are making about your project

· Identify project limitations (what is in the scope of this study, what will it not address)

· Summary of your background/experience knowledge that qualifies you for this project

· What excites you about this project? Why are you interested in the topic? How does it connect to your professional aspirations?

· What concerns do you have?

· Relate your project to at least
**two of the ideas we covered in this class**. What have you learned here these past few weeks that could be useful as you conduct your applied project?

**11. References**

· Include
**ten** supporting references, with in-text citations, to show where you drew information and ideas from. You can use APA formatting (e.g., in-text citations and a references page), footnotes, or endnotes.

**Technical:**

· Submit a 4-5 page single-spaced impact plan. One inch margins. Times New Roman font.

· Ideally, your format and style will mirror that of your applied project organization (e.g., colors, font, tone). Or you can use your own branding template if you have a consulting practice (e.g., McKinsey, Bain & Co., Deloitte).

· Please include 10 references, cited consistently and appropriately (e.g., APA, MLA) throughout your document. Include a references list at the end of the document that follows your formatting style (e.g., APA, MLA).

Rubric

**ImpactPlan_Studentexample.docx**

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**AppliedProjectStart-upGuide_v1_MS-OGL_051322-21-2.pdf**

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– 1
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November 5, 2026
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I need your help – ## Charter.docx – ## JWI_522_Assignment_2_1246.pdf – RenaWeek5ResponseJWI522.jpeg – FlorentineWeek5ResponseJWI522.jpeg – Week5DiscussionJWI522.jpeg – JWI_522_W5_Lecture_1192.pdf – W17429-PDF-ENG.pdf – Netflix_Culture_Deck.pdf – PWC-preparing-for-tomorrows-workforce-today…

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– ## Charter.docx

– ## JWI_522_Assignment_2_1246.pdf

– RenaWeek5ResponseJWI522.jpeg
– FlorentineWeek5ResponseJWI522.jpeg
– Week5DiscussionJWI522.jpeg
– JWI_522_W5_Lecture_1192.pdf
– W17429-PDF-ENG.pdf
– Netflix_Culture_Deck.pdf
– PWC-preparing-for-tomorrows-workforce-today.pdf

**## Charter.docx**

_What strategy will you use to ensure that all team members are contributing and collaborating appropriately? Describe the communication strategy you will use if a team member is not contributing and collaborating effectively. How will the team manage conflicts between team members?_

_What do you, as a team, agree will make this team experience different from past team experiences?_

**## JWI_522_Assignment_2_1246.pdf**

JWI 522: Strategic Partnering with the C-Suite
Assignment 2

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University. This
document is subject to change based on the needs of the class.

JWI 522 – Assignment 2 (1246) Page 1 of 3

Assignment 2: Case Study
Using Data to Build a Stronger Workforce
Due: Monday, 9:00 am (eastern), Week 6 (Weight: 25%)

Overview

C-Suite leaders rely on data to drive decisions. However, many HR professionals come from “non-quant”
backgrounds that leave them feeling less than confident when it comes to understanding the numbers and
using data to evaluate and communicate critical HR initiatives. Like it or not, having a seat at the table
requires that you can speak with data.

The good news is that you do not need to be a financial or data-analytics expert. You do, however, need to
be able to ask the right questions when the numbers are put in front of you and you need to be able to
identify the trends and patterns to successfully manage talent. If you cannot do this, there is a strong
possibility you will not be a part of “real” business conversations.

This assignment presents you with an opportunity to explore how data can be used to make more effective
talent-management decisions. By developing these skills, you will be better equipped to challenge
assumptions and to create effective hiring and compensation models. Since we can never have complete
data, our decision-making process must acknowledge what we know and what we don't know. Even with
incomplete data, however, our actions must be reasonable, given the time frame and resources we have.
Additionally, any actions we recommend must include a clear understanding of how success will be
measured, so as to indicate the anticipated return on investment (ROI).

Instructions

For this assignment, you will write a paper based on the case study, Agoda: People Analytics and
Business Culture. In your paper, you will analyze the data and provide a recommendation for action. Your
paper must address the following topics: the challenges and opportunity; the data that is known and
unknown; the culture of the organization; and how data can be leveraged to support a plan of action.

Use the outline below to organize your paper:

1. Executive Summary

An executive summary is a brief synopsis of a paper or report. It is a helpful tool that allows
readers to get a snapshot of what will be discussed in the paper. Your Executive Summary
should not include detailed information, but simply present an overview of your position.

2. Data and Culture

a. What are the data collection/analysis tools being considered in the case?

i. How might they improve the way talent is managed?

ii. What drawbacks or dangers are presented?

JWI 522: Strategic Partnering with the C-Suite
Assignment 2

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University. This
document is subject to change based on the needs of the class.

JWI 522 – Assignment 2 (1246) Page 2 of 3

b. How might the need for transparency and actionable data create a negative
environment? What are some unintended consequences the data might lead to? Think in
particular about the need for privacy.

3. Data Analysis

a. What does the data in Exhibit 2 tell us? Which team has the highest correlation between
performance and compensation? Explain.

b. What does the data in Exhibit 3 tell us about where we may want to focus our personnel
development efforts? Explain.

c. What other insights could be helpful to Agoda that are not addressed in the case?

i. What data would you need to identify these insights?

ii. How could this data be collected in an accurate and cost-effective way?

4. Recommendation
a. What are Allen’s key issues going forward?

i. What role does Agoda’s culture play in each of these issues?

ii. What previous findings or experiences related to these issues are conveyed in
the case?

b. What advice would you offer him?

c. How will the success of the recommendations be assessed? Be specific about:

i. What cost assumptions need to be included?

ii. How should ROI be measured?

d. Summarize the main steps of your action plan to support your recommendation to Allen.

Formatting Requirements

• Uses a double-spaced, professional font (Times New Roman or Arial), 10-12 font size, with one-
inch margins on all sides

• Includes a Cover Page with the title of the assignment, the student’s name, the professor’s name,
course title, and date

• Headings are used to identify main topics and subtopics

• The assignment is written in a formal manner, with correct spelling and grammar

• References are included and provide appropriate information that enables the reader to locate the
original source

• Citations and references must follow the formatting instructions found in the JWMI Writing
Standards Guide

JWI 522: Strategic Partnering with the C-Suite
Assignment 2

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University. This
document is subject to change based on the needs of the class.

JWI 522 – Assignment 2 (1246) Page 3 of 3

Rubric: Assignment 2

Criteria

Honors High Pass Pass Low Pass Unsatisfactory

1. Executive
Summary

Weight: 10%

Met HP criteria
plus displayed
an engaging
style that
hooks the
reader.

Executive
summary
provided
excellent
synopsis of the
paper.

Executive
summary
provided basic
synopsis of the
paper.

Executive
summary covered
main points, but
was disorganized
or overly detailed.

Executive
summary was
missing or off-
topic.

2. Data and
Culture

Weight:15%

Met HP criteria
plus added
significant
relevant insight
from outside
sources.

Response
provided
complete and
well-reasoned
treatment of both
questions using
data from the
case.

Provided basic
response to both
questions, but
lacked sufficient
exploration of key
themes.

Response
adequately
addressed only
one of the two
main questions.

Response was
missing,
inaccurate or off-
topic.

3. Data Analysis

Weight: 40%

Met HP criteria
plus added
significant
relevant
insight from
outside
sources.

Submitted a
complete and
well-reasoned
treatment of three
questions using
data from the
case.

Submitted a
complete and
accurate
response for two
questions, but
lacked sufficient
exploration of
main themes.

Submitted a
complete and
accurate
response for one
of the questions.

Did not submit an
adequate
response for any
of the data
analysis
questions.

4. Make a Sound
Recommendati
on

Weight: 20%

Recommendation
demonstrated
exceptional
insight and
included detailed
calculations of
ROI
considerations
and action plan.

Recommendation
was well-
reasoned and
grounded in data
and included
accurate detail on
ROI or action
steps.

Recommendation
was well-
reasoned and
grounded in data,
but lacked
sufficient detail on
ROI or action
steps.

Recommendation
was basic and
lacked sufficient
detail on ROI and
action steps.

Recommendation
was missing or
did not connect
to data, and the
objectives of
stakeholders.

5. Organization
and Writing
Conventions

Weight: 15%

Met all HP
criteria plus
demonstrated
a particularly
engaging style
and structure
that elevates
the paper to
an exemplary
level.

Paper was error-
free, well-
organized and
easy to follow.

Paper contained
minor
grammatical
errors or only
minor
organizational
shortcomings.

Paper displayed
minor
grammatical
errors, logic and
flow were good,
but basic.

Paper displayed
significant
grammatical
errors; logic and
flow were
inconsistent and
difficult to follow.

**RenaWeek5ResponseJWI522.jpeg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/renaweek5responsejwi522-jpeg)

**FlorentineWeek5ResponseJWI522.jpeg**

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**Week5DiscussionJWI522.jpeg**

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**JWI_522_W5_Lecture_1192.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/jwi-522-w5-lecture-1192-pdf-10367323)

**W17429-PDF-ENG.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/w17429-pdf-eng-pdf)

**Netflix_Culture_Deck.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/netflix-culture-deck-pdf-10367321)

**PWC-preparing-for-tomorrows-workforce-today.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/pwc-preparing-for-tomorrows-workforce-today-pdf)

**PWC-preparing-for-tomorrows-workforce-today.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/pwc-preparing-for-tomorrows-workforce-today-pdf)

**## Charter.docx**

_What strategy will you use to ensure that all team members are contributing and collaborating appropriately? Describe the communication strategy you will use if a team member is not contributing and collaborating effectively. How will the team manage conflicts between team members?_

_What do you, as a team, agree will make this team experience different from past team experiences?_

**## JWI_522_Assignment_2_1246.pdf**

JWI 522: Strategic Partnering with the C-Suite
Assignment 2

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University. This
document is subject to change based on the needs of the class.

JWI 522 – Assignment 2 (1246) Page 1 of 3

Assignment 2: Case Study
Using Data to Build a Stronger Workforce
Due: Monday, 9:00 am (eastern), Week 6 (Weight: 25%)

Overview

C-Suite leaders rely on data to drive decisions. However, many HR professionals come from “non-quant”
backgrounds that leave them feeling less than confident when it comes to understanding the numbers and
using data to evaluate and communicate critical HR initiatives. Like it or not, having a seat at the table
requires that you can speak with data.

The good news is that you do not need to be a financial or data-analytics expert. You do, however, need to
be able to ask the right questions when the numbers are put in front of you and you need to be able to
identify the trends and patterns to successfully manage talent. If you cannot do this, there is a strong
possibility you will not be a part of “real” business conversations.

This assignment presents you with an opportunity to explore how data can be used to make more effective
talent-management decisions. By developing these skills, you will be better equipped to challenge
assumptions and to create effective hiring and compensation models. Since we can never have complete
data, our decision-making process must acknowledge what we know and what we don't know. Even with
incomplete data, however, our actions must be reasonable, given the time frame and resources we have.
Additionally, any actions we recommend must include a clear understanding of how success will be
measured, so as to indicate the anticipated return on investment (ROI).

Instructions

For this assignment, you will write a paper based on the case study, Agoda: People Analytics and
Business Culture. In your paper, you will analyze the data and provide a recommendation for action. Your
paper must address the following topics: the challenges and opportunity; the data that is known and
unknown; the culture of the organization; and how data can be leveraged to support a plan of action.

Use the outline below to organize your paper:

1. Executive Summary

An executive summary is a brief synopsis of a paper or report. It is a helpful tool that allows
readers to get a snapshot of what will be discussed in the paper. Your Executive Summary
should not include detailed information, but simply present an overview of your position.

2. Data and Culture

a. What are the data collection/analysis tools being considered in the case?

i. How might they improve the way talent is managed?

ii. What drawbacks or dangers are presented?

JWI 522: Strategic Partnering with the C-Suite
Assignment 2

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University. This
document is subject to change based on the needs of the class.

JWI 522 – Assignment 2 (1246) Page 2 of 3

b. How might the need for transparency and actionable data create a negative
environment? What are some unintended consequences the data might lead to? Think in
particular about the need for privacy.

3. Data Analysis

a. What does the data in Exhibit 2 tell us? Which team has the highest correlation between
performance and compensation? Explain.

b. What does the data in Exhibit 3 tell us about where we may want to focus our personnel
development efforts? Explain.

c. What other insights could be helpful to Agoda that are not addressed in the case?

i. What data would you need to identify these insights?

ii. How could this data be collected in an accurate and cost-effective way?

4. Recommendation
a. What are Allen’s key issues going forward?

i. What role does Agoda’s culture play in each of these issues?

ii. What previous findings or experiences related to these issues are conveyed in
the case?

b. What advice would you offer him?

c. How will the success of the recommendations be assessed? Be specific about:

i. What cost assumptions need to be included?

ii. How should ROI be measured?

d. Summarize the main steps of your action plan to support your recommendation to Allen.

Formatting Requirements

• Uses a double-spaced, professional font (Times New Roman or Arial), 10-12 font size, with one-
inch margins on all sides

• Includes a Cover Page with the title of the assignment, the student’s name, the professor’s name,
course title, and date

• Headings are used to identify main topics and subtopics

• The assignment is written in a formal manner, with correct spelling and grammar

• References are included and provide appropriate information that enables the reader to locate the
original source

• Citations and references must follow the formatting instructions found in the JWMI Writing
Standards Guide

JWI 522: Strategic Partnering with the C-Suite
Assignment 2

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University. This
document is subject to change based on the needs of the class.

JWI 522 – Assignment 2 (1246) Page 3 of 3

Rubric: Assignment 2

Criteria

Honors High Pass Pass Low Pass Unsatisfactory

1. Executive
Summary

Weight: 10%

Met HP criteria
plus displayed
an engaging
style that
hooks the
reader.

Executive
summary
provided
excellent
synopsis of the
paper.

Executive
summary
provided basic
synopsis of the
paper.

Executive
summary covered
main points, but
was disorganized
or overly detailed.

Executive
summary was
missing or off-
topic.

2. Data and
Culture

Weight:15%

Met HP criteria
plus added
significant
relevant insight
from outside
sources.

Response
provided
complete and
well-reasoned
treatment of both
questions using
data from the
case.

Provided basic
response to both
questions, but
lacked sufficient
exploration of key
themes.

Response
adequately
addressed only
one of the two
main questions.

Response was
missing,
inaccurate or off-
topic.

3. Data Analysis

Weight: 40%

Met HP criteria
plus added
significant
relevant
insight from
outside
sources.

Submitted a
complete and
well-reasoned
treatment of three
questions using
data from the
case.

Submitted a
complete and
accurate
response for two
questions, but
lacked sufficient
exploration of
main themes.

Submitted a
complete and
accurate
response for one
of the questions.

Did not submit an
adequate
response for any
of the data
analysis
questions.

4. Make a Sound
Recommendati
on

Weight: 20%

Recommendation
demonstrated
exceptional
insight and
included detailed
calculations of
ROI
considerations
and action plan.

Recommendation
was well-
reasoned and
grounded in data
and included
accurate detail on
ROI or action
steps.

Recommendation
was well-
reasoned and
grounded in data,
but lacked
sufficient detail on
ROI or action
steps.

Recommendation
was basic and
lacked sufficient
detail on ROI and
action steps.

Recommendation
was missing or
did not connect
to data, and the
objectives of
stakeholders.

5. Organization
and Writing
Conventions

Weight: 15%

Met all HP
criteria plus
demonstrated
a particularly
engaging style
and structure
that elevates
the paper to
an exemplary
level.

Paper was error-
free, well-
organized and
easy to follow.

Paper contained
minor
grammatical
errors or only
minor
organizational
shortcomings.

Paper displayed
minor
grammatical
errors, logic and
flow were good,
but basic.

Paper displayed
significant
grammatical
errors; logic and
flow were
inconsistent and
difficult to follow.

**RenaWeek5ResponseJWI522.jpeg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/renaweek5responsejwi522-jpeg)

**FlorentineWeek5ResponseJWI522.jpeg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/florentineweek5responsejwi522-jpeg)

**Week5DiscussionJWI522.jpeg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week5discussionjwi522-jpeg)

**JWI_522_W5_Lecture_1192.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/jwi-522-w5-lecture-1192-pdf-10367323)

**W17429-PDF-ENG.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/w17429-pdf-eng-pdf)

**Netflix_Culture_Deck.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/netflix-culture-deck-pdf-10367321)

**PWC-preparing-for-tomorrows-workforce-today.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/pwc-preparing-for-tomorrows-workforce-today-pdf)

**## Charter.docx**

_What strategy will you use to ensure that all team members are contributing and collaborating appropriately? Describe the communication strategy you will use if a team member is not contributing and collaborating effectively. How will the team manage conflicts between team members?_

_What do you, as a team, agree will make this team experience different from past team experiences?_

**## JWI_522_Assignment_2_1246.pdf**

JWI 522: Strategic Partnering with the C-Suite
Assignment 2

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University. This
document is subject to change based on the needs of the class.

JWI 522 – Assignment 2 (1246) Page 1 of 3

Assignment 2: Case Study
Using Data to Build a Stronger Workforce
Due: Monday, 9:00 am (eastern), Week 6 (Weight: 25%)

Overview

C-Suite leaders rely on data to drive decisions. However, many HR professionals come from “non-quant”
backgrounds that leave them feeling less than confident when it comes to understanding the numbers and
using data to evaluate and communicate critical HR initiatives. Like it or not, having a seat at the table
requires that you can speak with data.

The good news is that you do not need to be a financial or data-analytics expert. You do, however, need to
be able to ask the right questions when the numbers are put in front of you and you need to be able to
identify the trends and patterns to successfully manage talent. If you cannot do this, there is a strong
possibility you will not be a part of “real” business conversations.

This assignment presents you with an opportunity to explore how data can be used to make more effective
talent-management decisions. By developing these skills, you will be better equipped to challenge
assumptions and to create effective hiring and compensation models. Since we can never have complete
data, our decision-making process must acknowledge what we know and what we don't know. Even with
incomplete data, however, our actions must be reasonable, given the time frame and resources we have.
Additionally, any actions we recommend must include a clear understanding of how success will be
measured, so as to indicate the anticipated return on investment (ROI).

Instructions

For this assignment, you will write a paper based on the case study, Agoda: People Analytics and
Business Culture. In your paper, you will analyze the data and provide a recommendation for action. Your
paper must address the following topics: the challenges and opportunity; the data that is known and
unknown; the culture of the organization; and how data can be leveraged to support a plan of action.

Use the outline below to organize your paper:

1. Executive Summary

An executive summary is a brief synopsis of a paper or report. It is a helpful tool that allows
readers to get a snapshot of what will be discussed in the paper. Your Executive Summary
should not include detailed information, but simply present an overview of your position.

2. Data and Culture

a. What are the data collection/analysis tools being considered in the case?

i. How might they improve the way talent is managed?

ii. What drawbacks or dangers are presented?

JWI 522: Strategic Partnering with the C-Suite
Assignment 2

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University. This
document is subject to change based on the needs of the class.

JWI 522 – Assignment 2 (1246) Page 2 of 3

b. How might the need for transparency and actionable data create a negative
environment? What are some unintended consequences the data might lead to? Think in
particular about the need for privacy.

3. Data Analysis

a. What does the data in Exhibit 2 tell us? Which team has the highest correlation between
performance and compensation? Explain.

b. What does the data in Exhibit 3 tell us about where we may want to focus our personnel
development efforts? Explain.

c. What other insights could be helpful to Agoda that are not addressed in the case?

i. What data would you need to identify these insights?

ii. How could this data be collected in an accurate and cost-effective way?

4. Recommendation
a. What are Allen’s key issues going forward?

i. What role does Agoda’s culture play in each of these issues?

ii. What previous findings or experiences related to these issues are conveyed in
the case?

b. What advice would you offer him?

c. How will the success of the recommendations be assessed? Be specific about:

i. What cost assumptions need to be included?

ii. How should ROI be measured?

d. Summarize the main steps of your action plan to support your recommendation to Allen.

Formatting Requirements

• Uses a double-spaced, professional font (Times New Roman or Arial), 10-12 font size, with one-
inch margins on all sides

• Includes a Cover Page with the title of the assignment, the student’s name, the professor’s name,
course title, and date

• Headings are used to identify main topics and subtopics

• The assignment is written in a formal manner, with correct spelling and grammar

• References are included and provide appropriate information that enables the reader to locate the
original source

• Citations and references must follow the formatting instructions found in the JWMI Writing
Standards Guide

JWI 522: Strategic Partnering with the C-Suite
Assignment 2

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University. This
document is subject to change based on the needs of the class.

JWI 522 – Assignment 2 (1246) Page 3 of 3

Rubric: Assignment 2

Criteria

Honors High Pass Pass Low Pass Unsatisfactory

1. Executive
Summary

Weight: 10%

Met HP criteria
plus displayed
an engaging
style that
hooks the
reader.

Executive
summary
provided
excellent
synopsis of the
paper.

Executive
summary
provided basic
synopsis of the
paper.

Executive
summary covered
main points, but
was disorganized
or overly detailed.

Executive
summary was
missing or off-
topic.

2. Data and
Culture

Weight:15%

Met HP criteria
plus added
significant
relevant insight
from outside
sources.

Response
provided
complete and
well-reasoned
treatment of both
questions using
data from the
case.

Provided basic
response to both
questions, but
lacked sufficient
exploration of key
themes.

Response
adequately
addressed only
one of the two
main questions.

Response was
missing,
inaccurate or off-
topic.

3. Data Analysis

Weight: 40%

Met HP criteria
plus added
significant
relevant
insight from
outside
sources.

Submitted a
complete and
well-reasoned
treatment of three
questions using
data from the
case.

Submitted a
complete and
accurate
response for two
questions, but
lacked sufficient
exploration of
main themes.

Submitted a
complete and
accurate
response for one
of the questions.

Did not submit an
adequate
response for any
of the data
analysis
questions.

4. Make a Sound
Recommendati
on

Weight: 20%

Recommendation
demonstrated
exceptional
insight and
included detailed
calculations of
ROI
considerations
and action plan.

Recommendation
was well-
reasoned and
grounded in data
and included
accurate detail on
ROI or action
steps.

Recommendation
was well-
reasoned and
grounded in data,
but lacked
sufficient detail on
ROI or action
steps.

Recommendation
was basic and
lacked sufficient
detail on ROI and
action steps.

Recommendation
was missing or
did not connect
to data, and the
objectives of
stakeholders.

5. Organization
and Writing
Conventions

Weight: 15%

Met all HP
criteria plus
demonstrated
a particularly
engaging style
and structure
that elevates
the paper to
an exemplary
level.

Paper was error-
free, well-
organized and
easy to follow.

Paper contained
minor
grammatical
errors or only
minor
organizational
shortcomings.

Paper displayed
minor
grammatical
errors, logic and
flow were good,
but basic.

Paper displayed
significant
grammatical
errors; logic and
flow were
inconsistent and
difficult to follow.

**RenaWeek5ResponseJWI522.jpeg**

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**FlorentineWeek5ResponseJWI522.jpeg**

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**Week5DiscussionJWI522.jpeg**

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**JWI_522_W5_Lecture_1192.pdf**

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**W17429-PDF-ENG.pdf**

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**Netflix_Culture_Deck.pdf**

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**PWC-preparing-for-tomorrows-workforce-today.pdf**

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– 1
– 2
– 3
– 4
– 5
– 6
– 7
– 8
– 9

November 5, 2026
[Solved] Case Study 19

✓ Verified Academic Solution Available

Executive Solution Overview

Hill, C. (2019). Strategic Management: Theory & Cases: An Integrated Approach (13th ed.). Cengage Learning US. https://ambassadored.vitalsource.com/books/9798214353487 Case 19 from this book Took notes and put on Word document as well or can look up from this book to complete assignment \ Unit6BUS4…

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

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Assignment Prompt & Instructions

Hill, C. (2019). Strategic Management: Theory & Cases: An Integrated Approach (13th ed.). Cengage Learning US. https://ambassadored.vitalsource.com/books/9798214353487
Case 19 from this book
Took notes and put on Word document as well or can look up from this book to complete assignment
\
Unit6BUS411.pdf](https://www.sweetstudy.com/files/unit6bus411-pdf "Unit6BUS411.pdf")
\
CaseStudy19.docx](https://www.sweetstudy.com/files/casestudy19-docx-10367011 "CaseStudy19.docx")

November 5, 2026
[Solved] Module 5 reaction 2

✓ Verified Academic Solution Available

Executive Solution Overview

– ## BarrettPeterson2000_AppreciativeInquiryCompetencies.pdf – ## Mod5ReactionPaper2.docx – ## OGL550_Module5_FluxTransformationLens.pdf – StrategicLeadership_HBR.pdf – 1Balogun2001_LeadingOrganizationalChange.pdf – Openo2016_AppreciativeInquiryOrgChange.pdf – Galli2018_FiveModelsOfChange_Co…

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$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

– ## BarrettPeterson2000_AppreciativeInquiryCompetencies.pdf

– ## Mod5ReactionPaper2.docx

– ## OGL550_Module5_FluxTransformationLens.pdf

– StrategicLeadership_HBR.pdf
– 1Balogun2001_LeadingOrganizationalChange.pdf
– Openo2016_AppreciativeInquiryOrgChange.pdf
– Galli2018_FiveModelsOfChange_ComparativeAnalysisConcerns.pdf
– Phoenix_OrgDevelopmentJobDescriptions_March2020.pdf

**## BarrettPeterson2000_AppreciativeInquiryCompetencies.pdf**

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

Appreciative learning cultures: Developing competencies for global organizing
Barrett, Frank J;Peterson, Rick
Organization Development Journal; Summer 2000; 18, 2; ABI/INFORM Collection
pg. 10

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

**## Mod5ReactionPaper2.docx**

Mod 5 Reaction Paper2 (an article)

·
**Due** Sunday by 11:59pm

·
**Points** 30

**Read all the required articles on** [**the MODULE 5 Learning Materials page, then**](https://asu.instructure.com/courses/225986/pages/module-5-learning-materials) [CHOOSE ONE OF THE REQUIRED ARTICLES](https://asu.instructure.com/courses/225986/pages/module-5-learning-materials) from that page for this assignment. Write up a total of TWO PAGES (no more), single-spaced, in the form of a synopsis and "reaction" to the readings, with at least
**two detailed quotes included (in boldface type to make them easier to spot)** — i.e., dedicate ONLY TWO PAGES of write-up to covering one of the readings.

**DETAILS: THE FIRST PART OF THE PAPER: The first 1.5** **pages (75% of your work, and of the page-space)** must be a BRIEF OUTLINE of the article (NB: You can focus on select parts, because you CANNOT possibly cover everything) also including
**two salient, short quotes** from the reading. Bullet points are recommended for most of each page; use single-spacing.

**THEN: In the LAST HALF-PAGE (25% of the paper)** write two to three paragraphs (in your own words) where you delve a bit deeper, reacting to some of the major issues of the reading: For instance, you might choose to connect one or two specific ideas to examples from your own life, or you might ask probing questions and try to consider different points of view (in addition to those raised in the text).

Finally, submit your work here in either MS Word format or PDF.

ADVICE: The main struggle in this assignment is usually WHAT TO LEAVE OUT, because there is PLENTY OF MATERIAL you can fill these 2 pages with (but don't fret or develop too much anxiety about that; there is no "one way" to do these brief reaction papers; I want to see YOU ENGAGING with and REACTING TO the readings, and then expressing some important ideas to help you remember and explain ideas to others, in the future.)

**Module 5: Learning Materials**

**Readings:**

1.
**Chapter 8 in the TEXTBOOK: Morgan, G. (2006)**: Unfolding logics of change: Organizations as flux and transformation (pp. 241-287).

2.
**Barrett, F. & Peterson, R. (2000).** [Appreciative learning cultures: Developing competencies for global organizing](https://asu.instructure.com/courses/225986/files/109998124/download?wrap=1)

.
_Organization Development Journal; 18(_ 2), 10-21.

3.
**Galli, B.J. (2018).** [Change management models: A comparative analysis and concerns](https://asu.instructure.com/courses/225986/files/109998185/download?wrap=1)

. IEEE Engineering Management Review, 46(3), 124-132.

4.
**Openo, J. (2016).** [Appreciative Inquiry as a tool for leadership and driving](https://asu.instructure.com/courses/225986/files/109998133/download?wrap=1)

[change in complex organizations such as libraries: A Brief literature review and discussion](https://asu.instructure.com/courses/225986/files/109998133/download?wrap=1)

. PNLA Quarterly, 80(2).

5.
**Schoemaker, P.J.H., Krupp, S., & Howlander, S. (2013).** [Strategic leadership: The essential skills](https://asu.instructure.com/courses/225986/files/109998127/download?wrap=1)

.
_Harvard Business Review._

Videos:

**Please watch the following:**

[**Elation Presents-Why Change is so Hard for your BrainLinks to an external site.**](https://www.youtube.com/watch?v=OAxOY7xAIII) [https://www.youtube.com/watch?v=OAxOY7xAIII](https://www.youtube.com/watch?v=OAxOY7xAIII)

Audio:
**Please listen to the following:**

[**Adapting to change (by Fast Company, 2024).** Links to an external site.](https://www.youtube.com/watch?v=71xkBxWQGYQ) [https://www.youtube.com/watch?v=71xkBxWQGYQ](https://www.youtube.com/watch?v=71xkBxWQGYQ)

Optional Lecture (from Dr. Emily Mertz, the originator of this course):

[OGL 550_Module 5_Flux & Transformation Lens.pdf](https://asu.instructure.com/courses/225986/files/109998132/download?wrap=1)

Supplemental Reading

1.
[Job descriptions](https://asu.instructure.com/courses/225986/files/109998173/download?wrap=1)

for Organizational Development and Change positions in the Phoenix area–to give you a glimpse of skills needed and how ideas we are studying get applied in organization.

2. Balogun (2001).
[Strategic change](https://asu.instructure.com/courses/225986/files/109998194/download?wrap=1)

.
_Management Quarterly No. 10._

3. Rocchigiani, M. & Herbel, D (2014).
[Organizational analysis and development](https://asu.instructure.com/courses/225986/files/109998136/download?wrap=1)

. Rome, IT: Food and Agricultural Ministry of the United Nations.

4. Austin, J. (2015).
[Leading effective change: A primer for the HR professional.](https://asu.instructure.com/courses/225986/files/109998131/download?wrap=1)

Society for Human Resources Management (SHRM).

5. Peace Corps.
[Empowering people & strengthening organizations through](https://asu.instructure.com/courses/225986/files/109998128/download?wrap=1)

[asset-based approaches](https://asu.instructure.com/courses/225986/files/109998128/download?wrap=1)

. Module 2 of An NGO training guide for Peace Corps volunteers
_._

6. Socconini, L. (2020 May 4).
[Agile project management with SCRUMLinks to an external site.](https://leansixsigmainstitute.org/agile-project-management-with-scrum/). Lean Six Sigma Institute
[Links to an external site.](https://leansixsigmainstitute.org/agile-project-management-with-scrum/)

**## OGL550_Module5_FluxTransformationLens.pdf**

Copyright © 2020 Arizona Board of Regents.

OGL 550

Organizations as
Flux & Change
Morgan Ch. 8

Copyright © 2020 Arizona Board of Regents.

Organizations as Flux & Transformation
• Sees organizations not as a “thing” (object), but rather as an ongoing process

(e.g., organizing, communicating, relating)

• They cannot be understood in isolation, must be understood as part of the ebb and
flow of the whole environment

• They have a capacity to self- organize, change, and self-renew, guided by their
institutional identity (e.g., purpose, culture, relationships)

• Similar to ideas of Heraclitus, who saw the universe as a constant stage of flux, and
embodying elements of both permanence and change.

Copyright © 2020 Arizona Board of Regents.

Key Aspects of Flux & Transformation Lens
• Order can naturally emerge out of chaos

• Organizations have a natural capacity to self-renew

• Organizational life is not governed by linear, reductionist rules of cause and effect

• Tensions are a source for emergence, e.g., innovation & new ways of doing things

• Formal organizational structures (teams, hierarchies) represent just one of many
dimensions of organizational life

• Four logics of organizational change:
• Autopoiesis
• Chaos & complexity
• Mutual causality
• Dialectical change

Copyright © 2020 Arizona Board of Regents.

Autopoiesis
• Logic: Organization is a self producing system

• Sees change originating in the environment

• Autopiesis systems are closed loops—energy recirculates

• Morgan refers an organization as a self referential system that strives to shape itself in its own image

• Maturana and Varela believe living systems to be characterized by:
• Autonomy
• circularity
• Self-reference.

• These three features allow the system to self-create or self-renew.

• The aim of autopoietic systems is to produce themselves.
Thus, their own organization and identity is paramount.

Copyright © 2020 Arizona Board of Regents.

Autopoiesis
• As organizations assert their identities, leaders can initiate transformation in the social

ecology to which they belong, e.g., creating conditions that will allow them to evolve along with their
operating environment

• Organizations are always attempting to achieve ‘self-referential closure… enacting their
environments as extensions of their own identity.’

• Many problems that organizations encounter are a result of their attempt to maintain a particular
identity that’s not adaptive with their operating environment

• Explanations of organizational evolution, change, and development must include internal and
external factors that create patterns over time

Copyright © 2020 Arizona Board of Regents.

Chaos & Complexity
• View that complex, non-linear systems (e.g., organizations, the human body) are

characterized by multiple systems of interaction that are both ordered and chaotic.

• Chaos and complexity are parts of the same interconnected (evolving) pattern
• Random disturbances can produce unpredictable events and relationships.

• Eventually, however, coherent order always emerges out of the randomness and
surface chaos.

Copyright © 2020 Arizona Board of Regents.

Chaos & Complexity

Complexity theory suggests that organizational change should be guided by:

1. Rethinking what we mean by ‘organization’ – especially in terms of hierarchy and
control. Order does not have to be imposed, it can emerge organically if
organizational structures and identity are adaptive.

2. Organizational learning, and how to lead and manage changing contexts

3. Learning how to use small changes to create large effects

4. Living with continuous transformation and emergent order as a natural state of affairs

5. Being open to new metaphors and mental models that can facilitate processes of self-
organization.

Copyright © 2020 Arizona Board of Regents.

Mutual Causality
Individuals are able to influence system dynamics through examining the interaction of

positive and negative feedback loops, and shaping these as necessary.

Change and causation is not one way. A can influence B at the same time B influences A.

Change does not unfold in a linear fashion but via circular patterns (loops, not lines).

Outcomes cannot be predicted in complex, nonlinear systems. For example, when you
pour creamer into your coffee, it will never travel exactly the same path in the cup.
However, we can understand underlying patterns and principles, e.g., fluid dynamics to
describe likely trajectories. This enable us to develop plans based on understanding of
these underlying principles.

Copyright © 2020 Arizona Board of Regents.

Dialectical Change
• We cannot fully understand something without knowing its opposite, e.g., you cannot

truly know the meaning of ‘hot’ unless you understand what ‘cold’ means

Dialectical Principle #1 –
• Whenever one person attempts to control another, a process of resistance undermines

that attempt

• The act of control itself sets up consequences that work against its effectiveness.

• It accounts for processes of self generated change, whereby phenomena change
themselves as a result of tension with the opposite to create balance

Copyright © 2020 Arizona Board of Regents.

Dialectical Change
Principle #2
• Negations of negations retain something from that form, leading to an evolution in

patterns of control
• Explains how change may become developmental, in the sense that each negation

rejects a previous form, yet also retains something from that form

Principle #3
• Changes in quantity lead to changes in quality.
• Accounts for processes of revolutionary change, whereby one form of social

organization gives way to another

Copyright © 2020 Arizona Board of Regents.

Strengths & Limitations of Flux /Change Metaphor
Strengths

• Offers new insights into the nature and source of change

• This expanded understanding gives us more options for management and leadership
(e.g., how to structure organizations for self-organizing teams)

• Offers to leaders and managers a powerful new perspective on their role in facilitating
emergent change.

Limitations
• Individuals that find comfort in controlling, organizing, and predicting system change

may struggle with the concept of "powerless power”

• The orderliness of change only becomes apparent with hindsight

– OGL 550��Organizations as Flux & Change��Morgan Ch. 8
– Organizations as Flux & Transformation
– Key Aspects of Flux & Transformation Lens
– Autopoiesis
– Autopoiesis
– Chaos & Complexity
– Chaos & Complexity
– Mutual Causality
– Dialectical Change
– Dialectical Change
– Strengths & Limitations of Flux /Change Metaphor

**StrategicLeadership_HBR.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/strategicleadership-hbr-pdf-10366905)

**1Balogun2001_LeadingOrganizationalChange.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/1balogun2001-leadingorganizationalchange-pdf-10366899)

**Openo2016_AppreciativeInquiryOrgChange.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/openo2016-appreciativeinquiryorgchange-pdf-10366907)

**Galli2018_FiveModelsOfChange_ComparativeAnalysisConcerns.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/galli2018-fivemodelsofchange-comparativeanalysisconcerns-pdf-10366909)

**Phoenix_OrgDevelopmentJobDescriptions_March2020.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/phoenix-orgdevelopmentjobdescriptions-march2020-pdf-10366901)

**Phoenix_OrgDevelopmentJobDescriptions_March2020.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/phoenix-orgdevelopmentjobdescriptions-march2020-pdf-10366901)

**## BarrettPeterson2000_AppreciativeInquiryCompetencies.pdf**

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

Appreciative learning cultures: Developing competencies for global organizing
Barrett, Frank J;Peterson, Rick
Organization Development Journal; Summer 2000; 18, 2; ABI/INFORM Collection
pg. 10

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

**## Mod5ReactionPaper2.docx**

Mod 5 Reaction Paper2 (an article)

·
**Due** Sunday by 11:59pm

·
**Points** 30

**Read all the required articles on** [**the MODULE 5 Learning Materials page, then**](https://asu.instructure.com/courses/225986/pages/module-5-learning-materials) [CHOOSE ONE OF THE REQUIRED ARTICLES](https://asu.instructure.com/courses/225986/pages/module-5-learning-materials) from that page for this assignment. Write up a total of TWO PAGES (no more), single-spaced, in the form of a synopsis and "reaction" to the readings, with at least
**two detailed quotes included (in boldface type to make them easier to spot)** — i.e., dedicate ONLY TWO PAGES of write-up to covering one of the readings.

**DETAILS: THE FIRST PART OF THE PAPER: The first 1.5** **pages (75% of your work, and of the page-space)** must be a BRIEF OUTLINE of the article (NB: You can focus on select parts, because you CANNOT possibly cover everything) also including
**two salient, short quotes** from the reading. Bullet points are recommended for most of each page; use single-spacing.

**THEN: In the LAST HALF-PAGE (25% of the paper)** write two to three paragraphs (in your own words) where you delve a bit deeper, reacting to some of the major issues of the reading: For instance, you might choose to connect one or two specific ideas to examples from your own life, or you might ask probing questions and try to consider different points of view (in addition to those raised in the text).

Finally, submit your work here in either MS Word format or PDF.

ADVICE: The main struggle in this assignment is usually WHAT TO LEAVE OUT, because there is PLENTY OF MATERIAL you can fill these 2 pages with (but don't fret or develop too much anxiety about that; there is no "one way" to do these brief reaction papers; I want to see YOU ENGAGING with and REACTING TO the readings, and then expressing some important ideas to help you remember and explain ideas to others, in the future.)

**Module 5: Learning Materials**

**Readings:**

1.
**Chapter 8 in the TEXTBOOK: Morgan, G. (2006)**: Unfolding logics of change: Organizations as flux and transformation (pp. 241-287).

2.
**Barrett, F. & Peterson, R. (2000).** [Appreciative learning cultures: Developing competencies for global organizing](https://asu.instructure.com/courses/225986/files/109998124/download?wrap=1)

.
_Organization Development Journal; 18(_ 2), 10-21.

3.
**Galli, B.J. (2018).** [Change management models: A comparative analysis and concerns](https://asu.instructure.com/courses/225986/files/109998185/download?wrap=1)

. IEEE Engineering Management Review, 46(3), 124-132.

4.
**Openo, J. (2016).** [Appreciative Inquiry as a tool for leadership and driving](https://asu.instructure.com/courses/225986/files/109998133/download?wrap=1)

[change in complex organizations such as libraries: A Brief literature review and discussion](https://asu.instructure.com/courses/225986/files/109998133/download?wrap=1)

. PNLA Quarterly, 80(2).

5.
**Schoemaker, P.J.H., Krupp, S., & Howlander, S. (2013).** [Strategic leadership: The essential skills](https://asu.instructure.com/courses/225986/files/109998127/download?wrap=1)

.
_Harvard Business Review._

Videos:

**Please watch the following:**

[**Elation Presents-Why Change is so Hard for your BrainLinks to an external site.**](https://www.youtube.com/watch?v=OAxOY7xAIII) [https://www.youtube.com/watch?v=OAxOY7xAIII](https://www.youtube.com/watch?v=OAxOY7xAIII)

Audio:
**Please listen to the following:**

[**Adapting to change (by Fast Company, 2024).** Links to an external site.](https://www.youtube.com/watch?v=71xkBxWQGYQ) [https://www.youtube.com/watch?v=71xkBxWQGYQ](https://www.youtube.com/watch?v=71xkBxWQGYQ)

Optional Lecture (from Dr. Emily Mertz, the originator of this course):

[OGL 550_Module 5_Flux & Transformation Lens.pdf](https://asu.instructure.com/courses/225986/files/109998132/download?wrap=1)

Supplemental Reading

1.
[Job descriptions](https://asu.instructure.com/courses/225986/files/109998173/download?wrap=1)

for Organizational Development and Change positions in the Phoenix area–to give you a glimpse of skills needed and how ideas we are studying get applied in organization.

2. Balogun (2001).
[Strategic change](https://asu.instructure.com/courses/225986/files/109998194/download?wrap=1)

.
_Management Quarterly No. 10._

3. Rocchigiani, M. & Herbel, D (2014).
[Organizational analysis and development](https://asu.instructure.com/courses/225986/files/109998136/download?wrap=1)

. Rome, IT: Food and Agricultural Ministry of the United Nations.

4. Austin, J. (2015).
[Leading effective change: A primer for the HR professional.](https://asu.instructure.com/courses/225986/files/109998131/download?wrap=1)

Society for Human Resources Management (SHRM).

5. Peace Corps.
[Empowering people & strengthening organizations through](https://asu.instructure.com/courses/225986/files/109998128/download?wrap=1)

[asset-based approaches](https://asu.instructure.com/courses/225986/files/109998128/download?wrap=1)

. Module 2 of An NGO training guide for Peace Corps volunteers
_._

6. Socconini, L. (2020 May 4).
[Agile project management with SCRUMLinks to an external site.](https://leansixsigmainstitute.org/agile-project-management-with-scrum/). Lean Six Sigma Institute
[Links to an external site.](https://leansixsigmainstitute.org/agile-project-management-with-scrum/)

**## OGL550_Module5_FluxTransformationLens.pdf**

Copyright © 2020 Arizona Board of Regents.

OGL 550

Organizations as
Flux & Change
Morgan Ch. 8

Copyright © 2020 Arizona Board of Regents.

Organizations as Flux & Transformation
• Sees organizations not as a “thing” (object), but rather as an ongoing process

(e.g., organizing, communicating, relating)

• They cannot be understood in isolation, must be understood as part of the ebb and
flow of the whole environment

• They have a capacity to self- organize, change, and self-renew, guided by their
institutional identity (e.g., purpose, culture, relationships)

• Similar to ideas of Heraclitus, who saw the universe as a constant stage of flux, and
embodying elements of both permanence and change.

Copyright © 2020 Arizona Board of Regents.

Key Aspects of Flux & Transformation Lens
• Order can naturally emerge out of chaos

• Organizations have a natural capacity to self-renew

• Organizational life is not governed by linear, reductionist rules of cause and effect

• Tensions are a source for emergence, e.g., innovation & new ways of doing things

• Formal organizational structures (teams, hierarchies) represent just one of many
dimensions of organizational life

• Four logics of organizational change:
• Autopoiesis
• Chaos & complexity
• Mutual causality
• Dialectical change

Copyright © 2020 Arizona Board of Regents.

Autopoiesis
• Logic: Organization is a self producing system

• Sees change originating in the environment

• Autopiesis systems are closed loops—energy recirculates

• Morgan refers an organization as a self referential system that strives to shape itself in its own image

• Maturana and Varela believe living systems to be characterized by:
• Autonomy
• circularity
• Self-reference.

• These three features allow the system to self-create or self-renew.

• The aim of autopoietic systems is to produce themselves.
Thus, their own organization and identity is paramount.

Copyright © 2020 Arizona Board of Regents.

Autopoiesis
• As organizations assert their identities, leaders can initiate transformation in the social

ecology to which they belong, e.g., creating conditions that will allow them to evolve along with their
operating environment

• Organizations are always attempting to achieve ‘self-referential closure… enacting their
environments as extensions of their own identity.’

• Many problems that organizations encounter are a result of their attempt to maintain a particular
identity that’s not adaptive with their operating environment

• Explanations of organizational evolution, change, and development must include internal and
external factors that create patterns over time

Copyright © 2020 Arizona Board of Regents.

Chaos & Complexity
• View that complex, non-linear systems (e.g., organizations, the human body) are

characterized by multiple systems of interaction that are both ordered and chaotic.

• Chaos and complexity are parts of the same interconnected (evolving) pattern
• Random disturbances can produce unpredictable events and relationships.

• Eventually, however, coherent order always emerges out of the randomness and
surface chaos.

Copyright © 2020 Arizona Board of Regents.

Chaos & Complexity

Complexity theory suggests that organizational change should be guided by:

1. Rethinking what we mean by ‘organization’ – especially in terms of hierarchy and
control. Order does not have to be imposed, it can emerge organically if
organizational structures and identity are adaptive.

2. Organizational learning, and how to lead and manage changing contexts

3. Learning how to use small changes to create large effects

4. Living with continuous transformation and emergent order as a natural state of affairs

5. Being open to new metaphors and mental models that can facilitate processes of self-
organization.

Copyright © 2020 Arizona Board of Regents.

Mutual Causality
Individuals are able to influence system dynamics through examining the interaction of

positive and negative feedback loops, and shaping these as necessary.

Change and causation is not one way. A can influence B at the same time B influences A.

Change does not unfold in a linear fashion but via circular patterns (loops, not lines).

Outcomes cannot be predicted in complex, nonlinear systems. For example, when you
pour creamer into your coffee, it will never travel exactly the same path in the cup.
However, we can understand underlying patterns and principles, e.g., fluid dynamics to
describe likely trajectories. This enable us to develop plans based on understanding of
these underlying principles.

Copyright © 2020 Arizona Board of Regents.

Dialectical Change
• We cannot fully understand something without knowing its opposite, e.g., you cannot

truly know the meaning of ‘hot’ unless you understand what ‘cold’ means

Dialectical Principle #1 –
• Whenever one person attempts to control another, a process of resistance undermines

that attempt

• The act of control itself sets up consequences that work against its effectiveness.

• It accounts for processes of self generated change, whereby phenomena change
themselves as a result of tension with the opposite to create balance

Copyright © 2020 Arizona Board of Regents.

Dialectical Change
Principle #2
• Negations of negations retain something from that form, leading to an evolution in

patterns of control
• Explains how change may become developmental, in the sense that each negation

rejects a previous form, yet also retains something from that form

Principle #3
• Changes in quantity lead to changes in quality.
• Accounts for processes of revolutionary change, whereby one form of social

organization gives way to another

Copyright © 2020 Arizona Board of Regents.

Strengths & Limitations of Flux /Change Metaphor
Strengths

• Offers new insights into the nature and source of change

• This expanded understanding gives us more options for management and leadership
(e.g., how to structure organizations for self-organizing teams)

• Offers to leaders and managers a powerful new perspective on their role in facilitating
emergent change.

Limitations
• Individuals that find comfort in controlling, organizing, and predicting system change

may struggle with the concept of "powerless power”

• The orderliness of change only becomes apparent with hindsight

– OGL 550��Organizations as Flux & Change��Morgan Ch. 8
– Organizations as Flux & Transformation
– Key Aspects of Flux & Transformation Lens
– Autopoiesis
– Autopoiesis
– Chaos & Complexity
– Chaos & Complexity
– Mutual Causality
– Dialectical Change
– Dialectical Change
– Strengths & Limitations of Flux /Change Metaphor

**StrategicLeadership_HBR.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/strategicleadership-hbr-pdf-10366905)

**1Balogun2001_LeadingOrganizationalChange.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/1balogun2001-leadingorganizationalchange-pdf-10366899)

**Openo2016_AppreciativeInquiryOrgChange.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/openo2016-appreciativeinquiryorgchange-pdf-10366907)

**Galli2018_FiveModelsOfChange_ComparativeAnalysisConcerns.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/galli2018-fivemodelsofchange-comparativeanalysisconcerns-pdf-10366909)

**Phoenix_OrgDevelopmentJobDescriptions_March2020.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/phoenix-orgdevelopmentjobdescriptions-march2020-pdf-10366901)

**## BarrettPeterson2000_AppreciativeInquiryCompetencies.pdf**

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

Appreciative learning cultures: Developing competencies for global organizing
Barrett, Frank J;Peterson, Rick
Organization Development Journal; Summer 2000; 18, 2; ABI/INFORM Collection
pg. 10

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

**## Mod5ReactionPaper2.docx**

Mod 5 Reaction Paper2 (an article)

·
**Due** Sunday by 11:59pm

·
**Points** 30

**Read all the required articles on** [**the MODULE 5 Learning Materials page, then**](https://asu.instructure.com/courses/225986/pages/module-5-learning-materials) [CHOOSE ONE OF THE REQUIRED ARTICLES](https://asu.instructure.com/courses/225986/pages/module-5-learning-materials) from that page for this assignment. Write up a total of TWO PAGES (no more), single-spaced, in the form of a synopsis and "reaction" to the readings, with at least
**two detailed quotes included (in boldface type to make them easier to spot)** — i.e., dedicate ONLY TWO PAGES of write-up to covering one of the readings.

**DETAILS: THE FIRST PART OF THE PAPER: The first 1.5** **pages (75% of your work, and of the page-space)** must be a BRIEF OUTLINE of the article (NB: You can focus on select parts, because you CANNOT possibly cover everything) also including
**two salient, short quotes** from the reading. Bullet points are recommended for most of each page; use single-spacing.

**THEN: In the LAST HALF-PAGE (25% of the paper)** write two to three paragraphs (in your own words) where you delve a bit deeper, reacting to some of the major issues of the reading: For instance, you might choose to connect one or two specific ideas to examples from your own life, or you might ask probing questions and try to consider different points of view (in addition to those raised in the text).

Finally, submit your work here in either MS Word format or PDF.

ADVICE: The main struggle in this assignment is usually WHAT TO LEAVE OUT, because there is PLENTY OF MATERIAL you can fill these 2 pages with (but don't fret or develop too much anxiety about that; there is no "one way" to do these brief reaction papers; I want to see YOU ENGAGING with and REACTING TO the readings, and then expressing some important ideas to help you remember and explain ideas to others, in the future.)

**Module 5: Learning Materials**

**Readings:**

1.
**Chapter 8 in the TEXTBOOK: Morgan, G. (2006)**: Unfolding logics of change: Organizations as flux and transformation (pp. 241-287).

2.
**Barrett, F. & Peterson, R. (2000).** [Appreciative learning cultures: Developing competencies for global organizing](https://asu.instructure.com/courses/225986/files/109998124/download?wrap=1)

.
_Organization Development Journal; 18(_ 2), 10-21.

3.
**Galli, B.J. (2018).** [Change management models: A comparative analysis and concerns](https://asu.instructure.com/courses/225986/files/109998185/download?wrap=1)

. IEEE Engineering Management Review, 46(3), 124-132.

4.
**Openo, J. (2016).** [Appreciative Inquiry as a tool for leadership and driving](https://asu.instructure.com/courses/225986/files/109998133/download?wrap=1)

[change in complex organizations such as libraries: A Brief literature review and discussion](https://asu.instructure.com/courses/225986/files/109998133/download?wrap=1)

. PNLA Quarterly, 80(2).

5.
**Schoemaker, P.J.H., Krupp, S., & Howlander, S. (2013).** [Strategic leadership: The essential skills](https://asu.instructure.com/courses/225986/files/109998127/download?wrap=1)

.
_Harvard Business Review._

Videos:

**Please watch the following:**

[**Elation Presents-Why Change is so Hard for your BrainLinks to an external site.**](https://www.youtube.com/watch?v=OAxOY7xAIII) [https://www.youtube.com/watch?v=OAxOY7xAIII](https://www.youtube.com/watch?v=OAxOY7xAIII)

Audio:
**Please listen to the following:**

[**Adapting to change (by Fast Company, 2024).** Links to an external site.](https://www.youtube.com/watch?v=71xkBxWQGYQ) [https://www.youtube.com/watch?v=71xkBxWQGYQ](https://www.youtube.com/watch?v=71xkBxWQGYQ)

Optional Lecture (from Dr. Emily Mertz, the originator of this course):

[OGL 550_Module 5_Flux & Transformation Lens.pdf](https://asu.instructure.com/courses/225986/files/109998132/download?wrap=1)

Supplemental Reading

1.
[Job descriptions](https://asu.instructure.com/courses/225986/files/109998173/download?wrap=1)

for Organizational Development and Change positions in the Phoenix area–to give you a glimpse of skills needed and how ideas we are studying get applied in organization.

2. Balogun (2001).
[Strategic change](https://asu.instructure.com/courses/225986/files/109998194/download?wrap=1)

.
_Management Quarterly No. 10._

3. Rocchigiani, M. & Herbel, D (2014).
[Organizational analysis and development](https://asu.instructure.com/courses/225986/files/109998136/download?wrap=1)

. Rome, IT: Food and Agricultural Ministry of the United Nations.

4. Austin, J. (2015).
[Leading effective change: A primer for the HR professional.](https://asu.instructure.com/courses/225986/files/109998131/download?wrap=1)

Society for Human Resources Management (SHRM).

5. Peace Corps.
[Empowering people & strengthening organizations through](https://asu.instructure.com/courses/225986/files/109998128/download?wrap=1)

[asset-based approaches](https://asu.instructure.com/courses/225986/files/109998128/download?wrap=1)

. Module 2 of An NGO training guide for Peace Corps volunteers
_._

6. Socconini, L. (2020 May 4).
[Agile project management with SCRUMLinks to an external site.](https://leansixsigmainstitute.org/agile-project-management-with-scrum/). Lean Six Sigma Institute
[Links to an external site.](https://leansixsigmainstitute.org/agile-project-management-with-scrum/)

**## OGL550_Module5_FluxTransformationLens.pdf**

Copyright © 2020 Arizona Board of Regents.

OGL 550

Organizations as
Flux & Change
Morgan Ch. 8

Copyright © 2020 Arizona Board of Regents.

Organizations as Flux & Transformation
• Sees organizations not as a “thing” (object), but rather as an ongoing process

(e.g., organizing, communicating, relating)

• They cannot be understood in isolation, must be understood as part of the ebb and
flow of the whole environment

• They have a capacity to self- organize, change, and self-renew, guided by their
institutional identity (e.g., purpose, culture, relationships)

• Similar to ideas of Heraclitus, who saw the universe as a constant stage of flux, and
embodying elements of both permanence and change.

Copyright © 2020 Arizona Board of Regents.

Key Aspects of Flux & Transformation Lens
• Order can naturally emerge out of chaos

• Organizations have a natural capacity to self-renew

• Organizational life is not governed by linear, reductionist rules of cause and effect

• Tensions are a source for emergence, e.g., innovation & new ways of doing things

• Formal organizational structures (teams, hierarchies) represent just one of many
dimensions of organizational life

• Four logics of organizational change:
• Autopoiesis
• Chaos & complexity
• Mutual causality
• Dialectical change

Copyright © 2020 Arizona Board of Regents.

Autopoiesis
• Logic: Organization is a self producing system

• Sees change originating in the environment

• Autopiesis systems are closed loops—energy recirculates

• Morgan refers an organization as a self referential system that strives to shape itself in its own image

• Maturana and Varela believe living systems to be characterized by:
• Autonomy
• circularity
• Self-reference.

• These three features allow the system to self-create or self-renew.

• The aim of autopoietic systems is to produce themselves.
Thus, their own organization and identity is paramount.

Copyright © 2020 Arizona Board of Regents.

Autopoiesis
• As organizations assert their identities, leaders can initiate transformation in the social

ecology to which they belong, e.g., creating conditions that will allow them to evolve along with their
operating environment

• Organizations are always attempting to achieve ‘self-referential closure… enacting their
environments as extensions of their own identity.’

• Many problems that organizations encounter are a result of their attempt to maintain a particular
identity that’s not adaptive with their operating environment

• Explanations of organizational evolution, change, and development must include internal and
external factors that create patterns over time

Copyright © 2020 Arizona Board of Regents.

Chaos & Complexity
• View that complex, non-linear systems (e.g., organizations, the human body) are

characterized by multiple systems of interaction that are both ordered and chaotic.

• Chaos and complexity are parts of the same interconnected (evolving) pattern
• Random disturbances can produce unpredictable events and relationships.

• Eventually, however, coherent order always emerges out of the randomness and
surface chaos.

Copyright © 2020 Arizona Board of Regents.

Chaos & Complexity

Complexity theory suggests that organizational change should be guided by:

1. Rethinking what we mean by ‘organization’ – especially in terms of hierarchy and
control. Order does not have to be imposed, it can emerge organically if
organizational structures and identity are adaptive.

2. Organizational learning, and how to lead and manage changing contexts

3. Learning how to use small changes to create large effects

4. Living with continuous transformation and emergent order as a natural state of affairs

5. Being open to new metaphors and mental models that can facilitate processes of self-
organization.

Copyright © 2020 Arizona Board of Regents.

Mutual Causality
Individuals are able to influence system dynamics through examining the interaction of

positive and negative feedback loops, and shaping these as necessary.

Change and causation is not one way. A can influence B at the same time B influences A.

Change does not unfold in a linear fashion but via circular patterns (loops, not lines).

Outcomes cannot be predicted in complex, nonlinear systems. For example, when you
pour creamer into your coffee, it will never travel exactly the same path in the cup.
However, we can understand underlying patterns and principles, e.g., fluid dynamics to
describe likely trajectories. This enable us to develop plans based on understanding of
these underlying principles.

Copyright © 2020 Arizona Board of Regents.

Dialectical Change
• We cannot fully understand something without knowing its opposite, e.g., you cannot

truly know the meaning of ‘hot’ unless you understand what ‘cold’ means

Dialectical Principle #1 –
• Whenever one person attempts to control another, a process of resistance undermines

that attempt

• The act of control itself sets up consequences that work against its effectiveness.

• It accounts for processes of self generated change, whereby phenomena change
themselves as a result of tension with the opposite to create balance

Copyright © 2020 Arizona Board of Regents.

Dialectical Change
Principle #2
• Negations of negations retain something from that form, leading to an evolution in

patterns of control
• Explains how change may become developmental, in the sense that each negation

rejects a previous form, yet also retains something from that form

Principle #3
• Changes in quantity lead to changes in quality.
• Accounts for processes of revolutionary change, whereby one form of social

organization gives way to another

Copyright © 2020 Arizona Board of Regents.

Strengths & Limitations of Flux /Change Metaphor
Strengths

• Offers new insights into the nature and source of change

• This expanded understanding gives us more options for management and leadership
(e.g., how to structure organizations for self-organizing teams)

• Offers to leaders and managers a powerful new perspective on their role in facilitating
emergent change.

Limitations
• Individuals that find comfort in controlling, organizing, and predicting system change

may struggle with the concept of "powerless power”

• The orderliness of change only becomes apparent with hindsight

– OGL 550��Organizations as Flux & Change��Morgan Ch. 8
– Organizations as Flux & Transformation
– Key Aspects of Flux & Transformation Lens
– Autopoiesis
– Autopoiesis
– Chaos & Complexity
– Chaos & Complexity
– Mutual Causality
– Dialectical Change
– Dialectical Change
– Strengths & Limitations of Flux /Change Metaphor

**StrategicLeadership_HBR.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/strategicleadership-hbr-pdf-10366905)

**1Balogun2001_LeadingOrganizationalChange.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/1balogun2001-leadingorganizationalchange-pdf-10366899)

**Openo2016_AppreciativeInquiryOrgChange.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/openo2016-appreciativeinquiryorgchange-pdf-10366907)

**Galli2018_FiveModelsOfChange_ComparativeAnalysisConcerns.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/galli2018-fivemodelsofchange-comparativeanalysisconcerns-pdf-10366909)

**Phoenix_OrgDevelopmentJobDescriptions_March2020.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/phoenix-orgdevelopmentjobdescriptions-march2020-pdf-10366901)

– 1
– 2
– 3
– 4
– 5
– 6
– 7
– 8

November 5, 2026
[Solved] human resources

✓ Verified Academic Solution Available

Executive Solution Overview

When a project is identified, the first step to completing it is choosing a team—not just any team, but the right team. The better you are at recognizing the key characteristics and roles that you need for the project, the easier it will be to pick team members. Choosing the right team members ensur…

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$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

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Assignment Prompt & Instructions

When a project is identified, the first step to completing it is choosing a team—not just any team, but the right team. The better you are at recognizing the key characteristics and roles that you need for the project, the easier it will be to pick team members. Choosing the right team members ensures that the team has diverse skills, different strengths, and effective collaboration and knows the goals and outcomes. It also ensures that each member understands their role.
We've all been on teams that worked well and on some that did not. What makes the difference? Personality plays a big role! Take this free personality test: [Free Personality Test](https://www.16personalities.com/free-personality-test). Share your personality type from the test (e.g., "I'm an INTJ"), and discuss the following with your peers:
300-500 words
– What is one thing you learned about yourself that might be helpful in a team setting?
– How could knowing about the 16 personality types help you choose people for a team (e.g., strengths, communication, and potential challenges)?
– Besides personality, what other things are important when building a good team?

November 5, 2026
[Solved] human resources

✓ Verified Academic Solution Available

Executive Solution Overview

**Assignment Details** Organizations thrive on effective teams, and effective teams thrive on robust problem-solving skills. This week’s assignment challenges you to develop a comprehensive understanding of the problem-solving process within team dynamics and explore the characteristics that contrib…

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

**Assignment Details**
Organizations thrive on effective teams, and effective teams thrive on robust problem-solving skills. This week’s assignment challenges you to develop a comprehensive understanding of the problem-solving process within team dynamics and explore the characteristics that contribute to high achievement.
In this assignment, you will create a professional presentation designed for a management team, focusing on practical strategies and actionable insights to develop a high-performing team.
There are several techniques you can use, such as: defining the problem, gathering information, analyzing, brainstorming solutions, generating multiple solutions, prioritizing, using critical thinking, collaborating, simplifying problems, drawing from past experiences, trial & error, managing time, embracing creativity, staying calm, and implementing & evaluating.
Think about how open, transparent, and respectful communication fosters a collaborative environment where diverse perspectives can be shared and valued.
Develop an 8–10-slide PowerPoint presentation that addresses the following questions:
– What specific communication strategies can be used to enhance a team’s problem-solving process (e.g., active listening, constructive feedback, and utilization of various communication channels)?
– What key characteristics contribute to building a high-performing team?
– How can the characteristics of high-performing teams be developed within a team setting?
– What are some ways to measure team performance?
Download this template to help complete the assignment: [U5 IP Template](https://resources.careered.com/LCMSFileSharePreview/Resources/MSPowerPoint/HRMT345_Unit_5_Template.pptx).
**Please submit your assignment.**

November 5, 2026
[Solved] Human Resource

✓ Verified Academic Solution Available

Executive Solution Overview

I need your help – ## JWI_522_W7_Lecture_1192.pdf – Assignment3552.jpeg **## JWI_522_W7_Lecture_1192.pdf** © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not be copied, further distributed, or otherwise di…

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$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

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Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

I need your help

– ## JWI_522_W7_Lecture_1192.pdf

– Assignment3552.jpeg

**## JWI_522_W7_Lecture_1192.pdf**

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 522 (1192) Page 1 of 7

JWI 522
Strategic Partnering with the C-Suite

Week Seven Lecture Notes

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 522 (1192) Page 2 of 7

TRUTH AND TRUST

What It Means

The vast majority of companies do the right thing. The same is true of employees. However,
from time to time in the life of nearly every business, something will go wrong. Someone will
make a morally questionable decision, cross a line that shouldn't have been crossed, and
occasionally, even engage in criminal activity. In such times, HR leaders are often called upon
to step into the middle of a firestorm and help the organization make sound ethical and legal
decisions that safeguard company assets and protect the rights of the individual.

Why It Matters

• Employees will stand behind leaders who are honest with them and will give it their all,
even when the future is uncertain.

• Trust opens the lines of communication and empowers people to share ideas freely
without fear of reprisal.

• Candor is a tool of speed that cuts through the clutter and gets to what really matters.

“Leaders establish trust with candor, transparency, and credit.”

Jack Welch

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 522 (1192) Page 3 of 7

DEVELOPING A CULTURE OF TRUTH AND TRUST

What does it mean to have a culture of truth and trust?

It goes without saying that you must follow the law. Your workplace must be free from biases that
discriminate against sexual orientation and religion and it must provide a safe and secure environment for
people in need of special accommodations, but it’s more than that. It’s about establishing a culture where
employees are confident that leaders will tell it like it is.

Telling it like it is should be a principle that is familiar to JWMI students. For Jack Welch, this is
expressed in a single word: candor. While it would be impossible to reduce the entire body of Jack's
leadership lessons to a single practice, if we had to single out just one as being the foundation upon
which everything else is built, we would probably vote for candor.

For Jack, candor isn’t simply a belief in always telling the truth because it’s the right thing to do. Candor
is, in his words, “a tool of speed.” Candor, “cuts through the clutter of ‘business speak’ and gets to what
really matters.” It requires people to face facts and to share information openly. That includes not just
feedback on individual performance and letting people know where they stand, but also information about
how the business was doing. This is something Patty McCord strongly agrees with:

“One of the most important insights anyone in business can have is that it’s not cruel to tell
people the truth respectfully and honestly. To the contrary, being transparent and telling people
what they need to hear is the only way to ensure they both trust you and understand you.”

Powerful, P. 32

Building an organization that truly embraces candor as a way of life is not an easy task. In fact, Jack says
it was one of the toughest things he did at GE. That sounds a bit strange, doesn’t it? It seems simple
enough, just tell the truth, but there is a little more to it than that. The reality is that we are fighting against
millennia of human conditioning. People don’t want to deliver bad news. We don’t want to tell others
they’re not doing a great job or that things aren’t going well. We want to hold off in the hope that it will get
better.

A problem that plagues far too many organizations is that upper management keeps an excessively tight
hold on performance information. Such a mindset does a huge disservice to the organization for two
primary reasons:

1. Not sharing information about performance – both at the individual or corporate levels – robs
people of the chance to make meaningful changes in their own performance or change in how
they manage their teams and their businesses.

2. It undermines the opportunity to get every brain in the game. Sharing information more openly
allows the entire team to come together and attack the problem, think about other ways of doing
things and find better solutions.

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 522 (1192) Page 4 of 7

The tough thing about building a culture of truth and trust is that it’s not always pleasant. It often means
delivering some pretty harsh news. The thing is, however, that while not everyone will like what you have
to say, at least they will know where things stand. People are a lot more willing to rally behind a leader
they trust even when the odds are against them than they are for someone they think is hiding the facts.

“Too often upper management thinks that sharing problems confronting the business will
heighten anxiety among staff, but what’s much more anxiety provoking is not knowing. You
can’t protect people from hard truths anyway. And holding back truth, or telling them half-
truths, will only breed contempt. Trust is based on honest communication, and I find that
employees become cynical when they hear half-truths. Cynicism is a cancer. It creates a
metastasizing discontent that feeds on itself, leading to smarminess and fueling
backstabbing.”

Powerful, P. 42

Having a seat at the table presents HR leaders with the opportunity to guide decisions on how and when
information gets shared from the top down, as well as how feedback from the bottom up is encouraged
and rewarded.

“The other vital point about honesty concerning business issues is that it’s got to go both
ways. Employees should be told never to withhold questions or information from you or their
direct superiors. As a leader, you should model this, showing, not just telling, that you want
people to speak up and that you can be told bad news directly and disagreed with.”

Powerful, P. 43

This behavior has to be modeled at the senior-most levels of the organization. Management has to
demonstrate that when team members come forward with problems, the manager and the team rally
around to support the person and address the problem head-on. If you bring a problem forward and
management jumps down your throat, as Jack says: “That’s the end of candor.” Building a culture of truth
and trust requires that we, as HR leaders, work with our colleagues to foster an honest sharing of ideas,
present a realistic assessment of performance, and encourage open debate where opposing views can
be expressed without fear of reprisal.

HR AS PEOPLE ADVOCATE

In examining what HR needs to do to get a seat at the table, much of our focus has been on addressing
the problem that too many HR departments don’t align their activities well enough to the needs of the
business. We hope that our focus on promoting a “people first” agenda has been clear and consistent.
We firmly believe that people are the most important part of any organization and that effective talent
development practices are critical to building a winning organization and creating a sustainable
competitive advantage. But getting a seat at the table doesn’t give HR the right to abdicate its role as
people advocate.

There will be times, in even the most people-centric organizations, when choices will be presented that
create a tension in which for the business to win, some employees will have to lose. We can’t be naïve
about the realities that there will be choices that make good business sense, but which will have a

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 522 (1192) Page 5 of 7

negative impact on individuals who have given a lot to the company. There will be times when layoffs
happen, when teams become redundant and when factories have to be relocated. When faced with such
situations, what is the role of the CHRO as an advocate for people?

While the circumstances around such events will vary widely, Conaty and Charan argue that one thing is
critical … the strength and character of HR leadership.

“The key issue is whether the HR leader is strong enough to face off with a tough CEO and CFO
and be a true employee advocate without getting rolled.”

The Talent Masters, P. 51

Having a seat at the table does not mean that you can’t ever oppose the boss’s point of view. CEOs
need honest counsel. They need people around them who will push back when needed, and who will,
respectfully, but firmly, support an opposing view. Standing up to a tough CEO can be painful, and in
extreme cases, it can be career limiting.

Over the years, there were numerous times when Bill Conaty supported a position in opposition to Jack.
This was a stance that, as I am sure you can imagine, is not for the faint-hearted. But Jack encouraged
this. In fact, Bill would likely not have been around long if Jack did not feel he could count on him to
speak his mind and be an advocate for what he felt was right. Did that mean Bill always got his way? Of
course not, but it did mean that the facts and the arguments were put on the table and debated honestly.
Jack knew that Bill could always be counted on to be an advocate for people and to fight for what was
right when tough decisions had to be made.

MAINTAIN A CONFIDENCE OR TAKE OFFICIAL ACTION?

This is not a course on workplace law or industry compliance. We trust that, as an HR professional, you
are well acquainted with the regulations that you and your team must follow and that you participate in
regular training to stay on top of things. Further, we expect that you are working with your organization’s
legal team, and are seeking external or specialized counsel when needed. But there will be times when
the path forward in dealing with an ethical or legal issue is not as clear as we would like.

It would be wonderful if we all had access to a set of rules that covered every single circumstance and
told us when we should officially report something and when we need to maintain a confidence. The
reality is that each situation is different. There are, nevertheless, core questions that every HR leader
must ask when faced with a tough decision.

• Does the person bringing an issue to me want me to do anything with it?
• Is there a potential that a law is being broken?
• Is there a risk that, if I don’t escalate the matter, the company will be put in jeopardy?

As those questions get assessed, they will lead to a decision about whether the issue must be brought to
the CEO or should be dealt with by the HR leader. In bringing an issue to your boss, however, there is a
right way and a wrong way to do it. An important part of being a trusted advisor is also being seen as a
competent manager. A competent manager doesn't add work to the boss's day; she takes it away.

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 522 (1192) Page 6 of 7

Bill would frequently have to knock on Jack’s door and say, “I want you to know what’s going on with such
and such … I don’t need you to do anything about it, I’m handling it and will keep you updated.” Taking a
problem to your boss without bringing a solution is not the way to demonstrate your potential as a leader.

When assessing your decision about escalating a problem, ask yourself: Is this something that the boss
even needs to know about? Does it impact the organization in a way that requires the attention of the
person you are bringing it to? If the answer is no, then deal with it yourself or hand it to someone at the
appropriate level to take care of it. If the answer is yes, then does it require action from your boss, or
does the boss just need to be informed? The only problems that should land on the desk of a CEO are
the problems that can’t be handled by anyone else down the ladder. That’s a pretty tall order.

When you do bring a problem to the CEO’s attention, make sure you come with as much information as
you can about all the relevant factors. It’s true that when something is unfolding quickly in real time and is
important enough that the CEO has to be updated, you are unlikely to know everything that’s going on,
but gather as many facts as you can first, and make the initial briefing detailed enough that the risks,
options and ownership of action items are made clear.

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 522 (1192) Page 7 of 7

GETTING THE MOST OUT OF THIS WEEK’S CLASS

As you read the materials and participate in class activities, stay focused on the key learning outcomes
for the week:

• Explore the importance of developing a culture of truth and trust

Is management trusted in your organization? How do you know? What tools have you
deployed to reach that conclusion? Anonymous surveys, exit interviews? Off-the-record
discussions? Have you discussed the role of candor as “a tool of speed” with your team and
with other leaders? What concrete actions could be taken to identify and address trust issues
that may be holding the business back? How would things change if there were a significant
increase in the level of confidence that all employees were being told the truth and were treated
fairly, regardless of their level in the organization?

• Discuss the role of HR as a people advocate and steward of the business

How do senior HR leaders balance being advocates for people and strategic drivers of the
success of the business when conflicting interests arise? What are the checks and balances that
must be in place to guide your actions? How can having a strong and clear Mission and a set of
Values/Behaviors help all parties to make better decisions for the business and the employee?

• Assess when to maintain a confidence and when an issue must be officially addressed

What support mechanisms do you have in place to guide your decision-making process when
there are tough ethical and legal decisions to be made? Do you have your own trusted mentor
you can go to as a sounding board, knowing that things will be kept confidential? Are you fully
versed on the laws and regulations that outline when official action must be taken? How do you
escalate an issue without dumping it on someone else? It is important to have these guides be in
place before they’re needed. You don’t want to find yourself searching for a roadmap in the
middle of an ethical or legal crisis.

**Assignment3552.jpeg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/assignment3552-jpeg)

**Assignment3552.jpeg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/assignment3552-jpeg)

**## JWI_522_W7_Lecture_1192.pdf**

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 522 (1192) Page 1 of 7

JWI 522
Strategic Partnering with the C-Suite

Week Seven Lecture Notes

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 522 (1192) Page 2 of 7

TRUTH AND TRUST

What It Means

The vast majority of companies do the right thing. The same is true of employees. However,
from time to time in the life of nearly every business, something will go wrong. Someone will
make a morally questionable decision, cross a line that shouldn't have been crossed, and
occasionally, even engage in criminal activity. In such times, HR leaders are often called upon
to step into the middle of a firestorm and help the organization make sound ethical and legal
decisions that safeguard company assets and protect the rights of the individual.

Why It Matters

• Employees will stand behind leaders who are honest with them and will give it their all,
even when the future is uncertain.

• Trust opens the lines of communication and empowers people to share ideas freely
without fear of reprisal.

• Candor is a tool of speed that cuts through the clutter and gets to what really matters.

“Leaders establish trust with candor, transparency, and credit.”

Jack Welch

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 522 (1192) Page 3 of 7

DEVELOPING A CULTURE OF TRUTH AND TRUST

What does it mean to have a culture of truth and trust?

It goes without saying that you must follow the law. Your workplace must be free from biases that
discriminate against sexual orientation and religion and it must provide a safe and secure environment for
people in need of special accommodations, but it’s more than that. It’s about establishing a culture where
employees are confident that leaders will tell it like it is.

Telling it like it is should be a principle that is familiar to JWMI students. For Jack Welch, this is
expressed in a single word: candor. While it would be impossible to reduce the entire body of Jack's
leadership lessons to a single practice, if we had to single out just one as being the foundation upon
which everything else is built, we would probably vote for candor.

For Jack, candor isn’t simply a belief in always telling the truth because it’s the right thing to do. Candor
is, in his words, “a tool of speed.” Candor, “cuts through the clutter of ‘business speak’ and gets to what
really matters.” It requires people to face facts and to share information openly. That includes not just
feedback on individual performance and letting people know where they stand, but also information about
how the business was doing. This is something Patty McCord strongly agrees with:

“One of the most important insights anyone in business can have is that it’s not cruel to tell
people the truth respectfully and honestly. To the contrary, being transparent and telling people
what they need to hear is the only way to ensure they both trust you and understand you.”

Powerful, P. 32

Building an organization that truly embraces candor as a way of life is not an easy task. In fact, Jack says
it was one of the toughest things he did at GE. That sounds a bit strange, doesn’t it? It seems simple
enough, just tell the truth, but there is a little more to it than that. The reality is that we are fighting against
millennia of human conditioning. People don’t want to deliver bad news. We don’t want to tell others
they’re not doing a great job or that things aren’t going well. We want to hold off in the hope that it will get
better.

A problem that plagues far too many organizations is that upper management keeps an excessively tight
hold on performance information. Such a mindset does a huge disservice to the organization for two
primary reasons:

1. Not sharing information about performance – both at the individual or corporate levels – robs
people of the chance to make meaningful changes in their own performance or change in how
they manage their teams and their businesses.

2. It undermines the opportunity to get every brain in the game. Sharing information more openly
allows the entire team to come together and attack the problem, think about other ways of doing
things and find better solutions.

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 522 (1192) Page 4 of 7

The tough thing about building a culture of truth and trust is that it’s not always pleasant. It often means
delivering some pretty harsh news. The thing is, however, that while not everyone will like what you have
to say, at least they will know where things stand. People are a lot more willing to rally behind a leader
they trust even when the odds are against them than they are for someone they think is hiding the facts.

“Too often upper management thinks that sharing problems confronting the business will
heighten anxiety among staff, but what’s much more anxiety provoking is not knowing. You
can’t protect people from hard truths anyway. And holding back truth, or telling them half-
truths, will only breed contempt. Trust is based on honest communication, and I find that
employees become cynical when they hear half-truths. Cynicism is a cancer. It creates a
metastasizing discontent that feeds on itself, leading to smarminess and fueling
backstabbing.”

Powerful, P. 42

Having a seat at the table presents HR leaders with the opportunity to guide decisions on how and when
information gets shared from the top down, as well as how feedback from the bottom up is encouraged
and rewarded.

“The other vital point about honesty concerning business issues is that it’s got to go both
ways. Employees should be told never to withhold questions or information from you or their
direct superiors. As a leader, you should model this, showing, not just telling, that you want
people to speak up and that you can be told bad news directly and disagreed with.”

Powerful, P. 43

This behavior has to be modeled at the senior-most levels of the organization. Management has to
demonstrate that when team members come forward with problems, the manager and the team rally
around to support the person and address the problem head-on. If you bring a problem forward and
management jumps down your throat, as Jack says: “That’s the end of candor.” Building a culture of truth
and trust requires that we, as HR leaders, work with our colleagues to foster an honest sharing of ideas,
present a realistic assessment of performance, and encourage open debate where opposing views can
be expressed without fear of reprisal.

HR AS PEOPLE ADVOCATE

In examining what HR needs to do to get a seat at the table, much of our focus has been on addressing
the problem that too many HR departments don’t align their activities well enough to the needs of the
business. We hope that our focus on promoting a “people first” agenda has been clear and consistent.
We firmly believe that people are the most important part of any organization and that effective talent
development practices are critical to building a winning organization and creating a sustainable
competitive advantage. But getting a seat at the table doesn’t give HR the right to abdicate its role as
people advocate.

There will be times, in even the most people-centric organizations, when choices will be presented that
create a tension in which for the business to win, some employees will have to lose. We can’t be naïve
about the realities that there will be choices that make good business sense, but which will have a

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 522 (1192) Page 5 of 7

negative impact on individuals who have given a lot to the company. There will be times when layoffs
happen, when teams become redundant and when factories have to be relocated. When faced with such
situations, what is the role of the CHRO as an advocate for people?

While the circumstances around such events will vary widely, Conaty and Charan argue that one thing is
critical … the strength and character of HR leadership.

“The key issue is whether the HR leader is strong enough to face off with a tough CEO and CFO
and be a true employee advocate without getting rolled.”

The Talent Masters, P. 51

Having a seat at the table does not mean that you can’t ever oppose the boss’s point of view. CEOs
need honest counsel. They need people around them who will push back when needed, and who will,
respectfully, but firmly, support an opposing view. Standing up to a tough CEO can be painful, and in
extreme cases, it can be career limiting.

Over the years, there were numerous times when Bill Conaty supported a position in opposition to Jack.
This was a stance that, as I am sure you can imagine, is not for the faint-hearted. But Jack encouraged
this. In fact, Bill would likely not have been around long if Jack did not feel he could count on him to
speak his mind and be an advocate for what he felt was right. Did that mean Bill always got his way? Of
course not, but it did mean that the facts and the arguments were put on the table and debated honestly.
Jack knew that Bill could always be counted on to be an advocate for people and to fight for what was
right when tough decisions had to be made.

MAINTAIN A CONFIDENCE OR TAKE OFFICIAL ACTION?

This is not a course on workplace law or industry compliance. We trust that, as an HR professional, you
are well acquainted with the regulations that you and your team must follow and that you participate in
regular training to stay on top of things. Further, we expect that you are working with your organization’s
legal team, and are seeking external or specialized counsel when needed. But there will be times when
the path forward in dealing with an ethical or legal issue is not as clear as we would like.

It would be wonderful if we all had access to a set of rules that covered every single circumstance and
told us when we should officially report something and when we need to maintain a confidence. The
reality is that each situation is different. There are, nevertheless, core questions that every HR leader
must ask when faced with a tough decision.

• Does the person bringing an issue to me want me to do anything with it?
• Is there a potential that a law is being broken?
• Is there a risk that, if I don’t escalate the matter, the company will be put in jeopardy?

As those questions get assessed, they will lead to a decision about whether the issue must be brought to
the CEO or should be dealt with by the HR leader. In bringing an issue to your boss, however, there is a
right way and a wrong way to do it. An important part of being a trusted advisor is also being seen as a
competent manager. A competent manager doesn't add work to the boss's day; she takes it away.

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 522 (1192) Page 6 of 7

Bill would frequently have to knock on Jack’s door and say, “I want you to know what’s going on with such
and such … I don’t need you to do anything about it, I’m handling it and will keep you updated.” Taking a
problem to your boss without bringing a solution is not the way to demonstrate your potential as a leader.

When assessing your decision about escalating a problem, ask yourself: Is this something that the boss
even needs to know about? Does it impact the organization in a way that requires the attention of the
person you are bringing it to? If the answer is no, then deal with it yourself or hand it to someone at the
appropriate level to take care of it. If the answer is yes, then does it require action from your boss, or
does the boss just need to be informed? The only problems that should land on the desk of a CEO are
the problems that can’t be handled by anyone else down the ladder. That’s a pretty tall order.

When you do bring a problem to the CEO’s attention, make sure you come with as much information as
you can about all the relevant factors. It’s true that when something is unfolding quickly in real time and is
important enough that the CEO has to be updated, you are unlikely to know everything that’s going on,
but gather as many facts as you can first, and make the initial briefing detailed enough that the risks,
options and ownership of action items are made clear.

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 522 (1192) Page 7 of 7

GETTING THE MOST OUT OF THIS WEEK’S CLASS

As you read the materials and participate in class activities, stay focused on the key learning outcomes
for the week:

• Explore the importance of developing a culture of truth and trust

Is management trusted in your organization? How do you know? What tools have you
deployed to reach that conclusion? Anonymous surveys, exit interviews? Off-the-record
discussions? Have you discussed the role of candor as “a tool of speed” with your team and
with other leaders? What concrete actions could be taken to identify and address trust issues
that may be holding the business back? How would things change if there were a significant
increase in the level of confidence that all employees were being told the truth and were treated
fairly, regardless of their level in the organization?

• Discuss the role of HR as a people advocate and steward of the business

How do senior HR leaders balance being advocates for people and strategic drivers of the
success of the business when conflicting interests arise? What are the checks and balances that
must be in place to guide your actions? How can having a strong and clear Mission and a set of
Values/Behaviors help all parties to make better decisions for the business and the employee?

• Assess when to maintain a confidence and when an issue must be officially addressed

What support mechanisms do you have in place to guide your decision-making process when
there are tough ethical and legal decisions to be made? Do you have your own trusted mentor
you can go to as a sounding board, knowing that things will be kept confidential? Are you fully
versed on the laws and regulations that outline when official action must be taken? How do you
escalate an issue without dumping it on someone else? It is important to have these guides be in
place before they’re needed. You don’t want to find yourself searching for a roadmap in the
middle of an ethical or legal crisis.

**Assignment3552.jpeg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/assignment3552-jpeg)

**## JWI_522_W7_Lecture_1192.pdf**

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 522 (1192) Page 1 of 7

JWI 522
Strategic Partnering with the C-Suite

Week Seven Lecture Notes

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 522 (1192) Page 2 of 7

TRUTH AND TRUST

What It Means

The vast majority of companies do the right thing. The same is true of employees. However,
from time to time in the life of nearly every business, something will go wrong. Someone will
make a morally questionable decision, cross a line that shouldn't have been crossed, and
occasionally, even engage in criminal activity. In such times, HR leaders are often called upon
to step into the middle of a firestorm and help the organization make sound ethical and legal
decisions that safeguard company assets and protect the rights of the individual.

Why It Matters

• Employees will stand behind leaders who are honest with them and will give it their all,
even when the future is uncertain.

• Trust opens the lines of communication and empowers people to share ideas freely
without fear of reprisal.

• Candor is a tool of speed that cuts through the clutter and gets to what really matters.

“Leaders establish trust with candor, transparency, and credit.”

Jack Welch

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 522 (1192) Page 3 of 7

DEVELOPING A CULTURE OF TRUTH AND TRUST

What does it mean to have a culture of truth and trust?

It goes without saying that you must follow the law. Your workplace must be free from biases that
discriminate against sexual orientation and religion and it must provide a safe and secure environment for
people in need of special accommodations, but it’s more than that. It’s about establishing a culture where
employees are confident that leaders will tell it like it is.

Telling it like it is should be a principle that is familiar to JWMI students. For Jack Welch, this is
expressed in a single word: candor. While it would be impossible to reduce the entire body of Jack's
leadership lessons to a single practice, if we had to single out just one as being the foundation upon
which everything else is built, we would probably vote for candor.

For Jack, candor isn’t simply a belief in always telling the truth because it’s the right thing to do. Candor
is, in his words, “a tool of speed.” Candor, “cuts through the clutter of ‘business speak’ and gets to what
really matters.” It requires people to face facts and to share information openly. That includes not just
feedback on individual performance and letting people know where they stand, but also information about
how the business was doing. This is something Patty McCord strongly agrees with:

“One of the most important insights anyone in business can have is that it’s not cruel to tell
people the truth respectfully and honestly. To the contrary, being transparent and telling people
what they need to hear is the only way to ensure they both trust you and understand you.”

Powerful, P. 32

Building an organization that truly embraces candor as a way of life is not an easy task. In fact, Jack says
it was one of the toughest things he did at GE. That sounds a bit strange, doesn’t it? It seems simple
enough, just tell the truth, but there is a little more to it than that. The reality is that we are fighting against
millennia of human conditioning. People don’t want to deliver bad news. We don’t want to tell others
they’re not doing a great job or that things aren’t going well. We want to hold off in the hope that it will get
better.

A problem that plagues far too many organizations is that upper management keeps an excessively tight
hold on performance information. Such a mindset does a huge disservice to the organization for two
primary reasons:

1. Not sharing information about performance – both at the individual or corporate levels – robs
people of the chance to make meaningful changes in their own performance or change in how
they manage their teams and their businesses.

2. It undermines the opportunity to get every brain in the game. Sharing information more openly
allows the entire team to come together and attack the problem, think about other ways of doing
things and find better solutions.

© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not
be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 522 (1192) Page 4 of 7

The tough thing about building a culture of truth and trust is that it’s not always pleasant. It often means
delivering some pretty harsh news. The thing is, however, that while not everyone will like what you have
to say, at least they will know where things stand. People are a lot more willing to rally behind a leader
they trust even when the odds are against them than they are for someone they think is hiding the facts.

“Too often upper management thinks that sharing problems confronting the business will
heighten anxiety among staff, but what’s much more anxiety provoking is not knowing. You
can’t protect people from hard truths anyway. And holding back truth, or telling them half-
truths, will only breed contempt. Trust is based on honest communication, and I find that
employees become cynical when they hear half-truths. Cynicism is a cancer. It creates a
metastasizing discontent that feeds on itself, leading to smarminess and fueling
backstabbing.”

Powerful, P. 42

Having a seat at the table presents HR leaders with the opportunity to guide decisions on how and when
information gets shared from the top down, as well as how feedback from the bottom up is encouraged
and rewarded.

“The other vital point about honesty concerning business issues is that it’s got to go both
ways. Employees should be told never to withhold questions or information from you or their
direct superiors. As a leader, you should model this, showing, not just telling, that you want
people to speak up and that you can be told bad news directly and disagreed with.”

Powerful, P. 43

This behavior has to be modeled at the senior-most levels of the organization. Management has to
demonstrate that when team members come forward with problems, the manager and the team rally
around to support the person and address the problem head-on. If you bring a problem forward and
management jumps down your throat, as Jack says: “That’s the end of candor.” Building a culture of truth
and trust requires that we, as HR leaders, work with our colleagues to foster an honest sharing of ideas,
present a realistic assessment of performance, and encourage open debate where opposing views can
be expressed without fear of reprisal.

HR AS PEOPLE ADVOCATE

In examining what HR needs to do to get a seat at the table, much of our focus has been on addressing
the problem that too many HR departments don’t align their activities well enough to the needs of the
business. We hope that our focus on promoting a “people first” agenda has been clear and consistent.
We firmly believe that people are the most important part of any organization and that effective talent
development practices are critical to building a winning organization and creating a sustainable
competitive advantage. But getting a seat at the table doesn’t give HR the right to abdicate its role as
people advocate.

There will be times, in even the most people-centric organizations, when choices will be presented that
create a tension in which for the business to win, some employees will have to lose. We can’t be naïve
about the realities that there will be choices that make good business sense, but which will have a

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JWI 522 (1192) Page 5 of 7

negative impact on individuals who have given a lot to the company. There will be times when layoffs
happen, when teams become redundant and when factories have to be relocated. When faced with such
situations, what is the role of the CHRO as an advocate for people?

While the circumstances around such events will vary widely, Conaty and Charan argue that one thing is
critical … the strength and character of HR leadership.

“The key issue is whether the HR leader is strong enough to face off with a tough CEO and CFO
and be a true employee advocate without getting rolled.”

The Talent Masters, P. 51

Having a seat at the table does not mean that you can’t ever oppose the boss’s point of view. CEOs
need honest counsel. They need people around them who will push back when needed, and who will,
respectfully, but firmly, support an opposing view. Standing up to a tough CEO can be painful, and in
extreme cases, it can be career limiting.

Over the years, there were numerous times when Bill Conaty supported a position in opposition to Jack.
This was a stance that, as I am sure you can imagine, is not for the faint-hearted. But Jack encouraged
this. In fact, Bill would likely not have been around long if Jack did not feel he could count on him to
speak his mind and be an advocate for what he felt was right. Did that mean Bill always got his way? Of
course not, but it did mean that the facts and the arguments were put on the table and debated honestly.
Jack knew that Bill could always be counted on to be an advocate for people and to fight for what was
right when tough decisions had to be made.

MAINTAIN A CONFIDENCE OR TAKE OFFICIAL ACTION?

This is not a course on workplace law or industry compliance. We trust that, as an HR professional, you
are well acquainted with the regulations that you and your team must follow and that you participate in
regular training to stay on top of things. Further, we expect that you are working with your organization’s
legal team, and are seeking external or specialized counsel when needed. But there will be times when
the path forward in dealing with an ethical or legal issue is not as clear as we would like.

It would be wonderful if we all had access to a set of rules that covered every single circumstance and
told us when we should officially report something and when we need to maintain a confidence. The
reality is that each situation is different. There are, nevertheless, core questions that every HR leader
must ask when faced with a tough decision.

• Does the person bringing an issue to me want me to do anything with it?
• Is there a potential that a law is being broken?
• Is there a risk that, if I don’t escalate the matter, the company will be put in jeopardy?

As those questions get assessed, they will lead to a decision about whether the issue must be brought to
the CEO or should be dealt with by the HR leader. In bringing an issue to your boss, however, there is a
right way and a wrong way to do it. An important part of being a trusted advisor is also being seen as a
competent manager. A competent manager doesn't add work to the boss's day; she takes it away.

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JWI 522 (1192) Page 6 of 7

Bill would frequently have to knock on Jack’s door and say, “I want you to know what’s going on with such
and such … I don’t need you to do anything about it, I’m handling it and will keep you updated.” Taking a
problem to your boss without bringing a solution is not the way to demonstrate your potential as a leader.

When assessing your decision about escalating a problem, ask yourself: Is this something that the boss
even needs to know about? Does it impact the organization in a way that requires the attention of the
person you are bringing it to? If the answer is no, then deal with it yourself or hand it to someone at the
appropriate level to take care of it. If the answer is yes, then does it require action from your boss, or
does the boss just need to be informed? The only problems that should land on the desk of a CEO are
the problems that can’t be handled by anyone else down the ladder. That’s a pretty tall order.

When you do bring a problem to the CEO’s attention, make sure you come with as much information as
you can about all the relevant factors. It’s true that when something is unfolding quickly in real time and is
important enough that the CEO has to be updated, you are unlikely to know everything that’s going on,
but gather as many facts as you can first, and make the initial briefing detailed enough that the risks,
options and ownership of action items are made clear.

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be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

JWI 522 (1192) Page 7 of 7

GETTING THE MOST OUT OF THIS WEEK’S CLASS

As you read the materials and participate in class activities, stay focused on the key learning outcomes
for the week:

• Explore the importance of developing a culture of truth and trust

Is management trusted in your organization? How do you know? What tools have you
deployed to reach that conclusion? Anonymous surveys, exit interviews? Off-the-record
discussions? Have you discussed the role of candor as “a tool of speed” with your team and
with other leaders? What concrete actions could be taken to identify and address trust issues
that may be holding the business back? How would things change if there were a significant
increase in the level of confidence that all employees were being told the truth and were treated
fairly, regardless of their level in the organization?

• Discuss the role of HR as a people advocate and steward of the business

How do senior HR leaders balance being advocates for people and strategic drivers of the
success of the business when conflicting interests arise? What are the checks and balances that
must be in place to guide your actions? How can having a strong and clear Mission and a set of
Values/Behaviors help all parties to make better decisions for the business and the employee?

• Assess when to maintain a confidence and when an issue must be officially addressed

What support mechanisms do you have in place to guide your decision-making process when
there are tough ethical and legal decisions to be made? Do you have your own trusted mentor
you can go to as a sounding board, knowing that things will be kept confidential? Are you fully
versed on the laws and regulations that outline when official action must be taken? How do you
escalate an issue without dumping it on someone else? It is important to have these guides be in
place before they’re needed. You don’t want to find yourself searching for a roadmap in the
middle of an ethical or legal crisis.

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November 5, 2026