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You are the Human Resource Manager of a large apparel manufacturer which has subcontracted 14 per cent of its production to a company in the country of XYZ. The company employs 1400 production workers. Their current workweek is 56 hours (10 hours per day for five days, and 6 hours on a sixth day). There is no legal requirement for overtime pay and the subcontractor does not pay a premium for any hours worked. The country does have child labor laws, which the subcontractor does not violate; however, the laws allow children over the age 16 to work up to 20 hours per week. There are 200 such cases at that location. Safety practices in the factory meet ILO minimum standards, although recently there were ventilation problems uncovered by your company’s audit of the location. The subcontractor is currently developing a plan of correction.

The country’s labor law does allow unions to represent employees in a collective bargaining relationship; however, the law does not provide a set of employer unfair labor practices. In fact, during a recent organizing campaign the subcontractor exhibited conduct that would have violated sections of the National Labor Relations Act, as amended, but was not in violation of XYZ’s legislation. The union lost the election by a wide margin.

The subcontractor pays a wage rate to most workers approximately 40% higher than comparable wages employees earn at other subcontracting locations, although it is understood that the company could easily double the wage rate and, given its technological superiority over its competitors still maintain a competitive advantage over those same firms.

Your company is cognizant of the negative publicity surrounding American companies employing sweatshop labor overseas. It has made a strategic decision NOT to retain subcontractors who promote such conditions.

The company has asked you to provide a paper of at least 1000 but not more than 1500 words analyzing the degree to which the situation in XYZ would violate that commitment and recommending what actions, if any, it should take based on that analysis.

Helpful Resource:

http://www.eiccoalition.org/media/docs/EICCCodeofC…

Purpose of Assignment

The purpose of this
assignment is to provide students an opportunity to apply communication
theories and research to actual business situations. The discussion with
other learning team members is designed to identify and consider
different perspectives.

Assignment Steps

Read Case 2: Global Shared Services, McDonald’s Corporation, located (See attached)

Write TWO (minimum 350 words each) discussions about the communications and group behavioral issues that might arise in an organization that hires employees for their first job.

Case study

Case 2: Global Shared
Services, McDonald’s Corporation As the world’s leading foodservice retailer
serving nearly 70 million cus- tomers daily in more than 100 countries,
McDonald’s recognizes the importance of having good people in place in order to
deliver an excep- tional customer experience. McDonald’s has a rich history of
develop- ing leaders. Founder Ray Kroc, once said, “As long as you’re green,
you’re growing.” McDonald’s supports this philosophy and commit- ment to their
people by providing opportunity, nurturing talent, develop- ing leaders, and
rewarding achievement. This is evident in McDonald’s tradition of
promoting from within: nearly half of corporate managers and 60% of
owner-operators started as crew members. For many people, McDonald’s represents
a first job—a place to develop basic skills that can help them achieve success
in future life pur- suits. For others, McDonald’s represents a pathway to a
long-term career that provides rewarding opportunities to grow, contribute, and
advance over many years. McDonald’s values state their belief that a team of
well- trained individuals with diverse backgrounds and experiences, working
together in an environment that fosters respect and drives high engage- ment,
is essential to their continued success. Shared Services Business Challenge.
McDonald’s Shared Services team began their partnership with us in 2008. At
that time, Shared Ser- vices was part of McDonald’s IT group, which was
decentralized instructure, but needed to function as a cohesive team to
drive com- mon global solutions. The CIO recognized the importance of develop-
ing teamwork and alignment across IT leaders and engaged us to lead this
effort. After the IT Leadership Team had gone through The Leader- ship Circle
process, the CIO asked each of the officers, including Kelvin McLaurin, then VP
of Shared Services, to engage their teams in the program. Soon after The
Leadership Circle was introduced, the Shared Services organization evolved into
Global Shared Services (GSS) and became the first global function at
McDonald’s. McLaurin recalls: “We needed to build a diverse, global team with
leaders who could expand beyond their current capabilities.” He wanted to
establish leadership effectiveness as apriority early with the team he
was building and leverage the Leadership System to make this a reality. In
2012, McLaurin transitioned to a role leading McDonald’s Finance
Transformation. Debbie Ballard, who had been a member of the GSS Leadership
Team since 2005, took over leadership of the GSS orga- nization. Having
experienced the value of The Leadership Circle, she was already a supporter of
the Profile and its benefits. Ballard explains: “The Leadership Circle process
helps me professionally and personally. It enables me to step back and see why
I am behaving the way I am behav- ing, and it helps me grow as a leader and to
model the things that I am asking my leadership team to do.” GSS continued
their focus on leader- ship development and further engrained The Leadership
Circle program into its culture. Strategic Solution: The
Leadership Circle. When The Leadership Circle was introduced in 2008, the GSS
leadership team was skeptical. Intro- ducing an exercise that required not only
getting feedback about indi- vidual strengths and opportunities, but then
sharing publicly with their fellow team members would not be easy. However, the
team committed to the process, knowing the first session would be hard, but
trusting that outcomes would make it worthwhile. Despite the initial hesitation,
the GSS has become the group that applies The Leadership Circle most
holistically and consistently. While other groups at McDonald’s leverage the
Profile, GSS is unique in that they continue to use public feedback with each
team member talking about their strengths and weaknesses in front of the group.
McLau- rin explains: “The Leadership Circle has become the common language
across the GSS Leadership Team to onboard and develop our leaders.” As new
members join the leadership team, either from GSS or a sup- port partner, they
are expected to participate in The Leadership Circle. GSS also engages their
high-potential managers in the process. In 2014, GSS added The Leadership
Circle Pulse Survey to hone in on opportunity areas and ensure more
frequent feedback to drive development in those areas. McLaurin, who now leads
Finance Transformation, brought The Leadership Circle practice to his new
leadership team as well in Septem- ber 2014. In addition, the Finance
Transformation team also incorpo- rated individual LCP assessment with team
development opportunities. Outcomes. The Leadership Circle helped GSS to become
a true, shared leadership team and build a culture of openness, support, trust,
and high performance. Ballard explains: “It is part of our DNA, part of who we
are. We have now done multiple offsite meetings with our leadership team
focusing on individual and collective effectiveness. As a result, we have
forged a cohesive, high-performing leadership culture and system.” Team members
are empowered to mentor each other, talk openly about their opportunities, and
gain support using a common language. Each leader’s candor, paired with their
support for one another, enables GSS to drive business results at an
accelerated pace. Instead of ignoring issues that could hinder progress, the
team talks through them. Since the team respects The Leadership Circle process
and one another, gaining awareness of strengths creates a culture of trust and
support. Bal- lard notes: “Leaders were afraid at first of publicly showing
people their development opportunities, but then they see that this
supportive envi- ronment is designed to help you become a better leader, not
discourage or embarrass you.” The culture that The Leadership Circle has helped
to create in GSS contributes to their success: “We achieved our five-year
strategic plan in only three years, and then set in place the GSS 2020 Strategy
to continue our momentum toward our vision to be a world-class shared services
organization.” Both McLaurin and Ballard continue to be strong advo- cates for
The Leadership Circle process, driving application in their orga- nizations and
sharing their experiences with others in the McDonald’s System.

Your report should analyse the CSR activity of the company or organisation with which you are doing your internship against the four areas in Carroll’s Social Responsibility Pyramid. Each of the four areas should be a section in your report. You should also compare and contrast your organisation’s CSR work with similar-sized organisations working in the same area.

Word limit: 2000 words – excluding tables, references and appendices

***** I have done my internship in MBPS from MB Petroleum Services in Oman, which holds the position of multinational corporation. which is required in the assignment

A very important part of this course is learning to carefully reflect. You have all read and written throughout your academic and work careers. But careful reflection is not often something we are asked to do. At work, one is rewarded for quick decision-making (although it must be thoughtful). But being thoughtful can be different from being reflective; being thoughtful is using careful reason, while reflection is concerned with ideas and introspective pondering. We often consider issues with reason, yet we are often so “hurried” or “inexperienced” that we do not ponder over time. This is seen as a luxury within our society, yet it is critical for engaging the big issues that shape and frame our very existence. I also hope you will be reflexive in addition to being thoughtful – turning these ideas back onto yourself in order to shed light on your own beliefs, values, philosophy, and identities. Many philosophers have noted that to develop knowledge, one must know oneself. If we do not understand our own belief systems, we cannot realize how they constrain us from engaging new ideas. The more reflexive you are, the better able you will be to securely open yourself up to new ideas, without feeling threatened.

Understanding your beliefs usually leads to expanding the ideas you engage with and eventually your knowledge base. To grow as an educator, practitioner, and scholar, you must also grow personally. We often try to separate these two process, but I believe they are integrally connected. Therefore, I encourage you to think about all our class readings, activities, and discussions in relation to your own experiences. Some good generic questions while reading each chapter/article include:

1. What ideas were new to you – eye openers. How and why did they make you think differently about diversity, multiculturalism, power, privilege, and social justice?

2. Which points in the chapter/article were well substantiated, questionable or wrong. You may agree with a point the author made, but believe they did not make a strong enough case. Strive at times to examine the logical development.

3. In what ways does a chapter/article for one week compare to previous week’s readings?

4. What are the implications of this chapter/article for improving current policies and practices?

5. Did the material introduce you to anything about which you want to learn more?

6. How does a particular chapter/article shed light on an educational issue you are concerned with?

. This essay should not simply be a recounting of an experience you had, or a simple summary of something you read. You must delve deeper—what meaning is there, what connections exist, how does the reading or experience expand your knowledge and skills, how does it challenge you, how does it create an opportunity for you to be a change agent (or not)?

*Reflective

Essay. Your essays should be approximately 750 words, unless otherwise

indicated

Your journal entries should be both reactive and responsive to some aspect of the week’s readings, make connections to your own personal experiences, and show how you are evolving in your thinking about diversity, multiculturalism, power, privilege, and social justice, and various social identities. I expect your essays to follow proper APA style and formatting, including use of citations and references; these are not informal, colloquial essays, and as such should not be written as if you are sending an email or text to your BBF.

from these books .( I will scan them for you .)

Feb 1 (online)	Conceptual Foundations Part I—Power & Privilege	Adams et al.: Section 1 Readings: 3 Davis & Harrison: Ch 1, 2 Johnson: Ch 2, 3 4
Feb 8 (campus)	Conceptual Foundations Part II—Social Justice	Adams et al.: Section 1 Readings: 4, 5, 6, 7 Davis & Harrison: Ch 3, 4, 5 Johnson: Ch 5, 6
Feb 15 (online)	Conceptual Foundations Part III—Intersectionality	Johnson: 7, 8 Mitchell et al.: Ch 1, 3, 9

BOOKS

Adams, M., Blumenfeld, W. J., Castañeda, R., Hackman, H. W., Peters, M. L., & Zúñiga, X. (Eds.). (2013).Readings for diversity and social justice (3rd ed.). New York: Routledge.

Mitchell, D., Simmons, C. Y., & Greyerbiehl, L. A. (Eds.). (2014). Intersectionality & Higher Education: Theory, Research, & Praxis. New York, NY: Peter Lang.

Use the attach documents as a reference. The in-text citation must include author name and pg number from where the information was taken. I can’t offer more but I promise a great review.