Information Literacy, Reinforced Level
In this Case 1 you will be finding, selecting, and incorporating the most effective sources of information to support your discussion of Atlantic Shrimp’s actions as they relate to discrimination laws and regulations. Give special attention to the quality of sources utilized.
Exploring Equal Employment Opportunity and Discrimination
Before starting this assignment, use the following links to familiarize yourself with relevant law:
HR Hero. (2017). Age Discrimination in Employment Act. http://topics.hrhero.com/age-discrimination-in-employment-act-adea/
U.S. Equal Employment Opportunity Commission (n.d.) Title VII of the Civil Rights Act of 1964. https://www.eeoc.gov/laws/statutes/titlevii.cfm
U.S. Supreme Court. (1971). Griggs v. Duke Power Co . http://caselaw.findlaw.com/us-supreme-court/401/424.html
Terms: Disparate/adverse impact; disparate/adverse treatment
U.S. Supreme Court Case: Griggs vs. Duke Power Company
Begin this assignment by reading the following scenario:
Atlantic Shrimp is a major processor of fresh and frozen shrimp sold throughout the United States. Atlantic shrimp employs 301 workers at its principal processing plant. The plant has a relatively young crew with 73% of the workforce between the ages of 23 and 31. The plant is in Savannah, Georgia. Atlantic Shrimp requires a high school diploma or GED as a condition of employment for its cleaning crew. Right now, the entire cleaning crew at Atlantic Shrimp is Caucasian.
Prepare a 4- to 6-page paper, not counting the cover page, the requested appendix, and reference page. Address the following questions in your paper:
1. Explain the importance of Savannah’s labor market in considering whether or not Atlantic Shrimp is in compliance with the Civil Rights Act of 1964. Discuss relevant data you find associated with Savannah’s demographics.
2. Based on your readings and research, evaluate whether Atlantic Shrimp needs to make policy changes to ensure compliance with Title VII of the Civil Rights Act of 1964. If changes must be made in complying with the Age Discrimination in Employment Act, explain specifically what changes Atlantic Shrimp should make and why they are necessary to satisfy the requirements of each of these laws.
3. Use at least six (6) sources, at least three (3) of which should be found on your own (outside of the module readings). Provide a 1- or 2-page Appendix discussing why your non-module sources (ones found on your own) were chosen and what criteria you used to determine that they were appropriate sources for your academic paper.
Information Literacy Emphasis
As you may recall, in ETH501 (Business Ethics), Case 1, emphasis was placed on the first step to building your information literacy skills.
Now at this “reinforced” level, the MGT516 (Legal Implications in HRM) Case 1 takes information literacy a step further by working on thought processes to evaluate each source utilized.
In HRM522 (Employment & Labor Relations), Case 1, your information literacy skills will be enhanced even further.
The grading rubric for Information Literacy has been developed to measure student success in meeting the MGT516 Case 1 expectations related to information literacy. Rubrics for the other two courses are included in their respective oral communications assignments.
Assignment Expectations
Your paper will be evaluated using the criteria as stated in the Case rubric. The following is a review of the rubric criteria:
· Assignment-Driven: Does the paper fully address all aspects of the assignment? Is the assignment addressed accurately and precisely using sound logic? Does the paper meet minimum length requirements?
· Critical Thinking: Does the paper demonstrate graduate-level analysis, in which information derived from multiple sources, expert opinions, and assumptions has been critically evaluated and synthesized in the formulation of a logical set of conclusions? Does the paper address the topic with sufficient depth of discussion and analysis?
· Business Writing: Is the essay logical, well organized, and well written? Are the grammar, spelling, and vocabulary appropriate for graduate-level work? Are section headings included? Are paraphrasing and synthesis of concepts the primary means of responding, or is justification/support instead conveyed through excessive use of direct quotations?
· Effective Use of Information: Does the submission demonstrate that the student has read, understood, and can apply the background materials for the module? If required, has the student demonstrated effective research, as evidenced by student’s use of relevant and quality (library?) sources? Do additional sources used provide strong support for conclusions drawn, and do they help in shaping the overall paper?
· Citing Sources: Does the student demonstrate understanding of APA Style of referencing by inclusion of proper citations (for paraphrased text and direct quotations) as appropriate? Have all sources (e.g., references used from the Background page, the assignment readings, and outside research) been included, and are these properly cited? Have all sources cited in the paper been included on the References page?
· Timeliness: Has the assignment been submitted to TLC (Trident’s learning management system) on or before the module’s due date?
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