Discuss affirmative action and laws affecting employment.

Module 4: Building Capacity: Hiring, Training, and Professional Learning
In this module, we will start by exploring the hiring process, including best practices in recruitment, testing, interviewing, and background checks. What was the hiring process when you got hired for a position? If you are currently in a criminal justice-related position, it was probably pretty intensive. For many criminal justice professions, a government body provides mandates on hiring processes, and as you will see throughout this module, many different criminal justice organizations have similar processes. From what you’ve experienced in your career, do you think the established hiring process does a sufficient job of selecting high-quality candidates? Why or why not?
Next, we will take a brief look at relevant employment laws. Though you will likely have a human resources person to consult with as you are recruiting and hiring new employees, it is always important to have a foundational knowledge of what you can and cannot legally do during the hiring process.
This module will conclude by examining the importance of, and best practices in, new hire training and continuous training for employees. As we work through this part of the module, think about what your training process was like. Did it adequately prepare you to do the job successfully? Did you receive the right amount of mentoring and support to make you successful? What did you like about your training process? What could have been done better? Do you continue to keep sharp skills by training regularly? As an effective criminal justice leader, it is important that you take into consideration your personal experiences, as well as research best practices, as you are supporting new and seasoned employees.
Learning Outcomes
Evaluate the importance of hiring well-qualified employees.
Analyze the role of recruitment in hiring well-qualified employees.
Discuss affirmative action and laws affecting employment.
Evaluate best practices in training new employees once hired.
Discuss the importance of ongoing training and learning.
For Your Success & Readings
This week we focus on staffing and training an organization. As you work through this module, think about good and bad coworkers you have worked with, as well as training opportunities that have helped, or would have helped, you to be a more productive employee.
For your discussion this week, you’ll be researching the hiring process used by your local police department. You’ll be asked to discuss the importance of hiring well-qualified employees. Consider age requirements, education, and training. Also, consider the application process so you can include what the applicant will need to accomplish, such as exams, fitness tests, minimum training requirements, etc. And then, as a hiring manager, you’ll be asked to determine how you would advertise, then select candidates. Keep in mind any legal or ethical considerations, such as affirmative action. Don’t discount the importance of ongoing training and learning.
Your initial discussion board posting is due by 11:59pm MT Thursday night, with at least two replies to other students by Sunday night at 11:59pm. You will also make a choice between two options for the final portfolio assignment, a milestone for which is due this week. Please take a look at the portfolio option that most interests you in Week 8 and complete the corresponding milestone this week. As you are completing the assignment, make sure to include all of the necessary components, as well as an adequate amount of critical thinking and analysis.
Required
Chapter 6 in Management & Supervision in Law Enforcement
Espiritu, D. (2017). The future of diversity and police legitimacy: Does diversity make a difference? Journal of California Law Enforcement, 51(3), 7-14.
Inzunza, M. (2016). Selection practitioners’ views on recruitment criteria for the profile of police officers: A comparison between two police organizations. International Journal of Law, Crime and Justice, 45, 103.
Sereni-Massinger, C., & Wood, N. (2016). Improving law enforcement cross cultural competencies through continued education. Journal of Education and Learning, 5(2), 258-264.
Recommended
Bergman, M., Walker, J., & Jean, V. (2016). A simple solution to policing problems: Women! Industrial and Organizational Psychology, 9(3), 590-597.

“ What impact does money have on happiness/What role does money play on gaining happiness?”

“Written Argument”
› Gather information from a range of additional sources representing a variety of perspectives, including scholarly work.
› Analyze, evaluate, and select evidence. Interpret the evidence to develop a well-reasoned argument that answers the research question and conveys your perspective.
› Throughout your research, continually revisit and refine your original research question to ensure that the evidence you gather addresses your purpose and focus.
› Identify opposing or alternate views and consider their implications and/or limitations as you develop resolutions, conclusions, or solutions to your research question.

› Compose a coherent, convincing and well-written argument in which you:
– Identify and explain the relationship of your inquiry to a theme or connection among at least two of the stimulus materials prompted by your reading.
– Incorporate at least one of the stimulus materials.
-Place your research question in context.
-Include a variety of perspectives. Include evidence from a range of sources.
-Establish an argument that links claims and evidence.
-Evaluate objections, limitations or competing perspectives and arguments.
Cite all sources that you have used, including the stimulus materials, and include a list of works cited or a bibliography.
**Additional Info
” Initial Outline of your paper: include elements of the argument, counter-argument, and rebuttal for each claim. Include the citation for each claim.”

Discuss how does social media usage negatively affect children and adolescents dealing with depression?

2) You may first introduce your topic, provide rational for the study (e.g., introduction of your topic, definition of key concepts, related statistics and other relevant facts, related theories, implications, and/or application values), literature reviews on this topic, RQs (or hypos, and reasoning or justification for your claim, or hypothesis), and detailed method section for your research paper. If you need any guidance as to how to structure your paper, please refer to the “research proposal paper structure guideline” posted on this Bb site, right below this link. You do not have to have all of the elements, this is just a sample guideline, but it should help you visualize how a typical research proposal paper is structured.

3) Please save your research proposal in MS Word file, and include your name in your file, as in “SaraSmith_ResearchProposa.doc”and make sure to submit it to me via the digital dropbox before the due date.

4) You all are to receive numerical grades, but if you want to receive detailed comments on your research proposal content and your writing/APA from me, please add a note to indicate that you would like to have feedback.

. If you were an HRD professional involved in setting up Project WISE, what issues would you emphasize as you designed and implemented this new program?

Brief case studies must demonstrate the student’s ability to analyze the case, state key concepts and support the case with textbook concepts (no quotes – paraphrase!). All papers are to be APA, proofread and error free. In addition to the textbook, two outside sources are required for each brief case study assignment (see list of possible resources below). Students must provide APA citations and bibliographic information.

Case Study

(From Werner Ch 11)

Lovelace Health Systems is a health care organization in New Mexico. It employs over 3,700 people in hospitals, specialty clinics, and many primary care clinics located in Albuquerque and various other communities in the state. Seventy percent of its employees receive their health coverage through Lovelace.

The state of New Mexico has a death rate from cirrhosis of the liver that is nearly twice the national average, and also has among the highest rates of drug-induced deaths per capita in the nation. This led leaders at Lovelace to look for ways to reduce and prevent substance abuse among their employees. The health system had two voluntary programs in place, an employee assistance program and an employee wellness program. They also began mandatory drug testing of all applicants who were offered employment.

Lovelace sought to enhance what it was already doing with a new program called Project WISE. WISE stood for Workplace Initiative in Substance Education. The emphasis of Project WISE was an effort to reduce what was termed “risky” drinking. Employees completed a health risk appraisal, which included questions concerning alcohol use (as well as heart disease, stress, depression, diabetes, nutrition, and cancer risk). Employees whose answers to the alcohol use questions placed them in either the moderate- or high-risk categories were targeted for the new intervention (see Table 11-1 for details).

Questions:

1. If you were an HRD professional involved in setting up Project WISE, what issues would you emphasize as you designed and implemented this new program?

2. What ideas do you have for ways to increase awareness of the dangers of risky drinking?

3. How about concerning ways to change employee drinking behaviors?

4. How might you evaluate the success of Project WISE?

5. Are there any potential concerns in regards to collecting employee data that will be used to evaluate whether changes have occurred as a result of the new intervention?

Textbook: Werner, J. M., & DeSimone, R. L. (2011). Human Resource Development. Cengage Learning.

Explain how the specific ideas, theories, concepts or critical paradigms contained in the reading shape and define this time period.

The instructions for this assignment are to
For each of the following five (5) quotations provide:
(a) an accurate identification. Include the full name of the author and the title of
the reading in which the quotation appears.
(b) a precise and concise summary of the reading with an emphasis on its main
ideas. Explain why the quotation is important.
(c) an identification and definition of the time period during which the reading was
written. Explain how the specific ideas, theories, concepts or critical paradigms
contained in the reading shape and define this time period.
(d) a detailed explanation of how the author of the quotation and his or her ideas shape
and define modernity, the Modern Age, and/or the ‘modern mind’. This explanation
should include at least three (3) quotations from other course readings and address
multiple course themes/theories, i.e. human rights, liberal democracy, science and
reason, free-market capitalism, progress, industrialization, coherences, Eurocentrism,
the “imagined community”, the city, “invention”, evolution, etc. Please note: the majority
of your grades will come from the course-based critical analyses you showcase.

The quotations are:
1. “The instinctual state of the ants corresponds to the leadership state among mankind;
however, the principles of a perfect insect state give people cause to think. They have
preserved bees and ants in the struggle for survival and thereby proved their validity.
We earlier noted the following truths about ants:
1. The work of the individual has only one purpose: to serve the whole group.
2. Major accomplishments are possible only by the division of labor.
3. Each bee risks its life without hesitation for the whole.
4. Individuals who are not useful or are harmful to the whole are eliminated.
5. The species is maintained by producing a large number of offspring.
It is not difficult for us to see the application of these principles to mankind: We also
can accomplish great things only by a division of labor. Our whole economy
demonstrates this principle. The ethnic state must demand of each individual citizen
that he does everything for the good of the whole, each in his place and with his
abilities (Principle 1)”.

2. “The bourgeoisie, whenever it has got the upper hand, has put an end to all feudal,
patriarchal, idyllic relations. It has pitilessly torn asunder the motley feudal ties that
bound man to his ‘natural superiors’, and has remaining no other nexus between man
and man than naked self-interest, than callous ‘cash payment’. It has drowned the
most heavenly ecstasies of religious fervor, of chivalrous enthusiasm, of philistine
sentimentalism, in the icy water of egotistical calculation. It has resolved personal
worth into exchange value, and in place of the numberless indefeasible chartered
freedoms, has set up that single, unconscionable freedom—Free Trade. In one word,
for exploitation, veiled by religious and political illusions, it has substituted naked,
shameless, direct, brutal exploitation.
The bourgeoisie has stripped of its halo every occupation hitherto honoured and
looked up to with reverent awe. It has converted the physician, the lawyer, the priest,
the poet, the man of science, into its paid wage labourers…and has reduced the family
relation to a mere money relation…All that is solid melts into air, all that is holy is
profaned, and man is last compelled to face with sober senses his real conditions of
life, and his relations with his kind.”

3. “For this exclusion [of women from the rights of citizenship] not to be an act of tyranny
one would have to prove that the natural rights of women are not absolutely the same
as those of men or show that they are not capable of exercising them. Now the rights
of men follow only from the fact that they are feeling beings, capable of acquiring moral
ideas and reasoning about these ideas. Since women have the same qualities, they
necessarily have equal rights. Either no individual in mankind has true rights, or all
have the same ones; and whoever votes against the rights of another, whatever be
his religion, his color, of his sex, has from that moment abjured his own rights.
It would be difficult to prove that women are incapable of exercising the rights of
citizenship. Why should beings exposed to pregnancies and to passing indispositions
not be able to exercise rights that no one ever imagined taking away from people who
have gout every winter or who easily catch colds? Even granting a superiority of mind
in men that is not the necessary consequence of the difference in education (which is
far from being proved and which ought to be if women are to be deprived of a natural
right without injustice), this superiority can consist in only two points. It is said that no
woman has made an important discovery in the sciences or given proof of genius in
the arts, letters, etc. But certainly no one would presume to limit the rights of
citizenship exclusively to men of genius. Some add that no woman has the same
extent of knowledge or the same power of reasoning as certain men do; but what does
this prove except that the class of very enlightened men is small? There is complete
equality between women and the rest f men; if this little class of men were set aside,
inferiority and superiority would be equally shared between the two sexes. Now since
it would be completely absurd to limit the rights of citizenship and the eligibility fort
public office to this superior class, who should women be excluded rather than those
men whoa re inferior to a great number of women?”

4. “A real subjection is born mechanically from a fictitious relation. So, it is not necessary
to use force to constrain the convict to good behavior, the madman to calm, the worker
to work, the schoolboy to application, the patient to the observation of the regulations.
Bentham was surprised that panoptic institutions could be so light: there were no more
bars, no more chains, no more heavy locks; all that was needed was that the
separations should be clear and the openings well arranged. The heaviness of the old
‘houses of security’, with their fortress-like architecture, could be replaced by the
simple, economic geometry of a ‘house of certainty’. The efficiency of power, its
constraining force have, in a sense, passed over to the other side – to the side of its
surface of application. He who is subjected to a field of visibility, and who knows it,
assumes responsibility for the constraints of power; he makes them play
spontaneously upon himself; he inscribes in himself the power relation in which he
simultaneously plays both roles; he becomes the principle of his own subjection. By
this very fact, the external power may throw off its physical weight; it tends to the noncorporal; and, the more it approaches this limit, the more constant, profound and
permanent are its effects: it is a perpetual victory that avoids any physical
confrontation and which is always decided in advance.”

5. “Five score years ago, a great American, in whose symbolic shadow we stand today,
signed the Emancipation Proclamation. This momentous decree came as a great
beacon light of hope to millions of Negro slaves who had been seared in the flames
of withering injustice. It came as a joyous daybreak to end the long night of their
captivity.
But one hundred years later, the Negro still is not free. One hundred years later, the
life of the Negro is still sadly crippled by the manacles of segregation and the chains
of discrimination. One hundred years later, the Negro lives on a lonely island of poverty
in the midst of a vast ocean of material prosperity. One hundred years later, the Negro
is still languished in the corners of American society and finds himself an exile in his
own land.
And, so, we’ve come here today to dramatize a shameful condition. In a sense we’ve
come to our nation’s capital to cash a check. When the architects of our republic wrote
the magnificent words of the Constitution and the Declaration of Independence, they
were signing a promissory note to which every American was to fall heir. This note
was a promise that all men, yes, black men as well as white men, would be guaranteed
the ‘unalienable Rights’ of ‘Life, Liberty and the pursuit of Happiness.’ It is obvious
today that America has defaulted on this promissory note, insofar as her citizens of
color are concerned. Instead of honoring this sacred obligation, America has given the
Negro people a bad check, a check which has come back marked ‘insufficient funds’.”