Http www criticalreading com critical_thinking htm

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Module 3 - Case

EMPLOYEE RIGHTS/SAFETY

Assignment Overview

(Signature Assignment: Critical Thinking, Introduced Level)

Compliance and the HR Functions

Before starting this assignment, be sure that you are familiar with what is meant by “critical thinking.”

Critical thinking is one of the five key rubric criteria by which your assignments are graded. Therefore, it is required that you demonstrate evidence of critical thinking in all assignments. For an overview of critical thinking, first read the Kurland article and then review the chart:

Kurland, D. (2000). What is critical thinking? Critical Reading. Retrieved from http://www.criticalreading.com/critical_thinking.htm

A must have chart featuring critical thinking skills. (2014). Educational Technology and Mobile Learning. Retrieved from http://www.educatorstechnology.com/2013/05/a-must-have-chart-featuring- critical.html

For this assignment you must be familiar with the following governmental regulations that impact HRM actions:

a. Employment at Will (Click on the link for a brief overview.)

b. Genetic Information Nondiscrimination Act (Click on the link for a brief overview.)

c. Immigration Reform and Control Act (Click on the link for a brief overview.)

d. Uniformed Services Employment and Reemployment Rights Act (Click on the link for a brief overview.)

Click on the following link for a brief Review of the HRM functions.

Case Assignment

Select two regulations (from a-d above). Discuss the following:

1. Give a brief (1/2 page summary) of the regulation.

2. Which one (of the four) has had the greatest impact on employees in the private-sector U. S. workplace?

3. Which one (of the four) has had the least impact on employees in the private-sector U.S. workplace?

4. Discuss the major similarities in the two laws you have discussed in #2 and #3 above.

http://www.criticalreading.com/critical_thinking.htm
http://www.educatorstechnology.com/2013/05/a-must-have-chart-featuring-critical.html
http://topics.hrhero.com/employment-at-will-and-employment-law/
http://topics.hrhero.com/genetic-information-nondiscrimination-act-gina/
http://topics.hrhero.com/immigration-reform-and-control-act-irca/
http://topics.hrhero.com/userra-uniformed-services-employment-and-reemployment-rights-act/
https://www.boundless.com/management/textbooks/boundless-management-textbook/human-resource-management-7/core-functions-of-human-resource-management-58/
9/23/15, 6:50 PM

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Provide cited, reference information (from valid sources) to back up your discussion.

Consider each of the major HRM functions in your answer.

Provide specific, real-life, private sector examples (including employer names).

Bring in at least 5 TUI library sources plus any applicable background readings to help strengthen your discussion.

Upload your paper by the module due date. The paper should be at least 4-5 pages, not counting the cover and reference pages.

Assignment Expectations

Demonstrate your understanding of the impact laws have on the various HRM functions.

Demonstrate critical thinking and analysis of the relevant issues and HRM actions, drawing on your background reading and research.

Evaluate resources and select only library/Web-based resources that provide reliable, substantiated information.

Give authors credit for their work. Cite sources of borrowed information in the body of your text as footnotes or numbered end notes, or use APA style of referencing.

Prepare a paper that is professionally presented (including a cover page, a list of references headings/subheadings, and a strong introduction and conclusion). Proofread carefully for grammar, spelling and word-usage errors.

Critical Thinking Rubric

Strong 4

Adequate 3

Marginal 2

Weak 1

Explanation of issues

Issue/problem to be considered critically is stated clearly and described comprehensively, delivering all relevant information necessary for full understanding.

Issue/problem to be considered critically is stated, described, and clarified so that understanding is not seriously impeded by omissions.

Issue/problem to be considered critically is stated but description leaves some terms undefined, ambiguities unexplored, boundaries undetermined, and/or backgrounds unknown.

Issue/problem to be considered critically is stated without clarification or description.

Evidence Selecting and using information to investigate a point of view or conclusion

Information is taken from source(s) with enough interpretation/evaluation to develop a comprehensive analysis or synthesis.

Viewpoints of experts

Information is taken from source(s) with enough interpretation/evaluation to develop a coherent analysis or synthesis.

Viewpoints of experts are subject to

Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.

Viewpoints of experts are taken as mostly fact,

Information is taken from source(s) without any interpretation/evaluation.

Viewpoints of experts are taken as fact, without question.

9/23/15, 6:50 PM

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are questioned thoroughly.

questioning. with little questioning.

Influence of context and assumptions

Thoroughly (systematically and methodically) analyzes own and others' assumptions and carefully evaluates the relevance of contexts when presenting a position.

Identifies own and others' assumptions and several relevant contexts when presenting a position.

Questions some assumptions. Identifies several relevant contexts when presenting a position. May be more aware of others' assumptions than one's own (or vice versa).

Shows an emerging awareness of present assumptions (sometimes labels assertions as assumptions). Begins to identify some contexts when presenting a position.

Student's position (perspective, thesis/hypothesis)

Specific position (perspective, thesis/hypothesis) is imaginative, taking into account the complexities of an issue.

Limits of position (perspective, thesis/hypothesis) are acknowledged.

Others' points of view are synthesized within position (perspective, thesis/hypothesis).

Specific position (perspective, thesis/hypothesis) takes into account the complexities of an issue.

Others' points of view are acknowledged within position (perspective, thesis/hypothesis).

Specific position (perspective, thesis/hypothesis) acknowledges different sides of an issue.

Specific position (perspective, thesis/hypothesis) is stated, but is simplistic and obvious.

Conclusions and related outcomes (implications and consequences)

Conclusions and related outcomes (consequences and implications) are logical and reflect student’s informed evaluation and ability to place evidence and perspectives discussed in priority order.

Conclusion is logically tied to a range of information, including opposing viewpoints; related outcomes (consequences and implications) are identified clearly.

Conclusion is logically tied to information (because information is chosen to fit the desired conclusion); some related outcomes (consequences and implications) are identified clearly.

Conclusion is inconsistently tied to some of the information discussed; related outcomes (consequences and implications) are oversimplified.

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