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This activity addresses module outcome 1. Upon completion of this activity, you will be able to:
- MO1: Examine the complexities involved for the in-house mediation coordinator in human resources department. (CO4)
Before beginning this discussion, please read the background information of Barr-Nunn and E-Trykes.
Helen Rose at Barr-Nunn Bikes is in her office on a Friday afternoon when one of the bike assembly line workers, Ernie, comes into her office. Ernie is upset and he wants Helen to take care of a situation for him. On the assembly line, two workers are assigned to each station. Each station has one complete set of tools and equipment that are required to carry out the work for that part of the assembly line. Ernie is complaining that his station-mate, Bert, is constantly misplacing tools and not keeping the station clean. Ernie says he has asked Bert to keep the station neat, but nothing changes. Helen asks Ernie if he has spoken to an area supervisor about this. Ernie says he has, but he does nothing to resolve this issue. The area supervisor, Steve, is also Bert’s sixth cousin, once removed. Ernie feels like his complaint is being ignored.
Respond to the following questions:
- At this point, could Helen intervene in this situation? Explain if she has too much information to remain neutral.
- Assuming she is still neutral, she decides to talk to Steve and get his take on the situation. Steve tells her that Ernie and Bert never have gotten along. He can’t switch them with any other line worker right now, as they are really the only ones who can fully complete all the tasks required in that station. Should Helen now interview Bert or should she just have Ernie and Bert come to a mediation session? Is there a point where Helen should look for outside help?
Post your primary response by Friday, 11:59 pm EST. Read any postings already provided by your instructor or fellow students. Read and provide a substantive response to the conclusions drawn by at least two of your classmates by Sunday, 11:59 pm EST. Remember to read the feedback to your own major postings and reply to it throughout the module.
As you will see in the rubric, to maximize your points on the discussions, you should make sure you adhere to the following:
- Consistently synthesize and tie in specific, relevant information and examples from course materials, and from own experiences or current events, to support ideas.
- Frequently make comments that build on what has already been said and extends the discussion, moving it forward. Encourage a deeper analysis of content by asking meaningful, relevant questions about postings.
- Posts are well-organized, clearly, and concisely written. The posts are easy to read and free of spelling and grammatical errors. Sources, if applicable, are present and cited correctly. Posts are courteous and respectful of other viewpoints.
- Posts are made on three separate days throughout the module; AND Number of posts meets or exceeds the number of required posts.
- Makes first substantial and meaningful contribution to academic discussion and posts responses by due dates at 11:59pm.
Consult the Discussion Posting Guide for information about writing your discussion posts. It is recommended that you write your post in a document first. Check your work and correct any spelling or grammatical errors. When you are ready to make your initial post, click on “Reply.” Then copy/paste the text into the message field, and click “Post Reply.” This is a “post first” discussion forum, which means you must submit your initial post before you can view other students’ posts.
To respond to a peer, click “Reply” beneath her or his post and continue as with an initial post.
This discussion will be graded using the SPS Default Discussion Rubric. Please review this rubric, located on the Rubrics page within the Start Here module of the course, prior to beginning your work to ensure your participation meets the criteria in place for this discussion. All discussions combined are worth 50% of your final course grade.