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MHR 523 Lecture : Seminar Assignment #5.docx

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School
Ryerson University
Department
Human Resources
Course
MHR 523
Professor
Tsogbadral Galaabaatar

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Document Summary

Seminar assignment # 5: if i were the general manager, i would be extremely disappointed in garfield"s actions and would demand him to smarten up. I would set up a meeting to go over ground rules regarding the importance of health and safety. Since workplace injuries are a huge cost, i would remind gar that the company cannot afford to lose money and that if he did not follow company policy he would be fired immediately. I would also go over the federal and provincial safety regulations to ensure gar will fully understand the importance of keeping the employees healthy. As for the workers, i would tell them that they are also at fault. The employees should know that wearing a mask is a necessity and should be worn at all times if they want to live healthily.

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Related Questions

Employees at D-Bart’s San Jose facility have reason to be concerned. Division Manager Karen Howell received word from headquarters that the San Jose plant would be closed, with operations merged into the San Francisco facility. Most of the San Jose staff would be transferred to San Francisco, since the change was more an effort to save facility costs than to eliminate workers. Even so, approximately 20 percent of the San Jose staff would be let go. Howell was to work with supervisors to decide who would go and who would stay. Since there was no particular area that is to be reduced, Howell thought the most straightforward and equitable method to determine staff cuts was to eliminate 20 percent from each department, with termination decisions based on performance appraisal scores. She has reviewed appraisal records and generated a list of employees she believed should get notice. Howell has not yet shared her list with managers, and no general announcement has been made to employees. Managers have been informed of anticipated cuts and were asked to come up with suggestions on which employees to cut. Howell planned to meet with each department manager to finalize their decisions before they took any action. Howell met with Production Supervisor Dave Bradshaw this morning. They needed to cut five people from his department. Howell and Bradshaw both agreed that reductions would be difficult, but she was surprised when Bradshaw said, “I know this is going to be hard for some people, but it’ll be a good thing, too. I’ve got a couple of people I have wanted to get rid of for a very long time.” “Who’s that?” asked Karen. “Ben Renfro and Jackie Callahan,” Dave said without hesitation. “Why?” asked Karen, “They both have outstanding performance appraisals.” “Well, it doesn’t matter what the paperwork says,” he answered, “they’re both terrible. Renfro’s always wasting time chatting with other employees. He keeps everybody from working, and he never meets production goals. Callahan can’t get to work on time. I bet she’s late three days out of five.” “How do you know she’s late three days out of five?” Karen asked. “Have you kept a log or documented her absence?” “No, but I work with these people. I know what they’re doing. We’re pushed to meet production numbers,” Dave said in his defense. “We don’t have time for that paperwork stuff, and besides, people know they have to be at work on time. If they can’t even do that, we should just get rid of them!” Howell found much the same response from all the managers. It appeared that no one had been taking the appraisal process seriously. Feedback to employees had been haphazard at best, and discipline, if it had occurred at all, had been arbitrary and not properly documented. Managers simply checked off boxes on the appraisal forms so they could get back to the “real” work of production. Howell shook her head. Obviously, the existing performance appraisals could not provide reliable documentation on which to base reduction decisions. She would have to come up with a different plan for appraisals and reducing staff. SHRM is recognized as the source for this case study. Students will complete the assigned case study as a way to increase learning through application of course material in complex, real world situations. To complete the case study the student will:

• Identify and define the central dilemma presented in the case

• Select and gather pertinent areas of consideration, and identify critical data and stakeholders (if you need to make assumptions about any of the facts in the case, be sure to specify these assumptions in your analysis)

• Gather additional information and research as necessary

• Identify and investigate all appropriate possibilities to resolve the central issues, and present at least three different options

• Select and present the best solution and include support for the decision that recognizes positions of all the stakeholders

• Describe how to implement the best solution and include strategies to address the known challenges. Also include the likely implications of the selected solution.

Please help answer 4 questions:

1. Using the information provided thus far by both Parts I and II, answer the following questions.

What problems both stated and unstated does Phyllis seem to be experiencing? What pieces of background information (patient environment and social/family history) have been provided by the family?

2. Distinguish between the relevant and non relevant symptoms/lab results needed to form a diagnosis. Of the relevant symptoms/lab results, rank them in priority and defend your answer.

3. Given what you know about the role of myelin in action potential propagation and the key information previously identified in questions 1 and 2, explain why multiple sclerosis is the appropriate diagnosis.

4. Consider you are the physician, what would be your strategy to slow progression of the disease and compensate for reduced neuronal function? What is the long-term prognosis with treatment?

The Soccer Mom:

A Case Study on the Nervous System

by

Jennifer Bolognese, Misti Coronel, Anita Intorre, and

Phil Stephens Biology Department Villanova University

Part I—At the Soccer Game

Thirty-two-year-old Phyllis Jackson was sitting on the bench at the side of the soccer ?eld, sipping a bottle of

Gatorade. Her husband, Steven, sat next to her with a concerned expression. “I’m really worried about you, honey,” he said.

“I’m just a little dehydrated; I’ll be ?ne.”

“If this were the ?rst incident, then maybe I’d agree with you. But your boss has been on your case about your lack of concentration at work, you forgot to pick up the kids from school last week, and quite frankly, you haven’t exactly been yourself with me lately. Now you’re having fainting spells during games? Something doesn’t seem right.”

“I know things haven’t been going well for me lately, but I don’t know why. I try so hard at work, at home, with the kids, to be a good wife. So maybe all this stress has made me a little unfocused and disoriented. What do you want me to do about it?” Phyllis said, blinking back tears.

“I think you should see a doctor,” Steven replied, putting his arm around her and drawing her close. “The kids are getting worried, too.”

Phyllis sighed. “Alright, if it will make you feel better. I really just think I need some time to relax, though.” “Well… I could drop the kids of at my sister’s tonight; that would give us a little free time…”

“That’s really thoughtful of you. I could de?nitely use a quiet night at home, maybe even go to bed early.” Steven seemed disappointed.

Part II—The Doctor Visit

“So, what seems to be the problem, Mrs. Jackson?” Dr. Warner asked Phyllis.

“My husband wanted me to come in and see you after I fainted during my soccer game Saturday. I’ve also been having some problems at work, but I think I’m just stressed.”

“What kinds of problems have you been having at work?”

“It’s been hard to concentrate on tasks. I’ve also had some problems typing—I’ve been making more errors than usual, and oftentimes my ?ngers will go numb.”

“I see,” said Dr. Warner, taking a few notes on his clipboard. “According to my records you are not on any long term medication. Have you noticed any problems outside of work?”

“Well, my husband has been complaining about our personal life lately. And last week, I completely forgot that I was supposed to pick up our two daughters after school. I’ve been feeling really tired lately; even my coordination seems of.”

“How long has this been going on for?”

“A few weeks, but this isn’t the ?rst time. These problems seem to come and go, but it’s getting to the point where I can’t just ignore them anymore. I don’t know, maybe I’m just depressed.”

“Why do you say that?”

“My mother suffered from depression throughout my childhood.”

“Well, depression certainly could cause some of the symptoms you’re experiencing,” Dr. Warner said thoughtfully. “Is there a history in your family of any neurological disorders?” “I don’t think so. I have some vague recollection of my grandfather in a wheelchair when I was really young, but I don’t know what was wrong with him.”

“Okay,” said the doctor, nodding. “Well, the few preliminary tests we’ve run show that you are not pregnant, and that you are not going through menopause. I’d like to send you to see Dr. Thrush, a friend and colleague of mine. She is a neurologist at the local hospital and she will run a few tests to explore your symptoms a little further.”

Questions: Analyze

1. Using the information provided thus far by both Parts I and II, answer the following questions.

What problems both stated and unstated does Phyllis seem to be experiencing? What pieces of background information (patient environment and social/family history) have been provided by the family?

Part III—Diagnostic Tests

Dr. Thrush looked over the results of Phyllis’s Magnetic Resonance Imaging (mri) and evoked potential tests. She was thinking how glad she was that Steven had accompanied Phyllis on this visit as she showed them the MR images of Phyllis’ brain.

“The machine took pictures of Phyllis’ brain in slices. The dark areas are the brain tissue, Phyllis, and the white areas in the middle and around the outside are the cerebrospinal ?uid.”

“Is that normal? Am I ok?” Phyllis asked. “And what are those little white dots in the tissue?”

“The white dots are what concerned me,” replied the doctor. “So we did another type of mri, called dark ?uid, so that your cerebrospinal ?uid would not show up white.”

“But I still see the white dots in my brain tissue. What does that mean?”

The doctor looked down, knowing that this was never an easy thing to tell a patient.

“I am afraid that this indicates that there are plaques or scars in your brain, and that you may have multiple sclerosis.”

Tears began to form in her eyes as Phyllis squeezed her husband’s hand.

“I am afraid that the evoked potential test and the elevated levels of myelin basic protein in you cerebrospinal ?uid indicate the same thing.”

Questions: Evaluate and Apply

2. Distinguish between the relevant and non relevant symptoms/lab results needed to form a diagnosis. Of the relevant symptoms/lab results, rank them in priority and defend your answer.

3. Given what you know about the role of myelin in action potential propagation and the key information previously identified in questions 1 and 2, explain why multiple sclerosis is the appropriate diagnosis.

Part IV—The Diagnosis

Dr. Thrush informed Phyllis that she was probably suffering from the relapsing-remitting form of multiple sclerosis (ms), in which relapses of symptoms are separated by periods of remission. ms is a disorder in which the myelination of axons is degraded due to unknown factors. The most commonly accepted explanation is that ms is an autoimmune disorder in which myelin in the central nervous system is attacked by the body’s own immune system. There is no known cure for multiple sclerosis. During remission, axons affected by the disorder regain their function. Voltage-gated sodium channels are concentrated in the nodes of Ranvier and the distribution changes at disease onset.

Questions: Create

4. Consider you are the physician, what would be your strategy to slow progression of the disease and compensate for reduced neuronal function? What is the long-term prognosis with treatment?

Thank you for your time with this

On Monday, May 26, Tina Brown walked into Innovative Patios to begin her new job as Payroll Manager. She was met by Julie Thornbury, President and major shareholder of the company. Julie got to the point: Good, you're here. I need a payroll plan by Friday. This place is a mess.

Yesterday I got a call from Human Resources & Skills Development Canada . He said we aren't filing ROEs. Do you know what they are?

We've got employees telling us that they get more tax deducted than their friends who earn the same amount. Jim, our production manager is barking that he should have a tax credit for his kid. We've been fined for sending in employee taxes late. I don't get it. I pay two people to run the administrative side of things and they mess things up.

I hear there are changes in the pipeline. I heard about the federal budget, but I don't know if we will benefit or not. Will it be just more paperwork? The bottom line is that I don't want any more government types coming around here threatening me. Tell me what we have to do.

Company History

Innovative Patios is a private corporation that installs patios stones made from recycled material. The company was started twenty years ago by Julie's parents Elena and Seamus. Elena and Seamus were immigrants to Canada and earned a living through a small landscaping business. They hired workers on contract and paid in cash for many years until they were audited by the tax department.

To avoid further problems, they incorporated the company five years ago, but their workers on the payroll, and hired Mary as a bookkeeper to fill out all the government forms.

Payroll Department

Mary quickly became Innovative Patios office manager, human resources manager, financial administrator and payroll manager. The workload was overwhelming and she convinced Julie to hire Liza to help her. Liza suggested they use Quicken to keep track of all accounts including payroll.

Mary and Liza fill out all cheques by hand for the ten employees and fill out all the government forms by hand. The company's remittances are based on a checklist Mary developed in 2009 (See Exhibit), Mary is unhappy because she works very hard, but everyone complains about things being wrong. When Julie landed a large contract that would require 15 more people be hired, Mary recommended that Julie hire a professional payroll manager. I can handle the other stuff, but the Canada Revenue Agency and the employee complaints are driving me crazy. I just can't keep up. I will be as helpful as I can.

Julie led Tina to her office and rushed off to take care of a crisis on the loading dock. Before Tina could get settled, Mary walked in, I am so happy to meet you. Just tell me what you need and Liza and I will get it for you. The employees are paid bi-weekly and this Wednesday is a payday. I haven't prepared anything

because I knew you would be here.

Exhibit: Mary's 2009 Remittance list

Item

Amount

How much to remit

When

Payroll

Annual $500,000

$1,000 payroll remittance

Monthly

Pay balance plus interest when assessment arrives

CPP

4.95% earnings (to annual max)

$2,062.50

Monthly

EI

1.98% earnings (to annual Max)

$49,000

Year-end

GST

Net annual subject to HST $200,000 at 13%

$1,500

Monthly

Use the refund to go toward payroll remittances due

Please answer the following questions:

a) Who are the key stakeholders in this case?
b) What are the resources needed?
c) What resources are available?
d) What is the main issue in this case?

Thank you in advance!