Promoting Culture and Equal Employment Opportunities
Assignment ID Number AFFGEHU83939HD Type of Document Essay Writing Format APA/MLA/Harvard Academic Level Masters/University References/Sources 4 References
Promoting Culture and Equal Employment Opportunities
This is an interesting topic because I have worked as a human resources recruiter for years. I have worked for companies that say they follow EEO and AA and even advertise on their website, but I have never seen any evidence of the EEO and AA being followed. We were never told who to hire and not hire. The US Department of Equal Opportunity Employment Commission says to train all human resources managers and employees on EEO laws, promote inclusive culture and foster communication and early dispute resolution. I have never been trained specifically on EEO but have always been taught on inclusive culture and to not discriminate or pre judge candidates. I disagree with companies who have to follow EEO and AA that have to meet the quotas. The best fit for the position, company culture and best fit for the team should be hired. They should not have to hire unqualified people for the job just to suite EEO and AA policies. We also know politics and other discriminations happen during the interview process companies do not need EEO and AA dictating this too.
US Equal Opportunity Employment Commission.(2018, September).Best Practices for Employers and Human Resources/EEOC Professionals. Retrieved from: https://www.eeoc.gov/eeoc/initiatives/e-race/bestpractices-employers.cfm
There is no evidence of an evolved organizational climate in today’s workforce compared with the past. A poll of 1,900 African-Americans and Hispanic-Americans provided a measure of how many people face unfair treatment because of their race or ethnicity in everyday situations — at work, shopping, or while seeking health care (Agiesta, 2015). 77% of African-Americans and 74% of Hispanic-Americans polled face racial discrimination in society today (Agiesta, 2015).
The goals of affirmative action and equal employment opportunity are to take positive steps to end discrimination, to prevent its recurrence, and to create new opportunities that were previously denied to qualified women, people with disabilities, and people of color (“What Affirmative Action Is,” 2016). Under Title VII of the Civil Rights Act, you cannot base a hiring decision, in whole or in part, on a person’s race or gender. In addition, under Executive Order 11246, a college or university must take affirmative steps to ensure its acceptance rates and hiring practices are fair, equitable, and free from discrimination. It must also take steps in recruiting to ensure the applicant pool is as diverse and as qualified as possible (Walesby, 2010). The expectation underlying affirmative action is that, absent discrimination, over time a contractor’s workforce, generally, will reflect the gender, racial and ethnic profile of the labor pools from which the contractor recruits and selects” (Walesby, 2010). This means that if 80% of the qualified applicants to police force are Hispanic in a city that is 80% Hispanic, then the police force should be largely Hispanic. Affirmative action and equal employment opportunity help create a level playing field that gives everyone an equal opportunity to compete for a job and career. They ensure that no person is disadvantaged or treated unfairly during the hiring process because of their race, ethnicity, disability, or gender. It is about fairness and justice for all (Walesby, 2010).
The federal regulations for affirmative action explicitly state, “Quotas are expressly forbidden…[i]n all employment decisions, the contractor must make selections in a nondiscriminatory manner. Placement goals do not provide the contractor with a justification to extend a preference to any individual, select an individual, or adversely affect an individual’s employment status, on the basis of that person’s race, color, religion, sex, or national origin” (Walesby, 2010). In the words of Supreme Court Justice Blackmun, “In order to get beyond racism, we must first take account of race. There is no other way.” And as Justice O’Connor emphasized in Adarand v. Pena: “The unhappy persistence of both the practice and the lingering effects of racial discrimination against minorities in this country is an unfortunate reality and government is not disqualified from acting in response to it.” The same is true for sexism: gender-based affirmative action programs are an antidote to the sex discrimination that too often infects decisions about jobs, education, and business opportunities” (“What Affirmative Action Is,” 2016). Writing for the Court, Justice O’Connor explained the importance of diversity: “In order to cultivate a set of leaders with legitimacy in the eyes of citizenry, it is necessary that the path to leadership be visibly open to talented and qualified individuals of every race and ethnicity” (“What Affirmative Action Is,” 2016).
I disagree with the above statement. Affirmative Action and Equal Opportunity do not promote quotas and do not encourage the hiring of women, those with disabilities, or minorities over qualified candidates. On the contrary, they requre that all qualified applicants are given the opportunity to compete for jobs regardless of race or sex in an attempt to reduce discrimination. While slavery is no longer legal, discrimination continues to be an issue for people of color, women, and people with disabilities and equal opportunity, equal pay, and equal promotional opportunities are a long way off.
Agiesta, J. (2015, November 25). Race and Reality in America: Five key findings. Retrieved September 8, 2018, from https://www.cnn.com/2015/11/24/us/race-reality-key-findings/index.html
Walesby, A. (2010, December 16). Facts and Myths of Affirmative Action. Retrieved September 8, 2018, from https://www.higheredjobs.com/articles/articleDisplay.cfm?ID=246
What Affirmative Action Is (And What It Is Not). (2018). Retrieved September 8, 2018, from http://www.nationalpartnership.org/issues/fairness/
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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