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a final written report on young maple daycare
I attached the documents including the reading and instruction document read page under requirement for final written report from page 3.
a final written report on young maple daycare I attached the documents including the reading and instruction document read page under requirement for final written report from page 3.
Original by: David Craw ford Revised by: Aurora Faundo / Fall 202 0 1 C O U R S E C O M M . 2 9 2 ‘MANAGEMENT AND ORGANIZATIONAL BEHAVIOUR’ TEAM PROJECT GUIDE AND INSTRUCTIONS Introduction The Team Project is based on the case study ‘_____________________ ’ the text of which is distributed separ ately from this Guide and Instructions . The purpose of a case study project is to help you to develop your skills in: – • – analy zing an organizational situation; • – identifying issues, problems and opportunities; and, where appropriate, • – making recommendations for acti on and/or improvement . In so doing, the project will enable you to combine theory and practice , by applying your course learning to a ‘real’ organization. At the same time, this project is designed to help you to develop your teamwork skills, an area of skill that is becoming increasingly important in the world of business and management, and in organizational life in general. Your effective performance as a team member will therefore be an important part of this project, and will count significantly towards your individualized project mark. Your Task Imagine you are a consultancy team , hired by company management to investigate and report on certain aspects of organizational behaviour within this company. You are required to report to company Senior Management Team on organizational behaviour issues. Process You must submit your analysis, findings and recommendations to the Senior Management Team at the company in two separate formats, i.e. • a progress report and final written manag ement report (worth 190 marks); and • an oral / visual in -class presentation (worth 60 marks) . The combined marks, out of 250, will then be converted to a percentage (i.e. out of 100 ), and this will be worth 25% of the overall grade for this course. Gui dance will be given in class on the required shape and format for both the report and the presentation. You will be working in teams of approximately five or six students. Each team member is required to contribute an equal share of the total work involve d in the project. On this basis (but only if this happens), it is hoped to be able to award the same mark to all the members of a team. However, if any individual student contributes less than a reasonably equal share of the work, that student’s mark will be reduced accordingly. In this connection, the project will include a form of peer evaluation, whereby each student’s contribution will be assessed by his/her team colleagues . Please remember, therefore, that your final (individual) project mark will be partly influenced by your effectiveness as a team member. Original by: David Craw ford Revised by: Aurora Faundo / Fall 202 0 2 CRITERIA AND REQUIREMENTS FOR THE ASSESSMENT OF THE WRITTEN REPORT S PART 1: PROGRESS REPORT due on ___________________________ – quantity of m aterial…………………………. -10 – qua lity of material……………………………. – 10 – organiz ation of material………………………. -5 _______ 25 points Submit to your instructor through Canvas messages on ____________________ using the subject: Progress Report COMM 292 Team _____ , on letter size bond paper, using font size 11 -12 and usin g only either Calibri, Ari al or Times New Roman fonts. One Progress Report is to be submitted in for your team. To ensure that you are on track and pr epared for your deadlines, prepare a task assignment plan (who does what and when to submit) for the in structor in your Progress Report as well as the three issues or problems identified in the case, the causes of which and the related theories . Please fol low report outline below and is approximately 1-4 pages. Late submissions will be deducted 20% for eac h day beyond the due date. The report MUST include a screenshot of a report from the Writing and Learning Centre Commerce (WLC) tutor . Your instructor will not even read your progress report without an accompanying WLC tutor report . One of your team member s should be designated to email this to your instructor in class on the date that it’s due. See course schedule for due date. Last Name, First Name (all team mem bers) Task/Responsibilities (of each member) for this Progress Review/Report Task/Responsibili ties (of each member) for the final written report with due dates Task /Responsibilities (of each member) for the oral presentation with due dates Introduction – facts about the case (who, what, when, where) Issue/problem 1 (in a statement of the problem format) What caused this issue/problem? (in a sentence format) 1. 2. 3. Related theories: Concept(s) and theory(ies) you learned in class that you can relate to this issue and the causes of it. Issue/problem 3 (in a statement of the problem format) What caused this issue/problem? (in a sentence format) 1. 2. 3. Related theories: Concept(s) and theory(ies) you learned in class that you can relate to this issue and the causes of it. Issue/pro blem 2 (in a statement of the problem format) What caused this issue/problem? (in a sentence fo rmat) 1. 2. 3. Related theories: Concept(s) and theory(ies) you learned in class that you can relate to this issue and the causes of it. Original by: David Craw ford Revised by: Aurora Faundo / Fall 202 0 3 CRITERIA AND REQUIREMENTS FO R THE ASSESSMENT OF THE FINAL WRITTEN REPORT PART 2: FINAL WRITTEN REPORT Submit to your instr uctor through Canvas messages on ____________________ using the subject: Final Written Report COMM 2 92 Team _____ , on letter size bond paper, using font size 11 -12 and using only either Calibri, Ari al or Times New Roman fonts. One final written report is to be emailed in for your team. Late submissions will be deducted 20% for each day beyond the due date. The report MUST include a screen shot of a report from the Writing and Learning Centre Commerce (WLC) tutor . Your instructor will not even read your pro gress report without an accompanying WLC tutor report . One of yo ur team members should be designated to email this to your instructor in class on the date that it’s due. See course schedule for due date. – Executive Summary/Abstra ct………………………….. -10 – Introduction and Background ……… ………………… -10 – Identification of key points, issues, problems, etc……… -20 ) within the – Application and use of course material and other ) Main Body academic material………………………………………… -30 ) of the – Depth and detail of understanding demonstrated……… -20 ) report – Conclusions ……………………………………………… -20 – Number, range and quality of sou rces consulted……… -10 – Correct use of academic referenc ing/citation…………… -10 – Quality of written English………………………………. -20 (grammar, spelling, tone, style) – Quality of general presentation of report……………… -10 (cover, layout, structure, spacing, fonts, e tc.) – Selection and use of a suitable name for your team………5 (originality, relevance for human resou rces management) 165 points The len gth of the basic report should be within the range 10 -12 pages, plus any appropriate appendices/addenda, cover page, table of contents, and executive summary / abstract. The report must cont ain the following features : 1. Be prepared on a computer and be su bmitted on single -sided standard -sized letter paper (8.5 x 11 in. (216 x 279 mm.) 2. Have a front cover , showing: – course title, course code, title of project, project team name and number, nam es of the project team members, name of instructor, and date of submission. 3. Use double line -spacing , and have a wide left -hand margin . 4. Have a detailed ‘Contents’ page. 5. Have individually -numbered pages. Original by: David Craw ford Revised by: Aurora Faundo / Fall 202 0 4 6. Have a clear and logical structure , using headings and sub -headings where appropriate. 7. Use the A.P.A citation sys tem for the correct academic referencing of any published works referred to, summarized, paraphrased, or quoted from. ( See page 8 for more information.) 8. Be written in Times New Roman font sty le, with a font size of 12 or 11 (but you may, if you wish, use different font styles and sizes for any headings and sub -headings only. USING THE CASE ANALYSIS MODEL The following represent the steps that you should take in working through your case. Y ou will not necessarily submit the evidence from each step in yo ur report, but the analysis done at each step will provide the necessary foundation upon which to write your report. Step 1: Inventory of Facts Brief listing of key facts (people, places, events, dates, results, etc. ) in the case. Step 2: Statement of Problem(s) Concise statement of major problem(s) / issues in the case; Problems /issues stated as things to be corrected or resolved. Group any related problems together. Step 3: Analysis of Causes Identification and analysis of all possible causes of th e problem(s) / issues in the case. Step 4: Theory Application l Identification of all theories or models that might apply to these problems/ issues and their causes. Step 5: List of Possible Solu tions Identification of possible solutions to each problem / issue as stated; what objectives are achieved with each solution? Step 6: Justification of Preferred Presentation of recommended solution(s) and justification f or Solution your choice(s). You should not present every possibility; rather you should limit yourself to presenting the most convincing, cohesive solution(s). Step 7: Evaluation of Preferred What are the impli cations (positive and negative consequences Solution of your decision(s)? Step 8 : Theory Application ll Which theories are most applicable in this situation? Why? Use the theories t o help you justify your choice of solution(s). Step 9: Implementation How would you introduce and carry out your solution(s)? (if required) Provide specific action plans for short – and long -term . In producing your report, you must explain your findings, justify the points you make by citing supporting evidence from the case text, and explain any assumptions that you make. Your anal ysis, findings and recommendations must be related to appropriat e theories, models, concepts and principles of management and organizational behavior included in the course textbook, course hand -out notes, and any other suitable (i.e. relevant and credible ) sources. Original by: David Craw ford Revised by: Aurora Faundo / Fall 202 0 5 Late submission s will be deducted 20% for each day beyond the due date. You may include charts, graphs and diagrams that are relevant to your discussion to emphasize points in your document. This part of you r project MUST include the emailed report from the Writing and L earning Centre Commerce tutor. No report from the WLC tutor means a 50% deduction. One of your team members should be designated to email this to your instructor in class on the date that it’ s due. Please follow report outline below. The final written pap er is worth 165 marks. See course schedule for due date. Recommended format and contents for the final written report: Page Contents Description of Contents Remarks 1 Cover Page COMM 292 Se ction Management and Organizational Behaviour Team Project for Case Title Team name/number : _____________________ Team members: Last Name, First Name of all team members (alphabetically arranged) 2 Table of Contents Heading: Table of Contents Contents p er page with equivalent page numbers including appendices and references 3 Executive Summary Heading: Executive Summary A one -page summary of your entire paper’s contents, from introduction all the way to your conclusion, providing specific details of t he contents. 4 Introduction Heading: Introduction (approximately 1 -1.5 pages) Refe r to invent ory of facts in the case analysis model 5-12 Contents Headings according to how it was recommended in your Progress Review (please follow APA in -text citatio n, with running head, in – text citations and referencing) Issues Causes Relevant Theories Altern ative /Possible Solutions with Advantages and Disadvantages Preferred Solution(s) and Justifications Relevant Theories (if applicable) Recommendation and Impleme nta tion of your Preferred Solution Please note that you should write the report using detailed discussions and in a report -paragraph format. Use bullet points only if necessary. Figures, graphs and tables may be included for as long as it makes sense in y our discussion. Do not simply copy and paste a figure, graph or table you learned from the lectu re, rather personalize it according to your how it applies to your case discussions. 12 Conclusion Heading: Conclusion ((approximately 1 -1.5 pages) A brief s ummary of your issues, solutions and recommendations Original by: David Craw ford Revised by: Aurora Faundo / Fall 202 0 6 13 References Heading: References (pleas e follow APA referencing style) – minimum of 3 academic references required (A MUST) 14+ Appendices Heading: Appendices • Include your task assignment (who did wh at including % contribution to the overall work) • Tutor reports of your visits to the Writing an d Learning Centre (A MUST) • Include any other documents that you identified as important to this report CRITERIA AND REQUIREMENTS FOR THE ASSESSMENT OF THE IN -CLASS ORAL /VISUAL PRESENTATION PART 3: IN -CLASS ORAL/VISUAL PRESENTATION scheduled on _____ __________________ ASSESSMENT CRITERIA Criterion Example Aspects Marks Available Profes sionalism Appearance; co -ordination; impact 10 Content Quality; relevance; effectiveness 10 Structure and Sequence Appropriate organization of material into secti ons and sub -sections; sequencing of material 5 Time Management Suitable time allocations; keeping within time limit 5 Quality of Delivery Tone, clarity, confidence, volume, pace of speec h; maintaining eye contact with audience 10 Visual Aids Quality of design; value of content; appropriate use 10 Creati vity The inclusion of something different/unusual/unique 10 Total Marks 60 Each presentation must be timed to last within the range 12 to 15 minutes. Each student must take part in, and make an active and approximately equal contribution to his / her team’s presentation. The ‘audience’ for each presentation will consist of the Course Instructor (representing the Chief Executive Officer), and all the members of the other student project teams in the class (representing other members of the company’s Senior Management Team). Every project team is strongly encouraged to integrate the use of some visual media into their presentation, as this will almost certainly enhance both the quality and impact of their presentations and result in a higher mark being awarded. If you include a video, please limit it to only 1. It should be less than 2 minutes long. Your presentation should not exceed 15 minutes. You may be cut off when you go over the time limit. An average of 1 2-15 slides is suggested for your oral presentation since th ere is a time limit. You will decide on what contents of written report you would like to inclu de in your PPT slides but must include all of the major topics as outlined above. Your goal is to share your research in a manner that will be understood and app reciated by your audience, which includes your instructor. Do not copy and paste your written p aper content to your PPT Original by: David Craw ford Revised by: Aurora Faundo / Fall 202 0 7 slides. Instead, use bullet points to summarize the important points. Use pictures and graphs as necessary. Your last slide must include your references, using APA format, including that of pictures and videos used in your presenta tion. Don’t read the slides . You will immediately loose marks. Talk about your topic. All group members should present, assigning one member of the team to be in-charge of the PPT presentation. This is a business presentation so presenters are expected t o dress professionally during your scheduled presentation. Every team is also encouraged to include a creative element in their presentation. Such creativity n ormally enhances the impact and uniqueness of the presentation, and results in a higher mark be ing awarded. It is suggested that you check the suitability of your creative ideas with your Instructor , in advance of the presentations. One day before the pr esentation, each project team must submit, to the Course Instructor, a n emailed copy of any vis ual aids used in their presentation, so that it can be referred to by the Instructor when the presentation is subsequently being assessed . Any team requiring assistance with the preparation and / or setting up of their presentation should notify the Cours e Instructor of their needs by e -mail or in person as soon as possible and, in any event, not later than ________________. ACADEMIC REFERENCING, AVOIDING PLAG IARISM, AND LEGITIMATE SOURCES OF HELP General Points Normal academic rules about using, quot ing, summarizing, or referring to published work , and avoiding plagiarism , will apply. All material taken from other sources that you use in any of these ways mu st be correctly referenced in accordance with one of the following officially recognized and accepted systems: – The A.P.A. (American Psychological Association) style Guidance for using this particular systems is available through attending an A.PA. Citati on Workshop run by the Alexander College Writing and Learning Centre. Guidance is also availabl e at Purdue University’s On -Line Writing Lab at: – http://owl.english.purdue.edu/owl/ and from the Alexander College Librarians and the tutors of the C ollege’s Writing and Learning Centre. Referencing of Class Notes You may wish to quote from, s ummarize, or refer to material taken from the following sources: – A class hand -out note, in which the original source of the material is cited. A class hand -ou t note with no specific reference shown. Notes that you yourself wrote from a lecture you atten ded. It is, of course, totally acceptable to do this, and you are encouraged to do s o. However, even these sources should also be properly cited, and there are correct ways of doi ng it. Original by: David Craw ford Revised by: Aurora Faundo / Fall 202 0 8 Further Help For further help with this aspect of your work, and with other aspects of the Team Project, you should consult only the following :- your C ourse Instructor, staff of the College’s Student Writing and Learning Centre, and the College L ibrarians. AS A REQUIREMENT OF THIS PROJECT, EACH TEAM MUST FULFIL AT LEAST ONE COMPLETE APPOINTMENT AT THE WRITING AND LEARNING CENTRE. If you wish to obtain h elp from anyone other than the above, you must obtain approval in advance from your Course Inst ructor. IF IT IS FOUND THAT A TEAM, OR ANY MEMBER(S) OF A TEAM, OBTAINED HELP FROM AN EXTERNAL SOURCE WITHOUT SUCH PRIOR APPROVAL, THAT TEAM IS LIKELY TO BE AWA RDED A MARK OF ‘ZERO’ FOR THE PROJECT. Important Warning Please note that the use of other p eople’s work/material without proper referencing constitutes plagiarism ; this is a serious academic offence which in, accordance with College policy, is likely t o result in a mark of ‘zero’ and possible additional penalties . TEAM PROJECT – PEER EVALUAT ION FORM TEAM NUMBER ___ ____ LEADER ’S NAME_________________________ Please indicate below whether, in your opinion, equ al or differing marks should be awarded to the members of your team in respect of the team proj ect. You may decide that each member deserves an equal share of the mark , in which case each team member would receive a peer evaluation of “1.00.” Alternatively , you might feel that some members of the team deserve less than 1.00 , while others deserve mor e than 1.00. Whatever marks you are recommending, the sum of the evaluations for all members on your form must be equal to the total number of members in your te am . Please ensure that you include a rating for yourself , as part of this process. Names of Te am Members Your Recommended Initial ed by Person (alphabetical order of surname) Proportion of the Mark Being Evaluated ___________________________ _____ __ __________ ___________________________ _______ __________ ___________________________ _______ __________ ___________________________ _______ __________ ___________________________ _______ __________ __________ _________________ _______ __________ If you have a warded a peer evaluation of less than 0.90 to any member(s) of your team, please briefly explain, below, their behaviour(s) that caused you to do this: – _______ ______________________________________________________________ _____________ _ Original by: David Craw ford Revised by: Aurora Faundo / Fall 202 0 9 Peer Evaluation C riteria In deciding the peer evaluation marks you wish to award to the members of your team, it is suggested that you use the following performance criteria as a guide :- Participation – attends team meetings; takes part in discussions and decision -making. Emotional Support – helps to support, maintain and enhance team spirit and morale. Collaboration – co -operates fully and effectively with other team members; show s flexibility and a and adaptability; helps to make it possible for all team members to make a fair contribution. Communication – communicates clearly and effectively with other team members; provides timely and construc tive criticism and feedback; respond s promptly to communication from other team members. Attitude – shows enthusiasm for the project ; has a positive approach to the work; is able to give and receive criticism in a constructive manner. Organiz ation – is effective in plan ning his/her own work, p rioritiz ing tasks and managing time; shares information and ideas in a logical and coherent man ner. Role Fulfil lment – meets all deadlines; delivers high -quality work on, or ahead of, time; meets all assigned responsibilities. Notes: – • Your peer evaluation should take into account all the work undertaken in the preparation and production of your team ’s written report , and in preparing and delivering your team’s in-class presentation. • Your Instructor will be responsible for determining each individual’s fina l mark for the project, and will be the final arbiter in case of any disagreement. • Your complet ed peer evaluation form must be handed in to your Instructor, together with those of your team colleagues, by the start of the final class session on ________ _____________ • Failure to hand in your completed peer evaluation form on time will result in a penalty in the form of a deduction from your individual project score of five percentage points; don’t let this happen to you! REQUIREMENTS FOR EFFECTIVE TEAM WORK The success of any team depends on the commitment and effective contributions of all its members . This principle applies to all forms of team activity in all types of context , whe ther it be in business, sport, adventure, education, charity, communit y, entertainment, and even emergency and disaster relief. Working in a team gives you an oppor tunity to make a worthwhile and satisfying contribution to something bigger than you could hope to achieve on your own. It also gives you an opportunity to learn from other people – your team colleagues – as you work together on your task. Original by: David Craw ford Revised by: Aurora Faundo / Fall 202 0 10 While workin g on this Team Project, please keep the following important points in mind: 1. Remember at all times that this is a team project. Throughout the project, you are r equired to work as an effective member of your team. This means that you must make an equal co ntribution to the operation and output of your team. The final page of this Briefing Document (the back of the peer evaluation form) outlines some of the specifi c ways in which you can contribute. 2. Only work that represents the efforts of your team as a wh ole will be accepted for assessment. Any student(s) who disengage(s) from their team and attempt(s) to submit a separate piece of work will automatically receive a mark of ‘zero’ for the project. 3. All the members of each team will be held accountable both individually and collectively for the work they submit for assessment. For instance, if any part of the project is plagiariz ed, all the members of that team wil l receive a mark of ‘zero.’ 4. It is not teamwork to just divide the project between you, with e ach member producing a part, and then to simply add those parts together and submit them as one piece of work. While it is acceptable and often practical to begi n in this way, you must then work together to check and improve each part collectively as a tea m, to enhance the overall quality and cohesiveness . Finally, all team members should be reasonably satisfied with the work, and accept ownership of it and respon sibility for it. 5. As part of the Course Contract signed by students at the start of this course , every student agreed to make a full and equal contribution to the Team Project (refer to your copy of the Contract). 6. If any student is failing to fulfil l his/ her responsibilities to the team, the other team members should draw this to the attention of t he student concerned as soon as possible, and help and encourage that student to become an equal contributor . If this should prove unsuccessful, the team should then notify the Instructor at the earliest opportunity (do not wait until the final week of the project!). 7. As there are students with different first languages in e ach team, it is essential that everyone speaks only in English during all team meetings , so that everyone has an equal opportunity to understand and participate.
a final written report on young maple daycare I attached the documents including the reading and instruction document read page under requirement for final written report from page 3.
Comm281 FALL 2021 Page 1 of 7 Copyright 202 1: P. Martinez adapted from a case by G. Broderick V 1. 1 C O U R S E C O M M. 2 8 1 ‘H U M A N R E S O U R C E S M A N A G E M E N T’ FALL 202 1 __________________________________________________ CASE STUDY “YOUNG MAPLE DAYCARE ” ___________________________________________________ Note : This case is based on a real -life situation. However, in order to maintain confidentiality, the names of all locations, persons and organisations referred to in the case have been changed and additional miscellaneous details and situations have been added . Case Concepts: competitiveness and organizational efficiency | service delivery | turnover | pay dissatisfaction |cost control | HRM expertise and professional knowledge | Recruitment | Selection | orientation | training | total rewards | compensation and be nefits | performance evaluation | promotions | ___________________________________________________________________________ Comm281 FALL 2021 Page 2 of 7 Copyright 202 1: P. Martinez adapted from a case by G. Broderick V 1. 1 Young Maple Daycare Introduction Young Maple Daycare is a not -for -profit daycare society whose mission is to provide quality daycare and after school care to children throughout the Metro Vancouver , regardless of the socio -economic circumstances of families. Young Maple Daycare sees it self in the “helping business ” and provides children a positive sharing environment as a basis for teaching them life skills . This approach provides children a solid start in their development. Y oung Maple , therefore, is an important provider of daycare services. The Indu stry Daycare services have been rapidly growing in Canada over the last 1 0 years. The growth of this service has been a result of several social trends. First, an increase in the number of two -income families, as both parents are perceived to be require d to work in order to maintain an acceptable living standard; second, a change in family structure such that there is a larger number of single – parent families than in the past; third, mobility of population, so that extended family is no longer available to “look after” children; and, finally, a decrease in family size so that child care is no longer seen as a full -time responsibility of a family member. For clients, daycare represents the second or third largest item in their monthly budget, surpassed by only shelter and perhaps food. While most parents rank quality of care as the most important selection criterion when choosing a daycare for their children, in practice, price tends to be a very significant selection criterion, creating a situation whe re daycares find it very difficult to charge a higher price for their service, as parents will readily move their children to a less expensive daycare. Adding to this situation is the fact that many large daycares are operated as for -profit companies wit h an eye on making money . Alternatively, Young Maple sees itself as a social service for those in need , rather than a profitable business. Its major concern is to break even, in order to continue to operate successfully. The daycare industry has three distinct groups: – private in -home providers, large for -profit providers, and not -for -profit societies. By far the largest group is the in -home private providers, essentially individuals who offer childcare in their homes. The for -profit group is by far the smallest but sets that standard in terms of day care quality even though the market has proven to be quite price -sensitive and competiti ve. A growing group is the not -for -profit service providers. These organizations are composed of both traditional not -for -profits, such as the Y W CA, and newer organizations generally developed specifically to provide this service. Most societies offer service through one primary location; however, several have multiple locations in a region. The Organization Young Maple Daycare is a not -for -profit daycare society whose mission is to provide quality daycare. As such, the organization is one of the largest not -for -profit daycares in Canada as it operates ten large group daycares as well as 12 before -and – after -school care facilities. Headed by an Executive Director, e ach of the ten group daycares has on average 2 5 employees including a director , an assistant director , two supervisors and 4 administrative staff who take care of scheduling, supplies and cleaning at the local level . The before -and -after -school centres have an average of five employees, one of them being a supervisor and another an admi nistrative support person . Of the staff of the group daycares, 7 5% have an early childhood certificate or diploma with 25 % not having this qualification; the staff of the before -and -after -school centres do not, for Comm281 FALL 2021 Page 3 of 7 Copyright 202 1: P. Martinez adapted from a case by G. Broderick V 1. 1 the most part, have this qualification. The group daycare staff work primarily a full -time eight – hours -a-day schedule, with shift times staggered to accommodate the 6 am to 7 pm operating time of the centres. About 15% of the staff of the group centres are part -time staff members; there are no contract staff in the large group daycares – the part -time people simply work extra hours to cover for any shortages or absences. The before -and -after -school care centres are staffed by people who either work a short (four -hour) shift in the morning or a fternoon, or who work a split shift involving four hours from 5:30 -9:30 am and four hours from 2:30 to 6:30 pm. Over the past year, with t he Covid -19 pandemic, demand for daycare services ha s been erratic. During the early days, parents had pulled their children from daycare, opting to take care of them at home. Young Maple Daycare had to lay off forty percent of its workforce. However , as parents became more exhausted with both work -from -home and childcare, the numbers of children needing daycare had now increased exceeding pre -pandemic numbers. The challenge for Young Maple Daycare is now to hire enough new staff. Many of the former employees ha ve gone on to other better -paying opportun ities with its competitors. While Young Maple Daycare ha s been able to retain c ore staff, the turnover rate of 2 5% is viewed as unacceptably high. Staff are often heard to say that, while they like their jobs, they would be better off being clerks working for the city as they would get paid more for having less responsibility . 100% of the staff of Young Maple Daycare are female. As it is a not -for -profit society, Young Maple Daycare attempts to minimize administrative costs. The executive direct or of Young Maple , Polly Ono , handles all human resource matters herself except for routine record -keeping and payroll which are handled by the book -keeper Allan Parker . Polly has been finding that human resource matters have become increasingly cumbersom e with the rapid growth of Young Maple , and that she is unable to concentrate on other duties such as marketing the services of the daycare to the public and also generally to increase the attractiveness of the organization to potential recruits . Polly do es not have any formal training in human resource management, but she has twenty years’ experience in daycare operations and has been running Young Maple Daycare for six years. Young Maple Daycare is based on a model of Montessori education. The goal of Montessori education is to support and encourage a child’s natural tendency to learn. Montessori teachers guide rather than instruct, linking each student with activities that meet his or h er interests, needs, and developmental level. Teachers must have the ability to inspire child learning through movement and c ollaboration, and to promote development of problem -solving and concentration effort at the individual level. A sense of order, or ganization , problem -solving and activity fills the classroom . Recruitment Young Maple Daycare uses three recruitment sources. The first is employee referral, a system in which an employee will be given a reward of a dinner for two if they recommend a r ecruit who is hired and stays with the daycare for at least 60 days . While this source has produced excellent employees, there has been a tendency for the employees to refer people who are very similar to themselves. This has prevented the organization f rom developing a multi -lingual staff which has been one of the goals of the organization. The second source is the local colleges and universities, whose students may be looking for part -time work. While the people hired from college and university are h ard -working, they tend not to stay for very long with Young Maple Daycare as they find higher -paying work elsewhere. The third source is display adver tisements Comm281 FALL 2021 Page 4 of 7 Copyright 202 1: P. Martinez adapted from a case by G. Broderick V 1. 1 that are placed in community newspapers such as the Vancouver Courier or the Surrey Now. Polly feels that she spends an enormous amount of time sorting through applications from this latter source and would like to do something more productive with her time. Selection Candidates are asked to fill out an application form (Appendix 1) and are then called for an interview. The interview is conducted by Polly . Polly believes that the interview is the most important aspect of the selection process and she claims to have ha d a very good success rate in hiring, based on asking questions that she developed over time to determine what kind of person the applicant is and if he/she will fit into the organization (Appendix 2). The final step in the process is a criminal record ch eck/report, which is arranged by the applicant and is sent directly to Polly . This is mandatory as the staff members will be working with young children. However, even though Polly is aware that a clean criminal record is mandatory for any employee , she often does not have time to check that this has been done and trusts that candidates are truthful during the interview when she asks if there is anything that she needs to be concerned with in terms of their previous employment. Also, Polly does not use re ference checks as she feels that this is a time -consuming process and that the information given in references is not particularly useful. Orientation and Training Each successful candidate is given an employee handbook outlining daycare procedures an d emergency preparedness, and is then placed ‘on the floor’ working with an experienced staff member. Polly believes that, since most applicants have an ECE (early childhood education) background, they should be able to jump right into the job and be fully productive. As Polly points out, in a not -for -profit, there is no room for extra expenses such as orientation and training. Compensation Polly realizes that good people must be paid well but feels that staff must also realize that they work for the good of the children and their parents, and that Young Maple Daycare is a not -for – profit which must be taken into account in looking at wages. Starting hourly pay is the minimum wage under BC’s Employment Standards Act. That wage is currently $1 5.20 /hour wit h increases every six months to a maximum of $ 19.50 /hour , considered the “living wage” in British Columbia . If a worker has not held a job before, the starting wage is the minimum hourly wage, which is held at the same rate for one year, before any incre ases are possible. Workers who excel in their work are likely to earn maximum pay within four years. Most workers are at the $1 6/hour range and leave before reaching their full potential. Be nefits include basic medical expenses (MSP – Medical Services Plan) paid in part by the company through the new payroll tax , which means employee s pay no prem ium s. Young Maple also provides a group disability plan. There is also a paid sick leave plan, where employees who are ill and cannot come to work have three paid sick days, beyond which employees can apply for employment insurance as sick pay if their sickness is prolonged . Vacation is two weeks annually for the first three years, and three weeks per year after that. Polly feels that these are generous ben efits. Performance Evaluation There is no formal performance evaluation system at Young Maple . However, as employees work in pairs at all times, it would be expected that if any person is not doing her job properly, her Comm281 FALL 2021 Page 5 of 7 Copyright 202 1: P. Martinez adapted from a case by G. Broderick V 1. 1 partner would correct her and/or report on her performance to Polly . However, in the last six years there has only been one such report. It is felt that employees, in general, do an outstanding job. Promotion Opportunities While there is no formal promotional system in place, Polly does attempt to monitor staff, and will encourage a highly motivated young staff member to pur sue further studies in the daycare field or move to daycare administration. _________________________________________________ A ppendix 1 Young Maple Daycare (A not -for -profit society) Job Application Name : Eligibility to work in Canada? Address: Education: Level Institution Location Graduation Date Graduate? University/College University/College High School Experience: Please list all jobs that you have held since age 15; use an additional sheet if necessary Employer Address & Phone No. Start Date End Date Reason for Leaving Do you have family commitments that would prohibit you from performing this job? Please check appropriate statement. Comm281 FALL 2021 Page 6 of 7 Copyright 202 1: P. Martinez adapted from a case by G. Broderick V 1. 1 I am single with no children I am a single parent I am married with no children I am married with children Have you always lived in Canada? Yes No If not, where did you come from? This job may entail physically strenuous work. Do you have any mental or physical disability? Specify __________________________________________________ Appendix 2 Interview Questions 1. Tell me about yourself. Is there anything in your past performance that Young Maple should be concerned about? 2. Do you have children? If not, what is your experience with children? 3. What are your strengths? 4. What are your weaknesses? 5. What does your husband/boyfriend/wife/girlfriend do for a living? 6. Where do you see yourself ten years from now? 7. Do you enjoy working with people? 8. What is the greatest thing that you have done in your life? 9. What clubs and other social organizations are you a member of? 10. Why do you want to work with Young Maple Daycare ? Polly then uses the candidate’s responses to ask other questions, with the interview lasting anywhere from 45 -75 minutes. Comm281 FALL 2021 Page 7 of 7 Copyright 202 1: P. Martinez adapted from a case by G. Broderick V 1. 1 Considering the aforementioned case: Critically assess the foundational Human Resources practices of Young Maple Daycare and make recomm endations for improvements in organizational human resource policies , practices and tools . Your paper should conclude with the expected organization impact of these improvements from both management and employee perspectives. Your analysis should apply HR M models and theories and specifically answer the following questions as part of your overall analysis and recommendations : 1. Human resource workforce management and plannin g activities : How are these activities being presently conducted, what problems exist and what are improvement opportunities? 2. The effectiveness of recruitment and selection of the Young Maple workforce, considering demographic, legal, interviewing, onboarding and other such is sues including how to be an “employer of choice” f or job seekers : How are these activities being presently conducted, what problems exist and what are improvement opportunities? 3. Employee compensation and ben efits , performance and retention needs and is sues including compensation management, performance ma nagement and workforce motivation as well as training and development : How are these activities being presently conducted, what problems exist and what are improvement opportunities? 4. Employee departures including resignations, termination s and retirements : How are these activities being presently conducted, what problems exist and what are improvement opportunities? 5. The effectiveness and efficiency of o verall management practices and improve ment recommendations : Is management effectively able to gain competitive advantage from the organizational design and workforce model that it uses. How are these activities being presently conducted, what problems exist and what are improvement opportuni ties?