Microbiology in Health and Disease
SAMPLE (2)
Fecal contamination in fresh products from supermarket in Brooklyn
The purpose of the Research in the Classroom (RIC) project was to apply set of skills and techniques received during Microbiology class. This project created to identify pathogenic bacteria that is responsible for foodborne illnesses. Food borne illnesses are caused by consuming food contaminated with prions, pathogenic, bacteria, toxin, viruses or parasites. Three major species of the Enterobacteriaceae family: Escherichia coli(E-Coli), Salmonella sp are associated with the periodic outbreak of food-related infection.
For the Research in the Classroom three food samples were purchased in Stop and Shop supermarket located in the 1710 Avenue Y, Brooklyn, NY 11235 on June 22, 2019. Sample # 1 was fresh fish. Sample # 2 was dill and sample # 3 was broccoli. All this sample were brought to microbiology class and placed to EE Broth, Mossel, selective enrichment media for Enterobacteriaceae species, incubated at 35-37º C at least for 18-24 hours. Typical EE Broth, Mossel, contains peptic digest of animal tissue (10g/L), dextrose (5g/L), disodium phosphate (6.45 g/L), monopotassium phosphate (2 g/L), Ox bile, purified (20g/L), Brilliant green (0.0135g/L), final pH: 7.2± 0.2 at 25ºC. In the following lab session samples were inoculated to Nutrient Agar (NA) plate, MacConkey Agar plate, and Xylose Lysine Tergitol-4 (XLT) Agar plates using streak (fishtail) method explained in the lab manual. NA media typically contains peptone (5g/L), sodium chloride (5g/L), HM peptone B (1.5g/L), yeast extract (1.5g/L), agar (15g/L), final pH: 7.4±0.2 at 25ºC. MacConkey Agar media typically contains peptone (17g/L), proteose peptone (3g/L), lactose monohydrate (10g/L), bile salts (1.5g/L), sodium chloride (5g/L), neutral red (0.03g/L), crystal violet (0.001g/L), agar (13.5g/L), final pH: 7.1±0.2 at 25ºC. XLT-4 agar media typically contains lactose (7.5g/L), sucrose (7.5g/L), sodium thiosulfate (6.8g/L), sodium chloride (5g/L), xylose (3.75g/L), yeast extract (3g/L), proteose peptone (1.6g/L), ferric ammonium citrate (0.8g/L), phenol red (80g/L), tergitol 4 (4.6g/L), agar (18g/L), final pH: 7.4±0.2 at 25ºC.
Results: The pictures of MacConkey, NA and XLT-4 Agar plates with bacterial species obtained from three mentioned samples are presented in the Figure #1 and #2. (PLEASE JUST SKIP IT)
DISCUSSION: MacConkey Agar plate are both selective and differential. MacConkey contain bile salt and the dye crystal violet. These components inhibit the growth of gram- positive bacteria and select for gram-negative bacteria. This plate contains the carbohydrate lactose, which allow differential of gram-negative bacteria based on their ability to ferment lactose. Organism on MacConkey agar ferment lactose produce acid end-products which react with the pH indicator neutral red and produce a pink color. E-Coli can grow and ferment lactose on this media. In MacConkey a ...
Python Notes for mca i year students osmania university.docx
Microbiology in Health and DiseaseSAMPLE (2)Fecal contam
1. Microbiology in Health and Disease
SAMPLE (2)
Fecal contamination in fresh products from supermarket in
Brooklyn
The purpose of the Research in the Classroom (RIC) project was
to apply set of skills and techniques received during
Microbiology class. This project created to identify pathogenic
bacteria that is responsible for foodborne illnesses. Food borne
illnesses are caused by consuming food contaminated with
prions, pathogenic, bacteria, toxin, viruses or parasites. Three
major species of the Enterobacteriaceae family: Escherichia
coli(E-Coli), Salmonella sp are associated with the periodic
outbreak of food-related infection.
For the Research in the Classroom three food samples were
purchased in Stop and Shop supermarket located in the 1710
Avenue Y, Brooklyn, NY 11235 on June 22, 2019. Sample # 1
was fresh fish. Sample # 2 was dill and sample # 3 was broccoli.
All this sample were brought to microbiology class and placed
to EE Broth, Mossel, selective enrichment media for
Enterobacteriaceae species, incubated at 35-37º C at least for
18-24 hours. Typical EE Broth, Mossel, contains peptic digest
of animal tissue (10g/L), dextrose (5g/L), disodium phosphate
(6.45 g/L), monopotassium phosphate (2 g/L), Ox bile, purified
(20g/L), Brilliant green (0.0135g/L), final pH: 7.2± 0.2 at 25ºC.
In the following lab session samples were inoculated to Nutrient
Agar (NA) plate, MacConkey Agar plate, and Xylose Lysine
Tergitol-4 (XLT) Agar plates using streak (fishtail) method
explained in the lab manual. NA media typically contains
peptone (5g/L), sodium chloride (5g/L), HM peptone B
(1.5g/L), yeast extract (1.5g/L), agar (15g/L), final pH: 7.4±0.2
2. at 25ºC. MacConkey Agar media typically contains peptone
(17g/L), proteose peptone (3g/L), lactose monohydrate (10g/L),
bile salts (1.5g/L), sodium chloride (5g/L), neutral red
(0.03g/L), crystal violet (0.001g/L), agar (13.5g/L), final pH:
7.1±0.2 at 25ºC. XLT-4 agar media typically contains lactose
(7.5g/L), sucrose (7.5g/L), sodium thiosulfate (6.8g/L), sodium
chloride (5g/L), xylose (3.75g/L), yeast extract (3g/L), proteose
peptone (1.6g/L), ferric ammonium citrate (0.8g/L), phenol r ed
(80g/L), tergitol 4 (4.6g/L), agar (18g/L), final pH: 7.4±0.2 at
25ºC.
Results: The pictures of MacConkey, NA and XLT-4 Agar
plates with bacterial species obtained from three mentioned
samples are presented in the Figure #1 and #2. (PLEASE JUST
SKIP IT)
DISCUSSION: MacConkey Agar plate are both selective and
differential. MacConkey contain bile salt and the dye crystal
violet. These components inhibit the growth of gram- positive
bacteria and select for gram-negative bacteria. This plate
contains the carbohydrate lactose, which allow differential of
gram-negative bacteria based on their ability to ferment lactose.
Organism on MacConkey agar ferment lactose produce acid
end-products which react with the pH indicator neutral red and
produce a pink color. E-Coli can grow and ferment lactose on
this media. In MacConkey agar plate are definitely certain
gram-negative bacteria in all three samples, but only in broccoli
pink colonies can be seen. So, it indicates possibility presence
of E-Coli bacteria in this plate. In Nutrient Agar (NA) can grow
a variety type of bacteria and fungi. This plate contains many
nutrients needed for the bacterial growth. The presence of
cultures on Nutrient Agar plate indicate that all three samples
possess some bacteria. Xylose-Lysine-Tegretol 4 (XLT-4) media
is selective and differential media was developing for the
isolation of gram-negative enteric pathogen. This media highly
selective for Salmonella species. Typically, Salmonella colonies
appear black or black-centered with yellow periphery after 18-
24 hours of incubation. Colonies of negative Salmonella strains
3. appear pink-yellow. XLT-4 plate confirms no presence of
Salmonella in all three samples.(SAME AS MINE)
Escherichia coli is a bacterium found in lower GI tract of many
animals. It can be harmless or cause from mild to serious
infection disease. It is probably the best known of all the
bacterium. It not only helps us with digestion, but also a source
of some vitamins K and B as a result of its metabolism. People
who take a lot of antibiotics may cause to significantly reduce
the Escherichia coli in our intestine that will cause a digestive
upset. Whenever it is present in food supplement it indicates
that food was contaminated. As long as the bacteria does not get
to other parts of the organ system it will not do any harms.
(SAMPLE)References:
https://academic.oup.com/fqs/article/1/4/289/4735151
https://www.cnn.com/2013/06/28/health/e-coli-outbreaks-fast-
facts/index.html
Angelo’s Pizza Case Notes:
Angleo’s Pizza explores the importance of establishing human
4. resource (HR) practices
as an organization expands. After success with one store,
Angelo opens two new
stores and is considering opening more stores or franchising.
However, the case
shares some of the HR challenges including high turnover and
other staffing problems.
The case explores the need for structured orientation and
training programs, as well as
better recruitment and selection practices.
Questions:
B-8. My strategy is to (hopefully) expand the number of stores
and eventually franchise,
while focusing on serving only high-quality fresh ingredients.
What are three specific
human resource management implications of my strategy
(including specific policies
and practices)?
There are several important HR implications of Angelo’s growth
plans. The three most
important include:
• Consistent recruiting and selection practices. Angelo needs to
establish new
sources of candidates such as employee referrals. He also needs
to implement
formal selection processes beyond informal interviews. An
assessment test to
identify specific skills and/or a structured interview process
5. will benefit Angelo’s
Pizza.
• A structured orientation and new hire training process. Much
of Angelo’s
turnover is caused by good workers who leave in frustration due
to lack of
training. Better training will lead to better quality pizza and
better retention of
staff.
• Established management practices and training to support
store managers.
Angelo needs some consistency to ensure each store is meeting
his
expectations in all aspects of hiring and managing workers. A
structured
management training program can help support this need.
B-9. Identify and briefly discuss five specific human resource
management errors that
I’m currently making.
There are several errors that Angelo is making, including:
• Failing to carefully evaluate applicants and basically hiring
anyone that applies.
The poor selection process leads to poor hires that don’t work
out for a variety of
reasons.
• Providing very little training to new hires. New hires either
will not do their work
properly, leading to poor quality products, or they will quit in
frustration because
they did not receive proper training.
6. • Not providing training to those that move into management
positions. Managers
are the key in opening new stores. Managers must be equipped
with training on
how to operate the stores and also how to manage people.
• Using generic human resource employment application forms
and no other forms
or procedures. Angelo needs to use forms that ask relevant
questions about
working at his stores such as schedule availability.
• Not providing feedback to employees about their performance.
Providing formal
feedback to employees is an important component in training
employees on
proper procedures to ensure quality.
B-10. Develop a structured interview form that we can use for
hiring (1) store managers,
(2) wait staff, and (3) counter people/pizza makers.
There are several interview questions that would be beneficial
to the hiring process of
each of these categories of workers. All interview questions
should be related to the
specific job and include questions that are based on job
knowledge, situational or
behavioral. Some sample questions for each category:
Store Managers
Store managers are responsible for hiring and training their own
staff. Some potential
questions for a store manager include:
7. - Tell me about a time you had to address an employee problem.
- How would you organize the training of your new employees?
Wait Staff
The wait staff needs to have strong customer service skills and
be able to manage in a
fast-paced environment. Some potential questions for the wait
staff include:
- Tell me about a time you had to deal with a difficult customer.
- Give me an example of a time you had to complete several
tasks at the same
time, how did you decide what to do first?
Counter People/Pizza Makers
These employees need to also be customer oriented and focused
on quality. Some
potential questions for counter people/pizza makers include:
- Tell me about a time when you found a problem with a
product, what did you do?
- If a customer returned a pizza and said it didn’t taste right,
what would you do?
B-11. Based on what you know about Angelo’s, and what you
know from having visited
pizza restaurants, write a one-page outline showing specifically
how you think
Angelo’s should go about selecting employees.
There are many different strategies that a student could
recommend. First, they should
8. identify several recruiting strategies. As Angelo notes, it is
important to cast a wide net
to yield better candidates. In addition to “Help Wanted” signs
at the stores to attract
local applicants, he may want to also consider advertising with
local high schools and
colleges. If he does have some valuable employees, he could
also provide bonus
payments for employee referrals.
Careful screening of the applicants is important. He first
should create a custom
employment application that asks relevant questions such as
scheduling availability. A
next step might include an assessment test to measure honesty
or integrity, or possibly
a personality test to assess ability to interact with customers.
One or more interviews
should be part of the process and they should use a structured
interview format.
Finally, he should outline a background check process that
includes verifying education,
past employment and speaking to references.
18. 8-12
4-
The Training Program That Turned Macy’s Around
For about 6 years after buying May Department Stores Co.,
Macy’s Inc. was in a consolidation/cost-cutting mode. During
these years, Macy’s customer service suffered. Many sales
associates weren’t providing the level of service that customers
wanted. The question was, what should Macy’s do about it now?
Macy’s top management turned to a new strategy. As its CEO
said, “We are [now] talking about a cultural shift . . . becoming
more of a growth company.”
However, Macy’s top management knew that growth would not
occur without a big improvement in how its sales associates
treated customers. To produce the improved customer service
Macy’s needed to achieve its new strategy, Macy’s installed a
new training program. Rather than just watching a 90-minute
interactive video as they previously did, sales associates now
attended 3 ½-hour training sessions aimed at cultivating higher
levels of customer service.
Macy’s management believed the training program and resulting
customer service improvement would be the biggest factor in
driving their company’s sales growth. And indeed, same store
sales rose 5.3% in 2011, 3.7% in 2012, and about 3.5% in 2013,
well above many competitors’.
21. 8-15
4-
Performance analysis is the process of verifying that there is a
performance deficiency and determining whether the employer
should correct such deficiencies. This can be done by comparing
the person’s actual performance to what it should be.
Most training is focused on improving current performance.
Analyzing current employee needs is more complex than the
new employee needs. You also must decide whether training is
the solution to the underlying problem or is it just convenient to
refer the employee to a program.
A task analysis can be used to determine the training needs of
new employees. A task analysis record form also can be used
for tracking purposes.
Best talent management practice suggests using the same set of
job-related competencies for training the employee as for
recruiting, selecting, appraising, and paying him or her. We saw
that doing so often begins with summarizing the job’s required
human competencies (required skills, knowledge, and behaviors
such as leadership) in a competency model. The biggest issue is
to figure out what is causing reduced performance. Can the
person perform or are they unwilling to do so? If the problem is
employee motivation then training is unlikely to fix this.
For underperforming current employees, you can’t assume that
34. Behavior modeling
Audiovisual-based training
Vestibule training
8-29
4-
Many jobs (or parts of jobs) consist of a sequence of steps that
one best learns step-by-step. Such step-by-step training is called
job instruction training.
Lecturing is a quick and simple way to present knowledge to
large groups of trainees, as when the sales force needs to learn a
new product’s features.
Whether the medium is a textbook, PC, or the Internet,
programmed learning is a step-by-step, self-learning method. It
consists of three parts:
1. Presenting questions, facts, or problems to the learner
2. Allowing the person to respond
3. Providing feedback on the accuracy of answers, with
instructions on what to do next
Behavior modeling involves (1) showing trainees the right (or
“model”) way of doing something, (2) letting trainees practice
that way, and then (3) giving feedback on the trainees’
performance.
Behavior modeling training is one of the most widely used,
well-researched, and highly regarded psychologically based
38. with the aims of ensuring they have the opportunity to learn the
skills they need to do their jobs and to expand their horizons.
By one estimate, about 39 million people in the United States
have learning disabilities. Employers often turn to private firms
to provide the requisite education.
Teamwork is not something that always comes naturally.
Companies therefore devote many hours to training new
employees to listen to each other and cooperate.
Trainers increasingly employ Internet-based learning to deliver
programs. There are two basic ways to offer online courses to
employees. First, the employer can arrange for its employees
take relevant online courses from either its own online offerings
or from online training vendors on the Web. The second
approach is to arrange with an online training vendor to make
its courses available via the employer’s intranet-based learning
portal.
Learning management systems (LMS) are special software tools
that support Internet training by helping employers identify
training needs. An LMS also can help in scheduling, delivering,
assessing, and managing the online training itself.
A virtual classroom uses special collaboration software to
enable multiple remote learners to participate in live
discussions, communicate via written text, and learn via content
such as PowerPoint slides.
Mobile learning (or “on-demand learning”) means delivering
learning content on demand via mobile devices like cell phones,
laptops, and iPads,.
Employers also are moving from textbook and classroom-based
learning to interactive learning.
46. General Electric is known for its success in developing its
executive talent. Their current mix of executive development
programs illustrate what they offer:
Leadership programs: These multiyear training programs rotate
about 3,000 employees per
year through various functions with the aim of enabling people
to run a large GE business.
Session C: This is GE’s intense multi-level performance
appraisal process. The CEO personally
reviews GE’s top 625 officers every year.
Crotonville: This is GE’s corporate training campus in New
York and offers a mix of conventional
classroom learning and team-based training and cultural trips.
Boca Raton: At this annual meeting of GE’s top 625 officers,
they network, share their best
ideas, and get to understand the company’s strategy for the
coming year.
The next big thing: Whether it’s productivity and quality
improvement through “Six Sigma”
or “innovation,” GE focuses its employees on central themes or
initiatives.
Monthly dinners: Jeffrey Immelt, GE’s CEO, meets periodically
at dinners and breakfasts to
learn more about his top executives and to “strengthen his
connections with his top team.”
51. Monitor
8-44
4-
The Unfreezing Stage requires establishing a sense of urgency
and mobilizing a commitment to change. You can mobilize
commitment through joint diagnoses of problems.
In the Moving Stage, you create a guiding coalition. No one can
really implement major organizational change alone. Most
CEOs create a guiding coalition of influential people. Develop
and communicate a shared vision. It is likely your
organizational renewal may require a new vision. Help
employees make the change. If lack of skills, pedantic policies
or the organization itself stands in the way, remove the
obstacles to make way for the change. Finally, consolidate gains
and produce more change. Aim for attainable short-term
accomplishments to encourage ongoing achievement.
For the Refreezing Stage, reinforce the new ways of doing
things by using such things as a new appraisal or incentive
system.
Finally, the leader must monitor and assess progress. In brief,
this involves comparing where the company is today with where
it should be.
44
70. Interviewer mistakes
Errors That Undermine Interviews
7-11
4-
Perhaps the most consistent finding is that interviewers tend to
jump to conclusions—make snap during the first few minutes of
the interview. Sometimes this occurs before the interview starts,
based on test scores or résumé data.
Interviewers may not have an accurate picture of the job
requirements and what sort of candidate is best suited for it. If
that’s the case, they may make their decisions based on
incorrect impressions or stereotypes of what a good applicant is.
Candidate-order error means the order in which you see
applicants affects how you rate them. There is some indication
that the effects of primacy (who you interviewed first) or
recency (most recently interviewed) can impact your decisions.
The applicant’s nonverbal behavior can also have a surprisingly
large impact on his or her rating. Interviewers infer your
personality from your nonverbal behaviors in the interview.
Clever candidates capitalize on non-verbal behavior and
impression management. One study found that some used
ingratiation to persuade interviewers to like them. Psychologists
call using techniques like ingratiation and self-promotion
“impression management.”
74. Rate main duties
Create questions
Create benchmark answers
Appoint interview panel and conduct interviews
7-16
4-
There are five basic steps involved in designing and conducting
structured interviews.
STEP 1: Write a job description with a list of job duties;
required knowledge, skills, and abilities; and other worker
qualifications.
STEP 2: Rate each job duty, say from 1 to 5, based on its
importance to job success.
STEP 3: Create interview questions for each of the job duties,
with more questions for the important duties.
STEP 4: Next, for each question, develop ideal (benchmark)
answers for good (a 5 rating), marginal (a 3 rating), and poor (a
1 rating) answers.
STEP 5: Select a panel consisting of three to six members,
preferably the same ones who wrote the questions and answers.
It may also include the job’s supervisor and/or incumbent, and a
human resources representative. The same panel interviews all
candidates for the job.
76. questions, without developing
a full-blown structured interview. They include:
• Base questions on actual job duties. This will minimize
irrelevant questions.
• Use job knowledge, situational, or behavioral questions, and
know enough about the
job to be able to evaluate the interviewee’s answers. Questions
that simply ask for
opinions and attitudes, goals and aspirations, and self-
descriptions and self-evaluations
allow candidates to present themselves in an overly favorable
manner or avoid revealing
weaknesses. Figure 7-2 illustrates structured questions.
• Use the same questions with all candidates. This improves
reliability. It also reduces bias
by giving all candidates the same opportunity.
• Perhaps use descriptive rating scales (excellent, fair, poor) to
rate answers. For each
question, if possible, have several ideal answers and a score for
each. Then rate each
candidate’s answers against this scale.
• If possible, use a standardized interview form.
Step 3: Get organized. Hold the interview in a private room to
minimize interruptions (including
text messages). Prior to the interview, review the candidate’s
application and résumé. Note
any areas that are vague or that may indicate strengths or
weaknesses.
Step 4: Establish rapport. The main reason for the interview is
77. to find out about the applicant.
Start by putting the person at ease. Greet the candidate and start
the interview by asking a
noncontroversial question, perhaps about the weather that day.
Step 5: Ask questions. Try to follow the situational, behavioral,
and job knowledge questions
you wrote out ahead of time. You’ll find a sampling of other
technical questions (such as
“What did you most enjoy about your last job?”) in Figure 7-3.
As a rule,
Don’t telegraph the desired answer.
Don’t interrogate the applicant as if the person is on trial.
Don’t monopolize the interview, nor let the applicant do so.
Do ask open-ended questions.
Do encourage the applicant to express thoughts fully.
Do draw out the applicant’s opinions and feelings by repeating
the person’s last comment
as a question (e.g., “You didn’t like your last job?”).
Do ask for examples.
Do ask, “If I were to arrange for an interview with your boss,
what would he or she say
are your strengths, weaker points, and overall performance?
Step 6: Take brief, unobtrusive notes during the interview.
Doing so may help avoid
Making a snap decision early in the interview, and may also
help jog your memory once
the interview is complete. Take notes, jotting down just the key
points of what the
Interviewee says.
Step 7: Close the interview. Leave time to answer any questions
the candidate may have and,
if appropriate, to advocate your firm to the candidate.
78. Try to end the interview on a positive note. Tell the applicant
whether there is any interest
and, if so, what the next step will be. Make rejections
diplomatically—“Although your
background is impressive, there are other candidates whose
experience is closer to our
requirements.” Remember, as one recruiter says, “An interview
experience should leave a
lasting, positive impression of the company, whether the
candidate receives and accepts an
offer or not.” If the applicant is still under consideration but
you can’t reach a decision
now, say so.
In rejecting a candidate, one perennial question is, should you
provide an explanation
or not? In one study, rejected candidates who received an
explanation detailing why
the employer rejected them felt that the rejection process was
fairer. Unfortunately,
doing so may not be practical. Most employers say little, to
avoid pushback and legal
problems.
Step 8: Review the interview. After the candidate leaves, review
your interview notes, score the
interview answers (if you used a guide), and make a decision.
We’ll address what interviewees can do to apply these findings
and to excel in the interview in
Appendix 2 to this chapter.
Discussion Question: Write a one-paragraph (single-spaced)
memo to the people who do your
company’s recruiting on the topic, “The five most important
things an interviewer can do to have a
useful selection interview.”
85. For the jobs of security guard, and valet, develop five additional
situational, five behavioral, and five job knowledge questions,
with descriptive good/average/poor answers.
7-25
4-
The New Interviewing Program
The Hotel Paris’s competitive strategy is “To use superior guest
service to differentiate the Hotel Paris properties, and to
thereby increase the length of stay and return rate of guests, and
thus boost revenues and profitability.” HR manager Lisa Cruz
must now formulate functional policies and activities that
support this competitive strategy, by eliciting the required
employee behaviors and competencies.
Lisa receives budgetary approval to design a new employee
interview system. She and her team start by reviewing the job
descriptions and job specifications for the positions of front-
desk clerk, assistant manager, security guard, car hop/door
person, and housekeeper. Focusing on developing structured
interviews for each position, the team sets about devising
interview questions.
For example, for the front-desk clerk and assistant manager,
they formulate several behavioral questions, including, “Tell me
about a time when you had to deal with an irate person, and
what you did.” And, “Tell me about a time when you had to deal
with several conflicting demands at once, such as having to
study for several final exams at the same time, while working.
88. www.pearsonhighered.com
ISBN-13:
ISBN-10:
978-0-13-354517-3
0-13-354517-2
9 7 8 0 1 3 3 5 4 5 1 7 3
9 0 0 0 0
HUM
AN RESOURCE M
ANAGEM
ENT
DESSLER
14TH
EDITION
IMPROVING RESULTS
A proven way to help individual students achieve
the goals that educators set for their course.
ENGAGING EXPERIENCES
Dynamic, engaging experiences that personalize and
activate learning for each student.
AN EXPERIENCED PARTNER
From Pearson, a long-term partner with a true grasp
89. of the subject, excellent content, and an eye on
the future of education.
Pearson’s MyLab™
Case Application 2
1. Read the Case Facts
2. IN YOUR OWN WORDS, FOLLOW THE EXAMPLE
PROVIDED IN PDF FORM AND MAKE YOUR CASE
FINDINGS. YOUR PAPER HAS TO BE IN A SIMILAR FORM.
NO PLAGAIRISM!!!!!!!!!
Angelo’s Pizza Case Facts (Student Question Prompts are
Located after Case Facts)
Angelo Camero was brought up in the Bronx, New York, and
basically always wanted to be in the pizza store busi ness. As a
youngster, he would sometimes spend hours at the local pizza
store, watching the owner knead the pizza dough, flatten it into
a large circular crust, fling it up, and then spread on tomato
sauce in larger and larger loops. After graduating from college
as a marketing major, he made a beeline back to the Bronx,
where he opened his first Angelo’s Pizza store, emphasizing its
clean, bright interior; its crisp green, red, and white sign; and
his all-natural, fresh ingredients. Within five years, Angelo’s
store was a success, and he had opened three other stores and
was considering franchising his concept.
Eager as he was to expand, his four years in business school had
taught him the difference between being an entrepreneur and
being a manager. As an entrepreneur/small business owner, he
knew he had the distinct advantage of being able to personally
run the whole operation himself. With just one store and a
handful of employees, he could make every decision and watch
the cash register, check in the new supplies, oversee the
takeout, and personally supervise the service.
When he expanded to three stores, things started getting
90. challenging. He hired managers for the two new stores (both of
whom had worked for him at his first store for several years)
and gave them only minimal “how to run a store”–type training,
on the assumption that, having worked with him for several
years, they already knew pretty much everything they needed to
know about running a store. However, he was already
experiencing human resource management problems, and he
knew there was no way he could expand the number of stores he
owned, or (certainly) contemplate franchising his idea, unless
he had a system in place that he could clone in each new store
to provide the managers (or the franchisees) with the necessary
management knowledge and expertise to run their stores.
Angelo had no training program in place for teaching his store
managers how to run their stores. He simply (erroneously, as it
turned out) assumed that by working with him they would learn
how to do things on the job. Since Angelo had no system in
place, the new managers were, in a way, starting off below zero
when it came to how to manage a store.
There were several issues that particularly concerned Angelo.
Finding and hiring good employees was number one. He’d read
the new National Small Business Poll from the National
Federation of Independent Business Education Foundation. It
found that 71% of small business owners believed that finding
qualified employees was “hard.” Furthermore, “the search for
qualified employees will grow more difficult as demographic
and education factors” continue to make it more difficult to find
employees. Similarly, reading the Kiplinger Letter one day, he
noticed that just about every type of business couldn’t find
enough good employees to hire. Small firms were particularly in
jeopardy; the Letter said that giant firms can outsource many
(particularly entry-level) jobs abroad, and larger companies can
also afford to pay better benefits and to train their employees.
Small firms rarely have the resources or the economies of scale
to allow outsourcing or to install the big training programs that
would enable them to take untrained new employees and turn
them into skilled ones.
91. Although finding enough employees was his biggest problem,
finding enough honest ones scared him even more. Angelo
recalled from one of his business school courses that companies
in the United States are losing a total of well over $400 billion
a year in employee theft. As a rough approximation, that works
out to about $9 per employee per day and about $12,000 lost
annually for a typical company. Furthermore, it was small
companies like Angelo’s that were particularly in the crosshairs,
because companies with fewer than 100 employees are
particularly prone to employee theft. Why are small firms
particularly vulnerable? Perhaps they lack experience dealing
with the problem. More importantly: Small firms are more
likely to have a single person doing several jobs, such as
ordering supplies and paying the delivery person. This
undercuts the checks and balances managers often strive for to
control theft. Furthermore, the risk of stealing goes up
dramatically when the business is largely based on cash. In a
pizza store, many people come in and buy just one or two slices
and a cola for lunch, and almost all pay with cash, not credit
cards.
And, Angelo was not just worried about someone stealing cash.
They can steal your whole business idea, something he learned
from painful experience. He had been planning to open a store
in what he thought would be a particularly good location and
was thinking of having one of his current employees manage the
store. Instead, it turned out that this employee was, in a manner
of speaking, stealing Angelo’s brain: what Angelo knew about
customers, suppliers, where to buy pizza dough, where to buy
tomato sauce, how much everything should cost, how to furnish
the store, where to buy ovens, store layout—everything. This
employee soon quit and opened up his own pizza store, not far
from where Angelo had planned to open his new store.
That he was having trouble hiring good employees, there was no
doubt. The restaurant business is particularly brutal when it
comes to turnover. Many restaurants turn over their employees
at a rate of 200% to 300% per year—so every year, each
92. position might have a series of two to three employees filling it.
As Angelo said, “I was losing two to three employees a month,”
adding, “We’re a high-volume store, and while we should have
about six employees per store [to fill all the hours in a week],
we were down to only three or four, so my managers and I were
really under the gun.”
The problem was bad at the hourly employee level: “We were
churning a lot at the hourly level,” said Angelo. “Applicants
would come in, my managers or I would hire them and not
spend much time training them, and the good ones would leave
in frustration after a few weeks, while often it was the bad ones
who’d stay behind.” But in the last two years, Angelo’s three
company-owned stores also went through a total of three store
managers—“They were just blowing through the door,” as
Angelo put it, in part because, without good employees, their
workday was brutal. As a rule, when a small business owner or
manager can’t find enough employees (or an employee doesn’t
show up for work), about 80% of the time the owner or manager
does the job himself or herself. So, these managers often ended
up working seven days a week, 10 to 12 hours a day, and many
just burned out in the end. One night, working three jobs
himself with customers leaving in anger, Angelo decided he’d
never just hire someone because he was desperate again, but
would start doing his hiring more rationally.
Angelo knew he should have a more formal screening process.
As he said, “If there’s been a lesson learned, it’s much better to
spend time up front screening out candidates who don’t fit than
to hire them and have to put up with their ineffectiveness.” He
also knew that he could identify many of the traits that his
employees needed. For example, he knew that not everyone has
the temperament to be a waiter (he has a small pizza/Italian
restaurant in the back of his main store). As Angelo said, “I’ve
seen personalities that were off the charts in assertiveness or
overly introverted, traits that obviously don’t make a good fit
for a waiter or waitress.”
As a local business, Angelo recruits by placing help wanted ads
93. in two local newspapers, and he’s been “shocked” at some of
the responses and experiences he’s had in response to the ads.
Many of the applicants left voicemail messages (Angelo or the
other workers in the store were too busy to answer), and some
applicants Angelo “just axed” on the assumption that people
without good telephone manners wouldn’t have very good
manners in the store, either. He also quickly learned that he had
to throw out a very wide net, even if hiring only one or two
people. Many people, as noted, he eliminated from
consideration because of the messages they left, and about half
the people he scheduled to come in for interviews didn’t show
up. He’d taken courses in human resource management, so (as
he said) “I should know better,” but he hired people based
almost exclusively on a single interview (he occasionally made
a feeble attempt to check references). In total, his HR approach
was obviously not working. It wasn’t producing enough good
recruits, and the people he did hire were often problematic.
What was he looking for? Service-oriented courteous people,
for one. For example, he’d hired one employee who used
profanity several times, including once in front of a customer.
On that employee’s third day, Angelo had to tell her, “I think
Angelo’s isn’t the right place for you,” and he fired her. As
Angelo said, “I felt bad, but also knew that everything I have is
on the line for this business, so I wasn’t going to let anyone run
this business down.” Angelo wants reliable people (who’ll show
up on time), honest people, and people who are flexible about
switching jobs and hours as required. He calls his management
style “trust and track.” “I coach them and give them goals, and
then carefully track results.”
Angelo’s Pizza business has only the most rudimentary human
resource management system. Angelo bought several application
forms at a local Office Depot, and rarely uses other forms of
any sort. He uses his personal accountant for reviewing the
company’s books, and Angelo himself computes each
employee’s paycheck at the end of the week and writes the
checks. Training is entirely on-the-job. Angelo personally
94. trained each of his employees. For those employees who go on
to be store managers, he assumes that they are training their
own employees the way that Angelo trained them (for better or
worse, as it turns out). Angelo pays “a bit above” prevaili ng
wage rates (judging by other help wanted ads), but probably not
enough to make a significant difference in the quality of
employees whom he attracts. If you asked Angelo what his
reputation is as an employer, Angelo, being a candid and
forthright person, would probably tell you that he is a
supportive but hard-nosed employer who treats people fairly,
but whose business reputation may suffer from disorganization
stemming from inadequate organization and training.
Angelo has approached you and asked you to respond (in
writing & in your own words) to the following four questions:
* Label and answer each question separately!
* Follow the directions in each question
* NO References NEEDED
Question 1:
My strategy is to (hopefully) expand the number of stores and
eventually franchise, while focusing on serving only high-
quality fresh ingredients. What are three specific human
resource management implications of my strategy (including
specific policies and practices)?
Question 2:
Identify and briefly discuss five specific human resource
management errors that I’m currently making.
Question 3:
Develop a structured interview form that we can use for hiring
(1) store managers, (2) wait staff, and (3) counter people/pizza
makers.
Question 4:
Based on what you know about Angelo’s, and what you know
from having visited pizza restaurants, write a 3-4 paragraph
outline showing specifically how you think Angelo’s should go
about selecting employees.
95. (EXAMPLE PAPER) - The Angelo's Pizza Case Facts and
Questions are also available on the attached pdf file.
NO PLAGAIRISM!!!!!!!!!
Sample for the RESEARCH PAPER.(SAMPLE)Introduction:
The major goal of the Research in the Classroom(RIC)project
was to employ a set of skills and techniques obtained during the
Microbiology class in order to identify pathogenic bacteria that
were responsible for foodborne illnesses. (Specifically, two
species of the Enterobacteriaceae family, Escherichia coli(E.
coli)and Salmonella sp., were of the greatest interest, since
these types of bacteria were associated with the periodic
outbreaks of food-related infections. Taking into consideration
potential health-related hazards associated with the
abovementioned pathogens, it was imperative to check whether
fresh produce sold in Brooklyn, New York, contained fecal
bacterial contamination. ) This paragraph please rephrase in a
similar way.
Please use my Introduction (MY) : The idea of the Research in
the Classroom (RIC) project was designed to apply a set of
skills and techniques received during the Microbiology class in
order to identify pathogenic bacteria that is present and
responsible for foodborne illnesses.
(SAMPLE)Materials and Methods: Three samples were obtained
for the RIC experiment in markets located in the Brighton
Beach area on October 2, 2018. Sample #1 was ground chicken,
containing both breast meat and tights, bought in ‘Brighton
Bazaar’ at 1007 Brighton Beach Avenue, Brooklyn, NY 11235.
Sample #2 was broccoli and sample #3 was cauliflower, both
obtained at ‘Mazal Produce Inc.’ at 1055 Brighton Beach
Avenue, Brooklyn, NY, 11235. As per salesman at ‘Mazal
Produce Inc.’ purchased broccoli and cauliflower were grown
96. locally on farms in New York State.
( MY)Materials and Methods: Three samples were obtained for
the RIC experiment in two different markets on January 12,
2020. Two food samples were purchased in “Trader Joe’s”
located in 9030 Metropolitan Ave, Rego Park, NY 11374.
Sample #1 was organic mini cucumber and sample # 2 was
organic baby lettuce. Sample #3 was fresh farm salmon, bought
in “BJ`s Wholesale” at 1752 Shore Parkway, Brooklyn, NY
11214. All three samples were brought to microbiology class
(SAMPLE) All three samples were brought to the microbiology
lab, grinded up to homogeneous mass,(REPHRASE PLEASE)
and then placed to EE Broth, Mossel, selective enrichment
media for Enterobacteriaceae species, incubated at 35-37C at
least for 18-24hours. Typical EE Broth, Mossel, contains peptic
digest of animal tissue (10g/L), dextrose (5g/L), disodium
phosphate
2(6.45 g/L), monopotassium phosphate (2 g/L), Ox bile, purified
(20g/L), Brilliant green (0.0135g/L), final pH: 7.20.2at 25C. In
the following lab session samples were inoculated to Nutrient
Agar (NA) plate, MacConkey Agar plate, and Xylose Lysine
Tergitol-4 (XLT) Agar platesusing streak (fishtail) method
explained in the lab manual. NA media typically contains
peptone (5g/L), sodium chloride (5g/L), HM peptone B
(1.5g/L), yeast extract (1.5g/L), agar (15g/L), final pH: 7.40.2
at 25C. MacConkey Agar media typically contains peptone
(17g/L), proteose peptone (3g/L), lactose monohydrate (10g/L),
bile salts (1.5g/L), sodium chloride (5g/L), neutral red
(0.03g/L), crystal violet (0.001g/L), agar (13.5g/L), final pH:
7.10.2 at 25C. XLT-4 agar media typically contains lactose
(7.5g/L), sucrose (7.5g/L), sodium thiosulfate (6.8g/L), sodium
chloride (5g/L), xylose (3.75g/L), yeast extract (3g/L), proteose
peptone (1.6g/L), ferric ammonium citrate (0.8g/L), phenol red
(80g/L), tergitol 4 (4.6g/L), agar (18g/L), final pH: 7.40.2 at
25C.(CAN BE USED AS SAME PARAGRAPH)
97. (SAMPLE) Discussion/Conclusion:The presence of cultures on
NA plate, general media that allow the growth of a wide range
of microorganisms, shows that all the samples possess some
bacteria. MacConkey Agar plate, which is selective for gram-
negative and differential for lactose utilization, suggests that
there are definitely certain gram-negative bacteria in all three
samples, however, only in cauliflower pink(IN MY IT WAS
SALMON) colonies can be seen, which indicates potential
presence of E. coli. (PLEASE REPHRASE THIS PARAGRAPH)
XLT-4 Agar plates confirm the presence of some gram-negative
bacteria and point out that Salmonella species may be found in
sample #1 (chicken) since it contained one yellowish colony
unit with black center(MINE WAS WITHOUT BLACK
CENTER, PLEASE TAKE A LOOK AT THE ATTACHED 2ND
PAPER WITH SAMPLE# 2). Also, ELISA test may provide
higher precision in identification of bacterial contaminants. E.
coliis a gram-negative, rod-shaped bacterium (bacillus), which
is normally a part of lower intestine microbiota of endotherm
organisms. However, the strain E. coliO157:H7 is Shiga toxin-
producing serotype of E. coli, that causes severe, acute
hemorrhagic diarrhea, abdominal cramps, and hemolytic-uremic
syndrome (HUS). (1,2) SalmonellasNA a gram-negative bacillus
that can be subdivided into more than 2,600 serotypes.
Nontyphoidal Salmonella subtypes are responsible for relatively
mild gastrointestinal infections, that may not require antibiotic
treatment, while typhoidal serotypes can lead to life-threatening
conditions such as hypovolemic shock and septic shock, which
can only be resolved with antibiotics. (3) According to Centers
for Disease Control and Prevention (CDC), the leading national
public health institute of the United States, E. coliO157:H7 had
been reported as a causing agent in 59 cases of infected
individuals, including 23 hospitalizations, in 15 states from
October 5, 2018 to November 16, 2018; while on November 27,
2018 tahini products had been recalled under
5suspicion of contamination with Salmonella since in 5 cases of
infected individuals this bacterium was detected. (4-6)