STRATEGIC HR MANAGEMENT STUDENT WORKBOOK International.docx

STRATEGIC HR MANAGEMENT
STUDENT WORKBOOK
International HRM
Case Study
By Fiona L. Robson
This case study has been adapted from the original version of
the case study found at
www.shrm.org. The submission instruction is the portion that
has been adapted.

Project Team
Project leader: Fiona L. Robson
Project contributor: Bill Schaefer, SPHR
Nancy A. Woolever, SPHR
External contributor: Sharon H. Leonard
Editor: Courtney J. Cornelius, copy editor
Design: Terry Biddle, graphic designer
© 2008 Society for Human Resource Management. Fiona L.
Robson
For more information, please contact:
SHRM Academic Initiatives
1800 Duke Street, Alexandria, VA 22314, USA
Phone: (800) 283-7476 Fax: (703) 535-6432
Web: www.shrm.org/hreducation
08-0753
http://www.shrm.org/
http://www.shrm.org/hreducation

© 2008 Societ y for Human Resource Management. Fiona L.
Robson 1
International HRM Case Study
Purpose of the Case Study
This case study is geared toward an audience with a basic
understanding of the issues
involved in recruitment and selection.
The case is based on a fictional organization in the hotel
industry; however, the
content covered is relevant internationally and among different
industries. The
material is presented in this manner to allow you to apply
theory to a practical
situation.
You will have an opportunity to think about the key decisions
involved in
international assignments. You will be able to transfer your
knowledge of domestic
HR issues to the international context and consider the roles and
duties performed
by expatriate workers.
Learning Outcomes for Students
By the end of the case, you will:
■ Understand the main elements and issues related to

international assignments.
■ Demonstrate an awareness of when it is appropriate to use
expatriate workers and
the key debates that are involved.
■ Appreciate the skills and knowledge needed by expatriate
workers.
■ Consider how organizations can prepare expatriate managers
to succeed in an
international context.
Expectations for Students
For this case, you will be acting as independent management
consultant. You will be
accountable for all of the activities provided in the case study
document.
2 © 2008 Societ y for Human Resource Management. Fiona L.
Robson
Recommended Resources
Brewster, C. (1997). International HRM: Beyond expatriation.
Human Resource
Management Journal, 7(3), 31.
Brewster, C., and Scullion, H. (1997). A review and agenda for

expatriate HRM.
Human Resource Management Journal, 7(3), 32-41.
Earley, P.C., and Peterson, R.S. (2004). The Elusive Cultural
Chameleon: Cultural
Intelligence as a New Approach to Intercultural Training for the
Global Manager.
Academy of Management Learning and Education, 3(1), 100-
115.
Forster, N. (2000). Expatriates and the impact of cross-cultural
training. Human
Resource Management Journal, 10(3), 63–78.
Ingemar Torbiörn, I. (1997). Staffing for international
operations. Human Resource
Management Journal, 7(3), 42-51.
Matthews, V.E. (2000). Competition in the international hotel
industry.
International Journal of Contemporary Hospitality Management,
12(2), 114-118.
Morris, M., and Robie, C. (2001). Meta-analysis of the effects
of cross-cultural
training on expatriate performance and adjustment. International
Journal of
Training and Development, 5(2), 112-125.
Robson 3

Background Information
on the Organization
Brunt Hotels, PLC, owns more than 60 hotels. They recently
acquired a small hotel
chain headquartered in France. Brunt’s chief executive decided
that half of the new
hotels in France would be retained and rebranded as part of the
Brunt Hotels Group;
the other half will be sold. This will support Brunt’s strategic
objective of growing
the organization slowly to make sure that new ventures are well
supported and
opened on time and on budget.
Brunt’s hotels are considered budget accommodations; they are
functional, clean and
reasonably priced. Additional information about these hotel
standards is available at
http://www.qualityintourism.com/content/pdfs/Standards/Budget
%20Hotels%20
Standard_INT.pdf .
Most guests stay for one to three nights and are a combination
of business and
leisure travelers. The hotels are typically situated in downtown
locations that are
easily accessible by mass transit. Tourists are attracted to these
hotels in popular
visitor destinations where the many local attractions mean that
they will not be
spending much time in their hotel rooms.
The organization has decided to use an ethnocentric approach

and send some of their
existing managers to France to lead the changeover of the new
hotels and then
manage them after they re-open. If this new overseas venture is
successful, Brunt
may decide to acquire other small hotel groups in other
European countries. The
organization would like to own 150 hotels in the next five
years. Their 10-year plan is
to own 300 hotels across Europe. This is an ambitious target, so
it is important that
the organization finds an effective formula to operate
successfully in other countries.
http://www.qualityintourism.com/content/pdfs/Standards/Budget
%20Hotels
Robson
Case Study—Part One
The organization has never owned hotels before, and has hired
you as an
independent management consultant to advise them on how to
proceed. They
provided you with the following information during your initial
meeting:
■ A majority of their existing managers said they would like a
chance to work abroad.
■ None of their existing managers speak French fluently.

■ They will allow four weeks to rebrand the hotels. The new
hotels must be ready to
open after that time.
■ They expect to recruit a large number of staff for the new
French hotels, because
more than 70 percent of the employees from the acquired
organization left.
■ They will require their managers to be flexible and move
between countries if any
problems arise.
Case Study Question 1:
Based on the information you have to date, what do you think
the key priorities should be?
The hotel management asked you if they should look only at
internal candidates who are
parent country nationals (PCNs) or recruit host country
nationals (HCNs).
Case Study Question 2:
Should only PCNs should be hired?

Should only HCNs should be hired?
Should there be a combination of PCNs and HCNs should be
hired.
Present the advantages of the approach you support and give
specific reasons
why
Robson 5
Case Study—Part Two
Brunt management decided that because this is their first
venture into a foreign
country, they want to use PCNs to set up the new hotels and that
only internal
candidates should be considered. They think that this is
important so they can
incorporate the organization’s values. However, they believe
that once the hotels are
up and running, HCNs could be hired. The management
vacancies must be filled as
soon as possible.
In their company literature, the organization states that their
core values are to:

■ Provide excellent levels of customer service to all guests.
■ Provide a clean and comfortable environment for guests and
staff.
■ Recruit and retain excellent staff.
■ Support and develop staff so they can reach their full
potential.
■ Continuously strive to improve all aspects of the business.
■ Ensure that all hotel buildings, fixtures and fittings are well-
maintained in a
proactive manner.
It is important that the management consultants for this project
take these core
values into account when making their recommendations.
Case Study Assignment #1:
Write a recruitment advertisement for the new positions which
can be sent to existing
managers by e-mail. Your advertisement should include, at a
minimum, the following
information:

■ Main responsibilities of the new job.
■ The skills you are looking for in the position.
Robson
Case Study—Part Three
The management team liked your recruitment advertisement, but
realized that they
did not consider the salary for these new positions! Since the
organization has never
hired managers to work in foreign countries before, they do not
know how to start
determining the compensation. They provide you with the
following information
that they found on the Internet:
■ Existing salary for managers is £30,000 (45,000 Euros) plus
bonuses.
■ Surveys show that the average salary for hotel managers in
France is 60,000 Euros
with no opportunity to earn bonuses.
The directors want to have a consistent approach as to how they
compensate
expatriates because they expect their overseas business to

expand in the future. They
also want existing employees to be enticed into working abroad
and want to have a
good range of incentives.
Case Study Assignment #2:
Suggest a compensation package for the hotel management
position. Explain the rationale
for your design. You may also include non-financial benefits.
Robson 7
Case Study—Part Four
The management eventually approves the advertisement and the
compensation
package and distributes both internally. Interested candidates
are asked to write
a letter to the CEO to explain why they think they are the best
person for the
job. Thirty managers apply for one of the new positions (there
are 10 positions
available), which means there will be 20 unsuccessful
candidates still working for the
organization.

The management team acknowledges that the application letters
were not helpful
with making decisions and that they need a more robust
selection process. There
must be a strong sense of fairness in the selection process
because they do not
want to de-motivate any of these existing employees. They want
to select the right
candidates because it is essential that the new hotels are
successful and up and
running quickly and efficiently. The senior managers know all
of the candidates
quite well (personally and professionally). They would like you,
as a n independent
consultant, to design an appropriate selection methodology.
The management team advises you that they do not want to take
into account the
marital or family situation of the expatriate candidates; they are
concerned that this
may fall afoul of equal opportunities legislation.
Case Assignment #3:
You as a management consultant must design a selection
process for the candidates.
There is no budget limit for the development of the process. The
senior management
team knows that it is important to get the right person for the
job. However, because the

new hotels must be up and running quickly, they ask you to
design a selection process
which will take a maximum of two days.
You must be able to justify why your method is appropriate.
Robson
Case Study—Part Five
The management hires six candidates to work overseas because
they did not feel
that the other candidates were qualified. They feel confident
that these six can
successfully open the new hotels. The success of these managers
is vital to the success
of setting up the new business, so management wants to ensure
they provide effective
support for them in terms of training and development. They
believe that the best
option is to divide training into two parts: pre-departure
training and on-the-job
training in the new country. Since the organization has never
sent employees abroad
before, they are not sure about what should be included in these
training programs.
The only mandatory area that must be included is an
introductory language section
(including basic business French) so that the managers have a

basic grasp of the
French language by the time they open the new hotels.
However, they hope that the
managers will enjoy their introductory language course and will
continue to attend
more advanced language classes when the new hotels are open.
Case Assignment #4:
The organization knows that training is important; but despite
looking at what other
companies offer, they cannot decide what the key training areas
should be.
They would like for you to suggest the content and structure of
these training programs
Robson 9
Case Study—Part Six
The management team decides to your proposed training
program, confident that
it will be useful and informative for the new expatriates.
However, they would also
like to provide external support for the new expatriates to make

their transition to
a new country as smooth as possible. They are aware of some of
the services that
can be offered to support employees on both a personal and
professional level, but
do not have a comprehensive overview.
Case Assignment #5:
The management team asks you to conduct Internet-based
research to find out what
expatriate support services are available in France.
You need to create a list of the services that are available and
provide details of at least
one organization which could provide the services. These
services should then be
listed in order of priority for the expatriates.
You should be prepared to justify your reasons for prioritizing
the services.
SHrm members can download this case study and many others
free of charge at www.shrm.org/hreducation/cases.asp.
If you are not a SHRM member and would like to become one,
please visit www.shrm.org/join.
http://www.shrm.org/hreducation/cases.asp

http://www.shrm.org/join
1800 Duke Street
Alexandria, VA 22314-3499
International HRM Case StudyPurpose of the Case
StudyLearning Outcomes for StudentsExpectations for
StudentsBackground Information on the OrganizationCase
Study—Part OneCase Study—Part TwoCase Study—Part
ThreeCase Study—Part FourCase Study—Part FiveCase Study—
Part Six
ORIGINAL ARTICLE
Functional Analysis Outcomes and Comparison of Direct
Observations and Informant Rating Scales
in the Assessment of Severe Behavior Problems of Infants
and Toddlers At-Risk for Developmental Delays
Stephen R. Schroeder & David M. Richman &
Layla Abby & Andrea B. Courtemanche &
Rosa Oyama-Ganiko
Published online: 15 February 2014
# Springer Science+Business Media New York 2014
Abstract Severe problem behaviors, like aggression, self-injury,
and repetitive behav-
iors, in people with intellectual and developmental disabilities
often appear during early
development and may persist without early intervention. The
frequencies of self-

injurious behavior, aggression, tantrums, property destruction
and stereotyped behavior
among 17 infants and toddlers at risk for developmental delays
and severe behavior
problems were assessed using two methods: 1) direct
observation of responses during
10 s partial interval recording during analogue functional
analysis and 2) the Behavior
Problem Inventory-01 (BPI-01; Rojahn et al. Journal of Autism
and Developmental
Disorders, 31, 577–588, 2001), an informant rating scale.
Analogue functional analysis
results suggested that the most common function for problem
behavior was
automatic reinforcement, followed by negative reinforcement in
the form of
escape from demands. Agreement across the two types of
measurement systems
as to occurrence of the behaviors reported on the BPI-01 and
direct observa-
tions during analogue functional analyses was greater than 75 %
across aggres-
sion, self-injury, and stereotyped behavior. Agreement at a more
molecular level of
the ranking of the most commonly occurring specific behaviors
was considerably lower.
Results are discussed in terms of future research on identifying
conditions that set the
J Dev Phys Disabil (2014) 26:325–334
DOI 10.1007/s10882-014-9368-2
S. R. Schroeder (*)
University of Kansas, Lawrence, KS, USA
e-mail: [email protected]
D. M. Richman: L. Abby

Texas Tech University, Lubbock, USA
R. Oyama-Ganiko
Centro Ann Sullivan del Peru, Lima, Peru
A. B. Courtemanche
University of Kansas Medical Center, Kansas City, USA
occasion for high levels of agreement between indirect and
direct measurement systems
for severe behavior problems.
Keywords Functional analysis . Informant ratings . Infants .
Toddlers . Developmental
delays
Recent research has shown that early signs of severe behavior
problems, such as self-
injurious behavior (SIB), aggression, and stereotyped behaviors,
occur among some
infants and toddlers at risk for developmental delays as early as
1 year of age and
persist into later life if left untreated (Berkson et al. 2001;
Kurtz et al. 2012; Matson
et al. 2009; Schroeder et al. 2014). These results emphasize the
need for early
identification and intervention before the behavior problems
develop complex
response-reinforcer relations in a child’s behavior repertoire.
Information leading to early identification of behavior problems
in this very young
age group has often relied on a multimodal, multi-method
approach to quantification of

how often these behaviors occur and how severe the behaviors
impact daily life
functioning. Methods include parent informant ratings,
descriptive direct observations,
retrospective interviews, and standardized assessments of
behavior problems (e.g.,
Behavior Assessment for Children-2) during this period of rapid
developmental change
in motor behavior, language/communication, and adaptive
behavior. Questions often
arise as to the agreement among these different measures, and
as to which are the most
valid and reliable sources of information for documenting levels
of problem behavior
longitudinally or as a method of documenting change from
baseline to early interven-
tion. Each type of measure has several strengths and limitations.
Retrospective reports
from caregivers may give a more complete picture of the past
development of the
child’s behavior, but these reports may be subject to bias due to
the suggestibility of the
interviewee or simple errors in recall. Standardized
psychometrically-validated infor-
mant rating scales are relatively brief and easy to administer to
a large group of
participants, and they readily lend themselves to statistical
group analysis. However,
they are often believed to overestimate the frequency or severity
of a behavior (Barlow
et al. 2008; Johnston and Pennypacker 2009).
Direct observations of behavior may be a more preferred
method to determine the
frequency and severity of problem behaviors. They lend
themselves to individual analysis

and visual interpretation of graphically depicted data. Analogue
functional analysis is one
method of direct observation of behavior (Iwata et al. 1982) that
involves direct observa-
tion of a target behavior under different environmental
contingencies in a brief
counterbalanced multi-element single-case design. The results
of the functional analysis
can be used to obtain a relative frequency of the problem
behavior under certain
conditions, and a literature of over 250 studies supports the use
of functional analysis as
an experimental method of determining the functions of
challenging behaviors (Hanley
et al. 2003; Beavers et al. 2013). Direct observation procedures,
however, can be labor
intensive, expensive, and observers may require extensive
training before they can obtain
satisfactory level of interobserver agreement. Direct
observations of behavior may also
inaccurately estimate the frequency of the behavior (depending
on the observation
window chosen and other factors). The results of the
observations can be variable unless
they are conducted repeatedly until the problem behavior
reaches steady-state responding.
326 J Dev Phys Disabil (2014) 26:325–334
Both informant ratings and direct observations are abstracted
samples of behavior
representing response probabilities (Thompson and Lubinski
1986). The level of behavior
analysis needs to be adjusted to the functional unit of behavior-

environment interaction
(Morris et al. 1982), in order to assess their agreement
adequately. The present paper explores
a methodology to assess agreement between parent frequency
ratings and direct observations
of behavior problems during functional analyses conducted in
the homes of infants and
toddlers exhibiting behavior problems and at risk for
developmental delays in Lima, Peru.
Method
Data from this study were part of a larger longitudinal study of
early detection and
prevention of severe behavior problems of young children at
risk for developmental delays
in Peru (Schroeder et al. 2014). Parents, who were concerned
about their infant’s or toddler’s
development and behavior, were solicited by the newspaper,
television, and radio to call in
to the Centro Ann Sullivan del Peru (CASP), a state-of-the-art
educational program for
people with autism and developmental disabilities in Lima, the
capitol of Lima. After 1,000
parental calls to CASP, 341 families were invited to visit for a
screening interview. Of those
screened, 262 families were invited for an in-depth
interdisciplinary evaluation involving
language, cognitive, autism diagnostic evaluation, medical, and
behavioral problem assess-
ments. Details of the screening procedures are given in Mayo-
Ortega et al. (2012) and in
Schroeder et al. (2013) and a description of the interdisciplinary
evaluations can be found in
Schroeder et al. (2014). Children were then followed for the
duration of 1 year and were re-

assessed by interdisciplinary teams after initial evaluation
(Time 1), at 6-months (Time 2),
and at 12 months (Time 3). Of the 262 families invited for the
interdisciplinary evaluation,
180 children had complete data over the 1-year period. Of these
180, 17 children were
randomly selected to participate in the functional analysis (FA)
procedures.
Behavior Problem Assessment
Multimodal assessment of behavior problems was used, similar
to previous studies on
the early development of behavior problems such as SIB (e.g.
Kurtz et al. 2012;
Richman and Lindauer 2005). The main dependent variable was
the frequency scores
the Behavior Problem Inventory (BPI-01; Rojahn et al. 2001).
The BPI-01 contains
topographically defined items that rate 49 specific behaviors on
a frequency scale (0 =
never, 1 = monthly, 2 = weekly, 3 = daily, 4 = hourly) and
severity scale (0 = no
problem, 1 = a slight problem, 2 = a moderate problem, 3 = a
severe problem).
Behaviors are divided into three subscales: SIB (14 items),
stereotypic behavior (24
items), and aggressive or destructive behavior (11 items).
Parents were asked to rate
how frequent and severe the behaviors were during the last 2
months.
Several psychometric studies have shown the BPI-01 to have
good internal consis-
tency (Gonzalez et al. 2009; Rojahn et al. 2001), high test-retest
reliability (Gonzalez

et al. 2009), acceptable inter-rater agreement (Sturmey et al.
1993), good criterion-
related validity (Rojahn et al. 2003, 2010), good factor validity
(Gonzalez et al. 2009;
Rojahn et al. 2012a, b), and acceptable item characteristics
based on item response
theory analyses (Barnard-Brak et al. 2014). All children
received the BPI-01 at each of
the three evaluations, separated by 6-months.
J Dev Phys Disabil (2014) 26:325–334 327
In addition to the BPI-01, functional analyses were conducted
by the children’s parents
in the home using the methodology described by Wacker et al.
(1998). Each family
received two home visits from CASP staff members. On the first
home visit, a Functional
Analysis Interview (FAI) was conducted with the parents to
define the behavior problems
and their possible functions. CASP staff were trained by the
second author, who in-turn
trained and coached the parents in the home to conduct 5 min
analogue functional
analysis conditions (i.e., play (control), escape, attention,
ignore/alone). On the first visit
each condition was conducted once. On the second visit
(approximately 6 months later),
each condition was conducted twice. All functional analysis
sessions were videotaped
and a 10 s partial interval system was used to score each
topography of problem behavior
(i.e., aggression, property destruction, SIB, stereotypy, and
tantrum) within each 10 s

interval. Interobserver agreement (IOA) was conducted on 33 %
of session. Total
agreement was (m=97.8%, range = 80–100%) across all
topographies of problem
behavior assessed during analogue functional analysis
observations.
Data Analysis Plan
Descriptive Statistics
We examined the descriptive statistics to assure that the present
sample of participants was
comparable to the whole cohort of 180 participants assessed in
Schroeder et al. (2014).
Functional Analyses
After examining the descriptive statistics, we first examined the
functional analysis data
using visual inspection, to determine the possible functions of
the behavior problems
(Hagopian et al. 1997). Functional analyses were conducted
across five different catego-
ries of problem behavior for each child: aggression, property
destruction, SIB, stereotypy,
and tantrum. Graphs that included fewer than three data points
across all conditions (i.e.,
control, attention, escape, and alone) were excluded from
interpretation of the function of
problem behavior. Additionally, graphs that showed very low
occurrence of problem
behavior (i.e., occurred in 10 % or less of the intervals) were
also excluded. Initially,
graphs across all participants and categories of challenging
behavior totaled 78 graphs.

After applying the exclusion criteria described, we interpreted
analogue functional anal-
ysis outcomes for 15 participants across 27 topographies of
problem behavior.
Interobserver Agreement (IOA)
For IOA purposes, graphs that resulted in undifferentiated
responding across all functional
analysis conditions and interpretation of automatic
reinforcement (e.g., differentiated
responding in the alone condition) were collapsed and
categorized as indicative of auto-
matic reinforcement. The second and third authors interpreted
24 out of 27 (89 %) graphs
independently (the other three were interpreted by both authors
but not included in IOA).
Interobserver agreement was calculated by dividing the total
number of exact agreements
by the sum of agreements and disagreements, and multiplying
the result by 100. Interob-
server agreement resulted in 88 % (21 out of 24 graphs)
agreement for interpretation of the
function for each topography of problem behavior.
Comparison of Functional Analyses with BPI-01 Ratings
For each participant, we summed the frequencies of 10 s
intervals of aggression,
property destruction, self-injury, stereotyped behavior, and
tantrum behavior across
all FA sessions at Time 1 and Time 2 in order to reduce the

number of 10 s intervals
with zero behavior. We then ranked participants according to
their estimated behavior
frequency from most to least. We correlated the ranks of the
participants on total 10 s
intervals of behavior problems during the FAs and BPI-01
frequency ratings at Time1
and 6 months later at Time 2. Since the distributions of scores
were skewed, we used
the Spearman’s Rank Difference Correlation (Guilford 1956).
Agreement Between FAI Definitions by Parents and
Observations by CASP Staff
During Functional Analysis
Since CASP staff also recorded which problem behaviors
parents reported that their
child performed frequently (e.g., at least weekly), we compared
percentage agreement
between whether or not behaviors noted by parents on the BPI-
01 and during this
Functional Analysis Interview were actually observed by staff
during the FA sessions.
This could serve as a cross-check on the effects of a possible
time lag of up to weeks
hiatus between when some BPI-01 s were recorded and when
FAs were conducted.
Results
Descriptive Statistics
Ten males and seven females participated in the functional
analysis conditions. Their
mean age at Time 1 was 32 months. (range = 17–41 months).
Mean IQ on the

Cognitive Scale of the Bayley Scales of Infant and Toddler
Development, Third Edition
(Bayley 2006) was a score of 79 (range 55–120), which is more
than one standard
deviation below the mean of 100. The mean
Language/Communication scores on the
Communication and Symbolic Behavior Scale (Wetherby and
Prizant 2002) was 69
(range = 65–96), which is more than two standard deviations
below the mean of 100.
Their mean score on the Child Autism Rating Scale (Schopler et
al. 1988) was 43
(range 34–55). The usually accepted cut-off score suggesting
Autism Spectrum Disor-
der (ASD) is 35. Because these children had not received a full
diagnostic examination
for ASD, we have labeled them “At Risk for Autism.” In
addition, two children had
diagnoses of Down syndrome, two had Global Developmental
Delay, two had seizures,
and one had perinatal hypoxia. The demographics of the current
sample were very
similar to those in the larger cohort of 180 study participants
(Schroeder et al. 2014).
Functional Analyses
Table 1 displays the combined results of the interpretation of
the function(s) of the broad
categories of problem behavior. Topographies of problem
behavior were grouped by
behavioral function of their problem behavior into the following
groups: (1) automatic
reinforcement/undifferentiated, (2) negative reinforcement
(escape), (3) and positive

reinforcement (attention). The vast majority (70 %) of
topographies of problem behavior
were maintained by automatic reinforcement/undifferentiated
functional analysis results.
The most frequently occurring social function was negative
reinforcement in the form of
escape from demands (22 %). Finally, only two topographies of
problem behavior were
maintained by multiple functions (escape and attention function;
escape, attention, and
automatic function). Surprisingly, no topographies were
maintained by positive reinforce-
ment in the form of social attention from the child’s mother
during the FA (Fig. 1).
Table 1 Summary of analogue functional analysis outcomes
Categories of
challenging behavior
Automatic/
undifferentiated
Escape Attention &
escape
Attention, escape &
automatic
All 19/27 (70 %) 6/27 (22 %) 1/27 (4 %) 1/27 (4 %)
Stereotypy 10/27 (37 %) 0 0 0

SIB 2/27 (7 %) 1/27 (4 %) 1/27 (4 %) 1/27 (4 %)
Property destruction 3/27 (11 %) 0 0 0
Tantrums 2/27 (7 %) 4/27 (15 %) 0 0
Aggression 2/27 (7 %) 1/27 (4 %) 0 0
Ne
ga
tiv
e
Re
in
fo
rc
em
en
t
Po
si
tiv
e
Re
in
fo

rc
em
en
t
Au
to
m
at
ic
/U
nd
iff
er
en
tia
te
d
0
20
40
60
80

Functions of CAB Identified
Function
%
F
u
n
c
ti
o
n
o
f
C
A
B
Fig. 1 Percentage of functions of aberrant behavior (AB), i.e.
SIB, aggression/destruction and stereotyped
behavior identified across all 17 participants
Agreement Between Direct Observations During FA 10 s
Intervals and BPI-01 Subscale
Frequency Ratings

Percentage agreement between challenging behaviors endorsed
by parents on the BPI-
01 were also directly observed during the analogue functional
analysis conditions.
Thus, parents’ ratings on the BPI-01 agreed with direct
observations at home visits
as to the presence of three broad categories of behavior
problems assessed via the
BPI-01 (i.e., aggression/destruction, SIB, and stereotypy).
Overall agreement, de-
fined as rated as occurring by parents on the BPI-01 and
observed during the
functional analysis, for SIB was 73 %; for aggression, 91 %; for
stereotyped
behavior, 83 %. When agreement between direct observations
and BPI-01 ratings
of the most-to-least frequently occurring topographies were
analyzed, however,
agreement coefficients dropped dramatically to 48 % for
aggression; 50 % for
stereotyped behavior; 42 % for SIB.
Rank Difference Correlations between FA behavior problem
frequency of 10 s
intervals from the FA conditions and BPI-01 subscale
frequencies and Time 1 and
Time 2 are displayed in Table 2. At Time 1, correlations were
not significant. At Time
2, however, correlations were significant for
Aggression/Destruction and SIB, but not
for Stereotyped Behavior.
Agreement Between FAI Definitions by Parents and Behavior
Observations by CASP
Staff During Functional Analysis

Behavior topographies from the items of the BPI-01 were
defined by parents during the
FAI immediately before the functional analyses were conducted
in the home. Obser-
vations during FAwere videotaped, the definitions of both the
FA and FAI agreed 76 %
the time.
Discussion
In summary, both parental ratings and interviews agreed with
behavior obser-
vations as to the presence of SIB, aggression, and stereotyped
behavior in their
child approximately 75 % of the time. In the present study,
parental ratings of
frequency of behavior problems and behavior observations
tended to agree at
the molar level (present or absent), but the degree of agreement
at the more
molecular level (rank order agreement) was lower. There are
likely a number of
Table 2 Spearman’s rank difference correlations between
behavior frequency summed across functional
analysis components and BPI-01 subscale frequency at time
1and time 2
Aggression/destruction SIB Stereotyped behavior
Time 1 0.207 0.067 −0.299
Time 2 0.535* 0.477* 0.288
*=p<0.05

mitigating factors that affected this relationship. Some
examples include the
comparability of response units, the underlying scales (nominal,
ordinal, inter-
val, ratio) represented by the different measures, the size of the
behavior
sample, and the skewness of the underlying distributions. In the
present case,
the first behavior sample during functional analysis at Time 1
contained so little
data that behavioral functions could not be differentiated,
whereas the data
collected at Time 2 were more stable and interpretable. At Time
2, all parents
had practiced the procedures and were likely to produce more
stable implementation of
the procedures for the functional analysis conditions. Training
and coaching of the
parents, as well as practice, may be an important ingredient in
producing stable data
during functional analysis.
The young children who participated in this study were already
engaging in
several topographies of problem behavior. The most common
function was
automatic reinforcement and a small proportion of problem
behaviors were
maintained by some form of social reinforcement. Brief
functional analyses,
like the ones conducted in this study, may not be sufficient to
reliably evoke

enough challenging behavior to determine behavioral function
in very young
children with behavior problems in their early stages of
development. Children
may not have had enough exposure to the different functional
analysis condi-
tions, which could result in undifferentiated functional analysis
outcomes.
Additionally, the tangible condition was never conducted with
any of the
children who participated in the functional analysis. Peruvian
mothers reported
that they found the tangible condition to be unacceptable as
they commonly
reported that they do not give their children tangibles when they
engage in
problem behavior, and that they were uncomfortable doing so
for the current
study. Another limitation of the functional analysis outcomes is
that we could
not conduct Alone conditions in the home environment. Instead,
we had to
conduct Ignore sessions that do not provide as good of a test for
automatic
reinforcement because stimuli such as the presence of another
person signaled
the potential availability of socially mediated reinforcers. This
was another
limitation of implementing analogue functional analyses in the
participants’
home. The only way to confirm that topographies categorized as
automatic/
undifferentiated were indeed maintained by some form
automatic reinforce-
ment would be to implement a series of extended alone sessions
to see if the

behavior persisted in the absence of social consequences. The
Peruvian
mothers also viewed Alone/Ignore sessions negatively because
they reported
that their children were never left alone. Thus, it is possible that
additional
functions could have been identified if tangible and/or extended
alone condi-
tions were included with the functional analysis conditions.
Identifying behav-
ioral functions is an essential component to the development of
early inter-
vention procedures. Perhaps a more traditional or extended
functional analysis
may be needed with very young children with developmental
delays in
cognition and language/communication, as the children in the
present study
did.
In conclusion, parental reports of problem behaviors through
standardized
rating scales matched behaviors that were directly observed
during parent-
implemented functional analyses at the most basic level.
Agreement decreased
dramatically, however, to chance levels of agreement when the
agreement data
were analyzed in terms of most-to-least occurring topographies.
Thus, addi-
tional research is needed to document the conditions that

produce greater
agreement between rating scales and direct observations. The
use of parent
ratings and interviews is a rich resource. In cases such as this,
both types of
measures can be important for accurate behavior assessment.
Perhaps measures
like the BPI-01 can be included during functional assessments
to better inform
the interpretation of functional analysis outcomes.
Disclaimer This research was supported by the Fogarty
International Center and the NICHD of NIH, grant
no. HD060500. The opinions stated herein reflect those of the
authors and not necessarily of the NIH or the
Centers for Disease Control and Prevention.
References
Barlow, D. H., Nock, M., & Hersen, M. (2008). Single-case
experimental designs (3rd ed.). New York: Allyn
& Bacon.
Barnard-Brak, L., Rojahn, J., & Wei, T. (2014). Psychometric
analysis of the behavior problems inventory
using an item-response theory framework: a sample of
individuals with intellectual disabilities. Journal of
Psychopathology and Behavioral Assessment.
doi:10.1007/s10862-013-9356-3.
Bayley, N. (2006). Manual of the Bayley scales of infant and
toddlerdevelopment (3rd ed.). San Antonio: NCS
Pearson.
Beavers, G., Iwata, B. A., & Lerman, D. (2013). Thirty years of
research on the functional analysis of problem

behavior. Journal of Applied Behavior Analysis, 46, 1–21.
doi:10.1002/jaba.30.
Berkson, G., Tupa, M., & Sherman, L. (2001). Early
development of stereotyped and self-injurious behaviors:
I. incidence. American Journal on Mental Retardation, 106(6),
539–547.
Gonzalez, M. L., Dixon, D. R., Esbensen, A., Rojahn, J.,
Matson, J. L., Terlonge, C., & Smith, K. R. (2009).
The behavior problems inventory: reliability and factor validity
in institutionalized adults with intellectual
disabilities. Journal of Applied Research in Intellectual
Disabilities, 22, 223–235. doi:10.1111/j.1468-
3148.2008.00429.x.
Guilford, J. P. (1956). Statistics in psychology and education.
New York: McGraw-Hill.
Hagopian, L., Fisher, W., Thompson, R., Owen-DeSchryver, J.,
Iwata, B. A., & Wacker, D. (1997). Toward
the development of structured criteria for interpretation of
functional analysis data. Journal of Applied
Behavior Analysis, 30, 313–326.
Hanley, G., Iwata, B., & McCord, B. (2003). Functional
analysis of problem behavior: a review. Journal of
Applied Behavior Analysis, 36, 147–185.
Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., &
Richman, G. S. (1982). Toward a functional
analysis of self-injury. Analysis and Intervention in
Developmental Disabilities, 2, 3–20.
Johnston, J. M., & Pennypacker, H. S. (2009). Strategies and
tactics of behavioral research (3rd ed.). New

York: Routledge.
Kurtz, P., Huete, J., Cataldo, M., & Chin, M. (2012).
Identification of emerging self-injurious behavior in
young children: a preliminary study. Journal of Mental Health
Research in Intellectual Disabilities, 5,
260–285. doi:10.1080/19315864.2011.600809.
Matson, J. L., Dempsey, T., & Fodstad, J. (2009). Stereotypies
and repetitive/restrictive behaviors in infants
with autism and pervasive developmental disorder.
Developmental Neurorehabilitation, 12, 122–127.
Mayo-Ortega, L., Oyama-Ganiko, R., LeBlanc, J., Schroeder,
S.R., Brady, N., Butler, M.G., … Marquis, J.
(2012). Mass screening for severe problem behavior among
infants and toddlers in Peru. Journal of
Mental Health Research in Intellectual Disabilities, 5, 246–259.
Morris, E., Higgins, S., & Bickel, W. (1982). Comments on
cognitive science in the experimental analysis of
behavior. Behavior Analyst, 5, 109–125.
Richman, D. M., & Lindauer, S. E. (2005). Longitudinal
assessment of stereotypic, proto-injurious, and self-
injurious behavior exhibited by young children with
developmental delays. American Journal on Mental
Retardation, 110(6), 439–450. doi:10.1352/0895-
8017(2005)110[439:LAOSPA]2.0.CO;2.
http://dx.doi.org/10.1007/s10862-013-9356-3
http://dx.doi.org/10.1002/jaba.30
http://dx.doi.org/10.1111/j.1468-3148.2008.00429.x
http://dx.doi.org/10.1111/j.1468-3148.2008.00429.x

http://dx.doi.org/10.1080/19315864.2011.600809
http://dx.doi.org/10.1352/0895-
8017(2005)110%5B439:LAOSPA%5D2.0.CO;2
Rojahn, J., Matson, J. L., Lott, D., Esbensen, A. J., & Smalls,
Y. (2001). The behavior problems inventory: an
instrument for the assessment of self-injury, stereotyped
behavior, and aggression/destruction in individ-
uals with developmental disabilities. Journal of Autism and
Developmental Disorders, 31, 577–588. doi:
10.1023/A:1013299028321.
Rojahn, J., Aman, M. G., Matson, J. L., & Mayville, E. (2003).
The aberrant behavior checklist and the
behavior problems inventory: convergent and divergent validity.
Research in Developmental Disabilities,
24, 391–404.
Rojahn, J., Wilkins, J., Matson, J., & Boisjoli, J. (2010). A
comparison of adults with intellectual disabilities
with and without ASD on parallel measures of challenging
behaviour: the Behavior Problems Inventory-
01 (BPI-01) and Autism Spectrum Disorders-Behavior Problems
for Intellectually Disabled Adults (ASD-
BPA). Journal of Applied Research in Intellectual Disabilities,
23, 179–185. doi:10.1111/j.1468-3148.
2009.00519.x.
Rojahn, J., Rowe, E. W., Sharber, A. C., Hastings, R. P.,
Matson, J. L., Didden, R., Kroes, D. B. H., &
Dumont, E. L. M. (2012a). The Behavior Problems Inventory-
Short Form (BPI-S) for individuals with
intellectual disabilities I: development and provisional clinical
reference data. Journal of Intellectual
Disability Research, 56, 527–545.

Rojahn, J., Rowe, E. W., Sharber, A. C., Hastings, R. P.,
Matson, J. L., Didden, R., Kroes, D. B. H., &
Dumont, E. L. M. (2012b). The Behavior Problems Inventory-
Short Form (BPI-S) for individuals with
intellectual disabilities II: reliability and validity. Journal of
Intellectual Disability Research, 56, 546–565.
Schopler, E., Reichler, R. J., & Renner, B. R. (1988). The child
autism rating scale. Los Angeles: Western
Psychological Services Corporation.
Schroeder, S. R., Rojahn, J., An, X., Mayo-Ortega, L., Rosao,
O.-G., & LeBlanc, J. (2013). The parental
concerns questionnaire: a valid brief screening instrument for
severe behavior problems among infants
and toddlers at risk for developmental delays. Journal of
Developmental and Physical Disabilities. doi:10.
1007/s10882-013-9359-8.
Schroeder, S.R., Marquis, J. Reese, R.M., Richman, D.M.,
Mayo-Ortega, L., …. Lawrence, L.M. (2014). Risk
factors for self-injury, aggression, and stereotyped behavior
among young children at risk for intellectual and
developmental disabilities. American Journal on Intellectual and
Developmental Disabilities. (in press)
Sturmey, P., Fink, C., & Sevin, J. (1993). The behavior
problems inventory: a replication and extension of its
psychometric properties. Journal of Developmental and Physical
Disabilities, 5, 327–336. doi:10.1007/
BF01046389.
Thompson, T., & Lubinski, D. (1986). Units of analysis and
kinetic structure of behavioral repertoires. Journal
of the Experimental Analysis of Behavior, 46, 219–242.

doi:10.1901/jeab.1986.46-219.
Wacker, D., Berg, W., Harding, J., Derby, M., Asmus, J., &
Healy, A. (1998). Evaluation and long-term
treatment of aberrant behavior displayed by young children with
disabilities. Developmental and
Behavioral Pediatrics, 19, 260–266.
Wetherby, A. M., & Prizant, B. M. (2002). Communication and
symbolic behavior scales developmental
profile. Baltimore: Paul Brookes Publishing Co., Inc.
http://dx.doi.org/10.1023/A:1013299028321
http://dx.doi.org/10.1111/j.1468-3148.2009.00519.x
http://dx.doi.org/10.1111/j.1468-3148.2009.00519.x
http://dx.doi.org/10.1007/s10882-013-9359-8
http://dx.doi.org/10.1007/s10882-013-9359-8
http://dx.doi.org/10.1007/BF01046389
http://dx.doi.org/10.1007/BF01046389
http://dx.doi.org/10.1901/jeab.1986.46-219
Copyright of Journal of Developmental & Physical Disabilities
is the property of Springer
Science & Business Media B.V. and its content may not be
copied or emailed to multiple sites
or posted to a listserv without the copyright holder's express
written permission. However,
users may print, download, or email articles for individual use.
Functional...AbstractMethodBehavior Problem AssessmentData
Analysis PlanDescriptive StatisticsFunctional
AnalysesInterobserver Agreement (IOA)Comparison of
Functional Analyses with BPI-01 RatingsAgreement Between
FAI Definitions by Parents and Observations by CASP Staff

During Functional AnalysisResultsDescriptive
StatisticsFunctional AnalysesAgreement Between Direct
Observations During FA 10&newnbsp;s Intervals and BPI-01
Subscale Frequency RatingsAgreement Between FAI Definitions
by Parents and Behavior Observations by CASP Staff During
Functional AnalysisDiscussionReferences
PAGE
1
ABC Analysis and Behavior Change Chart Unit 6
ABC Analysis Chart and Behavior Change Chart
Unit 6
CE300-(add your course section)
(Name of Student)
Part I
ABC Analysis
Child:_____________________
Observer:_____________________
Date
Time
Antecedent
Behavior
Consequence
Possible Function

Part II
Behavior Change Chart
Antecedent
How would you change the antecedent?
What do you expect to happen and why?
What else might happen and why?
What strategies would you implement and why? Include
references!
Consequence
How would you change the consequence?
references!
References
(You must include at least three references in APA format)

ABC Analysis and Behavior Change Chart Unit 6
ABC Analysis Chart and Behavior Change Chart
Unit 6
CE300-02
Part I
ABC Analysis
Child: Emily Observer: Acting Lead Educator
Date
Time
Antecedent
Behavior
Consequence
Possible Function
07/09/2013
This item is well described.
8: 30 am-6.00 pm
a) Janesta takes away a doll that Emily was playing with
Emily bites Janesta on her arm.
I take up Emily, warning her against biting at the baby care and
also carry the toddler my laps.
Emily was trying to get back her doll from Janesta.
b)The boy in the class did not provoke Emily, who is restless in
the class.
What is the evidence of restlessness? In other words, what did
we actually observe that indicated the child was restless?
Emily bites the boy on his back.
Attendant carried Emily to a reading area. She begins reading
and turning the pages of the book for ten minutes.
Emily was trying to seek attention from the boy who was far
from him. her
Part II

Behavior Change Chart
Antecedent
How would you change the antecedent?
references!
a) Janesta takes away a doll that Emily was playing with
b)The boy in the class did not provoke Emily, who is restless in
the class.
Take the Emily’s doll from Janesta, give it back to her and
provide another one for Janesta. Let Emily play with her own
doll and Janesta hers, then allow them to play together.
In the antecedent, we look at changing what happens before the
incident. We look for ways to change routines or procedures or
processes. Because the event has passed, we cannot change
what actually happened.
Let Emily stay in the midst of other children and keep her
occupied with activities that will help her remain at one
position (Oesterreich, 2005.
The two children are most likely to play together peacefully,
and become friends through the play with different dolls. This is
because Item, doll, that Emily could be pursuing is given back
to her by a caring attendant and then the two have independent
items to play with (Stahl, 2007).
In this case, the expectation is presented as a consequence. It is
necessary to change something to prevent Emily from biting in
her attempts to keep her toys (stated as function for this event)
The children in the class would be given an opportunity to
interact with the interactive items they have in their hands or
activities exposed to (Connor, 2004).

Emily might be irritated and pick the second ball, and
accumulate them to herself. The anger and irritation carried
forward from the family incidence may cause Emily get irritated
and want to have everything to herself so that she can regain
back her (Connor, 2004).
I am not sure of the highlighted items. I did not see evidence of
a ball in the scenario; I am not sure of the family incident that
carried irritation, and a word has been omitted. Please clarify if
you choose to revise.
Emily might neglect the activities assigned and want to move up
and down.
Provide another playing doll for Janesta to ensure that two dolls
re available for the toddlers to play with. This is to curtail the
idea of Emily’s personal items being interfered with by other
children. It would create a harmonious environment because
Emily would not feel offended by having her doll taken away
(Stahl, 2007).
The question remains of whether this process will keep Emily
from biting. According to our evidence, Emily bites when the
doll is taken from her, but she also bites without provocation.
We week to solve the behavior for all situations rather than for
each individual situation.
Ensure close interaction of the toddlers in groups to avoid
solitude and feelings of isolation.
Let the attendant (male or female) keep a close distance to
Emily to moderate her activities and movements (Oesterreich,
2005.
Rather than address the issues individually, we are seeking to
change the behavior, biting, rather than each incident. If you
choose to revise, consider the incidents together and see what is
common or what conclusions you can draw from both incidents
to determine the function – what the child hopes to gain or
avoid – and develop an antecedent to help deter the behavior.
Consequence

How would you change the consequence?
references!
I take up Emily, warning her against biting at the baby care and
also carry the toddler my laps.
I believe a word or words may have been omitted.
Attendant carried Emily to a reading area. She begins reading
and turning the pages of the book for ten minutes.
Try to be a little bit tough with Emily’s behavior, and probably
hitting him a little that she may realize biting other children is
not allowed in the faculty. I can carry Emily on my laps to
sooth-talk her that she may not burst into a cry (Oesterreich,
2005).
The highlighted information is not clear – do you mean you as
the teacher would hit the child?
Bring Emily together in the midst of the other toddlers so that
they could interact in their activities, rather than segregating to
solitary places (Stahl, 2007).
Emily will feel rebuked because of the little hitting and would
coil herself from biting other children.
I am not sure of the meaning of this word in this context.
Again, the information seems to imply that the teacher will hit
the child.
Emily interacts with other children and she participates in her
activities maximally while appreciating the other toddlers
around her.
Emily might also feel rebuked because of the hitting and
become more withdrawn from the attendant as well as from
other toddlers.
Emily settles down and concentrates on the activities the whole
group is carrying out together (Connor, 2004).
Hit and sooth-say to Emily to enable her realize the mistake in
biting other children within the baby care faculty (Stahl, 2007).

I believe the highlighted word may be mis-used. In this
column, we outline the specific procedures to carry out the
change in consequence.
Need to have a group approach and activities made for a group
to enable the children feel the warmth, presence and
participation of the other toddlers (Oesterreich, 2005.
As with the antecedent, we seek to find one change in
consequence that will help to eliminate the behavior of biting
regardless of the setting. If you choose to revise the project,
look for what is common or what possible function the behavior
may play and develop one change for consequence that will be
in place each time Emily bites.
Unit 6 Assignment Grading Rubric
Point Range
Grading Criteria
30/100 points
Part I Content:
· Template is thoroughly and accurately completed. Yes.
· Antecedent: Discussed what happened immediately before the
behavior and any event or activity that preceded the behavior
Yes
Behavior: Behavior was defined in observable, objective terms
Yes, with minor concern related to “restlessness”as noted above
Consequence: Discussed what happened immediately following
the behavior Yes.
· Function of behavior: Discussed whether the child was
attempting to get or escape from something Yes
· Clear connections are made between antecedent, behavior,
consequence and possible function of behavior Yes
30/50 points
Part II Content:
· Template is thoroughly and accurately completed. Yes
· Antecedent manipulation and outcomes discussed Partial – the
antecedent manipulation should address both incidents of the

behavior – the antecedent manipulation should address the issue
of biting
· Discussed appropriate strategies to implement based on the
hypothesized function of the antecedent manipulation The
strategies are described in the manipulation of the antecedent. I
did not find the strategies to be described regarding the
consequence.
· Consequence manipulation and outcomes discussed Yes
· Discussed appropriate strategies to implement based on the
hypothesized function of the consequence manipulation There
is concern that each item is addressed separately. The goal is to
identify an antecedent to biting behavior and/or a consequence
for biting behavior that will work in multiple settings.
25/50 points
Mechanics:
· Used templates Yes
· Written in Standard American English with correct
grammar/spelling Please note highlighted items and
explanations; some words are omitted
· APA style with a title and reference page with at least 3
references Yes
· Double-spaced Yes
· 12-point font Yes
Total:85/200 points
References
Connor, D. F. (2004). Aggression and antisocial behavior in
children and adolescents: Research and treatment. New York:

Guilford.Oesterreich, L. (2005). Divorce Matters: A Child's
View. Ames, IA: Iowa State University Extension.
Stahl, M. (2007). Parenting after divorce: Resolving conflicts
and meeting your children's needs. Atascadero, Calif: Impact
Publishers.
Assignment Grading Rubric
Course: GB520 Unit: 6 Points: 100
Copyright Kaplan University
Assignment 6 Instructions
Review the SHRM case, “International HRM Case Study.”
Prepare a 4–6 page case analysis on the topic of strategic
management and why it is critical to the success of
an organization in meeting its goals and mission. In your
analysis respond to the following question: What is
strategic management and why is it critical to the success of an
organization in meeting its goals and mission?
Your analysis of this case and your written submission should
reflect an understanding of the critical issues of
the case, integrating the material covered in the text, and
present concise and well-reasoned justifications for
the stance that you take.
Case analysis criteria: Your case analysis should consist of:

• A brief analysis of the situation and pending decision
problem, as presented in the case, and as
relevant to your answer. This should be exceptionally brief and
you should assume the person reading
the Assignment is familiar with the details of the case.
• Identification of the major issues surrounding the organization
or individuals involved with the
organization.
• Identification of alternate courses of action to address the
issues identified.
• The decision or recommendation for action, with the
appropriate supporting arguments.
• The case question is designed to guide the direction of your
analysis in the case. Your analysis should
address and ultimately answer the question.
Additionally, in the case analysis make sure that you assess the
value of multiculturalism and diversity in a
global environment.
You may discuss your case analysis Assignment with the class,
but you must submit your own original work.
Case analysis tips: Avoid common errors in case analyses, such
as:
• Focusing too heavily on minor issues.
• Lamenting because of insufficient data in the case and
ignoring creative alternatives.
• Rehashing of case data — you should assume the reader knows
the case.
• Not appropriately evaluating the quality of the case's data.
• Obscuring the quantitative analysis or making it difficult to

understand.
Typical “minus (–)” grades result from submissions that:
• Are late.
• Are not well integrated and lack clarity.
• Do not address timing issues.
• Do not recognize the cost implications or are not practical.
• Get carried away with personal biases and are not pertinent to
the key issues.
• Are not thoroughly proofread and corrected.
Assignment submission: Before you submit your Assignment,
you should save your work on your computer
in a location that you will remember. Save the document using
the naming convention:
Username_Unit6_Assignment.doc.
http://extmedia.kaplan.edu/business/GB520/GB520_1505D/GB5
20_Unit06_Case_Study.pdf
Make sure your document includes:
• Your name
• Date
• Course name and section number
• Unit number

• Case name
• Page numbers
The case analysis should be a minimum of 4–6 pages long,
double-spaced. Check for correct spelling,
grammar, punctuation, mechanics, and usage. Citations should
be in APA style.
Assignment Rubric
These papers are related to specific issues or cases and will vary
in length. In all cases, papers must be well
referenced and in APA format. The papers will be evaluated
using the following rubric.
At least 20% of a case study paper grade is related to
composition that includes organization, writing style, and
mechanics. Often, composition issues also impact the grading of
the assigned focus paper topic content
because composition impacts the effective presentation of your
ideas and material.
Case Study Analysis Rubric

Grade Content, Focus, Use of
Text/Research, and
Organization
Analysis and Critical
Thinking
Writing Style, Grammar, and
APA Format
100%
100
points
50%
50 points
30%
30 points
20%
20 points
90–100%
90–100
points
Response successfully
answers the Assignment
question(s); thoroughly uses
the text and other literature.
Includes a strong thesis
statement, introduction, and
conclusion. The main points of

the paper are developed
clearly. All arguments are
supported well (no errors in
logic) using outside sources as
assigned.
Sources are primarily
academic journals, with
thoughtfully used web sources.
References are applied
substantively to the paper
topic. Skillfully addresses
counter-arguments and does
not ignore data contradicting its
claim. Refers to sources both
in-text and in the reference
page.
Response exhibits strong
higher-order critical thinking
and analysis (e.g., evaluation).
Paper shows original thought.
Analysis includes proper
classifications, explanations,
comparisons, and inferences.
Critical thinking includes
appropriate judgments,
conclusions, and assessments
based on evaluation and
synthesis of information.
Grammatical skills are strong
with typically less than one

error per page. Correct use of
APA when assigned.
Appropriate to the Assignment,
fresh (interesting to read),
accurate (no far-fetched,
unsupported comments),
precise (say what you mean),
and concise (not wordy).
Project is in 12-point font.
Narrative sections are double-
spaced. Project is free of
serious errors: grammar,
punctuation, and spelling help
to clarify the meaning by
following accepted
conventions.
Text/Research, and
Organization
Thinking

APA Format
80–89%
80–89
points
Response answers the
Assignment question(s) with
only minor digressions;
sufficiently uses the text and
other literature. Provides a
good thesis statement,
introduction, and conclusion
that require some revision but
that form a good basis.
Develops the main points
clearly.
Supports most arguments
concretely (no logical errors)
using outside sources as
assigned.
Some sources are non-
academic with over reliance on
web sources. References not
always clearly tied to
development of ideas. Does
not ignore data contradicting its
claim, though the refutation
may need additional support.
Refers to outside sources in

the text and reference page.
Response generally exhibits
and analysis (e.g., evaluation).
Paper shows some original
thought.
Analysis includes adequate
Critical thinking includes
adequate judgments,
conclusions, and assessments
based on evaluation and
synthesis of information.
Internally, each section has
good organization. Transitions
found between and within
sections are mostly clear and
effective. Generally appropriate
to the Assignment, accurate
(no far-fetched, unsupported
claims), precise, and concise.
Includes a title page and
reference page.
Project is in 12-point font.
Narrative sections are double-
spaced. Project contains some
minor grammatical and
punctuation errors. Few
misspellings. Citations
generally follow APA

guidelines (perhaps one or two
minor errors).
Text/Research, and
Organization
Thinking
APA Format
70–79%
70–79
points
Response answers the project
Assignment(s) with some
digression; sufficiently uses the
text and other literature.
Provides a thesis statement
that needs revision. The
introduction and conclusion do

not set up or close the paper
very effectively. Shows too little
original thought (strings of
citations that are not developed
to support the thesis).
Main points are adequately
defined in only some areas of
the paper; points may be over-
emphasized or repeated.
Some arguments are
supported with outside
research, but others may not
be. Relies too heavily on
personal experience or one
source. The paper does not
meet the source requirements.
Some obvious counter-
arguments are ignored or not
well refuted.
Response exhibits limited
and analysis (e.g., application
of information).
Analysis includes limited
Critical thinking includes limited
judgments, conclusions, and
assessments based on
evaluation and synthesis of
information.

Sentences are occasionally
wordy or ambiguous; tone is
too informal. Grammatical skills
are adequate with no more
than 2–3 errors per page. The
paper is not well organized.
Sections lack transitions and
several sentences may be
monotonous or confusing. The
overall structure of the
Assignment is not effective.
Appropriate in places, but
elsewhere vague writing
interferes with the development
and clarity of the main points.
Numerous grammatical and
punctuation errors.
Misspellings are more
frequent, but they are the sort
spell checkers do not catch,
such as “effect/affect.” An
attempt at APA citation was
made, but there are multiple
errors larger than a misplaced
period. Narrative sections are
not double-spaced.
60–69%
60–69
points
Response answers the
Assignment question(s), but
digresses significantly;
insufficiently uses the text and

other literature.
Response exhibits simplistic or
reductive thinking and analysis
but does demonstrate
comprehension.
Sentences are generally wordy
and/or ambiguous; tone is too
informal. Grammatical skills
are inadequate, clarity and
meaning are impaired, typically
3–5 errors per page.
Inadequate use of APA format.
0–59%
0–59
points
Response insufficiently
answers the Assignment
question(s); insufficiently uses
the text and other literature.
Response exhibits simplistic or
reductive thinking and analysis
and demonstrates limited
knowledge on the subject
matter.
Sentences unclear enough to
impair meaning; tone is
inappropriate and/or
inconsistent. Grammatical

skills are incompetent for
college level; typically 6 or
more errors per page.
Unacceptable use of APA
format.

STRATEGIC HR MANAGEMENT STUDENT WORKBOOK International.docx

Recommended

Recommended

More Related Content

Similar to STRATEGIC HR MANAGEMENT STUDENT WORKBOOK International.docx

Similar to STRATEGIC HR MANAGEMENT STUDENT WORKBOOK International.docx (20)

More from florriezhamphrey3065

More from florriezhamphrey3065 (20)

Recently uploaded

Recently uploaded (20)

STRATEGIC HR MANAGEMENT STUDENT WORKBOOK International.docx