This document provides instructions for a 3-4 page paper assignment on strategic human resource management. It lists the following requirements:
- Explain how HR professionals exhibit transformational leadership.
- Discuss how diversity can improve an organization and obstacles encountered.
- List and discuss HR manager functions and how they help recruit employees.
- Include a cover page, abstract, and 2-3 references excluding Wikipedia.
- Cite sources in APA style within the text and in a references section.
- Avoid plagiarism.
For the ePortfolio that has been developed it will discuss in detail about how there has been individual growth in critically analyzing the business operations. There will be discussions about how a person can survive in the modern business world. Important skills to develop are critical analysis of the data, presentation of data succinctly, presenting alternative viewpoints and to ensure that the data that is presented are without any plagiarism
For this assignment you will need to complete the following1..docxAKHIL969626
For this assignment you will need to complete the following:
1. Explain what procurement is.
2. Define the terms “project” and “project management” according to the Project Management Book of Knowledge (PMBOK guide).
3. Explain the concept of business process.
4. Describe the five process groups that are found within project management.
5. List the skills that a procurement manager needs to have to be successful in today’s evermore challenging business environment.
6. Discuss the concept of prioritizing and list some of the tools that can be utilized to prioritize tasks and activities successfully.
7. Explain the differences between competitive and sole-source contracts.
8. Define the terms “Request for Proposal (RFP)” and “Internet Reverse Auctions”.
9. Compare lowest cost versus best value procurements. What are the advantages and disadvantages of the both methods?
10. Explain what a Request for Procurement Services (RFPS) is. What information the RFPS form must contain?
11. What skills do the members of a procurement team need to have in order to be successful?
12. Explain what a Statement of Work (SOW) is. Why the SOW is one of the most important documents of the plan procurements process.
WORKFORCEWORK WORKPLACE
A collection of thought pieces
February 2015
Changing HR
operating models
1 Changing HR operating models
The CIPD is the professional body for HR and people
development. The not-for-profit organisation champions
better work and working lives and has been setting the
benchmark for excellence in people and organisation
development for more than 100 years. It has more than
135,000 members across the world, provides thought
leadership through independent research on the world of
work, and offers professional training and accreditation for
those working in HR and learning and development.
1 Changing HR operating models
Changing HR operating models
A collection of thought pieces
Foreword 2
Executive summary 3
Thought pieces
A modern HR operating model: the world has changed 5
Josh Bersin, Bersin by Deloitte
The future is ‘centres of expertise’: What impact has 18 years of the Ulrich 8
model had on the HR operating model and what does it tell us about the future?
Allan Boroughs, Orion Consulting
‘You can’t put in what God left out’: not everyone can be a strategic 12
HR business partner
Nick Holley, Henley Business School
The strategic role of HR: What does a strategic HR function look like? 15
John W. Boudreau and Edward E. Lawler III, University of Southern California
Cloud technology in the HR operating model 18
Gareth Williams, Travelex
Will the cloud have a silver lining for HR outsourcing? 20
Andrew Spence, Glass Bead Consulting
Reflecting on the past and looking to the future: the importance of 23
business structure
Dave Ulrich, Ross Business School, University of Michigan and RBL Group
Owning our HR operating model: an enterprise-centred ...
For the ePortfolio that has been developed it will discuss in detail about how there has been individual growth in critically analyzing the business operations. There will be discussions about how a person can survive in the modern business world. Important skills to develop are critical analysis of the data, presentation of data succinctly, presenting alternative viewpoints and to ensure that the data that is presented are without any plagiarism
For this assignment you will need to complete the following1..docxAKHIL969626
For this assignment you will need to complete the following:
1. Explain what procurement is.
2. Define the terms “project” and “project management” according to the Project Management Book of Knowledge (PMBOK guide).
3. Explain the concept of business process.
4. Describe the five process groups that are found within project management.
5. List the skills that a procurement manager needs to have to be successful in today’s evermore challenging business environment.
6. Discuss the concept of prioritizing and list some of the tools that can be utilized to prioritize tasks and activities successfully.
7. Explain the differences between competitive and sole-source contracts.
8. Define the terms “Request for Proposal (RFP)” and “Internet Reverse Auctions”.
9. Compare lowest cost versus best value procurements. What are the advantages and disadvantages of the both methods?
10. Explain what a Request for Procurement Services (RFPS) is. What information the RFPS form must contain?
11. What skills do the members of a procurement team need to have in order to be successful?
12. Explain what a Statement of Work (SOW) is. Why the SOW is one of the most important documents of the plan procurements process.
WORKFORCEWORK WORKPLACE
A collection of thought pieces
February 2015
Changing HR
operating models
1 Changing HR operating models
The CIPD is the professional body for HR and people
development. The not-for-profit organisation champions
better work and working lives and has been setting the
benchmark for excellence in people and organisation
development for more than 100 years. It has more than
135,000 members across the world, provides thought
leadership through independent research on the world of
work, and offers professional training and accreditation for
those working in HR and learning and development.
1 Changing HR operating models
Changing HR operating models
A collection of thought pieces
Foreword 2
Executive summary 3
Thought pieces
A modern HR operating model: the world has changed 5
Josh Bersin, Bersin by Deloitte
The future is ‘centres of expertise’: What impact has 18 years of the Ulrich 8
model had on the HR operating model and what does it tell us about the future?
Allan Boroughs, Orion Consulting
‘You can’t put in what God left out’: not everyone can be a strategic 12
HR business partner
Nick Holley, Henley Business School
The strategic role of HR: What does a strategic HR function look like? 15
John W. Boudreau and Edward E. Lawler III, University of Southern California
Cloud technology in the HR operating model 18
Gareth Williams, Travelex
Will the cloud have a silver lining for HR outsourcing? 20
Andrew Spence, Glass Bead Consulting
Reflecting on the past and looking to the future: the importance of 23
business structure
Dave Ulrich, Ross Business School, University of Michigan and RBL Group
Owning our HR operating model: an enterprise-centred ...
Due September 16thJobs and LaborPlease answer the followingAlyciaGold776
Due: September 16th
Jobs and Labor
Please answer the following questions:
Part One:
For many individuals, the nature of work and jobs is changing. Describe some reasons for the changes and how they are affecting HR management and organizations.
Part Two:
Managing Employee Turnover
Think about any HR experience you may have. Then, in your own words, write one or two paragraphs answering the following question: If you became a new manager at a restaurant with high employee turnover, what actions would you take to increase employee retention?
12
JOURNAL OF MANAGEMENT AND CHANGE
No 34/35 2015/2016
A Concept for Diagnosing and Developing Organizational Change Capabilities
A Concept for Diagnosing and Developing
Organizational Change Capabilities
Christina Schweiger, Barbara Kump and Lorena Hoormann
Abstract
In modern industries, organizations are facing
the need to continuously change and adapt
to dynamic environmental conditions. To
address this change, organizations require
several specific capabilities, which will be
referred to as organizational change capabili-
ties. As the paper will outline, organizational
change capabilities are a type of dynamic
capability grounded in an organization’s
change logic. The model of organizational
change capabilities presented in this paper
distinguishes search, ref lection, seizing, plan-
ning, implementation, and strategy making
capabilities. Based on this model, (a) concepts
for diagnosing and improving change capabili-
ties, and (b) an innovative intervention design
for organizational development are devel-
oped, which are generic and can be tailored to
the needs of a specific firm. The theoretical
analysis sketched in this paper may further
stimulate theory development at the interface
of dynamic capabilities and dominant logic.
At the same time, the innovative intervention
design is expected to be of high practical value
for managers and practitioners in the field of
organizational development.
Key Words
Change capabilities, dynamic capabilities,
organizational change logic, organizational
development, organizational diagnosis
Introduction
Due to increasing turbulence in the markets
and intense competition, organizations need to
continuously change and adapt to their envi-
ronments to survive. Dynamically changing
operating environments require a proactive
approach, where change occurs in a strategic
way in anticipation of prospective alterations
(Judge & Douglas, 2009; Worley & Lawler,
2006). Proactive organizational change
requires the identification and development
of strategic options and the implementation
of the planned strategic changes. To achieve
these changes, organizations need certain
capabilities, which have been referred to as
organizational change capabilities (Soparnot,
2011).
A lack of change capabilities may lead to struc-
tural inertia; that is, the inability to address
Christina Schweiger is Senior Researcher and Lecturer in ...
WAL_HUMN1020_03_A_EN-CC.mp4
WORKFORCEWORK WORKPLACE
A collection of thought pieces
February 2015
Changing HR
operating models
1 Changing HR operating models
The CIPD is the professional body for HR and people
development. The not-for-profit organisation champions
better work and working lives and has been setting the
benchmark for excellence in people and organisation
development for more than 100 years. It has more than
135,000 members across the world, provides thought
leadership through independent research on the world of
work, and offers professional training and accreditation for
those working in HR and learning and development.
1 Changing HR operating models
Changing HR operating models
A collection of thought pieces
Foreword 2
Executive summary 3
Thought pieces
A modern HR operating model: the world has changed 5
Josh Bersin, Bersin by Deloitte
The future is ‘centres of expertise’: What impact has 18 years of the Ulrich 8
model had on the HR operating model and what does it tell us about the future?
Allan Boroughs, Orion Consulting
‘You can’t put in what God left out’: not everyone can be a strategic 12
HR business partner
Nick Holley, Henley Business School
The strategic role of HR: What does a strategic HR function look like? 15
John W. Boudreau and Edward E. Lawler III, University of Southern California
Cloud technology in the HR operating model 18
Gareth Williams, Travelex
Will the cloud have a silver lining for HR outsourcing? 20
Andrew Spence, Glass Bead Consulting
Reflecting on the past and looking to the future: the importance of 23
business structure
Dave Ulrich, Ross Business School, University of Michigan and RBL Group
Owning our HR operating model: an enterprise-centred organisational design 27
methodology for HR
Barry Fry, Slumbering Giants and Anton Fishman, Fishman & Partners Ltd
What does the future of HR look like in an SME? 29
Jill Miller, CIPD
Living in a collaborative world: implications for HR operating models 36
Professor Paul Sparrow, Lancaster Business School
CIPD viewpoint 39
Useful information 40
Contents
2 Changing HR operating models 3 Changing HR operating models
As the world of work grows
ever more complex, diverse and
ambiguous, traditional models
of working are starting to give
way to more flexible forms of
organisation and employment.
Technology, globalisation,
changing workforce demographics
and skills shortages add to the
challenges facing organisations. In
this context the role of HR must
evolve and grow to play a greater
part in developing organisations
for the future. As widely
accepted norms for managing
the employment relationship
change, so the pressure will grow
for HR professionals to develop
a deeper understanding of the
global context, business needs and
strategy, and to innovate more
to be not just efficient, but more
effective
At the CIPD, our goal is to
s.
APA citations and references. No plagiarismTo prepare for the We.docxfestockton
APA citations and references. No plagiarism
To prepare for the Week 8 Shared Practice, reflect on your professional experience with leaders with whom you have interacted as a follower, colleague, or supervisor. Consider the strengths and weaknesses these professionals had with regard to leadership and management skills. How well did they perform their roles as managers and as leaders?
Then, identify from your professional experience a leader with whom you have interacted as a follower, colleague, or supervisor that matches only one of the following descriptions:
· He or she is a good leader lacking effective managing skills.
· He or she is a good manager lacking effective leadership skills.
· He or she is an effective leader and manager.
· He or she is a neither a good leader nor manager.
Once you have identified a leader from your professional experience that matches one of the descriptions listed above, do the following:
With these thoughts in mind:
By Day 3
Post:
· Without giving the actual name of the leader you have selected, identify his or her strengths and weaknesses as a leader and as a manager. Then distinguish his or her leadership skills from his or her management skills.
· Provide an analysis of the effect he or she had on the business environment where you worked at the time.
Select and share two lessons this experience has taught you about how you will balance leadership and management skills in your current position or when you have the opportunity in future positions.
Instructions
For this assignment, you will create a PowerPoint presentation prescribing a human resource and technology change map. Your goal is to assess human resource recruitment, onboarding, performance review, learning and development, and relationship management as they relate to deploying a new customer relationship management (CRM) software for either Walmart or Amazon. You will focus specifically on employees working in a global customer support call center with one domestic and two international locations. For each element of the human resource phase, noted above, you may consider employee qualifications, abilities, education, and evaluation.
Since this is a significant change for an organization, you should address how appropriate Human Resource management practices can address this disruptive change. Your recommendations should address how the recommended solutions will help your selected organization to use the new CRM to reach its strategic goals better as they relate to the corporate mission and vision.
Length: 8-12 slides; 100-150 words for notes
References: Include at least 5 scholarly resources.
Your presentation should demonstrate thoughtful consideration of the ideas and concepts presented in the course and provide new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards. Be sure to adhere to Northcentral University's Academic Integrity Policy.
O R I G I N A L ...
As described in Lecture Note 1, geography is a part of everyday life.docxssusera34210
As described in Lecture Note 1, geography is a part of everyday life and the study of which ranges from how we design our cities to what lies on the ocean floor. One of the more important kinds of geography is political geography, which can involve everything from the creation of local zoning areas to borders between nations. In your opinion, which level of political geography is more important, that at the local level that impacts people’s everyday lives such as the ability to build an addition onto their house or a national one, which may involve disputed territory and result in armed conflict? Be sure to use examples to support your key points.
.
As an extra credit, Must discuss at least one (1) o.docxssusera34210
As an extra credit,
:
Must discuss at least one (1) other student's topic
Student discussion:
Since its emergence in the 1960's, plate tectonic theory has gained wide-spread acceptance as the model of how Earth's land masses shift over time. Plate tectonics developed historically in 1915 when Alfred Wegener proposed his theory of "continental drift." He stated that the continents plowed through crust of ocean basins, which would explain why the outlines of many coastlines, such as South America and Africa, appeared to fit like missing pieces of a jigsaw puzzle.
There are various types of plate boundaries such as: convergent plate boundaries, when two collide; divergent plate boundaries, when they spread apart; and transform boundaries, when they slide past each other.
http://scecinfo.usc.edu/education/k12/learn/plate2.htm
.
As an institution, Walden has long supported days of service and.docxssusera34210
As an institution, Walden has long supported days of service and encouraged students, faculty, and staff to give back to their communities. In the companion Assignment for this module, you are developing a plan for a proposed Global Day of Service project. For this Discussion, you will explain the Global Day of Service project you are proposing for your Assignment and offer feedback and support for your colleagues’ projects.
Important Note:
You will share your ideas regarding your Module 5 Assignment in this Discussion. Be sure to read through the instructions for this Discussion and the Module 5 Assignment prior to beginning work this week.
To prepare:
Review the instructions for the Module 5 Course Project assignment.
Review the Walden University sites regarding social change and Walden’s Global Days of Service. Consider the many meaningful opportunities found in early childhood programs, K–12 schools, and communities for enacting social change. How will the Walden Global Day of Service project you are proposing in this module’s Assignment support social change in your program and field?
Review the Callahan et al. (2012) paper in the Learning Resources. Which of the eight features of social change will be reflected the most in your Day of Service project?
An explanation of the following:
The Day of Service project you are proposing for this module’s Assignment
How your proposed project would support social change in your program and field
Which of the eight features of social change are integrated the most in your Day of Service project
For this Discussion, and all scholarly writing in this course and throughout your program, you will be required to use APA style and provide reference citations.
Learning Resources
Note:
To access this module’s required library resources, please click on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus.
Required Readings
Fullan, M. (2016).
The new meaning of educational change
(5th ed.). New York, NY: Teachers College Press.
Chapter 13, “The Future of Educational Change” (pp. 258–265)
Callahan, D., Wilson, E., Birdsall, I., Estabrook-Fishinghawk, B., Carson, G., Ford, S., . . . Yob, I. (2012).
Expanding our understanding of social change: A report from the definition task force of the HLC Special Emphasis Project
[White paper]. Minneapolis, MN: Walden University.
Social Change Web Maps
[Diagrams]. Adapted from Expanding our understanding of social change, by Callahan, D., Wilson, E., Birdsall, I., Estabrook-Fishinghawk, B., Carson, G., Ford, S., Ouzts, K., & Yob, I., 2008. Baltimore, MD: Walden University. Adapted with permission of Walden University.
Cooper, K. S., Stanulis, R. N., Brondyk, S. K. Hamilton, E. R., Macaluso, M., & Meier, J. A. (2016). The teacher leadership process: Attempting change within embedded systems. Journal of Educational Change, 17(1), 85–113. .
As computer and internet technologies have advanced and become m.docxssusera34210
As computer and internet technologies have advanced and become more easily accessible across the world, we are seeing an explosion of social activists, government agencies and terrorists using these technologies to further their efforts. Government and non-government entities use the internet to spread propaganda and information, recruit support and demonize opponents. The efforts of some radical groups, like ISIS, to shut down US infrastructure and thwart military activity can clearly be labeled as cyberterrorism. However, some groups, such as the loosely associated international network of self-proclaimed “hacktivists” identified as Anonymous, are blurring the lines between what constitutes terrorism and what is simply social activism. As technology continues to advance and further our capabilities, we are continuously presented with new and intriguing moral questions.
After reading the module notes and all of the supplemental materials, respond to the following:
Briefly define cyberterrorism. Define hacktivism. Illustrate examples of each in current events within the last decade.
What is the fundamental difference between these two?
How has technology helped to advance these groups?
How do you think our government’s response to such groups has changed our attitudes towards our own freedoms?
In your opinion, do you think Hacktivism is justified or is it just a subset of cyberterrorism? Give some examples to support your stance.
Support your position using appropriate sources that are properly cited.
.
As cultural and literary scholar Louis Henry Gates claims, Repetit.docxssusera34210
As cultural and literary scholar Louis Henry Gates claims, "Repetition and revision are fundamental to black artistic forms, from painting and sculpture to music and language use." This "Signifyin(g)" is a dynamic noted throughout hip-hop music because its foundation is rooted in "sampling" music that came before. But the content of rap also expresses a Black experience. Therefore, in your final response this week, discuss three significant subjects or themes that hip-hop artists Signify on in the African American literary tradition as they express their own notions of Blackness in lyrical rap music.
.
As an African American male, social issues are some that seem to.docxssusera34210
As an African American male, social issues are some that seem to be a part of our everyday life at the time of birth. Whether it’s our skin being threatening towards other groups of society, police brutality, not receiving the same education, jobs, or housing as those of other cultures; it’s something that burned into our part of growing up and learning how to maneuver the world around us. Being that this is something that is thrown in our face time and time again, I would like to talk about the trust or lack thereof, between “professional helpers” and African American males. You must first stop and take a look at the deep roots of past and current events that lead to African Americans not trusting the help that’s provided by doctors, lawyers, therapists, etc. For example, historical adversity, which includes slavery, sharecropping, and race-based exclusion from health, educational, social, and economic resources, translates into socioeconomic disparities experienced by Black and African American people today. Socioeconomic status, in turn, is linked to mental health: People who are impoverished, homeless, incarcerated, or have substance use problems are at higher risk for poor mental health.
Despite progress made over the years, racism continues to have an impact on the mental health of Black and African American people. Negative stereotypes and attitudes of rejection have decreased, but continue to occur with measurable, adverse consequences. Historical and contemporary instances of negative treatment have led to a mistrust of authorities, many of whom are not seen as having the best interests of Black and African Americans in mind. The culture from which many African Americans are raised, has a greater distrust of the medical helpers and medical offices alike, from the belief of racial bias. A great example is that of the Tuskegee experiment, where the abuses of slaves by white doctors, simply for the use of medical experimentation. There was no sense of consent or refusal from the African American participants to participate, just because of their lower level in society and the mass discrimination during that time. It’s those issues of the past, that resist black males from seeking the help they truly need, in order to bring them back to the feeling of self and self-worth; and to add a more recent impact, just look at the COVID vaccine, many are skeptical of receiving it, just because of what happens at Tuskegee. Despite progress made over the years, racism continues to have an impact on the mental health of Black and African American people. Negative stereotypes and attitudes of rejection have decreased, but continue to occur with measurable, adverse consequences. Historical and contemporary instances of negative treatment have led to a mistrust of authorities, many of whom are not seen as having the best interests of Black and African Americans in mind.
Most importantly, one must be willing to understand how having a multicultu.
As a work teamDecide on the proto personas each team member .docxssusera34210
As a work team
Decide on the proto personas each team member will create.
● Begin with your user assumptions worksheet
● Individually, create a list of audience attributes/characteristics (your own views on the user) on sticky notes
● cluster these into 3 - 8 profiles (Take a photo)
● discuss your clusters and move around notes as needed.
● decide as a team, which clusters will be turned into your proto personas.
Each team of three should have at least 3 different user types that you think will use your site. (4 if you are in a team of 4).
Individually
● Create two personas
o PROTO-PERSONA
The first should be one of the proto-personas agreed by your team members in the process above
▪ Use the information from the Lean UX reading and learning materials to help you create your persona
▪ This can be hand drawn and included in your final document as a photograph.
o TRADITIONAL PERSONA
The second is a traditional persona (NOT related to your project website). Use the student data & template provided:
▪ The persona needs to represent the statistical data provided
▪ Use the given ppt template to create the traditional persona or find your own and use that.
.
As an astute social worker and professional policy advocate, on.docxssusera34210
As an astute social worker and professional policy advocate, once you have selected a social problem, you begin the process of creating and implementing a policy that addresses that social problem.
Address the following items within your group's Wiki page for Part 2:
Topic is Immigration
Is the policy identified by your group dictated by local, state, or federal statute—or a combination thereof?
APA FORMAT
2 REFERENCES
.
As a special education professional, it is important to be aware of .docxssusera34210
As a special education professional, it is important to be aware of how social and cultural influences can impact the assessment process. Lack of awareness can lead to charges of discrimination and possible litigation.
Using support from the required readings, the Instructor Guidance, supplemental information derived from outside sources and your discussion, and information from the scenario below, you will (a) use information you have learned about Manuel to complete the
Child Study Team Referral Form
found in the
Week Three Instructor Guidance
, and (b) write a 3 page report with your recommendations for Tier Two RTI interventions that take Manuel's social and cultural background into account.
Scenario:
Manuel is becoming more and more listless in class and is still not doing well with his assignments. You have noticed though, that he seems to be making friends, as outside of class each morning you notice him joking and talking with a group of boys. They talk about BMX bikes and an online computer game that they all play. You are aware that some of the boys in that group are involved in the school robotics team and you begin to wonder how you could use his newly formed friendships and your insights into his interests to support his language arts skills.
You and Mr. Franklin are also excited about a workshop you just attended with Dr. Janette Klingner who talked about
how to realize the potential of RTI (Links to an external site.)
(Klingner, J, 2011) with culturally and linguistically diverse learners. The Child Study Team has been doing diagnostic work to see if there are other variables within the classroom and/or school environment that may be affecting Manuel's performance. What the Child Study Team discovers is that Manuel feels embarrassed by his slow reading compared to his classmates and does not see the relevance of classes that are not related to his intended career goal, engineering. The team also notes that Manuel is able to write well, but he often does not finish in-class assignments and tests, and his homework written assignments are very short. The lack of length in his assignments consistently costs him points.
When you talk to Manuel he shows pride when you compliment him on his bilingual ability and ask for his help in translating for a new student from Guatemala. Finally, the team becomes aware that Manuel does not want to be labeled "dumb" and is worried that he will be made fun of if he is pulled out of his regular classes for more intensive support. Manuel’s vision and hearing test were both are normal and his medical exam does not reveal any medical issues.
As a member of the Child Study Team (CST) and taking into account Manuel's interests and the social and cultural influences that may be affecting Manuel's school performance, you and the CST are planning your next steps. You and Mr. Franklin discuss what interventions would take into account Manuel’s cultural and linguistic background. .
As an incoming CEO, how would you have approached the senior leaders.docxssusera34210
As an incoming CEO, how would you have approached the senior leadership team that neglected to stop the bleeding and encouraged the toxicity? Where would you say your organization lands on Deloitte's Six Personas of Change? Which of the six signature traits are you most comfortable with? And which requires more of a stretch for you?
.
As a prison administrator (wardensuperintendent), what would your r.docxssusera34210
As a prison administrator (warden/superintendent), what would your recommendation be for HIV testing within the prison system? Why or why not? If so, when should it take place (e.g. during admission, anytime during incarceration, just prior to release)? Should the offenders who are HIV/AIDS positive be segregated? Would it be a violation of the offender’s rights to be segregated from the general population? reaponse must be 400- 500 words
.
As a helpful tool for schools, organizations, and agencies working w.docxssusera34210
As a helpful tool for schools, organizations, and agencies working with families to have on hand to refer families to services that might be needed to assist the child and/or family.
Create a resource guide for your community (Mississippi) on services available that might help children and or families. This does not have to be an extensive list, but a representation of what should be included in an in-depth guide.
.
Article
Interspecies ChimerismwithMammalian Pluripotent
Stem Cells
Graphical Abstract
Highlights
d Naive rat PSCs robustly contribute to live rat-mouse
chimeras
d A versatile CRISPR-Cas9 mediated interspecies blastocyst
complementation system
d Naive rodent PSCs show no chimeric contribution to post-
implantation pig embryos
d Chimerism is observed with some human iPSCs in post-
implantation pig embryos
Wu et al., 2017, Cell 168, 473–486
January 26, 2017 ª 2017 Elsevier Inc.
http://dx.doi.org/10.1016/j.cell.2016.12.036
Authors
Jun Wu, Aida Platero-Luengo,
Masahiro Sakurai, ..., Emilio A. Martinez,
Pablo Juan Ross,
Juan Carlos Izpisua Belmonte
Correspondence
[email protected]
In Brief
Human pluripotent stem cells robustly
engraft into both cattle and pig pre-
implantation blastocysts, but show
limited chimeric contribution to post-
implantation pig embryos.
mailto:[email protected]
http://dx.doi.org/10.1016/j.cell.2016.12.036
http://crossmark.crossref.org/dialog/?doi=10.1016/j.cell.2016.12.036&domain=pdf
Article
Interspecies Chimerism
with Mammalian Pluripotent Stem Cells
Jun Wu,1 Aida Platero-Luengo,1 Masahiro Sakurai,1 Atsushi Sugawara,1 Maria Antonia Gil,2 Takayoshi Yamauchi,1
Keiichiro Suzuki,1 Yanina Soledad Bogliotti,3 Cristina Cuello,2 Mariana Morales Valencia,1 Daiji Okumura,1,7
Jingping Luo,1 Marcela Vilariño,3 Inmaculada Parrilla,2 Delia Alba Soto,3 Cristina A. Martinez,2 Tomoaki Hishida,1
Sonia Sánchez-Bautista,4 M. Llanos Martinez-Martinez,4 Huili Wang,3 Alicia Nohalez,2 Emi Aizawa,1
Paloma Martinez-Redondo,1 Alejandro Ocampo,1 Pradeep Reddy,1 Jordi Roca,2 Elizabeth A. Maga,3
Concepcion Rodriguez Esteban,1 W. Travis Berggren,1 Estrella Nuñez Delicado,4 Jeronimo Lajara,4 Isabel Guillen,5
Pedro Guillen,4,5 Josep M. Campistol,6 Emilio A. Martinez,2 Pablo Juan Ross,3 and Juan Carlos Izpisua Belmonte1,8,*
1Salk Institute for Biological Studies, 10010 N. Torrey Pines Road, La Jolla, CA 92037, USA
2Department of Animal Medicine and Surgery, University of Murcia Campus de Espinardo, 30100 Murcia, Spain
3Department of Animal Science, University of California Davis, One Shields Avenue, Davis, CA 95616, USA
4Universidad Católica San Antonio de Murcia (UCAM) Campus de los Jerónimos, N� 135 Guadalupe 30107 Murcia, Spain
5Clinica Centro Fundación Pedro Guillén, Clı́nica CEMTRO, Avenida Ventisquero de la Condesa 42, 28035 Madrid, Spain
6Hospital Clı́nico de Barcelona-IDIBAPS, Universitat de Barcelona, 08007 Barcelona, Spain
7Present address: Graduate School of Agriculture, Department of Advanced Bioscience, Kinki University, 3327-204 Nakamachi,
Nara 631-8505, Japan
8Lead Contact
*Correspondence: [email protected]
http://dx.doi.org/10.1016/j.cell.2016.12.036
SUMMARY
Interspecies blastocyst complementation enables
organ-specific enrichment of xenogenic pluripotent
stem cell (PSC) derivatives. Here, we establish a ver-
satile blastocyst complementation platform based
on CRISPR-Cas9-mediated zygote genome editin.
As a future leader in the field of health care administration, you m.docxssusera34210
As a future leader in the field of health care administration, you may face many chronic health threats to various systems. As you work to combat these threats and ensure community wellness, you are likely to become an agent of social change. This objective may be more challenging and critical to achieve in matters such as health emergencies and outbreaks. For leaders, outbreaks, epidemics, and pandemics elicit critical and timely attention to situations in health care administration.
In this week’s article by Gostin, Lucey, & Phelan (2014), the authors highlight the challenges present with an Ebola epidemic on a global scale. Using this Learning Resource from this week as well as 2–4 additional resources you may find from the Walden Library, current events, etc., consider your leadership perspective during an outbreak, epidemic, or pandemic.
As you collaborate with your group, individually select one of the following leadership roles that would respond during this outbreak:
Director, FEMA
Director, CDC
Governor of an afflicted state
Incident Response Commander
Response Leader, American Red Cross (or other nongovernmental organization)
***Health Care Administrator for a large medical center (
I HAVE SELECTED THIS ROLE
)****
After selecting your leadership role, use a systems approach to work with your group to establish an immediate response in preventing another pandemic.
The Assignment—Part 1:Individual Case Analysis (1–2 pages):
Based on the leadership role you selected for the Assignment, include the following:
A summary of the leadership challenges this leader would face in assuring the system changes necessary to be prepared for the next outbreak, epidemic, or pandemic
An explanation of how your leadership challenges as this leader relate to challenges of the other leaders listed above
Note:
The leadership challenges that you describe should be those you would face as an individual in the role of your selected leader, rather than the functional challenges of the agency this individual leads.
The Assignment—Part 2:Group Case Study Analysis (2–3 pages):
Then, using your leadership Assignment for the Case Study, collaborate with your colleagues to create a Group Case Study Analysis that includes:
An explanation of how the challenges identified in the individual case analyses collectively affect crisis response by the system and the individuals within it
An explanation of how transformational and transactional leaders might influence outcomes within this case
A summary of how poor leadership might affect the outcome of the case
.
Article Title and Date of the Article .docxssusera34210
Article
Title
and
Date
of
the
Article
The
Economist
“Insider
dealing:
euro
outs
fear
that
euro
ins
might
do
them
down”
October
17,
2015
Summary
This
article
posted
as
a
special
news
report
by
The
Economist,
is
focused
on
the
Eurozone
and
European
Union,
and
how
they
are
experiencing
some
problems
that
might
hurt
both
the
euro
currency
and
relations
with
non-‐-‐-‐euro
zone
countries.
At
the
moment,
in
Europe
there
are
two
types
of
observers:
the
Europhiles
and
Euroskeptics.
The
Europhiles
are
those
who
admire
Europe
and
favor
the
participation
of
the
European
Union,
while
on
the
other
side
of
the
spectrum
are
the
Euroskeptics,
who
are
those
who
are
opposed
to
increasing
the
powers
of
the
European
Union.
Currently,
the
alarming
political
issue
that
has
been
growing
in
Europe
is
the
negative
relationship
between
those
countries
that
belong
to
the
European
Union
and
Eurozone,
against
those
who
are
members
of
the
European
Union
but
not
the
Eurozone.
The
argument
here
is
that
those
members
belonging
to
the
Eurozone
have
been
meeting
together,
while
excluding
non-‐-‐-‐Eurozone
members
and
making
decisions
such
as
bails,
which
affect
all
countries
within
the
European
Union.
The
Eurozone
countries
believe
that
that
only
those
countries
that
are
members
of
the
Eurozone
should
be
allowed
to
voice
their
opinions
and
make
decisions
on
everything
regarding
the
euro,
since
they
are
the
ones
directly
affected
by
it.
On
the
other
hand,
the
non-‐-‐-‐Eurozone
countries
feel
like
the
euro
members
are
“ganging
up”
on
them,
meaning
that
they
feel
like
those
countries
in
the
Eurozone
are
making
decisions
regarding
their
own
interests,
and
not
the
collective
interests
of
all
members
of
the
European
Union.
Association
to
specific
chapter
material
and
concepts
2.4
A
Single
Currency
for
Europe:
The
Euro
(40)
Chapter
2
discusses
the
global
financial
environment
including
the
European
Union,
the
Euro.
Article The Effects of Color on the Moods of College .docxssusera34210
Article
The Effects of Color on the Moods
of College Students
Sevinc Kurt1 and Kelechi Kingsley Osueke2
Abstract
This research aims to discover the psychological effects of colors on individuals, using the students’ union complex in a
university campus. This building was chosen due to its richness in color variances. The research method is survey, and
questionnaires were drawn up and distributed to an even range of students, comprising both international and local
students; undergraduate and graduate. Questionnaires have been collected and analyzed to find out the effects different
colors had on students’ moods in different spaces of the students’ union complex. This research would contribute to
understand more about colors and how they affect our feelings and therefore to make better decisions and increase the
use of spaces when choosing colors for different spaces to suit the purpose for which they are designed.
Keywords
color, mood, architectural space
Introduction
We live in a world of color (Huchendorf, 2007, p. 1).
According to the various researches, the color that
surrounds us in our daily lives has a profound effect on our
mood and on our behavior (e.g., Babin, Hardesty, & Suter,
2003; Kwallek, Lewis, & Robbins, 1988; Kwallek,
Woodson, Lewis, & Sales, 1997; Rosenstein, 1985). In
clothing, interiors, landscape, and even natural light, a color
can change our mood from sad to happy, from confusion to
intelligence, from fear to confidence. It can actually be used
to “level out” emotions or to create different moods (Aves
& Aves, 1994, p. 120). The design of an environment
through a variety of means such as temperature, sounds,
layout, lighting, and colors can stimulate perceptual and
emotional responses in consumers and affect their behavior
(Kotler, 1973 in Yildirim, Akalinbaskaya, & Hidayetoglu,
2007, p. 3233). Therefore, it may follow that if we could
measure it, we may get a clue as to how our mood varies
when in any enclosed space. The ambiance of the interior
space affects the users’ behaviors and perception of that
place by influencing their emotional situation. In this
context, it is believed that the various physical components
including light and color have a great importance on the
environmental characteristics of space, especially in public
use like students’ union centers.
Hence, using the appropriate color in design is important
in such buildings. It is also significant to draw cognitive
map and way finding in interiors. Environmental
interventions that promote way finding can be implemented
on two levels: the design of the floor plan typology and
environmental cues, which comprise signage, furnishings,
lighting, colors, and so on. Vivid color coding may enhance
short-term memory and improve functional ability (Cernin,
Keller, & Stoner, 2003). So the use of color is one of the
crucial elements in designing the appropriate circulation of
public interiors. Furtherm.
Art museums and art galleries are two different types of entitie.docxssusera34210
Art museums and art galleries are two different types of entities.
The primary difference is that while one goes to an art museum to view art and learn about art from an educational or cultural experience; one goes to an art gallery to view art, discover new artists, possibly from the perspective of purchasing the art.
Most museums are funded by governments, foundations, and corporate and private donors, and they are operated on a non-for-profit basis. Galleries seek to make profit and gain exposure for themselves and the artists they represent.Art galleries, are usually small businesses or centers that exhibit art for the purposes of promoting and selling art. One would typically visit an art gallery to discover an artist, possibly with an interest in buying the art. Art museums, on the other hand, are larger and are intended for education and cultural experiences. One would typically visit an art museum to view and study its permanent collection or to visit a touring exhibit of works on loan from another museum or institution.
There are 2 parts
to your Museum Critical Review assignment to be completed after visiting one or more of the following museum websites*
:
Dallas Museum of Art
https://dma.org/
Nasher Sculpture Center
https://www.nashersculpturecenter.org/
Meadows Museum of Art
www.meadowsmuseumdallas.org/
Crow Collection
www.crowcollection.org
Kimbell Art Museum
www.kimbellart.org
Modern Art Museum of Fort Worth
www.themodern.org
Amon Carter Museum of American Art
www.cartermuseum.org
Google Arts and Culture Collections
https://artsandculture.google.com/partner
*Not all of the museums will have the diversity of time periods that you will need to complete the assignment. You may have to visit more than one of the listed museum websites if you choose one of the more time or region specific museums.
ARTS 1301 NLC Art Appreciation Museum Critical Review Assignment and Worksheet
I hope you are inspired by your visit to the museum websites.
This assignment is designed to meet both
Communication and Social Responsibility Student Learning Objectives.
There are 2 parts
to your Museum Critical Review assignment to be completed after visiting one or more of the following museum websites*
:
· Dallas Museum of Art
www.dma.org
· Nasher Sculpture Center
www.nashersculpturecenter.org
· Meadows Museum of Art
www.meadowsmuseumdallas.org/
· Crow Collection
www.crowcollection.org
· Kimbell Art Museum
www.kimbellart.org
· Modern Art Museum of Fort Worth
www.themodern.org
· Amon Carter Museum of American Art
www.cartermuseum.org
· Google Arts and Culture Collections
https://artsandculture.google.com/partner
*Not all of the museums will have the diversity of time periods that you will need to complete the assignment. You may have to visit more than one of the listed museum websites if you choose to go to one of the more time or region specific museums. Your instructor may choose to.
As a clinical social worker it is important to understand group .docxssusera34210
As a clinical social worker it is important to understand group typology in order to choose the appropriate group method for a specific population or problem. Each type of group has its own approach and purpose. Two of the more frequently used types of groups are task groups and intervention groups.
For this Assignment, review the “Cortez Multimedia” case study, and identify a target behavior or issue that needs to be ameliorated, decreased, or increased. In a 2- to 4-page report, complete the following:
Choose either a treatment group or task group as your intervention for Paula Cortez.
Identify the model of treatment group (i.e., support, education, teams, or treatment conferences).
Using the typologies described in the Toseland & Rivas (2017) piece, describe the characteristics of your group. For instance, if you choose a treatment group that is a support group, what would be the purpose, leadership, focus, bond, composition, and communication?
Include the advantages and disadvantages of using this type of group as an intervention.
REQUIRED resource for assignment
A Meeting of an Interdisciplinary Team
Paula has just been involuntarily hospitalized and placed on the psychiatric unit, for a minimum of 72 hours, for observation. Paula was deemed a suicidal risk after an assessment was completed by the social worker. The social worker observed that Paula appeared to be rapidly decompensating, potentially placing herself and her pregnancy at risk.
Paula just recently announced to the social worker that she is pregnant. She has been unsure whether she wanted to continue the pregnancy or terminate. Paula also told the social worker she is fearful of the father of the baby, and she is convinced he will try to hurt her. He has started to harass, stalk, and threaten her at all hours of the day. Paula began to exhibit increased paranoia and reported she started smoking again to calm her nerves. She also stated she stopped taking her psychiatric medications and has been skipping some of her
HIV
medications.
The following is an interdisciplinary team meeting being held in a conference room at the hospital. Several members of Paula’s team (HIV doctor, psychiatrist, social worker, and OB nurse) have gathered to discuss the precipitating factors to this hospitalization. The intent is to craft a plan of action to address Paula's noncompliance with her medications, increased paranoia, and the pregnancy.
Click one the above images to begin the conversation.
Physician
Dialogue 1
Paula is a complicated patient, and she presents with a complicated situation. She is HIV positive, has Hepatitis C, and multiple foot ulcers that can be debilitating at times. Paula has always been inconsistent with her HIV meds—no matter how often I explain the need for consistent compliance in order to maintain her health. Paula has exhibited a lack of insight into her medical conditions and the need to follow instructions. Frankly, I was astonished an.
artsArticleCircling Round Vitruvius, Linear Perspectiv.docxssusera34210
arts
Article
Circling Round Vitruvius, Linear Perspective, and the
Design of Roman Wall Painting
Jocelyn Penny Small †
Department of Art History, Rutgers University, New Brunswick, NJ 08901, USA; [email protected]
† Mail: 890 West End Avenue, Apartment 4C, New York, NY 10025-3520, USA.
Received: 1 April 2019; Accepted: 2 September 2019; Published: 14 September 2019
����������
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Abstract: Many scholars believe that linear perspective existed in classical antiquity, but a fresh
examination of two key texts in Vitruvius shows that 1.2.2 is about modularity and symmetria,
while 7.Pr.11 describes shading (skiagraphia). Moreover, these new interpretations are firmly based on
the classical understanding of optics and the history of painting (e.g., Pliny the Elder). A third text
(Philostratus, Imagines 1.4.2) suggests that the design of Roman wall painting depends on concentric
circles. Philostratus’ system is then used to successfully make facsimiles of five walls, representing
Styles II, III, and IV of Roman wall painting. Hence, linear perspective and its relatives, such as
Panofsky’s vanishing vertical axis, should not be imposed retrospectively where they never existed.
Keywords: linear perspective; skenographia; skiagraphia; Greek and Roman painting; Roman fresco;
Vitruvius; Philostratus
Two systems for designing Pompeian wall paintings have dominated modern scholarship: a
one- or center-point perspective and a vanishing vertical axis.1 Neither method works for all the
variations seen on the walls of Styles II–IV. The vanishing vertical axis is considered a precursor of
linear perspective, whereas center-point construction is a form of linear perspective. Many scholars
believe that linear perspective was invented by the Greeks, only to be forgotten during the Middle
Ages and “reinvented” in the Renaissance.2 In contrast, I propose that linear perspective was not
known in any form in antiquity but, rather, was an invention of the Renaissance, which also created its
putative ancient pedigree.
1. Background
1.1. Definitions
First, it is important to define four key terms.
“Perspective” applies loosely to a wide range of systems that convert a three-dimensional scene
to two dimensions. Most scholars, however, mean “linear perspective” when they use the unqualified
term “perspective”. No standard definition exists for linear perspective, but only linear perspective
obeys the rules of projective geometry. Formal definitions refer to “station points” (the point or
place for the “eye” of the “viewer” and/or “artist”), vanishing points, horizon lines, and picture
planes, among other aspects. Horizontal lines converge to the “center point” or, in the case of
1 This topic is remarkably complex with a massive bibliography. Small (2013) provides a reasonable summary of the
scholarship to its date of publication. Since then, I have realized that the standard interpretations of key texts and objects
needs to be totally rethought. This artic.
Artists are often involved in national social movements that result .docxssusera34210
Artists are often involved in national social movements that result in the transformation not only of the art world, but also of society at large. Discuss the transformations that occurred as a result of any of the following civil rights movements (African American, Chicano/a, Native American, gay/lesbian) or the feminist movement. Use a specific example of a work of art in your discussion.
.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
1. 1
Social Media 1
Week 1 Assignment 1:
Strategic Human Resource Management
Human Resource Management
Assignment
Write 3-4 page paper discussing the following:
· Explain how Human Resources Professionals exhibit the
duties of transformational leadership
· How can diversity help to improve an organization, and
explain the obstacles that are encountered?
· List and discuss some of the functions of a Human
Resources Manager, and how these functions help with
recruiting qualified employees
· Paper must include a cover page, abstract and 2-3
reference. Do not use Wikipedia.
· APA citing - All sources used must be cited both within
the text and in a references section at the end of the lecture (use
APA conventions for citing)
· No plagiarism
r Academy of Management Perspectives
2015, Vol. 29, No. 3, 357–369.
http://dx.doi.org/10.5465/amp.2014.0127
S Y M P O S I U M
MAKING STRATEGIC HUMAN CAPITAL RELEVANT:
A TIME-SENSITIVE OPPORTUNITY
2. DAVID KRYSCYNSKI
Brigham Young University
DAVE ULRICH
University of Michigan
The domain of strategic human capital is emerging at the
intersection of strategy and
strategic human resource management. Because it is still in the
development phase, its
core underlying assumptions have not yet solidified. This
presents a unique and time-
sensitive opportunity to explore and challenge these core
assumptions and, specifically,
to evaluate whether these assumptions mesh with the lived
experiences of practicing
managers. We argue that now is the time for the field to ground
itself in practical
phenomena so that its insights moving forward can be both
academically rigorous and
practically relevant. In this paper we illustrate the problems of
theory for the sake of
theory by systematically comparing the assumptions required in
firm-specific human
capital theory against the lived experiences of workers and
managers. We then identify
several phenomena that present new and useful opportunities to
expand theory in the
strategic human capital domain.
“There is nothing more practical than a good theory.”
—Kurt Lewin (Lewin, 1951, p. 169)
What guidance does the emerging strategic hu-
man capital field offer to the manager who wres-
3. tles daily with rapidly changing product and labor
markets? One of us recently worked with a company
that has competed through product innovation for
decades but now wants to evolve its strategy from
product leadership to customer intimacy. Leaders
can articulate this shift, talk about why it matters,
define desired outcomes in financial and customer
terms, and recommend the actions to make it hap-
pen. But within the company they find work pat-
terns and assumptions that are difficult to uncover
and even more difficult to change. In other words,
the company has a deeply embedded and historical
culture of product leadership that may not align
with the desire to shift to a new culture of customer
intimacy.
As we look to the academic literature both in
strategy and in strategic human resource manage-
ment (SHRM), we find much about HR practices
(see Jiang, Lepak, Hu, & Baer, 2012, for a review and
meta-analysis), firm-specific human capital (Hatch
& Dyer, 2004; Wang & Barney, 2006; Wang, He, &
Mahoney, 2009), and mobility constraints (Campbell,
Coff, & Kryscynski, 2012), but not much about how
a company can redirect the actions and behaviors of
its critical human capital to deliver on the changing
demands of the external marketplace. This is just
one example of demanding, practical human capital
problems that managers deal with every day but
that our academic literature seems to ignore—yet
more evidence of the commonly discussed divide
between theory and practice (Bartunek & Rynes,
2014).
Some companies are trying to close the theory–
4. practice gap by reaching out to academicians, who
tend to apply traditional academic mindsets rather
than bridging mindsets. Here is an example we re-
cently observed: One leading analytics company
hired well-trained theorists and researchers to help
with human capital challenges using the best
methods and approaches available in academic re-
search. After considerable effort they developed
a model that improved the explained variance in
retention at a statistically significant level. But
357
Copyright of the Academy of Management, all rights reserved.
Contents may not be copied, emailed, posted to a listserv, or
otherwise transmitted without the copyright holder’s express
written permission. Users may print, download, or email articles
for individual use only.
http://dx.doi.org/10.5465/amp.2014.0127
when they shared their results, a thoughtful observ-
er asked, “So how serious is the problem of regret-
table losses in the company?” The researchers
responded that the company was experiencing less
than 2% regrettable losses for the key positions and
top levels, a practically insignificant figure given the
other business challenges business leaders face at
this company such as global market penetration,
product innovation in declining markets, an activist
investor trying to strong-arm changes, a culture of
silos rather than collaboration, and so forth. The
problem is that the academics led their work with
theory and assumptions about what was important
rather than with questions about the substantive
5. business challenges facing this company. As a con-
sequence, they provided a carefully crafted and
rigorous answer to a strategically unimportant ques-
tion for this particular company.
The emerging domain of strategic human capital
has a unique opportunity to engage in research that
closes rather than widens the gap between theory
and practice. This emerging domain seems to be
bringing together scholars and practitioners from
two different traditions: strategy and human re-
source management (Wright, Coff, & Moliterno, 2014).
As with all scholarly domains, strategy and human
resources leverage very different assumptions in
their approaches to research (Molloy, Ployhart, &
Wright, 2010). These assumptions create both ten-
sions and opportunities for those interested in
bringing these two fields together. As scholars from
these different traditions merge approaches, these
assumptions are naturally challenged, explored,
debunked, and extended. Thus, it is likely that the
strategic human capital domain will emerge with an
assumption base that simultaneously extends, bor-
rows, and eliminates assumptions from its two
parent traditions.
Also, while scholars carefully work to select ap-
propriate theoretical assumptions, there is a unique
and time-sensitive opportunity to evaluate those
assumptions against the phenomena of strategic
human capital. Specifically, while many scholars
are actively engaged in exploring assumptions we
have a time-sensitive opportunity to simultaneously
check our assumptions against practice. As the field
matures and grows into a paradigm, the core as-
sumptions will become taken for granted and diffi-
6. cult to challenge. If the practical phenomena are not
carefully integrated now, we may miss the window
of opportunity to make this emerging field one
that narrows the theory–practice gap and contrib-
utes both theory and relevance. As noted above,
companies are currently relying more on analytical
rigor, but if this rigor comes with traditional aca-
demic theory and approach, then companies may
find greater insights into less relevant problems. It is
important to test the academic assumptions and to
evolve them into the world of practice without los-
ing theoretical elegance and research rigor. This
way the field can emerge with a set of assumptions
that take the best of both theoretical worlds and
accurately reflect the experiences of practicing
managers striving to realize human capital-based
competitive advantages.
We worry, however, that the natural approach of
academicians is to meld the assumptions of strategy
and HR as primarily a theoretical exercise rather
than a merged theory–practice exercise. Specifical-
ly, while strategic human capital scholars examine
and evaluate which core assumptions to inherit
from strategy and which from human resources, we
worry that there may not be enough engagement
with the phenomena. Assumptions are, by defini-
tion, simplifications that allow theorists to abstract
away from the inherent heterogeneity in real-life
situations. They provide the theorist with a conve-
nient ability to explore one key mechanism while
holding all other factors constant across units of
analysis. The problem is that by starting with as-
sumptions in one theoretical domain and compar-
ing to assumptions in a different theoretical domain,
7. theorists continuously live at least one step re-
moved from managers’ lived experiences. As as-
sumptions pile upon assumptions theorists get
further and further away from the phenomena, and
the theories become less and less likely to satisfy
Kurt Lewin’s definition of “good theory” referenced
in the opening quotation.
In addition to failing to provide useful insight to
practical managers, theory that is too far removed
from the phenomena may lead to policy implica-
tions that hurt rather than help competitiveness. We
will use firm-specific human capital as an illustra-
tive whipping boy for the broader set of strategic
human capital theories, partly because it is so easy
to pick on (i.e., low-hanging fruit) but also because
one of the authors is deeply steeped in the firm-
specific human capital paradigm. We have heard
some well-respected scholars discuss the global un-
derinvestment in firm-specific human capital (some
comments along these lines may even appear in
this special issue) and imply that we need policy
changes to shift incentives for individual employees
to invest in firm-specific human capital. We believe
that such conclusions are based on assumptions that
358 AugustAcademy of Management Perspectives
do not mesh with the phenomena. Thus, such pol-
icy implications at best may lead to inefficient re-
source allocation, but at worst could actually damage
the global competitiveness of any nation or state that
chooses to engage such policies.
8. Our position is unabashedly normative. We be-
lieve that strategic human capital scholars should
deeply engage the phenomena they study and look
carefully for situations where theories fail to explain
reality—that is, scholars should look for what
Christensen and Carlile (2009) called “anomalies.”
Doing so may allow strategic human capital schol-
ars to follow in the footsteps of intellectual pio-
neers such as Frederick Taylor, Frank and Lillian
Gilbreth, Chester Barnard, and many others who
leveraged the complexity of actual phenomena to
generate new and useful theories. Starting with
assumptions leads to more refined current theories;
starting with the phenomenon leads to the creation
of innovative new theories. This is a useful time for
strategic human capital to discover new concep-
tual frameworks and assumptions by bridging the
theory–practice gap.
We first briefly discuss the theory–practice gap in
management research and then describe why the
strategic human capital domain is at risk of widen-
ing rather than closing this gap. We then describe
how delving into the phenomena may help strategic
human capital research to close the theory–practice
gap. We illustrate this potential by describing sev-
eral emerging phenomena that we observe in prac-
tice and explore the possibilities for strategic human
capital scholars to leverage these kinds of phenom-
ena to develop “good theory.”
ILLUSTRATING THE THEORY–PRACTICE GAP
Many have discussed the potential problems of
the theory–practice gap in management research
(e.g., Bartunek & Rynes, 2014; Daft & Lewin, 2008;
9. Rynes, Bartunek, & Daft, 2001), but we believe the
emerging strategic human capital domain has
a time-sensitive opportunity to bring theory and
practice closer together. The problem, however, is
that much of our academic training may actually
cause us to drift further from practice rather than
closer to it.
Management scholars are well trained in looking
for theoretical gaps in the literature. Specifically,
doctoral students frequently cut their teeth on
comprehensive exam questions that require them to
compare and contrast different core theories and
identify gaps and tensions between the two. Many
times, these gaps arise from disparate and/or con-
flicting assumptions in two theoretical domains.
When doctoral students effectively compare the-
ories and identify interesting tensions they are
rewarded with passing scores, and the implicit re-
ward reinforces within those students the impor-
tance of looking for these kinds of gaps. Rewards for
these kinds of interesting theoretical insights re-
main well into academic careers.
While the ability to identify theoretical tensions
may be particularly valuable for generating theoreti-
cal insights, examining theoretical tensions devoid of
phenomenological grounding risks developing theo-
ries that do not mesh with managers’ lived experi-
ences. This occurs because theoretical assumptions
are, by definition, oversimplifications. In some cases,
they are vast oversimplifications. Consider, for ex-
ample, Becker’s (1964) assumption that wages accu-
rately proxy for the total personal value workers
derive from their employment. Becker’s purpose was
10. to theoretically explore returns to individuals from
investments in firm-specific versus general human
capital. The challenges of dealing with worker non-
pecuniary preferences and different HR systems
within different firms would have significantly dis-
tracted from the core purpose of his exploration.
In fact, wages/financial gain is only one of many
well-documented sources of personal value that
employees gain from employment. Thus, he applied
a vast oversimplification and clearly acknowledged
the limitations of his assumption. As with Becker,
theorists benefit greatly from the opportunity to
apply theoretical assumptions so that they can focus
narrowly on a few theoretical mechanis ms and hold
all other factors constant, as if they existed in a re-
ality vacuum.
Assumptions like Becker’s (1964) are quite useful
in pushing theory forward, but they also have
downsides. As oversimplifications, assumptions are
naturally at least one step removed from manage-
rial experiences. Managers, unlike theorists, do not
have the luxury of assuming that all employees have
similar and simple motivations or that customers
have homogenous preferences. Managers must deal
with the constant heterogeneity embedded in real
organizational life.
When we examine theoretical gaps and tensions
between assumptions in different theoretical disci-
plines, then, we are exploring the tensions between
purposeful oversimplifications. When we examine
tensions between assumptions, it is possible that
resolving those tensions will lead to new theoretical
insights that better explain the phenomenon. It is
11. 2015 359Kryscynski and Ulrich
also possible, however, that resolving theoretical
tensions can take researchers even further from
the phenomenon, widening (or exacerbating) the
theory–practice gap that others lament (Rynes et al.,
2001).
There are a number of theoretical conversations
in the strategic human capital domain that may
suffer from the theory–practice gap. As noted above,
there is a substantial focus on the antecedents and
outcomes of turnover (e.g., Nyberg, 2010; Nyberg &
Ployhart, 2013; Reilly, Nyberg, Maltarich, & Weller,
2013), but managers are far less concerned with
turnover as a phenomenon and far more concerned
with retaining the right people at the right times in
the right places. Managers clearly worry about re-
grettable losses, but worry somewhat more about
matching the right person to the requirements of
the position so that their company can compete in
changing market conditions.
We also have substantial research on HR systems
(such as performance management, career planning,
and learning) and the performance benefits of such
systems, but managers are far less concerned about
whether their HR systems match the best practices
espoused in the research and far more interested in
choosing the efficient practices that help them re-
spond to their unique competitive challenges. Do
our theories of HR systems provide managers with
enough granular insight on how to configure dif-
ferent practices to deliver in idiosyncratic business
12. contexts? For example, in our research on HR
practices in Asian settings, we found that optimal
investments in HR practices vary by strategic focus
(e.g., product, customer, or cost) (Ulrich & Allen,
2014).
There are many such examples where the theo-
retical conversation seems disconnected from the
lived experiences of managers, but for several rea-
sons we choose to focus our detailed discussion on
the illustrative example of firm-specific human
capital. First, Campbell, Coff, and Kryscynski (2012)
recently critiqued firm-specific human capital the-
ory by identifying a number of theoretical condi-
tions required for the theory to inform practice. In
other words, they identified a set of implicit as-
sumptions in firm-specific human capital theory
that limit the potential explanatory power of the
theory in practice. Thus, they provided a nice the-
oretical bridge to a different type of critique. Sec-
ond, one of us is deeply steeped in the firm-specific
human capital paradigm, so we can address this
with detail and authority. We certainly do not mean
to suggest that firm-specific human capital theory is
representative of all strategic human capital re-
search, but we use this theory to illustrate the po-
tential downsides of continually extending theory
based on assumptions without carefully grounding
those assumptions in phenomena.
Based on logic from the resource-based view
(RBV), firm-specific human capital should be a par-
ticularly important strategic resource because it is
uniquely valuable in the focal firm. The difficulties
with transferring firm-specific human capital to
13. different firms provide theoretical isolating mecha-
nisms that allow the firm to capture quasi-rents
(Barney, 1991; Campbell et al., 2012; Rumelt, 1984).
The collective wisdom of strategic human capital
scholars, then, is that firm-specific human capital
is a critically important source of sustainable com-
petitive advantage.
The supposed strategic importance of firm-specific
human capital has become so entrenched in mod-
ern strategy research that researchers no longer
ask whether it is important, but rather explore how
to create firm-specific human capital given its high
taken-for-granted importance—the firm-specific
human capital (FSHC) paradox (Wang & Barney,
2006). The FSHC paradox is that firms need workers
to invest in firm-specific human capital, but work-
ers don’t always want to make these investments
(Wang & Barney, 2006). Workers have a choice about
whether to invest in general or firm-specific human
capital. If they invest in general human capital they
can always take their human capital to another em-
ployer and get paid appropriately for their skills. If
they invest in firm-specific human capital, they can
extract the value from those skills only in their cur-
rent firm. If the firm goes out of business, if the em-
ployees need to change jobs for personal reasons, or if
the firm decides to act opportunistically and not
compensate the employees for these skills, the em-
ployees cannot achieve any reasonable return on
their investments. Generally, risk-averse employees
are more likely to invest in general human capital,
because there is less risk of losing the value of the
human capital investment (see Wang and Barney
2006 for a more detailed review of the paradox). The
focus on this paradox has led some scholars to claim
14. that we have a global underinvestment in firm-
specific human capital that may be holding back our
economic growth and development.
Our key concern with the firm-specific hu-
man capital paradox is that it rests on a set of
assumptions that do not square well with the prac-
tical realities of everyday employees or managers.
To illustrate this point, we articulate three of these
360 AugustAcademy of Management Perspectives
key assumptions and discuss why these assump-
tions effectively widen the gap between research
and practice.
Assumption 1: Firm-specific human capital is
important for a firm’s competitive performance
There must be a clear line of sight between unique
and difficult-to-transfer employee skills and the
firm’s ability to continuously outperform competi-
tors in the marketplace. If firm-specific human
capital is not substantively important for firm per-
formance, then firms do not need employees to
make these investments.
Lazear (2009) suggested that firm-specific human
capital is not particularly important in practice. He
argued that some of the knowledge that is truly firm
specific, such as finding the bathrooms, is important
for daily functioning but not particularly relevant
for competitive performance. Thus, he proposed
that different combinations of general skills may be
15. more practically relevant than trying to search for
unique and difficult-to-transfer skills.
Lazear’s critiques resonate with us based on our
conversations with managers and executives. One
of us has spent the past five years engaging prac-
ticing managers and executives in conversations
about firm-specific human capital. This author has
framed questions about firm-specific human capital
in language that managers can understand and
appreciate. Once it is clear that the practicing
managers and executives clearly understand the
concept, this author asks about the firm-specific
human capital in that particular firm. Without fail,
the response is blank stares or confused efforts to
converse on the topic.
In one interview a social media software execu-
tive was asked what knowledge, skills, and abilities
critical employees had that were hard to take else-
where. He became very animated as he described
the unique challenges associated with monetizing
social networks and talked about how very spe-
cialized those skills were. The author pushed back
and suggested that these skills sounded important
and relevant to any social media company. This
question took the wind out of the executive’s sails as
he then admitted that he was not sure what, if any,
knowledge, skills, and abilities his employees had
that they could not readily apply at a new job if
they moved tomorrow. This same conversation has
played out hundreds of times over the last five years
in multiple industries with large and small firms
and with managers and executives at many different
levels of the organization. While managers occa-
16. sionally acknowledge important firm-specific human
capital, the proportion of managers who acknowl-
edge it to those who do not really understand it
seems out of balance relative to the significant re-
search attention given to the concept of firm-specific
human capital.
We suggest, then, that the very assumption that
firm-specific human capital is substantively important
for competitive performance may be a convenient
oversimplification that draws research attention away
from the practical realities faced by managers and
executives. Rather than helping us solve practical
problems, this assumption serves to widen the gap
between research and practice.
In fact, when we talk to managers about competi-
tive advantage without imposing the firm-specific
human capital assumptions, their interest starts by
figuring out how to meet customer needs better than
their competitors in unique ways. They realize that
competitors can relatively quickly match financial
(competitors match price), strategic (competitors
have similar product features), and operational
(competitors use similar systems) capabilities (Ulrich
& Lake, 1990; Ulrich, 1993). Managers want to find
ways to serve customers in ways that competitors
cannot quickly match. Increasingly, they find that
this service comes from organizational capabilities,
which encompasses talent, leadership, and culture
(Ulrich, 1987). Managers want to figure out how to
use organization resources to better serve customers
and deliver investor results. They are less worried
about whether employee skills are specific or general
and more worried about how employees can create
unique value for their customers (Ulrich, Younger,
17. Brockbank, & Ulrich, 2012). The limiting assump-
tions of firm-specific human capital do not address
the challenge of competitive advantage in ways that
inform managerial action.
Assumption 2: Employees must be able to evaluate
which investments will yield firm-specific versus
general human capital before making those
investments
In order for employees to choose not to invest in
firm-specific human capital, they must be able to
tell the difference between investments that yield
firm-specific human capital and investments that
yield general human capital. If we think carefully
about this assumption, we can see that it requires
an uncommon level of employee knowledge, aware-
ness, foresight, and ability to process alternatives.
2015 361Kryscynski and Ulrich
We suspect that this assumption fails in practice in
several important ways.
First, employees must be able to examine a par-
ticular work activity and evaluate beforehand how
that activity will add to their human capital port-
folios. In other words, they must be able to map
a specific work activity to a known set of skills that
they will acquire from that activity. This map-
ping may be clear for a training course with stated
learning objectives, but may be less clear for various
on-the-job training activities and other more in situ
work tasks. We note that this is difficult enough to
18. do in a formal classroom environment, and we
rarely encounter individuals in real-world situa-
tions who have the foresight and mental mapping
abilities to accurately project the skills they will
gain from their real-time tasks.
Second, even if employees can map an activity
to a specific set of skills, they must also be able
to determine the extent to which those skills are
transferable and valuable at other firms. This means
that employees must be able to map these specific
skills to value creation opportunities for the current
firm and also to project the mapping of those skills
to value creation opportunities at other companies.
Again, this level of foresight seems unlikely in the
typical worker we encounter.
Third, in addition to projecting how these skills
will lead to value creation in the current company
and in other companies, the employees must be able
to predict how the current company and any other
potential employers will choose to compensate the
employee for those skills.
Again, referring back to our many conversations
with employees, managers, and executives, we do
not recall ever hearing them describe the dilemma
of trying to decide whether to invest in firm-specific
or general skills. We have heard discussions about
gaining industry expertise and professional exper-
tise, but we have not heard employees talk about the
dilemma of gaining skills that are uniquely valuable
at the current company. Additionally, in the few
instances where we did identify human capital that
seemed highly firm specific, we were surprised to
find that the employees saw it differently. For ex-
19. ample, some employees suggested that even though
their actual skills were unique to the company, their
underlying ability to acquire those skills could be
applied anywhere. They figure that there will be
some unique things everywhere and that learning
those things is simply par for the course. These
comments from employees are consistent with
the Morris et al. (2010) argument that firm-specific
human capital may be a signal of an employee’s
more valuable general human capital. They are also
consistent with Barnard’s (1938) and Simon’s (1945)
classic notions that employees tend to be willing to
do whatever they are asked to do within a reason-
able range of requests––that is, any firm-specific
human capital investments required may simply fall
within an employee’s normal range of willingness.
Ironically, in all of our combined work we find
only one context where Assumption 2 seems to hold
in any consistent way: business school faculty.
Faculty in business schools seem acutely aware of
the benefits of making general investments in their
own abilities to publish in top-tier academic jour-
nals as opposed to making firm-specific investments
in building their own institutions. Thus, they tend
to be able to categorize different professional activ-
ities as firm specific versus general, and they tend to
have reasonably clear understandings of the in-
ternal and potential external rewards for those in-
vestments. It is possible that we as business school
faculty willingly accept these theories because
the underlying assumptions match our own pro-
fessional experiences so well. But it is also likely
that our professional experiences are rare excep-
tions in the broader labor market.
20. Again, because this assumption seems so discon-
nected from our experience with employees, man-
agers, and executives (with the exception of business
school faculty), we worry that the assumption itself
suggests a reality for employees that only rarely ex-
ists in practice. Thus, this assumption also seems to
widen the gap between research and practice.
Assumption 3: Employees must have discretionary
choice over their investments in firm-specific and
general human capital
The firm-specific human capital paradox also re-
lies on employees having discretionary choice over
their human capital investments. If companies can
require employees to gain firm-specific human cap-
ital to keep their jobs, these investments become
simply a normal part of the job. They must be able to
evaluate their different work tasks and choose the
tasks that they prefer based on the level of firm-
specific or general human capital that will result.
If they do not have this choice, then there is no
paradox—employees simply invest because they
are expected to do so. Lecuona and Reitzig’s (2013)
recent work may highlight this issue. They showed
that firms with more plant managers who have spe-
cific skills may be better positioned to perform. The
362 AugustAcademy of Management …