Lab-4 Reconnaissance and Information Gathering A hacker.docx

Lab-4: Reconnaissance and Information Gathering
A hacker uses many tools and methods to gather information
about the target. There are two broad categories of information
gathering methods: passive and active. These methods are
detailed in the table below. In this lab, you will perform passive
information gathering (gray-shaded column). In Lab 5, you will
be performing active information gathering. Please review the
table before starting this lab.
Information Gathering
Passive (Reconnaissance and Information Gathering) – This
Week
Active (Scanning and Enumeration) – Next Week
Is the hacker contact with the target directly?
No direct contact with the target
Direct contact with the target
Are the activities logged?
No audit records on the target
Audit record might be created
What kind of tools has been used?
Web archives, Whois service, DNS servers, Search Engines
Port scanners, network scanners, vulnerability scanners (Nessus,
Nmap)
What information can a hacker collect?
IP addresses, network range, telephone numbers, E-mail
addresses, active machines, operating system version, network
topology
Live hosts on a network, network topology, OS version, open
ports on hosts, services running on hosts, running applications
and their versions, patching level, vulnerabilities.
In passive information gathering, the hacker does not directly
contact the target; therefore, no audit logs have been created.
Both non-technical (such as employee names, birth dates, e-mail
addresses) and technical information (IP addresses, domain

names) can be gathered. This information can be used in many
ways in the subsequent steps of the attack. For example, the
phone numbers or e-mail addresses you discovered can be used
in social engineering attacks. DNS records or subdomain names
can be used to leverage specific attacks against hosts or URLs.
More notes on Reconnaissance and Information Gathering :
1) In this phase, an attacker may collect a lot of information
without being noticed.
2) In some cases, an attacker may even discover vulnerabilities.
3) The information collected in this phase can be quite valuable
when evaluated together with the information collected in the
scanning and enumeration phase. For example, you might find
the phone number and name of an employee in this phase, and
you may find the computer IP address in the active scanning
phase. You can use these two pieces of information together to
leverage a social engineering attack. An attacker will increase
the chance of gaining trust when s/he calls the victim's name
and talk some specific about the victim's computer.
4) Companies should also perform reconnaissance and
information gathering against themselves so that they can
discover -before hackers- what kind of information the company
and company employees disclose.
In this lab, you will practice 6 passive methods of
Reconnaissance and Information Gathering. You have to use
Kali VM in Sections 3, 5, and 6 of the lab. You may use Kali
VM or your computer (the only thing you need will be an
Internet browser) for the rest of the sections.Section-1: Using
Google Search Operators
Google search engine has many search operators that help us
collect specific results about a website, eventually a company.
You will use some of these operators in this lab.
1) Search the term
site:franklin.edu
Notice that all results are specific to Franklin Univesity pages.
Review the search results and find three subdomains among the

results. What is a subdomain: the word
"library" is a
subdomain of the franklin.edu domain, as
https://library.franklin.edu is an active website.
2) Search the term
site:amazonaws.com
This search result in millions of websites or documents that
have been hosted on Amazon cloud servers.
Review the search results and find some company websites that
have been hosted in the Amazon cloud. (AWS).
3) Search the term
Franklin Univesitysite:amazonaws.com
This search query will reveal documents and web pages having
"Franklin University" keywords and hosted in Amazon AWS.
4) Search the term
filetype:doc site:franklin.edu
The filetype operator produces the search results linked to the
indexed files with the type indicated in the operator. Above
search will reveal word files hosted in the franklin.edu domain
and indexed by Google.
If the above query does not produce any results, try another
query by changing the file types such as docx, ppt, pptx, pdf.
Download one file and check the metadata information. Find
information such as username, author name, application version,
etc. There are various methods to see the metadata information.
You can right-click the file and check the details tab, as shown
below. Alternatively, you can open the file with Microsoft Word
and see the properties within the Word program. Use the Google
search engine, if you need, to learn how to see metadata
information of Microsoft office documents/PDF files.

Note: Every small piece of information is important for a
meticulous pentester. A username such as john.smith can
indicate that the username pattern used in the organization is
name.surname. It is important to know the username patterns in
the social engineering attacks. Some metadata might contain
Office software and operating system version information.
Version information provides information about the patch level,
and a hacker/pentester can create malicious payloads specific to
the versions found in metadata.
5) Search the term
inurl:login site:franklin.edu
inurl operator here finds the pages that contain the "login" in
the URL. By using this operator, we can discover login forms
hosted by the targeted website.
Review the search results.
Take a screenshot of one of the login forms.
6) Visit this page:
https://www.exploit-db.com/google-hacking-database
QUESTION: Choose a query, start a Google search and analyze
the search results.
Note: “The Exploit Database is a CVE
compliant[footnoteRef:1] archive of public exploits and
corresponding vulnerable software, developed for use by
penetration testers and vulnerability researchers. Our aim is to
serve the most comprehensive collection of exploits gathered
through direct submissions, mailing lists, as well as other public
sources, and present them in a freely-available and easy-to-
navigate database. The Exploit Database is a repository for

exploits and proof-of-concepts rather than advisories, making it
a valuable resource for those who need actionable data right
away [1: https://cve.mitre.org/data/refs/refmap/source-
EXPLOIT-DB.html]
The Google Hacking Database (GHDB) is a categorized index of
Internet search engine queries designed to uncover interesting
and usually sensitive information made publicly available on
the Internet. In most cases, this information was never meant to
be made public but due to any number of factors this
information was linked in a web document that was crawled by
a search engine that subsequently followed that link and
indexed the sensitive information." (Source of this double-
quoted information: exploit-db.com about page)
Note that Google hacking (Google Dorking) is a broad topic;
there are books written on this topic.Section-2: Using
archive.org
1) The Wayback Machine is an essential part of the Internet
Archive project (archive.org). It is a digital archive of the
World Wide Web, allows the user to go “back in time” and see
what websites looked like in the past. (
https://en.wikipedia.org/wiki/Wayback_Machine)
The Wayback Machine provides useful information for the pen-
testers and hackers as well.
1) Go to
archive.org website
2) Type in
franklin.edu to the Wayback Machine
3) See that the Wayback Machine has been archiving
franklin.edu since December 23, 1996. You can check how the
first webpage of Franklin was.
2) Assume that you are performing a penetration testing for

Franklin University. You were checking an internal portal
website. You found a link in one of the message forums.
a) This is the link you found. Click on this or type in the
address:
http://www.franklin.edu/univinfo/univinfo.html
You will come up with a 404 error saying, "Sorry, this page
does not exist."
As the pentester, you are curious. You wonder what information
was published on this page, and that information might be
useful for your pentest. As the URL contains “info”, this might
be something important.
b) Type in this URL
http://www.franklin.edu/univinfo/univinfo.html to the
Wayback Machine and see when the webpage was archived.
As you can see, the last snapshots of this page were taken in
2002. As a pentester, you may continue your search and find
some useful information, or you can discard your search
because this page does not have recent snapshots.
c) Go to October 18, 2001 snapshot and see how this page looks
like.
3) Now, you will perform an OSINT (Open Source Intelligence)
challenge by using the Wayback Machine. Think about this
case:
Paul was System Admin at x64 Corporation. He argued with his
manager and left the company a few days back. Being
disappointed, he started leaking sensitive data. He also deleted
all the employee records.
Help our investigators to find his Phone number.
Take a screenshot of the browser window where Paul's phone is
shown.
Section-3: Using gau Tool to Obtain a List of Archived
URLs
A tool named gau (getallurls) fetches archived URLs from
several databases, including the Wayback Machine, for any
given domain. In this part, you will install this tool to your Kali

VM (Virtual Machine) and use it for franklin.edu domain.
1) Open your Kali VM
2) Type in your credentials (username: kali, password: kali)
3) Open a terminal window
4) Type in the following commands:
a. sudo apt-get update (This command updates the package lists
for upgrades and new packages; strongly recommended to
complete the next command successfully)
b. sudo apt-get install golang (This will install golang compiler
because gau was written with Go)
i. Type in kali as password when asked
ii. Press Y when asked
c. GO111MODULE=on go get -u -v github.com/lc/gau (This
will download gau from github and install it)
d.
cd ~/go/bin or
cd /home/kali/go/bin (Go to the directory where gau has
been installed)
e. ./gau franklin.edu (Run the gau against franklin.edu to find
the archived webpages in franklin.edu domain)
f. It will not take much time to complete the command;
however, you can press CTRL-C to stop the query if you want.
Take a screenshot of the terminal window showing the last 10 to
20 rows of the result.
Section-4: Using Shodan
Shodan is a specialized search engine that provides information
about the versions of the devices connected to the Internet. A
device can be anything having an IP address, including
webservers, IP cameras, and even refrigerators, as long as it has
been reachable by Shodan search robots.
Note: Please register Shodan before starting this lab. You will
need to log in before using search filters in your searches. The
first query below does not require you to login; however, you
will need to register and then log in for the rest of the queries.
The Shodan website is

shodan.io
1) Find all Apache web servers that the Shodan search engine
has detected.
Type in
apache to the search box and press enter. Review the
results pages.
2)
Find all Apache web servers located in China.
Type in
apache country:"CN" to the search box and press enter.
Take a screenshot of the search result.
3)
Find all Apache web servers located in Shanghai.
Type in apache
country:"CN" city:"Shanghai" to the search box and
press enter.
4)
Find assets belong to an organization of your choice
among the results in the Step-3.
Type in
apache country:"CN" city:"Shanghai" org:"Alibaba” to
the search box and press enter.
Note: Don't forget the check the website of Shodan on Black
Friday. Shodan gives premium membership for just $5 instead
of $49.

Section-5: Using sublist3r and amass
Sublist3r is an opensource tool to enumerate subdomains of
websites using OSINT; it checks for the subdomains by using
search engine data and security services like VirusTotal,
ThreatCrowd.
Use your Kali VM to complete this lab. After logging into your
Kali, open a Terminal window and type in the following
command to install sublist3r.
sudo apt-get install sublist3r
Kali Linux may ask for a root password; if this is the case, then
type in kali as the root password.
1) Find all subdomains of franklin.edu
Type in
sublist3r -d franklin.edu to the terminal window.
2) Find which subdomains have port 80 is open
Type in
sublist3r -d franklin.edu -p 80 to the terminal window.
Note: Because sublist3r uses OSINT to find subdomains, most
subdomains may not be active at the moment. You can try
searching for inactive subdomains in the WayBack Machine of
archive.org. Pentesters and hackers may access useful
information by using sublist3r and archive.org together.
Now you will use another tool named
amass to query the franklin.edu domain. amass is an
OWASP project (
https://owasp.org). It is a convenient tool for the
enumeration of domain names, subdomains, associated IP
addresses, and ASN numbers.
1) Find subdomains of franklin.edu along with IP addresses by
using amass.
Type in
amass enum -ip -d franklin.edu to the terminal window.

You can press CTRL-Z to stop the query after some results have
been generated.
Take a screenshot of the terminal window (no need to capture
all of the results).
Section-6: Finding DNS Records of a Domain by using
nslookup
nslookup is used to query DNS servers and obtain the data
stored by DNS servers such as IP addresses, hostnames, MX
records, etc.
Use your Kali VM to complete this lab. Although nslookup is a
versatile tool that comes with almost every operating system,
the usage of parameters may change among different
implementations.
Before starting below steps, change the DNS server address
configured at Kali VM to Google DNS, which is 8.8.8.8. In
order to do this:
1) Open a terminal window
2) Type in the following command to open the resolv.conf file.
This file is used to store and configure the operating system's
DNS resolver
sudo vi /etc/resolv.conf
This command will ask for the root password. Type in kali to
open the resolv.conf in vi editor. The vi editor is a handy text
editor that comes by default with Linux distributions.
3) In vi editor, press “i” letter to convert to the write mode.
4) Delete the IP address next to “nameserver” and type in
8.8.8.8 as the new DNS server
5) Press the "Esc" key when you finished editing.
6) Type “:wq" so that you can save your changes and quit vi.
Lab Steps:
1)
Find the IP address of
www.franklin.edu website
Type in

nslookup franklin.edu to the terminal window.
2)
Find the authoritative DNS server of the franklin.edu
domain.
Type in
nslookup -type=ns franklin.edu to the terminal window.
Take a screenshot of the terminal window.
3)
Find the MX record of the franklin.edu domain.
Type in
nslookup -type=mx franklin.edu or
nslookup -query=mx franklin.edu to the terminal
window.
4)
Find all possible franklin.edu records stored by the
DNS server.
Type in
nslookup -query=any franklin.edu to the terminal
window.
Final remarks
You can check the osintframework to get an idea of the scope of
OSINT activities. This OSINT Framework website shows many
OSINT resources, including websites and tools in a mind map.
https://osintframework.comWeekly Learning and Reflection
In two to three paragraphs (i.e., sentences, not bullet lists) using

APA style citations if needed, summarize, and interact with the
content covered in this lab. Summarize what you did as an
attacker, what kind of vulnerabilities did you exploit, what
might have prevented these attacks. Mention the attackers and
all of the targets in your summary. You can provide topologies,
sketches, graphics if you want. In particular, highlight what
surprised, enlightened, or otherwise engaged you. You should
think and write critically, not just about what was presented but
also what you have learned through the session. You can ask
questions for the things you're confused about. Questions asked
here will be summarized and answered anonymously in the next
class.
image1.png
Training, Development, and Separations
The purpose of this post is to discuss the difference
between training and career development. Also reviewed is
whether training or career development is more likely to
increase retention in an organization and why. Finally, ethics
training is viewed in light of a Christian worldview.
Training in the Workplace
When leaders value human capital, strategic plans will
include workplace training. Training plays a critical role in an
organization’s success and should be part of its strategic plan to
contribute to a competitive advantage (Noe et al., 2021). In
addition, employees can develop the skills needed to perform
their jobs when training is provided, resulting in higher
employee engagement and increased retention (Ranganathan,
2018). Organizations that allocate resources for training
activities in their business strategy communicate their
commitment to human capital management (Noe et al.,
2021).
New Hire Orientation is Part of Onboarding, Not Training
New hire orientation is part of onboarding new hires
and helps transition them into their new work environments, but
it is not to be confused with training. Jeske and Olson (2022)

define new hire orientation as a component of onboarding to
familiarize a new employee with company practices, important
policies and procedures, and general safety rules. Human
resource professionals must carefully consider the design of the
onboarding process, including new hire orientation, as new
hires who are dissatisfied with the process within the first few
months of their employment resign within their first year
(Shufutinsky & Cox, 2019).
Train for Individual and Organizational Success
Our textbook defines training as “a planned effort by a company
to facilitate employees’ learning of job-related competencies,
knowledge, skills, and behaviors” (Noe et al., 2021, p. 279.)
The goal of workplace training is to provide employees with
additional skills and knowledge needed to successfully perform
their jobs' essential duties and responsibilities. In addition to
job training, many corporations require ethics training to impact
present and future employee behavior (Kancharia & Dadhich,
2021). Employee training, or the lack thereof, directly affects
an organization’s productivity and, ultimately, its success
(Demiral, 2017). In addition, Demiral (2017) finds that
companies that provide formal training gain more than they
invest, termed train to gain. Many employees are well-educated
and trained in their field of work, yet, training in how their
organizations work and their overall business strategy will help
the company gain a competitive advantage (Noe et al., 2021).
Career Development in the Workplace
Career development is a form of continuous learning that
extends throughout the employee life cycle (Noe et al., 2021).
Continuous learning may also be likened to a growth mindset,
never allowing one’s career development to become stagnant.
Career development is critical to an organization's success, too.
The importance of career development comes to light in times
of economic downturns or business crises that may necessitate
employee adaptability and flexibility (Noe et al., 2021).
Organizations train employees to arm them with competencies

necessary to perform their jobs well, operate more efficiently,
and show they are committed to employee development (Randall
et al., 2022). From the employee side, individuals want career
development opportunities to perform better, become more
valuable to their company through cross-training, promotion
possibilities, and being marketable to potential future employers
(Wolfson et al., 2018).
Wickramaratne (2021) relays that while there is a
growing emphasis on self-management of careers, organizations
still play a vital role in developing their employees’ careers.
Employers may offer career development opportunities, but
employees must proactively take advantage of them. There is a
dual responsibility of both employer and employee, and each
must do their part (Wickramaratne, 2021). For example, an
employer may offer a career development opportunity through
tuition reimbursement for an employee to obtain an
undergraduate or graduate degree. However, it is up to the
employee to take advantage of this opportunity.
Does Increased Retention Result from Training or Career
Development?
Employee retention increases with both
training and career development. Job candidates are attracted to
positions that provide training to be successful employees, and
they are attracted to organizations that will provide additional
training when safety concerns arise or when the business,
industry, or economy necessitates training (Demiral, 2017).
Career development activities provide work readiness for an
employee's current and future employer (Ranganathan, 2018).
When an organization creates a culture of continuous learning
and career development supported by management, the result is
increased employee satisfaction and higher retention
(Wickramaratne, 2021).
Supervisors play more than just the role of relaying
training plans and job expectations to their subordinates. When
supervisors foster relationships with their employees and are
involved in the training process, organizations find increased

job performance ratings that lead to increased job satisfaction
and engagement, resulting in increased retention (Zhang et al.,
2020). Employees who are provided with opportunities to
participate in formal and informal learning and perceive they
have received adequate support from management report feeling
they have a profound obligation to remain working at their
organization, even during onerous circumstances (Randall et al.,
2022).
Biblical Integration
Human resource professionals have a unique opportunity
to develop, incorporate, and communicate a Code of Ethics in
their organizations. This information can then be presented on
an organization’s website for candidates to view as they
consider employment opportunities. During new hire
onboarding and annual compliance training, human resource
experts can communicate ethical guidelines or codes along with
procedures to report violations. Training should include a
discussion of ethical dilemmas that employees may face with
their employer. For example, topics could consist of the
following: (a) taking credit for a colleague’s work, (b) offering
a client a product that is not in their best interest because the
employee will profit, (c) utilizing inside knowledge for self-
profit, and (d) changing financial numbers on a report to qualify
for a bonus. Believers know that ethical behavior is more than
doing the right thing; it is commanded of us in Scripture.
Leviticus 19:11 tells us, “You shall not steal, nor deal falsely,
nor lie to one another” (New American Standard Bible, 1995).
Ethical dilemmas may be found in relationships with colleagues,
leaders, clients, and business partners. Training will help
employees analyze ethical dilemmas, develop and strengthen
ethical competencies, and help avoid organizational crises
(Kreismann & Talaulicar, 2021).
Conclusion
Corporations that provide training and career
development opportunities show they value human capital and
understand its long-term value. In addition, allocating resources

for training and career development activities further solidifies
an organization's commitment to its employees. Management
support is essential to the training and career development
experience. Both training and career development result in
employee satisfaction and increased retention, which can give
an organization a competitive advantage. Wise leaders will
include training and career development opportunities as
retention strategies.
References
Demiral, O. (2017). Effects of training on employee job
satisfaction and achievement: ‘Train to gain’ evidence from
manufacturing businesses in turkey. Business and Management
Studies: An International Journal, 5(3), 765-785.
https://doi.org/10.15295/bmij.v5i3.157
Links to an external site.
Jeske, D., & Olson, D. (2022). Onboarding new hires:
Recognising mutual learning opportunities. Journal of Work-
Applied Management, 14(1), 63-76.
https://doi.org/10.1108/JWAM-04-2021-0036
Kancharia, R., & Dadhich, A. (2021) Perceived ethics training
and workplace behavior: The mediating role of perceived ethical
culture. European Journal of Training and Development, 45(1),
53-73.
https://doi.org/10.1108/EJTD-03-2020-0045
Kreismann, D., & Talaulicar, T. (2021). Business ethics training
in human resource development: A literature review. SAGE
Publications.
https://doi.org/10.1177/1534484320983533
New American Standard Bible. (1995). The Holy Bible, New
American Standard Online.
https://www.biblegateway.com/

Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M.
(2021). Human resource management: Gaining a competitive
advantage (12th edition). McGraw-Hill.
Randall, J. G., Brooks, R. R., & Heck, M. J. (2022). Formal and
informal learning as deterrents of turnover intentions: Evidence
from frontline workers during a crisis. International Journal of
Training and Development, 26(2), 185-208.
https://doi.org/10.1111/ijtd.12254
Ranganathan, A. (2018). Train them to retain them: Work
readiness and the retention of first-time women workers in
India. Administrative Science Quarterly, 63(4), 879-909.
https://doi.org/10.1177/0001839217750868
Shufutinsky, A., & Cox. R. (2019). Losing talent on day one:
Onboarding millennial employees in health care
organizations. Organization Development Journal, 37(4).
https://www.researchgate.net/publication/333745337_Losing_Ta
lent_on_Day_One_Onboarding_Millennial_Employees_in_Healt
h_Care_Organizations
Wickramaratne, W. P. R. (2021). Sustainability in career
development: The impact of career development culture and
career support of senior management on career
satisfaction. Emerging Markets Journal, 10(2), 1-9.
https://doi.or/10.5195/emaj.2020.194
Wolfson, M. A., Tannenbaum, S. I., Mathieu, J. E., & Maynard,
M. T. (2018). A cross-level investigation of informal field-
based learning and performance improvements. Journal of
Applied Psychology, 103, 14-36.
https://doi.org/10.1037/apl0000267
Zhang, L., Goldberg, C. B., & McKay, P. F. (2020). From new

hires to their supervisors: The influence of newcomer
race/ethnicity on the leader-member exchange
conveyance. Journal of Occupational and Organizational
Psychology, 93(3), 767-789.
https://doi.org/10.1111/joop.12314
DB2: Training, Development, and Separations – Impact of
Downsizing
In our dynamic and rapidly changing global business
environment, organizational downsizing is an unfortunate side
effect that can negatively impact employee productivity and
morale (Noe et al., 2021). Often referred to as “rightsizing”, the
process of letting employees go, is never easy and should be
taken with the utmost consideration, as it not only impacts those
workers that have been laid off from their job, but also
substantially affects the workers that remain at the company,
the layoff survivors. Socioeconomic shocks such as layoffs and
downsizing have been linked to increased work-related stress
and mental health concerns, job insecurity, lower job
satisfaction, and a weakened commitment to the organization
(Elser et at., 2019).
A study by the American Management Association
revealed that only one-third of the organizations that conducted
downsizing actually increased profits as a result (Noe et al.,
2021). How then should managers and human resources
departments handle the inevitable downsizing of the workforce
while minimizing the collateral damage? After all, it is also the
reputation on the company that is at stake. Present and future
prospective employees need to be reassured that the leaders of
the organization are fair-minded, acting in good faith, and are
genuinely concerned with being accountable to stakeholders.
The process for rightsizing should begin prior to passing out
pink slips. Managers must analyze the big picture and how the
overall supply chain will be affected by reducing employees.
Will the reduced number of workers be capable of producing the

same output? If the decision is made to let go of “unessential”
employees, this should be done by analyzing productivity data
of individual workers through downsizing models to determine
the cost and benefit of each employee (Pandey, 2018).
Typically, the most recent hires are the first to get let go as the
company has not invested as much in education and training for
the newer employees as those who might have been with the
company for a number of years. Temporary layoffs, or
furloughs, may be a better option to put the company in a
position to recall skilled employees when the economy and
financial conditions improve.
Managers and human resources professionals must be
committed to engaging with the surviving employees through
open communication in order to maintain a sense of
commitment and trust (Noe et al., 2021). Transparency and
communication of financial standing with employees is essential
so that they understand the reasoning for the reduction in staff.
In the event of an economic downturn, company leaderships
could also receive pay cuts to show that they are equally
invested in the growth process. Such a gesture would go a long
way to show support and reinforce common goals.
Responsible downsizing that incorporates strategies,
best practices, and actions in which HR, management, and
employees are involved in the process, can provide solutions to
curb the negative impact of lay-offs (McLachlan, 2022).
“Finally, all of you, be like-minded, be sympathetic, love one
another, be compassionate and humble” (New International
Version, 2011, 1 Peter 3:8). Layoffs might be necessary to keep
a company above water during difficult times. However, it’s
important to look at the human factors involved in the situation
and be accountable to all stakeholders for long-term success.
References
Elser, H., Ben-Michael, E., Rehkopf, D., Modrek, S., Eisen, E.
A., & Cullen, M. R. (2019). Layoffs and the mental health and
safety of remaining workers: A difference-in-differences

analysis of the US aluminium industry. Journal of Epidemiology
and Community Health (1979), 73(12), 1094-1100.
https://doi.org/10.1136/jech-2018-211774
McLachlan, C. J. (2022). Developing a framework for
responsible downsizing through best fit: The importance of
regulatory, procedural, communication and employment
responsibilities. International Journal of Human Resource
Management, 33(1), 16-44.
https://doi.org/10.1080/09585192.2021.1958248
New International Version. (2011). Biblegateway.com, Biblica
Inc.
https://www.biblegateway.com/passage/?search=1+Peter+3%3A
8&version=NIV
Noe, R. A., Hollenbeck, J. R., Gerhart, B., Wright, P. M.
(2021). Human Resource Management: Gaining a Competitive
Advantage (12th ed.). New York, NY: McGraw Hill, ISBN: 978-
1-260-26257-5
Pandey, J. (2018). Managing employee surplus: The cats, rats,
camels and elephants of strategic downsizing matrix. Strategic
HR Review, 17(4), 220-223.
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