Adidas Compensation Practices

Running Head: COMPENSATION PRACTICES 1
COMPENSATION PRACTICES 8
Compensation Practices
Teona Goodman
Strayer University
Professor Tara McNealy
October 24, 2019
Compensation Practices
Adidas is an international corporation that was founded in and
had its headquarters in Germany. This company designs and
manufactures clothing, shoes, and accessories. In Europe, it is
the largest manufacturer of sportswear and the second largest in
the world.
Adidas has constituted a comprehensive reporting on

matters regarding compensation of executive and supervisory
boards. The managerial committee reviews compensation plans
for the administrative board. The remuneration system adopted
by the company is geared towards the development of an
incentive for effective management and value-oriented
corporate enhancement. Some factors are deliberated before the
creation of a compensation plan for the workers and
administrative board members. The factors include the situation
of the economy, the company size, and global orientation and
compensation levels of other companies in the same industry
(Adidas Group, 2018).
Adidas has adopted a compensation system that is meant to
serve the administrative board and stakeholder's interests. The
system was approved in 2018 during the AGM. The
compensation package constitutes the total annual cash bonus,
fixed compensation, and long term based bonus. Also, pension
benefits and other benefits are included. The supervisory
committee decided to adopt this system of payment because it
felt that it was easier to comprehend. This compensation system
uses clear performance criteria that are associated with long
term and short terms goals of the organization. This ensures that
the interests of the administrative board members and
stakeholders are aligned. There are also non-performance
related elements that are included in the compensation package
for the executive board members. Non-performance elements
include fixed compensation and other benefits. The fixed
remuneration entails the annual fixed salary. This salary is paid
in the form of monthly installments for twelve months.
Remarkably, the salary remains the same during the period of
the contract (Adidas Group, 2018).
Other reimbursements are comprised of the executive
board members' payments to non-cash benefits like
contributions or premiums to insurance schemes. The company
car provisions or fees regarding car allowances are also
included in these benefits.
Performance-related components constitute the performance

bonus. The performance incentives serve as the remuneration of
the performance of the administrative board members, and it is
connected to the short term growth of the business. The overall
amount of performance incentives is centered on the
accomplishments of some criteria. Notably, if an executive
member is out of office in the financial year, the calculation of
performance bonus is through a prorate temporis, which is
determined by the degree of goal achievement in a specific
fiscal year (Adidas Group, 2018). The performance bonus is
paid after the financial statements have been consolidated and
approved.
Performance-related compensation elements are based on
multi-year performance and future associated standards. The
design has been made in a manner where all positive and
negative developments have been accommodated. The
performance compensation is gauged through the achievement
of pre-agreed goals. In such a case, no subsequent changes can
be adopted in the performance targets because such behavior is
not permitted. Adidas has taken a compensation system that
aims at an outstanding remunerating performance that may
moderate compensation based on performance when objectives
are not met. The supervisory committee has the responsibility of
reviewing compensation levels regularly to make any required
adjustments (Adidas Group, 2018).
Some of the challenges faced by Adidas in terms of
compensation are offering competitive pay. Any organization
that wishes to compete for the best talent pool available should
provide a competitive compensation program compared to its
competitor. In this case, Nike is Adidas' biggest competitor,
although there are other players in the industry. There are also
generational differences in expectations. There are different
work ethics and expected compensation, which falls along
generational lines, and the company has been struggling to
achieve the best in its workforce. Older staffs are likely to work
for longer hours in exchange for their salary while younger
workers expect higher pay levels even when productivity is

aided by technology. Adidas being a multinational must balance
the expectations and needs of workers from several countries.
The compensation program should balance conformity with laws
and customs of the host nations against global corporate
policies. The company also grapples with control of the cost of
labor (Woodside, 2019). Costs of work comprise recruitment,
turnover, training, infrastructure and overhead, and such impact
productivity.
Adidas has some compensation practices which determine
a positive or negative impact on the organization and its
stakeholders. Incentive compensation is a critical issue for
workers, employers, and shareholders. One of the ways Adidas
applies a compensation practice is by making pay a year-round
conversation. This means that the organization does not think of
payment as an annual event but an all through year issue. This
shows that the organization is always thinking about the impact
of pay to the employees, which affects the organization and the
stakeholders. That gives the management time to study the
positives or negatives that may be experienced when the pay is
not harmonized or does not reflect the company operations.
Another practice is that Adidas pays more for competitive jobs
and higher performers. This means that the competitive
vacancies are highly paid because they attract the best to fill
such positions and expect them to be equal to the task. The
company also rewards high performers in the organization in
terms of bonuses, promotions, career development, or pay
increase. When the management is doing all that, it keeps in
mind the impact such actions have on the organization and to
the stakeholders, and they have to harmonize everything to
ensure positive results are realized. Adidas also trains managers
to deal with some pay issues because they get a pulse on
employee engagement more frequently (Karla, 2019). Learning
and development to hiring and retain high performers are
offered. The managers are trained on how to talk to staff
members about compensation and come to an agreement. The
animosity between the workers and management on matters

payment can lead to adverse outcomes, which may taint the
image of the organization and affect the stakeholders in the long
run.
In the recent past, attention has moved from focusing on
the role incentives compensation plays in attracting and
retaining workers to concentrate on risks that are essential in
incentive compensation arrangements. Most times, the chances
are hard to identify and manage; hence, the organization is
required to have a robust risk management process to align
incentive compensation with objectives and the company's risk
appetite. On tackling the risks, Adidas undertakes steps to
ensure that risks in designing the incentive compensation plan
are mitigated while aligning with external conditions and the
strategy of the institution. Adidas modifies its incentive
compensation program to allow the incorporation of short and
long term components of its incentive compensation plan, which
supplements the existing compensation program. This is a risk
management-oriented approach that seeks to attain a balance
between risk and rewards. It establishes a designed incentive
compensation plan and balances fixed and at-risk pay. Any
change to workers' compensation, whether positively or
negatively, affects their aspects of employment. Adidas
provides proper communication and implementation when
implementing any compensation plan because it is the only way
to ensure it works successfully. The participants of any
compensation plan know that workers have to understand what
they are incented to clearly. Lastly, Adidas carries out
qualitative and quantitative assessments to assess the
performance of a program once it has been implemented against
the intended behaviors and designs. Any deviations noted from
the expectations are communicated to the stakeholders. The key
drivers of a plan deviation should be known so that they are
appropriately addressed through modifications (Detoro & Pohle,
2015). The qualitative and quantitative assessment of
compensation plans helps organizations to understand trade-offs
between the risk and reward entrenched in the compensation

plans.
There are internal and external factors that affect staff
compensation. The labor market affects the compensation
practices of Adidas. For instance, the demand for and supply of
labor influences staff compensation. When a low wage in the
industry is offered, the demand for labor is less compared to the
supply. This is because the salaries are not high enough and
many people will search for opportunities elsewhere. On the
other hand, when the wages are highly fixed, the demand is
higher than the supply of labor. Labor unions in organizations
influence compensation plans in companies. These labor unions
are formed in cases where the need for energy is more, and the
supply is less or workers are engaged in dangerous work, and
they demand more pay for endangering their lives. However,
Adidas is a non-unionized company; hence they enjoy more
freedom in fixing the compensation plans. Laws passed by the
government also affect how companies apply their compensation
practices because they are meant to safeguard the workers from
exploitation from employers. For instance, the minimum wage
act of 1948 stipulates the minimum amount of wages that
organizations should pay workers. The payment of bonus act
1965 mandates the employers to give their staff some bonuses
for work done as a way of motivating them and recognizing
them for work well done; hence, organizations are bound by law
to issue the rewards. Lastly, the equal remuneration act of 1976
stipulates that workers should be awarded equitable
remuneration for work done without any form of discrimination,
whether by age, gender, religion, sex, race, or otherwise
(Raphael, 2016). Such laws determine the compensation plans
for organizations such as Adidas.
The traditional pay bases in Adidas have been active
because they use the two different types of conventional pay
bases. The seniority pay system is the one in which the primary
basis for an increase in payment is the tenure of the worker.
Adidas has been increasing the pay of some of the employees
who have worked in the organization for a long time. This is a

form of motivation as well as recognition for their unwavering
loyalty working with the company. In some cases, the seniority
payment system takes into account the performance of an
employee. Still, for Adidas, they mainly increase the pay of a
senior worker based on their tenure as the main factor. This has
been ongoing for some time, and it guarantees a worker job
security, and it avoids a perception of someone being favored.
Adidas also uses the longevity pay, which is a contractual
agreement to pay a worker based on the length of employment
in the organization (Moussa, 2014). The company has been
engaging its employees who have had the most prolonged stay
working for the company to reward them for enhancing the
perception that all employees are treated fairly. Adidas mostly
uses this system of payment when a worker reaches the
maximum amount of pay at which their pay can go. This
payment system facilitates the administration of the pay
program because hesitation could lead to a nosedive of the
program, which is necessary. Additionally, it guarantees
benefits and promotions because workers are always aware that
when they attain a certain period of working for Adidas, they
may be promoted or given benefits.
References
Adidas Group. (2018). Annual Report, 2018. Retrieved from
https://www.adidas-
group.com/media/filer_public/e9/ba/e9bad34f-ca11-44f6-977f-
364d0650feaf/annual_report_gb-2018-en_secured.pdfDetoro,
K., & Pohle, N. (2015). Managing Risks in Incentive
Compensation Plans. Retrieved from
https://www.shrm.org/resourcesandtools/hr-
topics/compensation/pages/incentive risks.aspx
Karla, A. (2019). Compensation & benefits: Best practices for
2019. Retrieved from
https://www.humanresourcesonline.net/compensation-
benefits-best-practices-for-2019/Moussa, A. (2014). Bases For
Pay. Retrieved from

https://www.slideshare.net/AhmedMoussa8/bases-for-
payRaphael, K. (2016). Factors Affecting Employee
Compensation. Retrieved from
https://businessjargons.com/factors-affecting-employee-
compensation.htmlWoodside, P. (2019). Challenges of
Compensation Management. Retrieved from
https://bizfluent.com/list-6828678-challenges-
compensation-management.html
Communicating professionally and ethically is one of the
essential skillsets we can teach you at Strayer. The following
guidelines will ensure:
· Your writing is professional
· You avoid plagiarizing others, which is essential to writing
ethically
· You give credit to others in your work
Visit Strayer’s Academic Integrity Center for more information.
Strayer University Writing Standards
1Strayer University Writing Standards
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integrity-center
� If your assignment requires a title page, include the
assignment title, your
name, course title, your professor’s name, and the date of
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separate page.

� If your assignment does not require a title page, include the
assignment title,
your name, course title, your professor’s name, and the date of
submission in
the header of your document.
� Include page numbers.
� Use 1-inch margins.
� Use Arial, Courier, Times New Roman, or Calibri font style.
� Use 10, 11, or 12 point font size for the body of your text.
� Use either single or double spacing, according to assignment
guidelines.
� See assignment guidelines for instructions to format
tables/charts/graphs/
images.
� Use appropriate language and be concise.
� Write in active voice when possible. Find tips here.
� Use the point of view (first, second, or third person) required
by the
assignment guidelines.
� Use spelling and grammar check and proofread to help
ensure your work is
error free.

� Use credible sources to support your ideas/work. Find tips
here.
� Cite your sources throughout your work when you borrow
someone else’s
words or ideas. Give credit to the authors.
� Add each cited source to the source list at the end of your
assignment so that
your reader can find and reference the original material. (See
In-Text Citations
section for more details.)
� Don’t forget to cite and add your textbook to the source list
if you use it as a
source.
� Include a source list when the assignment requires research
or if you cite the
textbook.
� Type “Sources” centered on the first line of the page.
� List the sources that you used in your assignment.
� Organize sources in a numbered list and in order of use
throughout the paper.
Use the original number when citing a source multiple times.
Writing Assignments
Title Your Work
Use Appropriate

Formatting
Write Clearly
Cite Credible Sources
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Giving Credit to Authors and Sources
When quoting or paraphrasing another source in your writing,
you need to give credit by
using an in-text citation. An in-text citation includes the
author’s last name and the number of
the source from the source list. Find tips here.
Option #1: Paraphrasing
Rewording Source Information in Your Own Words
· Take the source information and rephrase it in your
words. Be sure not to repeat the same words of the
author.
· Add a number to the end of your source (which will tie to
your source list).
· Remember, you cannot just replace the words of the
original sentence.

ORIGINAL SOURCE
“Writing at a college level requires informed
research.”
PARAPHRASING
As Harvey wrote, when writing a paper for
higher education, it is critical to research and
cite sources (1).
When writing a paper for higher education,
it is imperative to research and cite sources
(Harvey, 1).
Option #2: Quoting
Citing another person’s work word for word
· Place quotation marks at the beginning and the end of
the quoted information.
· Add a number to the end of your quote (which matches
your source list).
· Do not quote more than one to two sentences
(approximately 25 words) at a time.
· Do not start a sentence with a quotation.
· Introduce and explain quotes within the context of your
paper.
ORIGINAL SOURCE

research.”
QUOTING
Harvey wrote in his book, “Writing at a college
level requires informed research” (1).
Many authors agree, “Writing at a college
level requires informed research” (Harvey, 1).
live&scope=site
Source List
The source list (which includes the sources that you used in
your assignment) is a new page
that you will add at the end of your paper. The list has two
purposes: it gives credit to the
authors that you use and gives your readers enough information
to find the source without
your help. Build your source list as you write.
· Type “Sources” at the top of a new page.
· Include a numbered list of the sources you used in your paper.
(the numbers
indicate the order in which you used them). A well-researched
assignment has
at least as many sources as pages.

1. Use the number one (1) for the first source used in the paper,
the number
two (2) for the second source, and so on.
2. Use the same number for a source if you use it multiple
times.
· Ensure each source includes four parts: author or
organization, publication
date, title, and how to find it. If you have trouble finding these
details, then re-
evaluate the credibility of your source.
· Use the browser link for a public webpage.
· Look for a permalink tool for a webpage, which requires
logging in, such as the
Strayer Library.
· Write a comment instructing your readers how to find all
sources that do not
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Source List Elements
AUTHOR PUBLICATION DATE TITLE HOW TO FIND
Michael Harvey
In the case of multiple
authors, only list the first.
2013
This is not the same as

copyright date, which is
denoted by ©
The Nuts &
Bolts of College
Writing
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search.ebscohost.com/login.aspx?direct
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1. Michael Harvey, 2013, The Nuts & Bolts of College Writing,
http://libdatab.strayer.edu/login?url=http://search.
ebscohost.com/login.aspx?direct=true&db=nlebk&AN=590706&
site=eds-live&scope=site
Setting Up the Page
Building a Source List
Source List
2. William R. Stanek, 2010, Storyboarding Techniques chapter
in Effective Writing for Business, College and Life, http://
libdatab.strayer.edu/login?url=http://search.ebscohost.com/login
.aspx?direct=true&db=nlebk&AN=359141&site=e
ds-live&scope=site&ebv=EB&ppid=pp_23

3. Zyad Hicham, 2017, Vocabulary Growth in College-Level
Students’ Narrative Writing, http://libdatab.strayer.edu/
login?url=http://search.ebscohost.com/login.aspx?direct=true&d
b=edsdoj&AN=edsdoj.9b7fad40e529462bafe3a936
aaf81420&site=eds-live&scope=site
4. Anya Kamenetz, July 10, 2015, The Writing Assignment That
Changes Lives, https://www.npr.org/sections/
ed/2015/07/10/419202925/the-writing-assignment-that-changes-
lives
5. Brad Thor, June 14, 2016, The Best Writing Advice I Ever
Got, http://time.com/4363050/brad-thor-best-writing-advice/
6. Karen Hertzberg, June 15, 2017, How to Improve Writing
Skills in 15 Easy Steps, https://www.grammarly.com/blog/
how-to-improve-writing-skills/
7. Roy Peter Clark, 2008, Writing Tools: 55 Essential Strategies
for Every Writer
8. C.M. Gill, 2014, The Psychology of Grading and Scoring,
Essential Writing Skills for College & Beyond
9. ABC Company’s Policy & Procedures Committee, Employee
Dress and Attendance Policy, this is a policy in my office
10. Henry M. Sayre, 2014, The Humanities: Culture, Continuity
and Change Vol 1, this is the HUM111 textbook
Running Header: DESIGNING A TRAINING PROGRAM
DESIGINING A TRAINING PROGRAM 2

Note: This is a template/ guide for Assignment #2. Please delete
and replace the information in the brackets with your own
information. Also remove the brackets.
Proposal for Designing a Training Program
[First and Last Name]
Dr. Marilyn Carroll
BUS 407- Training and Development
[Date]
Proposal for Designing a Training Program
Introduction
[ Imagine you are a training consultant and you’ve been asked
to create a training program for 20 employees for the course of
two days. In this section of your paper, simply summarize in a

paragraph or two which company you are choosing to complete
for this assignment. This can be the same company you chose
for Assignment #1 or an imaginary company. Be sure to state
the purpose of the training for your company and how this
training will help solve the problem for your small business.
Then summarize (in one to two sentences) what you will be
discussing throughout your paper.]
Two Day Training Program
[In this section, simply provide the training need for the group
of employees. Understanding the gap in performance is key for
selecting the right training. Then summarize how your two-day
course will be used to help solve the problem. This section of
the paper should only summarize the two-day training and the
rest of the paper will provide more details of the training.]
Training Needs Analysis
[This section requires you to complete a training needs analysis
(TNA). First identify the gap in performance for this small
group of individuals and then use the issues to create a training
program that can be used to correct the problem. Think about
what triggered the training to take place and how can your
training program help to get performance back on track. Ask
yourself, “who is the training intended for specifically and how
they should be trained?” Be sure to identify two to three
training needs through the training needs analysis and justify an
approach for this training. Refer to chapter 4 for details in
completing the needs analysis.]
Training Objectives
[Training objectives are important when developing your design
section of your training proposal. This section of your paper
requires you to identify an objective to cover during your
training course. Think about what you want your participants to
learn and retain once they complete your training. Chapter 5
explains how to create an objective. A good objective has three
components: desired outcome, conditions, and the standards. It
also uses adjectives to describe what the learner will gain from

the training. For example, a training objective could read,
“identify the steps of effective customer service”. Take this into
consideration when building your objective(s) for this training
program. Again, see Chapter 5 for details.]
Training Cost
[Use this section to determine the training cost for the training
program you are proposing. Include a detailed breakdown of
time allotted for each piece, the subsequent cost analysis, and
the total cost for the project as a whole. When determining the
cost, consider any travel, location, meals, a trainer, and
materials required for a successful training. If this is a
computerized training or eLearning, what would the cost be for
a curriculum designer to create the training? Be detailed and
specific for this area.]
Training Methods
[This section should identify the training method(s) to deliver
the program to employees, such as an e-Learning module or a
face-to-face training program. You could also use a blended
learning approach. Justify why you selected this training
method and use research to support your answers. See Chapters
6 and 7 for additional details concerning training methods.]
Proposed Training Agenda
[Use this section to create an agenda of activities for the
training program. During the agenda, include modules of
learning and be sure your agenda reflects the learning objectives
for the participants.]
Summary
[Use this section to summarize the paper and highlight how the
training will be designed to help resolve the problem for the
expected audience. What strategies were used to design the
training?]
REFERENCES
[Note: Remove this writing once you insert your references.
Five quality references should be listed on this page. Do not
simply provide the websites for your references. Use proper

formatting here.]
Communicating professionally and ethically is one of the
essential skillsets we can teach you at Strayer. The following
guidelines will ensure:
· Your writing is professional
· You avoid plagiarizing others, which is essential to writing
ethically
· You give credit to others in your work
Visit Strayer’s Academic Integrity Center for more information.
Strayer University Writing Standards
1Strayer University Writing Standards
https://pslogin.strayer.edu/?dest=academic-support/academic-
integrity-center
� If your assignment requires a title page, include the
assignment title, your
name, course title, your professor’s name, and the date of
submission on a
separate page.
� If your assignment does not require a title page, include the
assignment title,
your name, course title, your professor’s name, and the date of
submission in

the header of your document.
� Include page numbers.
� Use 1-inch margins.
� Use Arial, Courier, Times New Roman, or Calibri font style.
� Use 10, 11, or 12 point font size for the body of your text.
� Use either single or double spacing, according to assignment
guidelines.
� See assignment guidelines for instructions to format
tables/charts/graphs/
images.
� Use appropriate language and be concise.
� Write in active voice when possible. Find tips here.
� Use the point of view (first, second, or third person) required
by the
assignment guidelines.
� Use spelling and grammar check and proofread to help
ensure your work is
error free.
� Use credible sources to support your ideas/work. Find tips
here.
� Cite your sources throughout your work when you borrow

someone else’s
words or ideas. Give credit to the authors.
� Add each cited source to the source list at the end of your
assignment so that
your reader can find and reference the original material. (See
In-Text Citations
section for more details.)
� Don’t forget to cite and add your textbook to the source list
if you use it as a
source.
� Include a source list when the assignment requires research
or if you cite the
textbook.
� Type “Sources” centered on the first line of the page.
� List the sources that you used in your assignment.
� Organize sources in a numbered list and in order of use
throughout the paper.
Use the original number when citing a source multiple times.
Writing Assignments
Title Your Work
Use Appropriate
Formatting
Write Clearly
Cite Credible Sources

Build a Source List
https://owl.english.purdue.edu/owl/resource/539/01/
live&scope=site
Giving Credit to Authors and Sources
When quoting or paraphrasing another source in your writing,
you need to give credit by
using an in-text citation. An in-text citation includes the
author’s last name and the number of
the source from the source list. Find tips here.
Option #1: Paraphrasing
Rewording Source Information in Your Own Words
· Take the source information and rephrase it in your
words. Be sure not to repeat the same words of the
author.
· Add a number to the end of your source (which will tie to
your source list).
· Remember, you cannot just replace the words of the
original sentence.
ORIGINAL SOURCE
research.”

PARAPHRASING
As Harvey wrote, when writing a paper for
higher education, it is critical to research and
cite sources (1).
When writing a paper for higher education,
it is imperative to research and cite sources
(Harvey, 1).
Option #2: Quoting
Citing another person’s work word for word
· Place quotation marks at the beginning and the end of
the quoted information.
· Add a number to the end of your quote (which matches
your source list).
· Do not quote more than one to two sentences
(approximately 25 words) at a time.
· Do not start a sentence with a quotation.
· Introduce and explain quotes within the context of your
paper.
ORIGINAL SOURCE
research.”
QUOTING

Harvey wrote in his book, “Writing at a college
level requires informed research” (1).
Many authors agree, “Writing at a college
level requires informed research” (Harvey, 1).
live&scope=site
Source List
The source list (which includes the sources that you used in
your assignment) is a new page
that you will add at the end of your paper. The list has two
purposes: it gives credit to the
authors that you use and gives your readers enough information
to find the source without
your help. Build your source list as you write.
· Type “Sources” at the top of a new page.
· Include a numbered list of the sources you used in your paper.
(the numbers
indicate the order in which you used them). A well-researched
assignment has
at least as many sources as pages.
1. Use the number one (1) for the first source used in the paper,
the number
two (2) for the second source, and so on.

2. Use the same number for a source if you use it multiple
times.
· Ensure each source includes four parts: author or
organization, publication
date, title, and how to find it. If you have trouble finding these
details, then re-
evaluate the credibility of your source.
· Use the browser link for a public webpage.
· Look for a permalink tool for a webpage, which requires
logging in, such as the
Strayer Library.
· Write a comment instructing your readers how to find all
sources that do not
have a browser link or a permalink.
Source List Elements
AUTHOR PUBLICATION DATE TITLE HOW TO FIND
Michael Harvey
In the case of multiple
authors, only list the first.
2013
This is not the same as
copyright date, which is
denoted by ©
The Nuts &
Bolts of College

Writing
http://libdatab.strayer.edu/login?url=http://
search.ebscohost.com/login.aspx?direct
=true&db=nlebk&AN=590706&site=eds-
live&scope=site
in Your Source List
Setting Up the Page
Building a Source List
2. William R. Stanek, 2010, Storyboarding Techniques chapter
in Effective Writing for Business, College and Life, http://
libdatab.strayer.edu/login?url=http://search.ebscohost.com/login
.aspx?direct=true&db=nlebk&AN=359141&site=e
ds-live&scope=site&ebv=EB&ppid=pp_23
3. Zyad Hicham, 2017, Vocabulary Growth in College-Level
Students’ Narrative Writing, http://libdatab.strayer.edu/
login?url=http://search.ebscohost.com/login.aspx?direct=true&d
b=edsdoj&AN=edsdoj.9b7fad40e529462bafe3a936

aaf81420&site=eds-live&scope=site
4. Anya Kamenetz, July 10, 2015, The Writing Assignment That
Changes Lives, https://www.npr.org/sections/
ed/2015/07/10/419202925/the-writing-assignment-that-changes-
lives
5. Brad Thor, June 14, 2016, The Best Writing Advice I Ever
Got, http://time.com/4363050/brad-thor-best-writing-advice/
6. Karen Hertzberg, June 15, 2017, How to Improve Writing
Skills in 15 Easy Steps, https://www.grammarly.com/blog/
how-to-improve-writing-skills/
7. Roy Peter Clark, 2008, Writing Tools: 55 Essential Strategies
for Every Writer
8. C.M. Gill, 2014, The Psychology of Grading and Scoring,
Essential Writing Skills for College & Beyond
9. ABC Company’s Policy & Procedures Committee, Employee
Dress and Attendance Policy, this is a policy in my office
10. Henry M. Sayre, 2014, The Humanities: Culture, Continuity
and Change Vol 1, this is the HUM111 textbook

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