...EEOC Impact on Small Businesses Southern New Hampshire University MBA 610 Business Law Unit 2-3 Short Paper Dr. Sheed W. Dahar II By Thomas W. Scalf EEOC Impact on Small Businesses Lawmakers realized a need for laws specifically designed to protect American workers. Over the years numerous laws and acts have been enacted to protect the Civil Rights of employees. The passage of these laws warranted the creation of an agency to regulate and enforce these laws. The Equal Employment Commission was established and tasked with the compliance monitoring and enforcement of these laws. However several areas of these laws created hardships on small businesses, which required the EEOC to treat small businesses differently than their larger counterparts. The small business fact sheet outlines the federal laws that are enforced by the Equal Employment Opportunity Commission (EEOC). The employment laws that fall under the EEOC jurisdiction would include: Title VII of the Civil Rights Act of 1964, Age Discrimination, Equal Pay, Americans Disability Act Titles I and IV (Small Business Fact Sheet, 2015). These laws protects American workers from being discriminated against on the basis of race, religion, age, sex, or nationality. Policy makers realized the extensive cost to businesses to be compliant with the EEOC laws would greatly hamper the sustainability and growth of small businesses. Also knowing that small businesses make up almost half of the economic landscape and generate...
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...James Jenkins MBA-610-Q5442 Business Law July 25, 2015 While reviewing the U.S. Equal Opportunity Commission’s website, a broad principle quickly become clear. The laws governing businesses of different sizes can greatly vary due to the potential impact that laws can have on smaller businesses. The EEOC defines a small business as one that has 500 or less employees. However, the resources of a company with 400 employees has access to can greatly differ from a company that has ten. The Regulatory Flexibility Act (RFA) allows agencies to potentially scale back certain regulatory rules in certain situations to protect small businesses from being devastated by laws that large businesses would have to abide by. According to the EEOC website, the RFA “requires agencies to consider the impact of their rules on small entities and to evaluate alternatives that would accomplish the objectives of the rule without unduly burdening small entities when the rules impose a significant economic impact on a substantial number of small entities. Inherent in the RFA is Congress' desire to remove barriers to competition and encourage agencies to consider ways of tailoring regulations to the size of the regulated entities.” What this basically means is that agencies can tailor their rules regarding equal opportunity employment so that the laws governing will not economically cripple a small business. In cases like these, the RFA comes into play. According to the EEOC, only businesses employed...
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... ASARE, NANA 19 JUL 2015 MBA 610 There are three types of small entities. • "Small businesses" are defined in section 3 of the Small Business Act, 15 U.S.C. . 632, and in the SBA's regulations at 13 C.F.R. . 121.201 (2002). 5 U.S.C. . 601(3). • "Small organizations" are any not-for-profit enterprises that are independently owned and operated and not dominant in their fields (for example, private hospitals and educational institutions). 5 U.S.C. . 601(4). • "Small governmental jurisdictions" are governments of cities, counties, towns, townships, villages, school districts, or special districts with a population of less than 50,000. The size standard used by the Small Business Administration to define small businesses varies by industry; however, the SBA uses the "fewer than 500 employees" cut off when making an across-the-board classification. (A large percentage of small entities are not covered by EEOC laws, because they employ fewer than 15 employees.) If EEOC wishes to use a different definition for any of these types of small entities for purposes of an RFA analysis, it must consult with the Office of Advocacy at the SBA, publish the alternative definition for comment and publish the final definition in the Federal Register. If EEOC seeks to change the definition of small business in a general rulemaking context, it should contact the Administrator of the SBA. In accessing the Equal Employment Opportunity Office (EEOC) website, I found it very hard to find...
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...A former employee of our company has filed a claim with the EEOC that the company discriminated against him and due to this discrimination; the employee was forced to resign due to constructive discharge. The claim states that the constructive discharge violated Title VII of the Civil Rights Act of 1964. The former employee alleges that the constructive discharge was in correlation with religious discrimination based on a work schedule policy change. The former employee states that the change in the work schedule policy was discriminatory, because it required employees to work on a religious holy day and due to this change the employee was forced to quit. Constructive discharge in employment law is typically when working conditions are so intolerable that the employee feels compelled to resign (Constructive Discharge, n.d.). Constructive discharge is a discriminatory practice that forces an employee to resign due to perceived intolerability in the work environment. Courts will typically agree with the claim of constructive discharge, if the court determines that any reasonable employee in a similar situation would also feel discriminated against if in the former employee’s position (Ford, Notestine, & Hill, 2000). Courts also require that an employee show that the working condition was so intolerable and that the employer made it purposely so, it forced the employee to resign (Ford, Notestine, & Hill, 2000). The burden of proof is placed on the former employee...
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...Human Resources: Constructive Discharge* February 10, 2012 Memorandum # 1 From: Manager, Elementary Division To: The CEO Subject: Former Employee's Constructive Discharge Claim ______________________________________________________________________ Background: Our company attorney notified me about a former employee who filed a claim against the company citing Title VII of the Civil Rights Act of 1964 for constructive discharge. Findings: A. How is constructive discharge as a legal concept relevant to the scenario? At the beginning of the New Year, we implemented a new shift policy to keep up with the company growth. We required employees in the production group to work 12-hour shifts with 4 days of work then 4 days off in a rotating shift, which means some of those working days fall into the employee’s religious holy day. The former employee quit after the implementation. This former employee is claiming a constructive discharge. Constructive discharge is one of the discriminatory practices wherein an employee is forced to resign because of perceived intolerable work environment and courts generally agree to the employee if they determine that a reasonable person would also feel same way if given the employee’s position (Dempsey, & Petsche, 2006). Also, courts usually require that the employee must show that the intolerable working condition with the intent of...
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...Memorandum To: CEO From: Insert Name Date: Re: Constructive Discharge Claim I was notified by the corporate attorney about a former employee filing a claim for Constructive Discharge under Title VII of the Civil Rights Act of 1964. Upon notification I did the following research into the position we as a company need to take. How is constructive discharge relevant as a legal concept to the current scenario? At the beginning of this year the company implemented a new work shift policy to keep up with the growth of the organization. The policy requires that employee’s in the production group work 12 hour shifts with 4 days on then 4 days off in a rotating manner. This means that at times some employee’s will be working on a religious holy day. The former employee is claiming constructive discharge as the reason for his leaving the company. Constructive discharge is a discriminatory practice where an employee is forced to resign because of a perceived intolerable work environment. The court system generally agree with the employee if it is determined that a reasonable person would feel the same way if in the same position (Dempsey & Petsche, 2006). The courts also will usually require that the employee show that the intolerable working condition with the intent of forcing the resignation was deliberate (Dempsey & Petsche, 2006). Also our former employee, the plaintiff, must show prima facie evidence that such discrimination has occurred (Gomez-Mejia, Balkin...
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...memorandum for executive offfice to: | CEO of ABC Toy’s | from: | Brandon Pope (Division Manager) | subject: | Religious discrimination claim | date: | April 19, 2014 | | | Religious Discrimination Claim: The ABC Toy’s lawyer recently notified me in regards to a past employee who put forth an alleged claim against our toy company, utilizing Title VII of the Civil Rights Act of 1964. The former employee is also saying that constructive discharge has taken place, stating that he was forced to leave the company due to his religious beliefs. From this point forward I will provide adequate information from multiple sources in efforts to make educated recommendations to ABC Toy’s. A. Constructive discharge. As of January 1, ABC Toy’s implemented an updated work schedule to assist with the company growth in efforts to meet the consumer demands. ABC Toy’s required employees to work a rotating schedule that included 12 hours of work time daily, but only 48 hours a week. Those 48 hours may be scheduled any day of the week, Monday through Sunday. This policy was put in effect for the production staff, requiring all production staff members to work this rotating shift, and consequently some of those rotating days happened to be a day of religion for the disgruntled former employee. The former employee resigned, shortly, after the work schedule was put in place. As a result of this schedule change the former employee is alleging that constructive discharge took place...
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...Crawford v. Metropolitan Government of Nashville and Davidson County, Tennessee Vicky Crawford, was a long-time worker for the Metropolitan Government of Nashville and Davidson County. In 2002, the department of human resources began an investigation into Dr. Gene Hughes, the newly hired employee relations director for the Metro School District. Several female employees had expressed concern about being sexually harassed by Hughes. Veronica Frazier, the assistant director for the county human resources department was assigned to investigate the allegations. Frazier began by calling employees who had worked closely with Hughes, including Crawford. Crawford described to Frazier several incidents of sexual harassment. According to Crawford, Hughes has requested on "numerous" occasions to see her breasts. Hughes also, in response to the question "What's up?" grabbed his crotch and replied "You know what's up." On several occasions, Crawford continued, Hughes had pressed his crotch against the window of her office. On one occasion, when Crawford asked Hughes what she could do for him, he grabbed her head and pulled it towards his crotch. Other allegations were made by two other women who worked with Hughes. Frazier's report did not resolve the allegations, as Hughes denied the allegations and there were no witnesses. The report concluded that Hughes had acted inappropriately, but no disciplinary action was taken against him. (In fact even after information surfaced in March 2003...
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...THE EMPLOYER AND THE EX-OFFENDER: THE DISCRIMINATORY EFFECTS OF CRIMINAL BACKGROUND CHECKS TABLE OF CONTENTS I. INTRODUCTION………………………………………………………………………… 3 II. OFFENDER AND EX OFFENDER HISTORY IN THE UNITED STATES………….. 5 A. LEGAL HISTORY OF EMPLOYMENT DISCRIMINATION AGAINST EX OFFENDERS ……… 5 B. THE NUMBER OF EX OFFENDERS IS RAPIDLY INCREASING .............................................................................8 C. IMPACT OF CONVICTION ON EMPLOYABILITY OF EX OFFENDERS ................................................................. 10 III. CRIMINAL BACKGROUND CHECKS AID IN THE DISPROPORTIONATE EXCLUSION OF MINORITIES ………………………………………………………………………………… 13 A. EMPLOYERS ARE PREJUDICED UPON FINDING CRIMINAL CONVICTIONS .................................................. 13 B. BLACKS AND LATINOS ARE EXCLUDED FROM THE WORK FORCE DUE TO STIGMAS OF MINORITY STATUS AND CRIMINAL RECORD ....................................................................................................................... 15 IV. HEIGHTENED SCRUTINY TURNS ON EMPLOYER HIRING PRACTICES INFLUENCED BY CRIMINAL BACKGROUND CHECKS………………………………………………………………………………………… 18 A. THE EQUAL EMPLOYMENT OPPORTUNITY COMMISSION ATTEMPTS TO PROVIDE MUCH NEEDED GUIDANCE ON CONDUCTING CRIMINAL BACKGROUND CHECKS AND SUBSEQUENT HIRING PRACTICES ..................................................................................................................... 18 B. NOTABLE LEGAL ACTION STEMMING...
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...DMBA 610 Knowledge Integration Exam Fall 2015 ________________________________________Please read all instructions carefully before you begin. 1) Use the provided Student Exam Answer Sheet. Include your responses to all questions in the column, “Your Response” next to the appropriate question. This ONE Exam Answer Sheet document should be saved with your last name and "final," -- e.g. "Smithfinal"-- and posted in your Assignment Folder no later than 11:59 PM (EST), Sunday, November 15th, 2015. This exam also must be submitted to Turnitin.com It is recommended that you submit your exam to Turnitin.com at least 24 hours before the deadline to allow you sufficient time to address any issues identified in the Originality Report prior to posting your exam in your Assignment Folder. Please note: The exam questions are already included on the Answer Sheet. If the exam content is recognized as non-original by Turnitin, it will be ignored in analyzing your Turnitin report. Do not include any repeat of the exam case content on your Answer Sheet. Only place your answers and references on the Answer Sheet. 2) No extensions may be granted on this assignment; be sure to submit it on time and check to make sure that the document you submitted is readable and what you intended to submit. NOTE: This is an individual assignment. Any discussion or collaboration regarding the assignment constitutes a violation of UMUC's Academic Dishonesty and Plagiarism Policy. If you have any...
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...HUMAN RESOURCE EFH LT MANAGEMENT ™ EDITION Gary Dessler Florida International University .I r e i l t l C e J r l 3 . l l Boston Columbus Indianapolis Dubai New York London Sydney San Francisco Madrid Milan Seoul Upper Saddle River Munich Paris Montreal Taipei Toronto Amsterdam Delhi Cape Town Mexico City Sao Paulo Hong Kong Singapore Tokyo Contents Preface xxiii Acknowledgments xxvii Introduction to Human Resource Management 2 WHAT IS HUMAN RESOURCE MANAGEMENT AND WHY IS IT IMPORTANT? What Is Human Resource Management? 4 Why Is Human Resource Management Important to All Managers? 5 Line and Staff Aspects of Human Resource Management 6 Line Managers' Human Resource Duties 6 Human Resource Manager's Duties 7 New Approaches to Organizing HR 9 Cooperative Line and Staff HR Management: An Example 9 Moving from Line Manager to HR Manager 10 THE TRENDS SHAPING HUMAN RESOURCE MANAGEMENT 10 Globalization and Competition Trends 11 Indebtedness ("Leverage") and Deregulation 12 Technological Trends 12 Trends in the Nature of Work 13 Workforce and Demographic Trends 14 Economic Challenges and Trends 15 IMPORTANT TRENDS IN HUMAN RESOURCE MANAGEMENT 16 The New Human Resource Managers 16 Strategic Human Resource Management 18 High-Performance Work Systems 19 Evidence-Based Human Resource Management 19 19 • EVIDENCE-BASED HR: Why Should You Be Evidence-Based? Managing Ethics 20 HR Certification 20 THE PLAN OF THIS BOOK 21 The Basic Themes...
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...451728 cLaughlin et al.American Sociological Review 2012 ASRXXX10.1177/0003122412451728M Sexual Harassment, Workplace Authority, and the Paradox of Power American Sociological Review 77(4) 625–647 © American Sociological Association 2012 DOI: 10.1177/0003122412451728 http://asr.sagepub.com Heather McLaughlin,a Christopher Uggen,a and Amy Blackstoneb Abstract Power is at the core of feminist theories of sexual harassment, although it has rarely been measured directly in terms of workplace authority. Popular characterizations portray male supervisors harassing female subordinates, but power-threat theories suggest that women in authority may be more frequent targets. This article analyzes longitudinal survey data and qualitative interviews from the Youth Development Study to test this idea and to delineate why and how supervisory authority, gender nonconformity, and workplace sex ratios affect harassment. Relative to nonsupervisors, female supervisors are more likely to report harassing behaviors and to define their experiences as sexual harassment. Sexual harassment can serve as an equalizer against women in power, motivated more by control and domination than by sexual desire. Interviews point to social isolation as a mechanism linking harassment to gender nonconformity and women’s authority, particularly in male-dominated work settings. Keywords inequality, gender, power, sexual harassment The term sexual harassment was not coined until the 1970s (Farley 1978), but formal...
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...Class Policies: Attendance Policy Students are expected to attend all regularly scheduled classes. Should absences be necessary, students are responsible for the material covered during the absences. Faculty cannot grant requests for excessive amounts of make-up material, and they may request written documentation detailing the reason for the absences. Excessive absences make it almost impossible for a student to meet the academic objectives of a course; they frequently cause a student to receive a lower grade, even though, the absences were unavoidable. Strayer University requires all faculty members to take attendance during each class period and to record it accurately on their permanent roster. This data is available for verification of attendance by the appropriate governmental agencies and educational accrediting organizations. A student who is absent from four consecutive class meetings, excluding holidays and emergency cancellation of classes, will be withdrawn automatically from that course. A student will be withdrawn automatically from a mini-session course when he/she misses two consecutively scheduled class meetings. Students not attending scheduled on-ground classes will receive zero points for the weekly discussions. Students arriving to class (or leaving class) more than 30 minutes late/early will receive a 2 point deduction for all discussions. Students arriving (or leaving class) more than 1 hour late/early will receive a 5 point deduction for all...
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...Berkeley Journal of Gender, Law & Justice Volume 7 | Issue 1 Article 2 September 2013 The Legal Implications of Gender Bias in Standardized Testing Katherine Connor Ellen J. Vargyas Follow this and additional works at: http://scholarship.law.berkeley.edu/bglj Recommended Citation Katherine Connor and Ellen J. Vargyas, The Legal Implications of Gender Bias in Standardized Testing, 7 Berkeley Women's L.J. 13 (1992). Available at: http://scholarship.law.berkeley.edu/bglj/vol7/iss1/2 Link to publisher version (DOI) http://dx.doi.org/ This Article is brought to you for free and open access by the Law Journals and Related Materials at Berkeley Law Scholarship Repository. It has been accepted for inclusion in Berkeley Journal of Gender, Law & Justice by an authorized administrator of Berkeley Law Scholarship Repository. For more information, please contact jcera@law.berkeley.edu. The Legal Implications of Gender Bias in Standardized Testing Katherine Connort Ellen J. Vargyast TABLE OF CONTENTS I. II. INTRODUCTION ....................................... THE FACTUAL CONTEXT ............................. A. The Scope of the Problem ............................ 1. Post-Secondary Admissions Tests .................. 2. Vocational Aptitude Tests and Interest Inventories. B. Causes of Gender Differences in Test Scores ........... 1. Post-Secondary Admissions Tests .................. 2. Vocational Aptitude Tests and Interest Inventories. C. Validity of the Tests .......................
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...Composition and Electronic Prepress: Evi Seoud Manufacturing: Rita Wimberley Editorial: Erin Braun ª 2010 Gale, Cengage Learning ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced, transmitted, stored, or used in any form or by any means graphic, electronic, or mechanical, including but not limited to photocopying, recording, scanning, digitizing, taping, Web distribution, information networks, or information storage and retrieval systems, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without the prior written permission of the publisher. This publication is a creative work fully protected by all applicable copyright laws, as well as by misappropriation, trade secret, unfair competition, and other applicable laws. The authors and editors of this work have added value to the underlying factual material herein through one or more of the following: unique and original selection, coordination, expression, arrangement, and classification of the information. For product information and technology assistance, contact us at Gale Customer Support, 1-800-877-4253. For permission to use material from this text or product, submit all requests online at www.cengage.com/permissions. Further permissions questions can be emailed to permissionrequest@cengage.com While every effort has been made to ensure the reliability of the information presented in this publication, Gale, a part of Cengage Learning, does not guarantee...
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