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Short Answer Questions
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Short Answer Questions
Question 19
According to statistics, there were roughly 1.58 million registered nonprofit organizations in the United States in the year 2017. These organizations employed a significant part of the country’s population, numbering to about 12.3 million people (McKeever). This accounts for approximately ten percent of the workforce in the US.
Question 20
1. SHRM refers to strategic human resource management. It describes the process of aligning the goals of a particular organization with its human resources to realize employee efficiency, improve motivation and satisfaction, which translates into enhanced productivity and performance.
2. SHRM in nonprofits is essential because employees must believe in the organization mission as well as its purpose for them to be fully committed and productive in their work.
3. –Engage managers. Managers understand the workings of their various units, and hence, they are essential in developing a plan.
-Build a project planning team. Team members should include human resource professionals as well as agency leaders who must be accountable to each other.
-Access challenges and devise solutions. The team should be able to work together to come up with solutions to different problems. (Pynes 59)
Essay Questions
Question 1
Motivation can be defined as the desire that a person has to do something. This desire will help them persist and at the specific task until they achieve a predetermined goal. There are several theories of motivation. The first is the hierarchy of needs theory as proposed by Maslow. The approach consists of five levels of needs; physiological needs, safety needs, belongingness needs, esteem needs, and self-actualization needs in ascending order. According to Maslow, a person must satisfy a lower level before moving to a higher one (Pynes 305). The second theory of motivation is the ERG theory related to the first theory. However, ERG theory narrows down human needs into three general categories; existence, relatedness, and growth needs. Similar to the hierarchy of needs, people satisfy one need before the other while at the same time reducing frustration as they progress. The third theory of motivation is the theory of needs according to McClelland, who asserted that people have three primary needs; achievement, power, and affiliation. These needs are the driving influences that motivate people.
Some of the reasons that motivate people to volunteer in nonprofit organizations are the desire to help others. For example, a person with a passion for helping the poor can volunteer their time to cook and clean in homes (Stukas et al. 125). Another reason for volunteering is a desire to give back to the community.
Question 2
One of the challenges facing SHRM professionals is the change in the demographic characteristics in the workplace. People are likely to meet more women, different races and ethnicities, LGBTQs among many other diverse groups. One of the ways to deal with these changes is to increase awareness by educating people on how to interact with people of different backgrounds with respect so that they can work well together. The second issue facing SHRM professionals are changing laws; for example, an employer cannot force an employee to retire as long as they can still do their job (Pynes 412). To deal with such laws, SHRM professionals such acquaint themselves with the current laws and how to apply them within their organization. The third challenge facing SHRM professionals is the different skills required in the workplace. Employees need more than one skill to be more useful, hence the need to hire people with knowledge in different areas. To address this challenge, there should be a comprehensive hiring process to ensure that a candidate is qualified enough and can be entrusted with various tasks.
Question 3
In order to become a nonprofit rock star, the first step that a person should take is finding something that they are passionate about. Some of the fields in the nonprofit sector include health, art, and education. The second step is to find people with similar passion who can work with you towards achieving the goals of the nonprofit organization. Third, to become a nonprofit rockstar one should keep up with recent trends and news to make sure that their work is in line with the law and that their work helps to solve problems that people face in the current times.
Some of the things that I have learned about becoming an SHRM rockstar for a nonprofit organization is to apply the fundamental principles of SHRM that includes valuing employees as an asset towards achieving organizational goals. The second step is to understand how to motivate employees in an organization using the motivation theories so that they can do their best and help the organization excel. The third thing is to understand the challenges and issues relevant to SHRM professionals in the current age, such as the laws governing the workplace.
Extra Credit Opportunity
United Nations- virtual volunteers can enter data for UN projects
Catchafire- website design by virtual volunteers
Volunteers of America- online data collection and analysis
Action Without Borders- translation of documents from one language to another
Habitat for Humanity- collect data about home ownership online
Works Cited
McKeever, Brice. “The Nonprofit Sector in Brief 2018” National Center for Charitable Statistics. 13 December 2018. Retrieved from https://nccs.urban.org/publication/nonprofit-sector-brief-2018#the-nonprofit-sector-in-brief-2018-public-charites-giving-and-volunteeringPynes, Joan E. Human resources management for public and nonprofit organizations: A strategic approach. Vol. 30. John Wiley & Sons, 2008.
Stukas, Arthur A., et al. “Motivations to volunteer and their associations with volunteers’ well-being.” Nonprofit and Voluntary Sector Quarterly 45.1 (2016): 112-132.
ShellLEGO Partnership
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Shell/LEGO Partnership
The Shell/LEGO partnership can be termed as unethical but not illegal. Companies are free to collaborate with others in promotional exercises, and that is what Shell did with LEGO. Such collaborations increase revenue and brand visibility to the two companies. The motivation is purely financial. However, this partnership is unethical for many reasons. The first reason is that it takes advantage of kids’ love for their toys. Children who love LEGO begin to associate their toys with Shell; hence, they also take a liking to Shell. This is unfortunate since the children are not old enough to understand the many unethical business practices that Shell Oil has engaged in.
The second reason why the partnership is unethical is that LEGO purposely ignored the accusations that Shell has faced over the years, focusing only on the financial benefits to the two companies. Shell Oil has been accused of activities that contribute to climate change, and this is a very serious issue. The kids who love LEGO are the same ones who stand to suffer the most from the effects of climate change. It is, therefore, wrong for LEGO to encourage brand loyalty to Shell among children, without the kids’ knowledge of Shell’s activities.
The partnership between Shell and LEGO raises serious ethical questions. Environmental activists such as Greenpeace have spent years in protest of Shell Oil Company’s moves such as pollution of land and water bodies in the Niger Delta as a result of using old and corroded pipes. Companies should not focus only on making money; they should also ensure their activities are responsible and preserve the environment around them. While many steps have been taken to combat and reduce climate change, it is sad to see companies such as Shell fight to worsen the situation with plans to drill in the Arctic.
Sex Education Should be Taught in Schools
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Sex Education Should be Taught in Schools
Sex education is an issue that has been under debate for many years. Many people accept the necessity that children need some form of instruction on sex education, but they cannot agree on who should do it and where it should be done. Another issue of contention is the content of sex education. Sex education should not be seen to promote sexual activity among teenagers and young people. Weighing the pros and cons of sex education, it is clear that sex education should be taught in schools.
Sex education should be taught in schools just like any other subject. From their early teen years, children undergo many changes in their bodies that they have no idea about. Informing them about the changes in their bodies help them make informed choices about their bodies (Rasmussen). Young people spend a lot of their time in school. Parents are usually busy at home or work and may be hesitant to talk about sex education at home. School is, therefore, the best place to teach sex education. Parents and guardians should, however, be informed about what their children are educated. There should be meetings with sex education instructors to determine what content should be approved for teaching (Chu 171). At home, parents can take on the responsibility of instilling values so that their children can make the right choices based on what they have been taught.
The first reason as to why sex education should be taught in schools is to address the high number of teen pregnancies and births in the United States. The country has the highest levels of teen pregnancies in the developed world, twice as high as Canada and eight times higher than Japan. Such statistics are a cause for worry. Teaching children sex education will enable them to make informed choices regarding their bodies (Marseille et al 470). Many of these teen pregnancies happen because the young people did not know what to do to keep themselves safe especially during their first sexual encounters, bringing up the point on contraception and sexually transmitted infections.
Sex education should involve lessons on contraception and safe sex. Many young people have their first sexual encounters in their teen years. During this time, most of them do not know a lot about contraception. Many of the things that they know about sex are learned from their peers. Sex education at school allows instructors to provide medically factual information to teenagers (Rubenstein 525). From here, they will be well versed with the options available to them should they decide to have sex. While many people may not want to confront the issue that teenagers begin having sex at an early age, the truth is that they are. Sex education classes give teachers and parents the chance to empower their children to make the best and safest decision when the time comes.
Sexually transmitted diseases such as HIV and others are part of sex education. Knowledge of the danger of contracting diseases during sexual activity equips young people with knowledge of how they can keep themselves safe using contraception and other forms of protection. Preventing pregnancy is not the only goal; there are genuine dangers such as HIV that teens may not be aware of. Many of the programs in schools emphasize abstinence and hence do not care to teach about sex, sex is wrong. Such a perspective should be done away so that children of an appropriate age can get the information they need.
Sex education keeps our children safe. Many children today have suffered sexual abuse, mainly in the hands of trusted adults (Rasmussen). The children do not know what is happening to them and they are powerless to stop it. Sex education creates awareness on their bodies and helps them to say no whenever someone intrudes upon them. They get to understand what is wrong from what is right. Sex education helps victims and potential victims of sexual abuse to be in the know and realize that they have someone to talk to when they are caught up in a situation of sex abuse (Chu, 172). The young people learn that it is not a taboo to talk about sex. Sex education also equips young people with communication skills of negotiation and refusal. A teenager gets to understand that they have rights over their bodies and they have the power to say no when they do not want to engage in sexual activity.
One of the reasons that many people give against teaching sex education is that it encourages young people to engage in sex. Statistics show that sex education delays the age of the first sexual encounter (Rubenstein 525). It is critical that instructors be professionally trained so that they know the right language to use and not to encourage but rather inform. Parents and guardians should be left with the responsibility of ensuring their children have the correct values so that they make good choices.
In conclusion, sex education is an integral part of learning for young people. Parents and guardians are not well trained on how to teach their kids about such matters and can create very awkward situations. Teaching sex education at school ensures that children get accurate information in a formal setting where they are free to ask questions. Instructors should be well trained and present factual and unbiased information. It is time to get our heads out of the sand and arm young children with information and values to help them make the right choice regarding their bodies.
Works Cited
Chu, Samuel Kai Wah, et al. “Promoting sex education among teenagers through an interactive game: Reasons for success and implications.” Games for health journal 4.3 (2015): 168-174.
Marseille, Elliot, et al. “Effectiveness of school-based Teen Pregnancy Prevention Programs in the USA: A systematic review and meta-analysis.” Prevention Science 19.4 (2018): 468-489.
Rasmussen, Mary Lou. Progressive sexuality education: The conceits of secularism. Routledge, 2015.
Rubenstein, Rachel. “Sex education: funding facts, not fear.” Health Matrix 27 (2017): 525.