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  • [Solved] Business Finance – Operations Management Can someone do my Week 5 Assignment MHA 624 Continuous Quality Improvements & Risk Management??

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    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management) Prior to working on this assignment, read Chapter 8 from your course textbook, McLaughlin and Kaluzny’s Continuous Quality Improvement in Health Care (5th ed.), and review the Collaborati…

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    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management)

    Prior to working on this assignment, read Chapter 8 from your course textbook, McLaughlin and Kaluzny’s Continuous Quality Improvement in Health Care (5th ed.), and review the Collaborative Project: Quality Improvement Initiatives PowerPoint Presentation Template Download Collaborative Project: Quality Improvement Initiatives PowerPoint Presentation Template.

    Healthcare organizations face constant changes in their internal and external environments. Continuous quality improvement (QI) has no end and depends on effective teamwork to implement successful QI initiatives to meet accreditation requirements and exceed patients’ expectations.

    For this last component of the QI initiatives project, your designated team leader must compile your team’s work for the hospital’s quarterly meeting. The team leader must collect an individual QI initiative slide from each team member on Day 1. The team leader must use the Collaborative Project: Quality Improvement Initiatives PowerPoint Presentation Template and include the team composition on one slide and the mission and vision statement on another slide, followed by each team member’s presentation. The team leader will share the final PowerPoint presentation with team members before the due date, and each team member must individually submit the Collaborative Project: Quality Improvement Initiatives assignment to their individual student Dropbox.

    In your group presentation,

    Summarize the team composition.

    Be sure to list the names and job titles in the QI department.

    Identify the QI department’s mission and vision statement.

    Organize the QI Initiative for each team member.

    Be sure to include the member’s name, QI Initiative, and SMART goals in each slide.

    The Collaborative Project: Quality Improvement Initiatives presentation

    must be 6 to 8 double-spaced slides in length (not including title and references slides) and formatted according to APA StyleLinks to an external site. as outlined in the Writing Center’s How to Make a PowerPoint PresentationLinks to an external site. resource.

    must include a separate title slide with the following in title case:

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    Catherine Owens- Skill Practice

  • [Solved] Comprehensive Career Assessment

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    Create an assessment battery for a hypothetical client seeking career counseling and guidance. Include the **types** of assessments you would use **and** the **rationale** for your choice of each assessment. You must use at least 3 quantitative assessments and 2 qualitative assessments (i.e., clinic…

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    Create an assessment battery for a hypothetical client seeking career counseling and guidance. Include the **types** of assessments you would use **and** the **rationale** for your choice of each assessment. You must use at least 3 quantitative assessments and 2 qualitative assessments (i.e., clinical interview, card sort, etc.). Each assessment you select should be thoroughly discussed in terms of the appropriateness of use with your client **and** should include statistical data to support your decision, including the population on which the assessment was normed, the validity and reliability of the assessment, and any limitations the assessment would have if used with diverse and special populations. Include information on how to use electronic resources, including the O*NET and the Dictionary of Occupational Titles (DOT) to describe the mental, physical, **and** vocational preparation for work. Describe jobs that would meet the client's abilities, talents, skills, and provide a discussion regarding cultural considerations and special needs of the client, which should include a personal development plan.

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  • [Solved] HRM 6304 VII E

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) **files (2)** – ## LaborRelationsandCollectiveBargainingHRM6304UnitVIIEssay.docx – ## UnitVIIStudyGuide.pdf **## LaborRelationsandCollectiveBargainingHRM6304UnitVIIEssay.docx** 2 Labor Relations and Collective…

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    **files (2)**

    – ## LaborRelationsandCollectiveBargainingHRM6304UnitVIIEssay.docx

    – ## UnitVIIStudyGuide.pdf

    **## LaborRelationsandCollectiveBargainingHRM6304UnitVIIEssay.docx**

    2

    Labor Relations and Collective Bargaining HRM 6304 Unit VII Essay

    As the corporate labor relations lawyer for a European car manufacturer, building a new facility in Middle Valley, Tennessee, you have been asked by corporate management to draft a position paper regarding the labor relations process at the new plant. Management would like you to address the prompts below.

    1. Should we attempt to avoid unionization as other foreign plants have in the area, though the company’s headquarters are in a European Union (EU) country with strict labor laws? If so, what should be our strategy now and in the future?

    2. What should be our strategies, tactics, goals, and process be in collective bargaining?

    3. Identify the different laws (i.e., United States versus EU) that might drive the labor relations process.

    4. Draft a one-page outline (in bullet point form) of both mandatory and discretionary benefits that the company should offer if the decision is to draft a contract for the new plant.

    Your paper should be a minimum of five pages in length to address points 1, 2, and 3. Point 4 should be a separate page to outline concepts for the new contract. You are to use a minimum of three scholarly references (blogs are not scholarly references). Adhere to APA 7th Style guidelines when constructing this assignment.

    **## UnitVIIStudyGuide.pdf**

    HRM 6304, Labor Relations and Collective Bargaining 1

    Course Learning Outcomes for Unit VII

    Upon completion of this unit, students should be able to:

    2. Examine the challenges for union members in the modern workplace.

    3. Critique the concept of collective bargaining.

    4. Discuss union avoidance strategies.

    5. Construct the framework for a labor agreement.

    6. Compare and contrast negotiation models, strategies, and tactics.

    8. Interpret the laws that affect unions.

    Required Unit Resources

    Chapter 12: Employee Discipline, pp. 601–628

    Unit Lesson

    Welcome to Unit VII! In this unit, we will look at the end of the negotiation process and why people join
    unions.

    In the previous unit, we considered the key issues from the Harper Container Company (HCC) and United
    Chemical and Plastics Workers (UCPW) collective bargaining agreement from both the management and the
    union perspective. If we were actually sitting down to negotiate, the process would be more dramatic given
    the heated emotions involved on both sides, and there would be several back-and-forth offers. These can
    frustrate some team members with the long hours working on offers and counteroffers, adding to the already
    tense environment. Things would get even more intense if either party initiated a strike or a lockout. Before
    we get to that stage, let’s look at the process as we have gone though it so far and how it may end—in a
    successful agreement, with an arbitrator who takes over, or in a strike or lockout.

    We started the process by determining our team members and their role and responsibility in the bargaining
    process. We then reviewed the previous contract to determine what might come up during this contract
    period, as well as what did and did not work in the previous contract. Next, we started researching industry
    standards, the latest settlements, and economic predictions so that we would be prepared to support our
    options and defend ourselves in counteroffers. We have identified our issues and met several times.

    If we come to an agreement, then the teams did a great job and should be congratulated, but that is not the
    end. The union team has to take the final offer to the union membership for a vote. This will be the time the
    union representative needs to convince the union membership that this is the best deal possible. Hopefully,
    the union team member has enough influence
    and charisma to convince the employees to
    accept the offer. If not, the union membership
    could reject the offer and vote to strike. The
    teams could get together and try to
    renegotiate, but it may be a moot point at this
    stage. If the union membership does not

    UNIT VII STUDY GUIDE
    Employee Discipline

    HRM 6304, Labor Relations and Collective Bargaining 2

    UNIT x STUDY GUIDE
    Title

    accept the final agreement, the result would be much work for many people.

    The union now implements their strike plan. Typically, the union
    gives management 48-hour notice of a strike. A typical strike plan
    requires the notification of all members not to come to work in order
    to support the strike. It also means the union has to organize the
    picket schedule. If you are a part of the union, you are obligated to
    walk the picket line or perform other duties assigned by the union,
    or you are not eligible for strike pay.

    During a strike, union members do not get paid their regular salary
    or benefits. Instead, the union gives them a small stipend. Some
    unions will also provide health benefits, but it depends on the
    union and its bylaws. The size and financial security of the union
    will determine the benefit coverage available to the striking
    members. While on strike for economic reasons, the union
    members may or may not be eligible for unemployment insurance.
    That would depend on the state where the company is located.

    Some employees may opt to cross the picket line and go to work
    regardless of the strike. That is their choice, but, not surprisingly, it
    is frowned upon by the striking members. Tensions can be high
    during the strike because, although the union membership wants
    an increase in wages, it is difficult to go without a paycheck when
    you are making less than $20 an hour. Bills and mortgages still
    have to be paid, and children have to be fed. It is not easy.
    Crossing a picket line requires that the employee resign from the

    union in writing and give that resignation to the union prior to crossing the picket line to go back to work.
    Otherwise, the union can fine the employee.

    During a strike, the union members are free to look for work
    elsewhere—providing they first meet their union obligations, such
    as the picket line. Employees can work other jobs as well and still
    earn their strike pay as long as they continue to walk the picket line
    or perform other duties as required by the union. Regardless of
    whether or not the employee resigns from the union, the union is
    still obligated to represent the employees as a part of the
    bargaining unit.

    Management will also be very busy should the union go on strike. They will need to initiate their strike plan as
    to how the company will continue business as usual or at least do enough to keep the customers happy.
    Sometimes, this means management and non-union personnel will fill in for the striking employees. In our
    HCC case, there are very few management employees, so this is
    not possible. Another option is to hire replacement workers.
    Typically, the organization would have a contract set up to
    accommodate strikes. Then, at the very least, essential positions
    would be staffed so customer orders could be filled. Usually,
    management is forced to pay higher wages to acquire employees on
    a short notice and for an undetermined amount of time.
    Management does not want to pay more for less any longer than is
    absolutely necessary, so the union will often use the expense factor as a tactic to get management to
    reconsider their position. Take the example of a teacher. A teacher has signed up to be a substitute teacher
    for K–12 schools that go out on strike. Let’s say substitutes are getting $150 a day in addition to a hotel room
    and a meal allowance. In the interest of safety, they are bussed to the school each day and back to their hotel

    HRM 6304, Labor Relations and Collective Bargaining 3

    UNIT x STUDY GUIDE
    Title

    again in the evening. It is a great deal for the substitutes but a raw deal for the teachers because there is no
    way they are earning $150 a day.

    Management has the right to hire replacement workers brought on
    during a strike. The replacement workers can stay, and the striking
    employees have to wait until a vacancy opens up before they can come
    back to work. Employees must consider this risk when they decide to
    strike.

    Similar to the strike, there are actions taken by management should they decide to enforce a lockout—
    essentially locking the employees out of the workplace. Management would develop a plan to hire essential
    positions in order to meet customer demands. A lockout and a strike are very similar; it is just a matter of who
    initiates the work stoppage. Both a strike and a lockout are work stoppages—even if they are temporary.
    Today, we see strikes lasting for a much shorter period than the 5 or 6 months that they lasted a generation
    ago. A strike may last 2 to 4 weeks but rarely more than 2 months. If the two teams cannot come to an
    agreement and see no value in a strike or lockout, they can agree to bring in an arbitrator.

    An arbitrator is a neutral third party who will come into the
    collective bargaining process; review the facts, arguments,
    offers, and counteroffers; and then make a decision as to the
    terms of the collective bargaining agreement. Management and
    the union collectively decide on an arbitrator by name, and both
    parties share in the cost. Arbitration is an alternative way to

    reach an agreement, but it takes away any influence or input from management or unions. The arbitrator
    makes the final decision, and it is binding. Both parties are bound to the arbitrator’s final decision for the
    duration of the contract, so neither of them want this route if at all possible.

    Here is a final scenario for you to consider. An employee has been with a company for 30 years. About five
    years before he retires, he is asked to join the management team. It is a significant promotion to move from
    the shop floor into management, but it is also very difficult. After 3 decades as a union member, he is now
    being asked to join the opposing team—management. Why? He has been a respected foreman, he worked
    well with all of the employees, and he could do any job in the plant. Several of his union colleagues saw him
    as a traitor and would not speak to him at first. They could be assured, though, that he would treat them fairly
    and work with them whenever he could. Nonetheless, it is an adjustment that the union member who turned
    into a member of management will struggle with for a long time.

    In this unit, we reviewed the bargaining process and considered three potential end results. In the next unit,
    we will wrap up. Hopefully, by then, you will have a much better informed understanding of the collective
    bargaining agreement process than you did before the course began.

    **## UnitVIIStudyGuide.pdf**

    HRM 6304, Labor Relations and Collective Bargaining 1

    Course Learning Outcomes for Unit VII

    Upon completion of this unit, students should be able to:

    2. Examine the challenges for union members in the modern workplace.

    3. Critique the concept of collective bargaining.

    4. Discuss union avoidance strategies.

    5. Construct the framework for a labor agreement.

    6. Compare and contrast negotiation models, strategies, and tactics.

    8. Interpret the laws that affect unions.

    Required Unit Resources

    Chapter 12: Employee Discipline, pp. 601–628

    Unit Lesson

    Welcome to Unit VII! In this unit, we will look at the end of the negotiation process and why people join
    unions.

    In the previous unit, we considered the key issues from the Harper Container Company (HCC) and United
    Chemical and Plastics Workers (UCPW) collective bargaining agreement from both the management and the
    union perspective. If we were actually sitting down to negotiate, the process would be more dramatic given
    the heated emotions involved on both sides, and there would be several back-and-forth offers. These can
    frustrate some team members with the long hours working on offers and counteroffers, adding to the already
    tense environment. Things would get even more intense if either party initiated a strike or a lockout. Before
    we get to that stage, let’s look at the process as we have gone though it so far and how it may end—in a
    successful agreement, with an arbitrator who takes over, or in a strike or lockout.

    We started the process by determining our team members and their role and responsibility in the bargaining
    process. We then reviewed the previous contract to determine what might come up during this contract
    period, as well as what did and did not work in the previous contract. Next, we started researching industry
    standards, the latest settlements, and economic predictions so that we would be prepared to support our
    options and defend ourselves in counteroffers. We have identified our issues and met several times.

    If we come to an agreement, then the teams did a great job and should be congratulated, but that is not the
    end. The union team has to take the final offer to the union membership for a vote. This will be the time the
    union representative needs to convince the union membership that this is the best deal possible. Hopefully,
    the union team member has enough influence
    and charisma to convince the employees to
    accept the offer. If not, the union membership
    could reject the offer and vote to strike. The
    teams could get together and try to
    renegotiate, but it may be a moot point at this
    stage. If the union membership does not

    UNIT VII STUDY GUIDE
    Employee Discipline

    HRM 6304, Labor Relations and Collective Bargaining 2

    UNIT x STUDY GUIDE
    Title

    accept the final agreement, the result would be much work for many people.

    The union now implements their strike plan. Typically, the union
    gives management 48-hour notice of a strike. A typical strike plan
    requires the notification of all members not to come to work in order
    to support the strike. It also means the union has to organize the
    picket schedule. If you are a part of the union, you are obligated to
    walk the picket line or perform other duties assigned by the union,
    or you are not eligible for strike pay.

    During a strike, union members do not get paid their regular salary
    or benefits. Instead, the union gives them a small stipend. Some
    unions will also provide health benefits, but it depends on the
    union and its bylaws. The size and financial security of the union
    will determine the benefit coverage available to the striking
    members. While on strike for economic reasons, the union
    members may or may not be eligible for unemployment insurance.
    That would depend on the state where the company is located.

    Some employees may opt to cross the picket line and go to work
    regardless of the strike. That is their choice, but, not surprisingly, it
    is frowned upon by the striking members. Tensions can be high
    during the strike because, although the union membership wants
    an increase in wages, it is difficult to go without a paycheck when
    you are making less than $20 an hour. Bills and mortgages still
    have to be paid, and children have to be fed. It is not easy.
    Crossing a picket line requires that the employee resign from the

    union in writing and give that resignation to the union prior to crossing the picket line to go back to work.
    Otherwise, the union can fine the employee.

    During a strike, the union members are free to look for work
    elsewhere—providing they first meet their union obligations, such
    as the picket line. Employees can work other jobs as well and still
    earn their strike pay as long as they continue to walk the picket line
    or perform other duties as required by the union. Regardless of
    whether or not the employee resigns from the union, the union is
    still obligated to represent the employees as a part of the
    bargaining unit.

    Management will also be very busy should the union go on strike. They will need to initiate their strike plan as
    to how the company will continue business as usual or at least do enough to keep the customers happy.
    Sometimes, this means management and non-union personnel will fill in for the striking employees. In our
    HCC case, there are very few management employees, so this is
    not possible. Another option is to hire replacement workers.
    Typically, the organization would have a contract set up to
    accommodate strikes. Then, at the very least, essential positions
    would be staffed so customer orders could be filled. Usually,
    management is forced to pay higher wages to acquire employees on
    a short notice and for an undetermined amount of time.
    Management does not want to pay more for less any longer than is
    absolutely necessary, so the union will often use the expense factor as a tactic to get management to
    reconsider their position. Take the example of a teacher. A teacher has signed up to be a substitute teacher
    for K–12 schools that go out on strike. Let’s say substitutes are getting $150 a day in addition to a hotel room
    and a meal allowance. In the interest of safety, they are bussed to the school each day and back to their hotel

    HRM 6304, Labor Relations and Collective Bargaining 3

    UNIT x STUDY GUIDE
    Title

    again in the evening. It is a great deal for the substitutes but a raw deal for the teachers because there is no
    way they are earning $150 a day.

    Management has the right to hire replacement workers brought on
    during a strike. The replacement workers can stay, and the striking
    employees have to wait until a vacancy opens up before they can come
    back to work. Employees must consider this risk when they decide to
    strike.

    Similar to the strike, there are actions taken by management should they decide to enforce a lockout—
    essentially locking the employees out of the workplace. Management would develop a plan to hire essential
    positions in order to meet customer demands. A lockout and a strike are very similar; it is just a matter of who
    initiates the work stoppage. Both a strike and a lockout are work stoppages—even if they are temporary.
    Today, we see strikes lasting for a much shorter period than the 5 or 6 months that they lasted a generation
    ago. A strike may last 2 to 4 weeks but rarely more than 2 months. If the two teams cannot come to an
    agreement and see no value in a strike or lockout, they can agree to bring in an arbitrator.

    An arbitrator is a neutral third party who will come into the
    collective bargaining process; review the facts, arguments,
    offers, and counteroffers; and then make a decision as to the
    terms of the collective bargaining agreement. Management and
    the union collectively decide on an arbitrator by name, and both
    parties share in the cost. Arbitration is an alternative way to

    reach an agreement, but it takes away any influence or input from management or unions. The arbitrator
    makes the final decision, and it is binding. Both parties are bound to the arbitrator’s final decision for the
    duration of the contract, so neither of them want this route if at all possible.

    Here is a final scenario for you to consider. An employee has been with a company for 30 years. About five
    years before he retires, he is asked to join the management team. It is a significant promotion to move from
    the shop floor into management, but it is also very difficult. After 3 decades as a union member, he is now
    being asked to join the opposing team—management. Why? He has been a respected foreman, he worked
    well with all of the employees, and he could do any job in the plant. Several of his union colleagues saw him
    as a traitor and would not speak to him at first. They could be assured, though, that he would treat them fairly
    and work with them whenever he could. Nonetheless, it is an adjustment that the union member who turned
    into a member of management will struggle with for a long time.

    In this unit, we reviewed the bargaining process and considered three potential end results. In the next unit,
    we will wrap up. Hopefully, by then, you will have a much better informed understanding of the collective
    bargaining agreement process than you did before the course began.

    **## LaborRelationsandCollectiveBargainingHRM6304UnitVIIEssay.docx**

    2

    Labor Relations and Collective Bargaining HRM 6304 Unit VII Essay

    As the corporate labor relations lawyer for a European car manufacturer, building a new facility in Middle Valley, Tennessee, you have been asked by corporate management to draft a position paper regarding the labor relations process at the new plant. Management would like you to address the prompts below.

    1. Should we attempt to avoid unionization as other foreign plants have in the area, though the company’s headquarters are in a European Union (EU) country with strict labor laws? If so, what should be our strategy now and in the future?

    2. What should be our strategies, tactics, goals, and process be in collective bargaining?

    3. Identify the different laws (i.e., United States versus EU) that might drive the labor relations process.

    4. Draft a one-page outline (in bullet point form) of both mandatory and discretionary benefits that the company should offer if the decision is to draft a contract for the new plant.

    Your paper should be a minimum of five pages in length to address points 1, 2, and 3. Point 4 should be a separate page to outline concepts for the new contract. You are to use a minimum of three scholarly references (blogs are not scholarly references). Adhere to APA 7th Style guidelines when constructing this assignment.

    **## UnitVIIStudyGuide.pdf**

    HRM 6304, Labor Relations and Collective Bargaining 1

    Course Learning Outcomes for Unit VII

    Upon completion of this unit, students should be able to:

    2. Examine the challenges for union members in the modern workplace.

    3. Critique the concept of collective bargaining.

    4. Discuss union avoidance strategies.

    5. Construct the framework for a labor agreement.

    6. Compare and contrast negotiation models, strategies, and tactics.

    8. Interpret the laws that affect unions.

    Required Unit Resources

    Chapter 12: Employee Discipline, pp. 601–628

    Unit Lesson

    Welcome to Unit VII! In this unit, we will look at the end of the negotiation process and why people join
    unions.

    In the previous unit, we considered the key issues from the Harper Container Company (HCC) and United
    Chemical and Plastics Workers (UCPW) collective bargaining agreement from both the management and the
    union perspective. If we were actually sitting down to negotiate, the process would be more dramatic given
    the heated emotions involved on both sides, and there would be several back-and-forth offers. These can
    frustrate some team members with the long hours working on offers and counteroffers, adding to the already
    tense environment. Things would get even more intense if either party initiated a strike or a lockout. Before
    we get to that stage, let’s look at the process as we have gone though it so far and how it may end—in a
    successful agreement, with an arbitrator who takes over, or in a strike or lockout.

    We started the process by determining our team members and their role and responsibility in the bargaining
    process. We then reviewed the previous contract to determine what might come up during this contract
    period, as well as what did and did not work in the previous contract. Next, we started researching industry
    standards, the latest settlements, and economic predictions so that we would be prepared to support our
    options and defend ourselves in counteroffers. We have identified our issues and met several times.

    If we come to an agreement, then the teams did a great job and should be congratulated, but that is not the
    end. The union team has to take the final offer to the union membership for a vote. This will be the time the
    union representative needs to convince the union membership that this is the best deal possible. Hopefully,
    the union team member has enough influence
    and charisma to convince the employees to
    accept the offer. If not, the union membership
    could reject the offer and vote to strike. The
    teams could get together and try to
    renegotiate, but it may be a moot point at this
    stage. If the union membership does not

    UNIT VII STUDY GUIDE
    Employee Discipline

    HRM 6304, Labor Relations and Collective Bargaining 2

    UNIT x STUDY GUIDE
    Title

    accept the final agreement, the result would be much work for many people.

    The union now implements their strike plan. Typically, the union
    gives management 48-hour notice of a strike. A typical strike plan
    requires the notification of all members not to come to work in order
    to support the strike. It also means the union has to organize the
    picket schedule. If you are a part of the union, you are obligated to
    walk the picket line or perform other duties assigned by the union,
    or you are not eligible for strike pay.

    During a strike, union members do not get paid their regular salary
    or benefits. Instead, the union gives them a small stipend. Some
    unions will also provide health benefits, but it depends on the
    union and its bylaws. The size and financial security of the union
    will determine the benefit coverage available to the striking
    members. While on strike for economic reasons, the union
    members may or may not be eligible for unemployment insurance.
    That would depend on the state where the company is located.

    Some employees may opt to cross the picket line and go to work
    regardless of the strike. That is their choice, but, not surprisingly, it
    is frowned upon by the striking members. Tensions can be high
    during the strike because, although the union membership wants
    an increase in wages, it is difficult to go without a paycheck when
    you are making less than $20 an hour. Bills and mortgages still
    have to be paid, and children have to be fed. It is not easy.
    Crossing a picket line requires that the employee resign from the

    union in writing and give that resignation to the union prior to crossing the picket line to go back to work.
    Otherwise, the union can fine the employee.

    During a strike, the union members are free to look for work
    elsewhere—providing they first meet their union obligations, such
    as the picket line. Employees can work other jobs as well and still
    earn their strike pay as long as they continue to walk the picket line
    or perform other duties as required by the union. Regardless of
    whether or not the employee resigns from the union, the union is
    still obligated to represent the employees as a part of the
    bargaining unit.

    Management will also be very busy should the union go on strike. They will need to initiate their strike plan as
    to how the company will continue business as usual or at least do enough to keep the customers happy.
    Sometimes, this means management and non-union personnel will fill in for the striking employees. In our
    HCC case, there are very few management employees, so this is
    not possible. Another option is to hire replacement workers.
    Typically, the organization would have a contract set up to
    accommodate strikes. Then, at the very least, essential positions
    would be staffed so customer orders could be filled. Usually,
    management is forced to pay higher wages to acquire employees on
    a short notice and for an undetermined amount of time.
    Management does not want to pay more for less any longer than is
    absolutely necessary, so the union will often use the expense factor as a tactic to get management to
    reconsider their position. Take the example of a teacher. A teacher has signed up to be a substitute teacher
    for K–12 schools that go out on strike. Let’s say substitutes are getting $150 a day in addition to a hotel room
    and a meal allowance. In the interest of safety, they are bussed to the school each day and back to their hotel

    HRM 6304, Labor Relations and Collective Bargaining 3

    UNIT x STUDY GUIDE
    Title

    again in the evening. It is a great deal for the substitutes but a raw deal for the teachers because there is no
    way they are earning $150 a day.

    Management has the right to hire replacement workers brought on
    during a strike. The replacement workers can stay, and the striking
    employees have to wait until a vacancy opens up before they can come
    back to work. Employees must consider this risk when they decide to
    strike.

    Similar to the strike, there are actions taken by management should they decide to enforce a lockout—
    essentially locking the employees out of the workplace. Management would develop a plan to hire essential
    positions in order to meet customer demands. A lockout and a strike are very similar; it is just a matter of who
    initiates the work stoppage. Both a strike and a lockout are work stoppages—even if they are temporary.
    Today, we see strikes lasting for a much shorter period than the 5 or 6 months that they lasted a generation
    ago. A strike may last 2 to 4 weeks but rarely more than 2 months. If the two teams cannot come to an
    agreement and see no value in a strike or lockout, they can agree to bring in an arbitrator.

    An arbitrator is a neutral third party who will come into the
    collective bargaining process; review the facts, arguments,
    offers, and counteroffers; and then make a decision as to the
    terms of the collective bargaining agreement. Management and
    the union collectively decide on an arbitrator by name, and both
    parties share in the cost. Arbitration is an alternative way to

    reach an agreement, but it takes away any influence or input from management or unions. The arbitrator
    makes the final decision, and it is binding. Both parties are bound to the arbitrator’s final decision for the
    duration of the contract, so neither of them want this route if at all possible.

    Here is a final scenario for you to consider. An employee has been with a company for 30 years. About five
    years before he retires, he is asked to join the management team. It is a significant promotion to move from
    the shop floor into management, but it is also very difficult. After 3 decades as a union member, he is now
    being asked to join the opposing team—management. Why? He has been a respected foreman, he worked
    well with all of the employees, and he could do any job in the plant. Several of his union colleagues saw him
    as a traitor and would not speak to him at first. They could be assured, though, that he would treat them fairly
    and work with them whenever he could. Nonetheless, it is an adjustment that the union member who turned
    into a member of management will struggle with for a long time.

    In this unit, we reviewed the bargaining process and considered three potential end results. In the next unit,
    we will wrap up. Hopefully, by then, you will have a much better informed understanding of the collective
    bargaining agreement process than you did before the course began.

    **## LaborRelationsandCollectiveBargainingHRM6304UnitVIIEssay.docx**

    2

    Labor Relations and Collective Bargaining HRM 6304 Unit VII Essay

    As the corporate labor relations lawyer for a European car manufacturer, building a new facility in Middle Valley, Tennessee, you have been asked by corporate management to draft a position paper regarding the labor relations process at the new plant. Management would like you to address the prompts below.

    1. Should we attempt to avoid unionization as other foreign plants have in the area, though the company’s headquarters are in a European Union (EU) country with strict labor laws? If so, what should be our strategy now and in the future?

    2. What should be our strategies, tactics, goals, and process be in collective bargaining?

    3. Identify the different laws (i.e., United States versus EU) that might drive the labor relations process.

    4. Draft a one-page outline (in bullet point form) of both mandatory and discretionary benefits that the company should offer if the decision is to draft a contract for the new plant.

    Your paper should be a minimum of five pages in length to address points 1, 2, and 3. Point 4 should be a separate page to outline concepts for the new contract. You are to use a minimum of three scholarly references (blogs are not scholarly references). Adhere to APA 7th Style guidelines when constructing this assignment.

    **## UnitVIIStudyGuide.pdf**

    HRM 6304, Labor Relations and Collective Bargaining 1

    Course Learning Outcomes for Unit VII

    Upon completion of this unit, students should be able to:

    2. Examine the challenges for union members in the modern workplace.

    3. Critique the concept of collective bargaining.

    4. Discuss union avoidance strategies.

    5. Construct the framework for a labor agreement.

    6. Compare and contrast negotiation models, strategies, and tactics.

    8. Interpret the laws that affect unions.

    Required Unit Resources

    Chapter 12: Employee Discipline, pp. 601–628

    Unit Lesson

    Welcome to Unit VII! In this unit, we will look at the end of the negotiation process and why people join
    unions.

    In the previous unit, we considered the key issues from the Harper Container Company (HCC) and United
    Chemical and Plastics Workers (UCPW) collective bargaining agreement from both the management and the
    union perspective. If we were actually sitting down to negotiate, the process would be more dramatic given
    the heated emotions involved on both sides, and there would be several back-and-forth offers. These can
    frustrate some team members with the long hours working on offers and counteroffers, adding to the already
    tense environment. Things would get even more intense if either party initiated a strike or a lockout. Before
    we get to that stage, let’s look at the process as we have gone though it so far and how it may end—in a
    successful agreement, with an arbitrator who takes over, or in a strike or lockout.

    We started the process by determining our team members and their role and responsibility in the bargaining
    process. We then reviewed the previous contract to determine what might come up during this contract
    period, as well as what did and did not work in the previous contract. Next, we started researching industry
    standards, the latest settlements, and economic predictions so that we would be prepared to support our
    options and defend ourselves in counteroffers. We have identified our issues and met several times.

    If we come to an agreement, then the teams did a great job and should be congratulated, but that is not the
    end. The union team has to take the final offer to the union membership for a vote. This will be the time the
    union representative needs to convince the union membership that this is the best deal possible. Hopefully,
    the union team member has enough influence
    and charisma to convince the employees to
    accept the offer. If not, the union membership
    could reject the offer and vote to strike. The
    teams could get together and try to
    renegotiate, but it may be a moot point at this
    stage. If the union membership does not

    UNIT VII STUDY GUIDE
    Employee Discipline

    HRM 6304, Labor Relations and Collective Bargaining 2

    UNIT x STUDY GUIDE
    Title

    accept the final agreement, the result would be much work for many people.

    The union now implements their strike plan. Typically, the union
    gives management 48-hour notice of a strike. A typical strike plan
    requires the notification of all members not to come to work in order
    to support the strike. It also means the union has to organize the
    picket schedule. If you are a part of the union, you are obligated to
    walk the picket line or perform other duties assigned by the union,
    or you are not eligible for strike pay.

    During a strike, union members do not get paid their regular salary
    or benefits. Instead, the union gives them a small stipend. Some
    unions will also provide health benefits, but it depends on the
    union and its bylaws. The size and financial security of the union
    will determine the benefit coverage available to the striking
    members. While on strike for economic reasons, the union
    members may or may not be eligible for unemployment insurance.
    That would depend on the state where the company is located.

    Some employees may opt to cross the picket line and go to work
    regardless of the strike. That is their choice, but, not surprisingly, it
    is frowned upon by the striking members. Tensions can be high
    during the strike because, although the union membership wants
    an increase in wages, it is difficult to go without a paycheck when
    you are making less than $20 an hour. Bills and mortgages still
    have to be paid, and children have to be fed. It is not easy.
    Crossing a picket line requires that the employee resign from the

    union in writing and give that resignation to the union prior to crossing the picket line to go back to work.
    Otherwise, the union can fine the employee.

    During a strike, the union members are free to look for work
    elsewhere—providing they first meet their union obligations, such
    as the picket line. Employees can work other jobs as well and still
    earn their strike pay as long as they continue to walk the picket line
    or perform other duties as required by the union. Regardless of
    whether or not the employee resigns from the union, the union is
    still obligated to represent the employees as a part of the
    bargaining unit.

    Management will also be very busy should the union go on strike. They will need to initiate their strike plan as
    to how the company will continue business as usual or at least do enough to keep the customers happy.
    Sometimes, this means management and non-union personnel will fill in for the striking employees. In our
    HCC case, there are very few management employees, so this is
    not possible. Another option is to hire replacement workers.
    Typically, the organization would have a contract set up to
    accommodate strikes. Then, at the very least, essential positions
    would be staffed so customer orders could be filled. Usually,
    management is forced to pay higher wages to acquire employees on
    a short notice and for an undetermined amount of time.
    Management does not want to pay more for less any longer than is
    absolutely necessary, so the union will often use the expense factor as a tactic to get management to
    reconsider their position. Take the example of a teacher. A teacher has signed up to be a substitute teacher
    for K–12 schools that go out on strike. Let’s say substitutes are getting $150 a day in addition to a hotel room
    and a meal allowance. In the interest of safety, they are bussed to the school each day and back to their hotel

    HRM 6304, Labor Relations and Collective Bargaining 3

    UNIT x STUDY GUIDE
    Title

    again in the evening. It is a great deal for the substitutes but a raw deal for the teachers because there is no
    way they are earning $150 a day.

    Management has the right to hire replacement workers brought on
    during a strike. The replacement workers can stay, and the striking
    employees have to wait until a vacancy opens up before they can come
    back to work. Employees must consider this risk when they decide to
    strike.

    Similar to the strike, there are actions taken by management should they decide to enforce a lockout—
    essentially locking the employees out of the workplace. Management would develop a plan to hire essential
    positions in order to meet customer demands. A lockout and a strike are very similar; it is just a matter of who
    initiates the work stoppage. Both a strike and a lockout are work stoppages—even if they are temporary.
    Today, we see strikes lasting for a much shorter period than the 5 or 6 months that they lasted a generation
    ago. A strike may last 2 to 4 weeks but rarely more than 2 months. If the two teams cannot come to an
    agreement and see no value in a strike or lockout, they can agree to bring in an arbitrator.

    An arbitrator is a neutral third party who will come into the
    collective bargaining process; review the facts, arguments,
    offers, and counteroffers; and then make a decision as to the
    terms of the collective bargaining agreement. Management and
    the union collectively decide on an arbitrator by name, and both
    parties share in the cost. Arbitration is an alternative way to

    reach an agreement, but it takes away any influence or input from management or unions. The arbitrator
    makes the final decision, and it is binding. Both parties are bound to the arbitrator’s final decision for the
    duration of the contract, so neither of them want this route if at all possible.

    Here is a final scenario for you to consider. An employee has been with a company for 30 years. About five
    years before he retires, he is asked to join the management team. It is a significant promotion to move from
    the shop floor into management, but it is also very difficult. After 3 decades as a union member, he is now
    being asked to join the opposing team—management. Why? He has been a respected foreman, he worked
    well with all of the employees, and he could do any job in the plant. Several of his union colleagues saw him
    as a traitor and would not speak to him at first. They could be assured, though, that he would treat them fairly
    and work with them whenever he could. Nonetheless, it is an adjustment that the union member who turned
    into a member of management will struggle with for a long time.

    In this unit, we reviewed the bargaining process and considered three potential end results. In the next unit,
    we will wrap up. Hopefully, by then, you will have a much better informed understanding of the collective
    bargaining agreement process than you did before the course began.

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    **## ManagementInformationSystemsITC5301UnitVIIPowerPointPresentation.docx**

    2

    Management Information Systems ITC 5301 Unit VII PowerPoint Presentation

    This PowerPoint Presentation measures your mastery of ULOs 1.2, 3.6, 5.3, and 6.1.

    It is important to understand what information systems are and why they are essential for running and managing a business. The case studies below will provide you with an opportunity to review many of the concepts covered in this course thus far. These case studies provide you with an opportunity to critically analyze events that are taking place in real-life organizations. This helps to develop your critical thinking and research skills as you research each of these scenarios.

    For this assignment, you will review two case studies. Then, in a PowerPoint presentation, you will evaluate the studies and address each of the requirements listed below, using both critical thinking and theory as well as supporting documentation.

    Review and analyze the Chapter 1 Case Study “Will the Coronavirus Pandemic Make Working from Home the New Normal?” and address the following in a minimum of four slides:

    · Define the problem described in this case. What are the management, organization, and technology issues raised by this problem?

    · Identify the information systems used to provide a solution to this problem. Was this a successful solution? Why, or why not?

    · Will working from home become the dominant way of working in the future? Why, or why not?

    · Analyze how information systems aligned with organizational goals and strategies is necessary.

    Review and analyze the Chapter 8 Case Study “Is the Equifax Hack the Worst Ever—and Why?” and address the following in a minimum of four slides:

    · Identify and discuss the security and control issues that resulted from flaws in Equifax security and control.

    · What management, organization, and technology factors contributed to these problems?

    · Explain how an organization’s information systems are vulnerable to internal and external threats.

    · Discuss the impact of the Equifax hack.

    · Explain why data management has a tremendous impact on an organization’s survival.

    · How can future data breaches like this one be prevented? Discuss information systems solutions.

    In formatting your PowerPoint presentation, do not use the question-and-answer format; instead, use bullets, graphs, and/or charts in your slides to identify important points, and then discuss those points in the speaker notes of each slide. The speaker notes section of each slide should not repeat slide information, but serve as an area in which you augment or elaborate on slide information so that your audience has a better understanding of the material. You must have a minimum of 100 words in the Speaker Notes section of each content slide.

    Your PowerPoint presentation should be at least eight slides in length (not counting the title and reference slides). You are required to use at least two peer-reviewed, academic sources that are no more than 5 years old to support each case study. You may use your eTextbook once in each case study. All sources used, including the eTextbook, must be referenced; all paraphrased material must have accompanying in-text citations in APA Style. At least two sources must

    come from the CSU Online Library.

    **## UnitVIIStudyGuide.pdf**

    ITC 5301, Management Information Systems 1

    Course Learning Outcomes for Unit VII

    Upon completion of this unit, students should be able to:

    1. Analyze the use of information systems in business.
    1.2 Discuss information systems solutions that can be applied to business problems.

    3. Explain how information technology systems influence organizational strategies.

    3.6 Analyze how information systems projects are aligned with organizational goals and strategies.

    Required Unit Resources

    Chapter 13: Building Information Systems

    Chapter 14: Making the Business Case for Information Systems and Managing Projects

    Unit Lesson

    Information Systems

    No organization will remain the same for too long if it wants to be effective, efficient, and competitive. The
    concept of organizational change goes hand-in-hand with implementing new systems, regardless of whether
    you purchase new systems or develop them in-house. There is a whole discipline of quality management
    based on organizational change, process improvement, and business process redesign that supports the use
    of technology to improve business processes. For many organizations, the concept of business process
    redesign is never ending due to the continual need for evaluating current processes, designing new
    processes, implementing new processes, and seeking to optimize processes (Laudon & Laudon, 2022).

    Let’s look at an office environment as an example. An office environment is not generally set up to be
    process-efficient like an assembly line in an automobile assembly plant. However, people in office
    environments often get new information systems. Why is that? There are always ways of being more efficient
    in every type of workplace. There are always new ways to automate manual tasks—even just being able to
    access data faster is a plus. Most systems development comes from a desire to solve a problem. For
    example, how can we gather some specific data, manipulate the data, and output the data into information
    that makes sense to us or that we can use to make good business decisions?

    The opening case in Chapter 13, “Vinci Energies Builds a New Mobile Employee Time Sheet App” (Laudon &
    Laudon, 2022), illustrates how important it is for an organization to assess its business processes and strive
    to improve them continually. Between 2009 and 2019, the company tripled in size and found that its existing
    systems that were once sufficient now cumbersome. The systems were heavily manual, making them difficult
    and time-consuming to maintain. The highlighted company implemented a single instance of SAP S/4HANA
    Cloud as-a-Service (PaaS). This ERP system simplifies its information technology (IT) systems and financial
    reporting processes. One of the applications in the suite is a new employee timesheet application named
    MOBITIME that could capture worker time sheets as well as project costs and activities for multiple projects
    from any location. Other authorized users would be able to view the time sheet and project data online

    Developing a New Information System

    There are some core activities involved in systems development. These activities or steps in the process
    might actually be common sense to some of us. Different theorists can break the development process into

    UNIT VII STUDY GUIDE
    Building Information Systems and
    Managing Projects

    ITC 5301, Management Information Systems 2

    UNIT x STUDY GUIDE
    Title

    different steps, but for the purpose of this course, we will say that there are six basic activities, according to
    Laudon and Laudon (2022).

    1. Systems analysis: How do you know how to solve the problem unless you do some analysis first?
    What is the exact problem? What are the causes? What are the requirements? What are some
    potential solutions? Are these solutions feasible? Based on many factors including time, cost,
    benefits, and impacts, management will choose a solution.

    2. Systems design: How do you get written user requirements into technical requirements? What are the
    system specifications? What is the functionality? What should the user involvement be? The systems
    design document should lay out the entire solution so that the developers can create the new system.

    3. Programming: This is where a lot of the work happens because the developer has to take the
    technical document and create an operational system. In many cases, organizations will purchase
    software packages from a vendor. If the tasks are standard or customizable, then purchasing a
    system may be a good option.

    4. Testing: There are different forms of testing. The developer will test as he or she goes, making sure
    there is functionality in the system. Then, the developer or a quality assurance (QA) representative
    will perform unit testing on the applications or modules one at a time. The next step would be to test
    the whole system to make sure everything works in unison. There will also likely be some regression
    testing, which means the tester will make sure no other systems are harmed by what this new system
    is doing. The final step is to test with the user to make sure the system is functional.

    5. Conversion: This involves the process of going live with the new system. There are many ways of
    doing this. Two popular ways involve a phased approach or direct cutover. Many times, organizations
    can even run systems in parallel until they are ready to turn off the old system.

    6. Production and maintenance: This step involves a review process over a period of time to make sure
    that there are no bugs that need to be addressed.

    The opening case of Chapter 14, “BDO Canada Selects New Project Management Software,” illustrates how
    important it is to involve users in designing, building, and implementing system changes. BDO replaced its
    internally built project management tool with a user-friendly online software-as-a-service (SaaS) tool that
    would work better with BDO’s growing portfolio of cloud applications. BDO’s senior IT management meets
    regularly, and the PMO team works with IT project managers to help them with product features and
    processes. The PMO team also offers drop-in sessions for stakeholders with questions two or three times per
    month.

    This case study shows that project management can be successful when done right. Unfortunately, too many
    organizations fail to correctly assess the business value of projects or fail to manage the organizational
    change brought on by new projects.

    Management of the Information System

    Just like any process, there are ways to manage the software development process to make sure that the
    rules are followed and that the process is as efficient as possible. Depending on the size of the project,
    managers may need some tools to help document and manage the process. First, it is important to note that
    there are different methodologies for developing systems. Structured methodologies are top-down, step-by-
    step methodologies that use data entities whereby progress flows from one logical step to the next. Object-
    oriented development methodologies are more iterative and incremental. They use objects that are data
    accompanied with information/instructions concerning the data.

    To manage the software development process, most development shops use a software systems
    development life cycle (SDLC) program. The original SDLC was called the waterfall method and was
    characterized by having formal stages where one stage had to be completed before the next one began. That
    sounds a bit rigid, does it not? It works well for smaller, less-complex software projects; however, it does not
    work well for larger, more-complex projects. Since the development of the waterfall SDLC, there have been
    many other approaches that have been developed. For example, prototyping is a popular method where parts
    of the system are created and presented to the user for use and approval. If the user does not approve, then
    adjustments can be made and presented again. This method can be used in conjunction with the waterfall
    method and adds an iterative element. More recently, several methods have been developed that are more
    versatile and iterative in nature. One of the more popular methods is called agile development, which focuses

    ITC 5301, Management Information Systems 3

    UNIT x STUDY GUIDE
    Title

    on the quick delivery of small subprojects, each treated as a full project. Agile is used in many software
    development shops.

    Just as technology has adapted over time to answer the needs of organizations, so have the methods and
    processes been used to support technology advancement and information systems development.

    Role of project management. You might ask yourself why you need project management if you have a
    SDLC. Broadly speaking, a project is a set of activities that work together to achieve a business objective.
    That business objective might be to build a new warehouse, or it might be to build a new system. Either way,
    the project has to be managed. Nowadays, most complex systems go outside the boundaries of just software
    development. There may be hardware, network, server, database, and security considerations. You may even
    have prominent involvement from the business side of the organization. For the actual software development
    portion of the project, you can use an SDLC methodology to manage that process and project management to
    manage the overall project.

    There are some higher-level considerations for organizations and project management as well. How can you
    align your system projects with business goals? The organization’s business strategy drives the selection of
    projects. Many organizations will have a steering committee or similar facsimile to drive this selection process.

    How can organizations link their information systems projects to their business plan? An information systems
    plan will help make the link between specific technology and corporate goals. The plan will list the corporate
    goals and specify how IT will support the achievement of those goals through current systems and new
    development and acquisitions. How can you assess business value in relation to the information systems that
    you are developing? The value of a system is based on whether it provides enough returns to justify its cost.
    However, remember that there are always tangible and intangible benefits when discussing value.

    All of these are important considerations in the process of developing information systems for organizations.

    Reference

    Laudon, K. C., & Laudon, J. L. (2022). Management information systems: Managing the digital firm (17th ed.).

    Pearson.

    Suggested Unit Resources

    In order to access the following resources, click the links below.

    To reinforce the concepts from this unit, you are encouraged to review the following:

    • Chapter 13 PowerPoint Presentation
    (PDF for Chapter 13 PowerPoint presentation)

    • Chapter 14 PowerPoint Presentation
    (PDF for Chapter 14 PowerPoint presentation)

    The following video cases mentioned in your eTextbook augment the information presented in the assigned
    chapter readings. You are encouraged to review the Chapter 13 and 14 video cases linked below.

    A transcript can be accessed for each video within the YouTube player by clicking on the three dots below the
    video title on the right. Closed-captioning can be turned on by clicking the “cc” icon at the bottom of each
    video.

    leorwebsphere. (2011). IBM business process management [Video]. YouTube.

    https://www.youtube.com/watch?v=cDfQunJ12Mc

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    Printed by: melissabunn24@gmail.com. Printing is for personal, private use only. No part of this book may be
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    Printed by: melissabunn24@gmail.com. Printing is for personal, private use only. No part of this book may be
    reproduced or transmitted without publisher's prior permission. Violators will be prosecuted.

    Printed by: melissabunn24@gmail.com. Printing is for personal, private use only. No part of this book may be
    reproduced or transmitted without publisher's prior permission. Violators will be prosecuted.

    **## ManagementInformationSystemsITC5301UnitVIIPowerPointPresentation.docx**

    2

    Management Information Systems ITC 5301 Unit VII PowerPoint Presentation

    This PowerPoint Presentation measures your mastery of ULOs 1.2, 3.6, 5.3, and 6.1.

    It is important to understand what information systems are and why they are essential for running and managing a business. The case studies below will provide you with an opportunity to review many of the concepts covered in this course thus far. These case studies provide you with an opportunity to critically analyze events that are taking place in real-life organizations. This helps to develop your critical thinking and research skills as you research each of these scenarios.

    For this assignment, you will review two case studies. Then, in a PowerPoint presentation, you will evaluate the studies and address each of the requirements listed below, using both critical thinking and theory as well as supporting documentation.

    Review and analyze the Chapter 1 Case Study “Will the Coronavirus Pandemic Make Working from Home the New Normal?” and address the following in a minimum of four slides:

    · Define the problem described in this case. What are the management, organization, and technology issues raised by this problem?

    · Identify the information systems used to provide a solution to this problem. Was this a successful solution? Why, or why not?

    · Will working from home become the dominant way of working in the future? Why, or why not?

    · Analyze how information systems aligned with organizational goals and strategies is necessary.

    Review and analyze the Chapter 8 Case Study “Is the Equifax Hack the Worst Ever—and Why?” and address the following in a minimum of four slides:

    · Identify and discuss the security and control issues that resulted from flaws in Equifax security and control.

    · What management, organization, and technology factors contributed to these problems?

    · Explain how an organization’s information systems are vulnerable to internal and external threats.

    · Discuss the impact of the Equifax hack.

    · Explain why data management has a tremendous impact on an organization’s survival.

    · How can future data breaches like this one be prevented? Discuss information systems solutions.

    In formatting your PowerPoint presentation, do not use the question-and-answer format; instead, use bullets, graphs, and/or charts in your slides to identify important points, and then discuss those points in the speaker notes of each slide. The speaker notes section of each slide should not repeat slide information, but serve as an area in which you augment or elaborate on slide information so that your audience has a better understanding of the material. You must have a minimum of 100 words in the Speaker Notes section of each content slide.

    Your PowerPoint presentation should be at least eight slides in length (not counting the title and reference slides). You are required to use at least two peer-reviewed, academic sources that are no more than 5 years old to support each case study. You may use your eTextbook once in each case study. All sources used, including the eTextbook, must be referenced; all paraphrased material must have accompanying in-text citations in APA Style. At least two sources must

    come from the CSU Online Library.

    **## UnitVIIStudyGuide.pdf**

    ITC 5301, Management Information Systems 1

    Course Learning Outcomes for Unit VII

    Upon completion of this unit, students should be able to:

    1. Analyze the use of information systems in business.
    1.2 Discuss information systems solutions that can be applied to business problems.

    3. Explain how information technology systems influence organizational strategies.

    3.6 Analyze how information systems projects are aligned with organizational goals and strategies.

    Required Unit Resources

    Chapter 13: Building Information Systems

    Chapter 14: Making the Business Case for Information Systems and Managing Projects

    Unit Lesson

    Information Systems

    No organization will remain the same for too long if it wants to be effective, efficient, and competitive. The
    concept of organizational change goes hand-in-hand with implementing new systems, regardless of whether
    you purchase new systems or develop them in-house. There is a whole discipline of quality management
    based on organizational change, process improvement, and business process redesign that supports the use
    of technology to improve business processes. For many organizations, the concept of business process
    redesign is never ending due to the continual need for evaluating current processes, designing new
    processes, implementing new processes, and seeking to optimize processes (Laudon & Laudon, 2022).

    Let’s look at an office environment as an example. An office environment is not generally set up to be
    process-efficient like an assembly line in an automobile assembly plant. However, people in office
    environments often get new information systems. Why is that? There are always ways of being more efficient
    in every type of workplace. There are always new ways to automate manual tasks—even just being able to
    access data faster is a plus. Most systems development comes from a desire to solve a problem. For
    example, how can we gather some specific data, manipulate the data, and output the data into information
    that makes sense to us or that we can use to make good business decisions?

    The opening case in Chapter 13, “Vinci Energies Builds a New Mobile Employee Time Sheet App” (Laudon &
    Laudon, 2022), illustrates how important it is for an organization to assess its business processes and strive
    to improve them continually. Between 2009 and 2019, the company tripled in size and found that its existing
    systems that were once sufficient now cumbersome. The systems were heavily manual, making them difficult
    and time-consuming to maintain. The highlighted company implemented a single instance of SAP S/4HANA
    Cloud as-a-Service (PaaS). This ERP system simplifies its information technology (IT) systems and financial
    reporting processes. One of the applications in the suite is a new employee timesheet application named
    MOBITIME that could capture worker time sheets as well as project costs and activities for multiple projects
    from any location. Other authorized users would be able to view the time sheet and project data online

    Developing a New Information System

    There are some core activities involved in systems development. These activities or steps in the process
    might actually be common sense to some of us. Different theorists can break the development process into

    UNIT VII STUDY GUIDE
    Building Information Systems and
    Managing Projects

    ITC 5301, Management Information Systems 2

    UNIT x STUDY GUIDE
    Title

    different steps, but for the purpose of this course, we will say that there are six basic activities, according to
    Laudon and Laudon (2022).

    1. Systems analysis: How do you know how to solve the problem unless you do some analysis first?
    What is the exact problem? What are the causes? What are the requirements? What are some
    potential solutions? Are these solutions feasible? Based on many factors including time, cost,
    benefits, and impacts, management will choose a solution.

    2. Systems design: How do you get written user requirements into technical requirements? What are the
    system specifications? What is the functionality? What should the user involvement be? The systems
    design document should lay out the entire solution so that the developers can create the new system.

    3. Programming: This is where a lot of the work happens because the developer has to take the
    technical document and create an operational system. In many cases, organizations will purchase
    software packages from a vendor. If the tasks are standard or customizable, then purchasing a
    system may be a good option.

    4. Testing: There are different forms of testing. The developer will test as he or she goes, making sure
    there is functionality in the system. Then, the developer or a quality assurance (QA) representative
    will perform unit testing on the applications or modules one at a time. The next step would be to test
    the whole system to make sure everything works in unison. There will also likely be some regression
    testing, which means the tester will make sure no other systems are harmed by what this new system
    is doing. The final step is to test with the user to make sure the system is functional.

    5. Conversion: This involves the process of going live with the new system. There are many ways of
    doing this. Two popular ways involve a phased approach or direct cutover. Many times, organizations
    can even run systems in parallel until they are ready to turn off the old system.

    6. Production and maintenance: This step involves a review process over a period of time to make sure
    that there are no bugs that need to be addressed.

    The opening case of Chapter 14, “BDO Canada Selects New Project Management Software,” illustrates how
    important it is to involve users in designing, building, and implementing system changes. BDO replaced its
    internally built project management tool with a user-friendly online software-as-a-service (SaaS) tool that
    would work better with BDO’s growing portfolio of cloud applications. BDO’s senior IT management meets
    regularly, and the PMO team works with IT project managers to help them with product features and
    processes. The PMO team also offers drop-in sessions for stakeholders with questions two or three times per
    month.

    This case study shows that project management can be successful when done right. Unfortunately, too many
    organizations fail to correctly assess the business value of projects or fail to manage the organizational
    change brought on by new projects.

    Management of the Information System

    Just like any process, there are ways to manage the software development process to make sure that the
    rules are followed and that the process is as efficient as possible. Depending on the size of the project,
    managers may need some tools to help document and manage the process. First, it is important to note that
    there are different methodologies for developing systems. Structured methodologies are top-down, step-by-
    step methodologies that use data entities whereby progress flows from one logical step to the next. Object-
    oriented development methodologies are more iterative and incremental. They use objects that are data
    accompanied with information/instructions concerning the data.

    To manage the software development process, most development shops use a software systems
    development life cycle (SDLC) program. The original SDLC was called the waterfall method and was
    characterized by having formal stages where one stage had to be completed before the next one began. That
    sounds a bit rigid, does it not? It works well for smaller, less-complex software projects; however, it does not
    work well for larger, more-complex projects. Since the development of the waterfall SDLC, there have been
    many other approaches that have been developed. For example, prototyping is a popular method where parts
    of the system are created and presented to the user for use and approval. If the user does not approve, then
    adjustments can be made and presented again. This method can be used in conjunction with the waterfall
    method and adds an iterative element. More recently, several methods have been developed that are more
    versatile and iterative in nature. One of the more popular methods is called agile development, which focuses

    ITC 5301, Management Information Systems 3

    UNIT x STUDY GUIDE
    Title

    on the quick delivery of small subprojects, each treated as a full project. Agile is used in many software
    development shops.

    Just as technology has adapted over time to answer the needs of organizations, so have the methods and
    processes been used to support technology advancement and information systems development.

    Role of project management. You might ask yourself why you need project management if you have a
    SDLC. Broadly speaking, a project is a set of activities that work together to achieve a business objective.
    That business objective might be to build a new warehouse, or it might be to build a new system. Either way,
    the project has to be managed. Nowadays, most complex systems go outside the boundaries of just software
    development. There may be hardware, network, server, database, and security considerations. You may even
    have prominent involvement from the business side of the organization. For the actual software development
    portion of the project, you can use an SDLC methodology to manage that process and project management to
    manage the overall project.

    There are some higher-level considerations for organizations and project management as well. How can you
    align your system projects with business goals? The organization’s business strategy drives the selection of
    projects. Many organizations will have a steering committee or similar facsimile to drive this selection process.

    How can organizations link their information systems projects to their business plan? An information systems
    plan will help make the link between specific technology and corporate goals. The plan will list the corporate
    goals and specify how IT will support the achievement of those goals through current systems and new
    development and acquisitions. How can you assess business value in relation to the information systems that
    you are developing? The value of a system is based on whether it provides enough returns to justify its cost.
    However, remember that there are always tangible and intangible benefits when discussing value.

    All of these are important considerations in the process of developing information systems for organizations.

    Reference

    Laudon, K. C., & Laudon, J. L. (2022). Management information systems: Managing the digital firm (17th ed.).

    Pearson.

    Suggested Unit Resources

    In order to access the following resources, click the links below.

    To reinforce the concepts from this unit, you are encouraged to review the following:

    • Chapter 13 PowerPoint Presentation
    (PDF for Chapter 13 PowerPoint presentation)

    • Chapter 14 PowerPoint Presentation
    (PDF for Chapter 14 PowerPoint presentation)

    The following video cases mentioned in your eTextbook augment the information presented in the assigned
    chapter readings. You are encouraged to review the Chapter 13 and 14 video cases linked below.

    A transcript can be accessed for each video within the YouTube player by clicking on the three dots below the
    video title on the right. Closed-captioning can be turned on by clicking the “cc” icon at the bottom of each
    video.

    leorwebsphere. (2011). IBM business process management [Video]. YouTube.

    https://www.youtube.com/watch?v=cDfQunJ12Mc

    **UnitIVStudyGuide.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/unitivstudyguide-pdf-10493801)

    **IstheEquifaxHacktheWorstEverandWhy.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/istheequifaxhacktheworsteverandwhy-docx)

    **## WilltheCoronavirusPandemicMakeWorkingfromHometheNorm.pdf**

    Printed by: melissabunn24@gmail.com. Printing is for personal, private use only. No part of this book may be
    reproduced or transmitted without publisher's prior permission. Violators will be prosecuted.

    Printed by: melissabunn24@gmail.com. Printing is for personal, private use only. No part of this book may be
    reproduced or transmitted without publisher's prior permission. Violators will be prosecuted.

    Printed by: melissabunn24@gmail.com. Printing is for personal, private use only. No part of this book may be
    reproduced or transmitted without publisher's prior permission. Violators will be prosecuted.

    **## ManagementInformationSystemsITC5301UnitVIIPowerPointPresentation.docx**

    2

    Management Information Systems ITC 5301 Unit VII PowerPoint Presentation

    This PowerPoint Presentation measures your mastery of ULOs 1.2, 3.6, 5.3, and 6.1.

    It is important to understand what information systems are and why they are essential for running and managing a business. The case studies below will provide you with an opportunity to review many of the concepts covered in this course thus far. These case studies provide you with an opportunity to critically analyze events that are taking place in real-life organizations. This helps to develop your critical thinking and research skills as you research each of these scenarios.

    For this assignment, you will review two case studies. Then, in a PowerPoint presentation, you will evaluate the studies and address each of the requirements listed below, using both critical thinking and theory as well as supporting documentation.

    Review and analyze the Chapter 1 Case Study “Will the Coronavirus Pandemic Make Working from Home the New Normal?” and address the following in a minimum of four slides:

    · Define the problem described in this case. What are the management, organization, and technology issues raised by this problem?

    · Identify the information systems used to provide a solution to this problem. Was this a successful solution? Why, or why not?

    · Will working from home become the dominant way of working in the future? Why, or why not?

    · Analyze how information systems aligned with organizational goals and strategies is necessary.

    Review and analyze the Chapter 8 Case Study “Is the Equifax Hack the Worst Ever—and Why?” and address the following in a minimum of four slides:

    · Identify and discuss the security and control issues that resulted from flaws in Equifax security and control.

    · What management, organization, and technology factors contributed to these problems?

    · Explain how an organization’s information systems are vulnerable to internal and external threats.

    · Discuss the impact of the Equifax hack.

    · Explain why data management has a tremendous impact on an organization’s survival.

    · How can future data breaches like this one be prevented? Discuss information systems solutions.

    In formatting your PowerPoint presentation, do not use the question-and-answer format; instead, use bullets, graphs, and/or charts in your slides to identify important points, and then discuss those points in the speaker notes of each slide. The speaker notes section of each slide should not repeat slide information, but serve as an area in which you augment or elaborate on slide information so that your audience has a better understanding of the material. You must have a minimum of 100 words in the Speaker Notes section of each content slide.

    Your PowerPoint presentation should be at least eight slides in length (not counting the title and reference slides). You are required to use at least two peer-reviewed, academic sources that are no more than 5 years old to support each case study. You may use your eTextbook once in each case study. All sources used, including the eTextbook, must be referenced; all paraphrased material must have accompanying in-text citations in APA Style. At least two sources must

    come from the CSU Online Library.

    **## UnitVIIStudyGuide.pdf**

    ITC 5301, Management Information Systems 1

    Course Learning Outcomes for Unit VII

    Upon completion of this unit, students should be able to:

    1. Analyze the use of information systems in business.
    1.2 Discuss information systems solutions that can be applied to business problems.

    3. Explain how information technology systems influence organizational strategies.

    3.6 Analyze how information systems projects are aligned with organizational goals and strategies.

    Required Unit Resources

    Chapter 13: Building Information Systems

    Chapter 14: Making the Business Case for Information Systems and Managing Projects

    Unit Lesson

    Information Systems

    No organization will remain the same for too long if it wants to be effective, efficient, and competitive. The
    concept of organizational change goes hand-in-hand with implementing new systems, regardless of whether
    you purchase new systems or develop them in-house. There is a whole discipline of quality management
    based on organizational change, process improvement, and business process redesign that supports the use
    of technology to improve business processes. For many organizations, the concept of business process
    redesign is never ending due to the continual need for evaluating current processes, designing new
    processes, implementing new processes, and seeking to optimize processes (Laudon & Laudon, 2022).

    Let’s look at an office environment as an example. An office environment is not generally set up to be
    process-efficient like an assembly line in an automobile assembly plant. However, people in office
    environments often get new information systems. Why is that? There are always ways of being more efficient
    in every type of workplace. There are always new ways to automate manual tasks—even just being able to
    access data faster is a plus. Most systems development comes from a desire to solve a problem. For
    example, how can we gather some specific data, manipulate the data, and output the data into information
    that makes sense to us or that we can use to make good business decisions?

    The opening case in Chapter 13, “Vinci Energies Builds a New Mobile Employee Time Sheet App” (Laudon &
    Laudon, 2022), illustrates how important it is for an organization to assess its business processes and strive
    to improve them continually. Between 2009 and 2019, the company tripled in size and found that its existing
    systems that were once sufficient now cumbersome. The systems were heavily manual, making them difficult
    and time-consuming to maintain. The highlighted company implemented a single instance of SAP S/4HANA
    Cloud as-a-Service (PaaS). This ERP system simplifies its information technology (IT) systems and financial
    reporting processes. One of the applications in the suite is a new employee timesheet application named
    MOBITIME that could capture worker time sheets as well as project costs and activities for multiple projects
    from any location. Other authorized users would be able to view the time sheet and project data online

    Developing a New Information System

    There are some core activities involved in systems development. These activities or steps in the process
    might actually be common sense to some of us. Different theorists can break the development process into

    UNIT VII STUDY GUIDE
    Building Information Systems and
    Managing Projects

    ITC 5301, Management Information Systems 2

    UNIT x STUDY GUIDE
    Title

    different steps, but for the purpose of this course, we will say that there are six basic activities, according to
    Laudon and Laudon (2022).

    1. Systems analysis: How do you know how to solve the problem unless you do some analysis first?
    What is the exact problem? What are the causes? What are the requirements? What are some
    potential solutions? Are these solutions feasible? Based on many factors including time, cost,
    benefits, and impacts, management will choose a solution.

    2. Systems design: How do you get written user requirements into technical requirements? What are the
    system specifications? What is the functionality? What should the user involvement be? The systems
    design document should lay out the entire solution so that the developers can create the new system.

    3. Programming: This is where a lot of the work happens because the developer has to take the
    technical document and create an operational system. In many cases, organizations will purchase
    software packages from a vendor. If the tasks are standard or customizable, then purchasing a
    system may be a good option.

    4. Testing: There are different forms of testing. The developer will test as he or she goes, making sure
    there is functionality in the system. Then, the developer or a quality assurance (QA) representative
    will perform unit testing on the applications or modules one at a time. The next step would be to test
    the whole system to make sure everything works in unison. There will also likely be some regression
    testing, which means the tester will make sure no other systems are harmed by what this new system
    is doing. The final step is to test with the user to make sure the system is functional.

    5. Conversion: This involves the process of going live with the new system. There are many ways of
    doing this. Two popular ways involve a phased approach or direct cutover. Many times, organizations
    can even run systems in parallel until they are ready to turn off the old system.

    6. Production and maintenance: This step involves a review process over a period of time to make sure
    that there are no bugs that need to be addressed.

    The opening case of Chapter 14, “BDO Canada Selects New Project Management Software,” illustrates how
    important it is to involve users in designing, building, and implementing system changes. BDO replaced its
    internally built project management tool with a user-friendly online software-as-a-service (SaaS) tool that
    would work better with BDO’s growing portfolio of cloud applications. BDO’s senior IT management meets
    regularly, and the PMO team works with IT project managers to help them with product features and
    processes. The PMO team also offers drop-in sessions for stakeholders with questions two or three times per
    month.

    This case study shows that project management can be successful when done right. Unfortunately, too many
    organizations fail to correctly assess the business value of projects or fail to manage the organizational
    change brought on by new projects.

    Management of the Information System

    Just like any process, there are ways to manage the software development process to make sure that the
    rules are followed and that the process is as efficient as possible. Depending on the size of the project,
    managers may need some tools to help document and manage the process. First, it is important to note that
    there are different methodologies for developing systems. Structured methodologies are top-down, step-by-
    step methodologies that use data entities whereby progress flows from one logical step to the next. Object-
    oriented development methodologies are more iterative and incremental. They use objects that are data
    accompanied with information/instructions concerning the data.

    To manage the software development process, most development shops use a software systems
    development life cycle (SDLC) program. The original SDLC was called the waterfall method and was
    characterized by having formal stages where one stage had to be completed before the next one began. That
    sounds a bit rigid, does it not? It works well for smaller, less-complex software projects; however, it does not
    work well for larger, more-complex projects. Since the development of the waterfall SDLC, there have been
    many other approaches that have been developed. For example, prototyping is a popular method where parts
    of the system are created and presented to the user for use and approval. If the user does not approve, then
    adjustments can be made and presented again. This method can be used in conjunction with the waterfall
    method and adds an iterative element. More recently, several methods have been developed that are more
    versatile and iterative in nature. One of the more popular methods is called agile development, which focuses

    ITC 5301, Management Information Systems 3

    UNIT x STUDY GUIDE
    Title

    on the quick delivery of small subprojects, each treated as a full project. Agile is used in many software
    development shops.

    Just as technology has adapted over time to answer the needs of organizations, so have the methods and
    processes been used to support technology advancement and information systems development.

    Role of project management. You might ask yourself why you need project management if you have a
    SDLC. Broadly speaking, a project is a set of activities that work together to achieve a business objective.
    That business objective might be to build a new warehouse, or it might be to build a new system. Either way,
    the project has to be managed. Nowadays, most complex systems go outside the boundaries of just software
    development. There may be hardware, network, server, database, and security considerations. You may even
    have prominent involvement from the business side of the organization. For the actual software development
    portion of the project, you can use an SDLC methodology to manage that process and project management to
    manage the overall project.

    There are some higher-level considerations for organizations and project management as well. How can you
    align your system projects with business goals? The organization’s business strategy drives the selection of
    projects. Many organizations will have a steering committee or similar facsimile to drive this selection process.

    How can organizations link their information systems projects to their business plan? An information systems
    plan will help make the link between specific technology and corporate goals. The plan will list the corporate
    goals and specify how IT will support the achievement of those goals through current systems and new
    development and acquisitions. How can you assess business value in relation to the information systems that
    you are developing? The value of a system is based on whether it provides enough returns to justify its cost.
    However, remember that there are always tangible and intangible benefits when discussing value.

    All of these are important considerations in the process of developing information systems for organizations.

    Reference

    Laudon, K. C., & Laudon, J. L. (2022). Management information systems: Managing the digital firm (17th ed.).

    Pearson.

    Suggested Unit Resources

    In order to access the following resources, click the links below.

    To reinforce the concepts from this unit, you are encouraged to review the following:

    • Chapter 13 PowerPoint Presentation
    (PDF for Chapter 13 PowerPoint presentation)

    • Chapter 14 PowerPoint Presentation
    (PDF for Chapter 14 PowerPoint presentation)

    The following video cases mentioned in your eTextbook augment the information presented in the assigned
    chapter readings. You are encouraged to review the Chapter 13 and 14 video cases linked below.

    A transcript can be accessed for each video within the YouTube player by clicking on the three dots below the
    video title on the right. Closed-captioning can be turned on by clicking the “cc” icon at the bottom of each
    video.

    leorwebsphere. (2011). IBM business process management [Video]. YouTube.

    https://www.youtube.com/watch?v=cDfQunJ12Mc

    **UnitIVStudyGuide.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/unitivstudyguide-pdf-10493801)

    **IstheEquifaxHacktheWorstEverandWhy.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/istheequifaxhacktheworsteverandwhy-docx)

  • [Solved] Meg 3

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Create a school-based program to encourage girls to resist the messages they are exposed to every day that pressure them to be thin and to dislike their bodies. (2) Describe a follow-up procedure to measure the outcomes of your program, its degree of success.**

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

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    Order on TutorsGallery →

    Assignment Prompt & Instructions

    **Create a school-based program to encourage girls to resist the messages they are exposed to every day that pressure them to be thin and to dislike their bodies. (2) Describe a follow-up procedure to measure the outcomes of your program, its degree of success.**

  • [Solved] Memecoins & Stablecoins Development

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Please take a look at the attachment. **files (1)** – ## Lab3-MemecoinsStablecoins.docx **## Lab3-MemecoinsStablecoins.docx** **Lab #3:** Blockchain-Based Ecosystems: Memecoins & Stablecoins Development, Attack Simulation, and Auditing Lastname: ______________ First name:_______…

    Instant Solution Download

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    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Please take a look at the attachment.

    **files (1)**

    – ## Lab3-MemecoinsStablecoins.docx

    **## Lab3-MemecoinsStablecoins.docx**

    **Lab #3:** Blockchain-Based Ecosystems: Memecoins & Stablecoins Development, Attack Simulation, and Auditing

    Lastname: ______________ First name:____________Date_______ TA_Prove_
    **Yes/No**

    ### **1. Overview**

    This lab guides students through designing, implementing, deploying, testing, and auditing a simple memecoin (ERC‑20) and a minimal ecosystem around it (liquidity pool, simple governance, and a front-end). The lab emphasizes on hands‑on smart contract development, off‑chain assets, tampering/attack simulation, and understanding security tradeoffs.

    Students will:

    · Build a token

    · Deploy it to a local testnet

    · Create a Uniswap-style liquidity pair

    · Implement simple governance

    · Simulate common memecoin attacks like rug‑pull, unauthorized minting, honeypot

    · Detect attacks and propose mitigations.

    ### **2. Lab Environment Setup**

    **You will be running our code locally using Visual Studio Code to edit our code and using the terminal to run commands. I will reference the code using a file name as label or function name in cases where we have more than a function inside a file. Below are the tools we would be using**

    · Node.js v16+ and npm

    · Hardhat local node (an Ethereum local chain)

    · Ethers.js

    · MetaMask (for manual UI testing) or a local script wallet

    · Python 3.8+ for off‑chain helper scripts

    ### **3. Tasks (Lab Steps)**

    ## Part 1: Mime Coin

    #### **Task 0 – Environment & Setup**

    1. Would be using google colab run the project with link here
    [https://colab.research.google.com/drive/1VINdl7L0S1r1L1L7pxvsJdVbVTlASvVT?usp=sharing](https://colab.research.google.com/drive/1VINdl7L0S1r1L1L7pxvsJdVbVTlASvVT?usp=sharing)

    Screenshots/copies of compiled contracts and deployed addresses (token, router/pair, governance contract)

    | |
    | — |
    | |

    #### **Task 1 – Create a basic ERC-20 memecoin**

    1. Implement Memecoin.sol (ERC‑20) with these features:

    a. name, symbol, decimals.

    b. initialSupply minted to deployer.

    c. mint function restricted to onlyOwner.

    d. burn function available to any holder.

    e. setMaxWallet(uint256) (optional anti‑whale).

    2. Deploy and record the token address and owner address.

    Contract file, deployed address, transaction hashes, and a short explanation of tokenomics chosen

    | |
    | — |
    | |

    #### **Task 2 – Add simple tokenomics and on‑chain rules**

    1. Add configurable transaction fee (tax) on transfers that routes to a treasury address.

    2. Implement enableTrading() gating so token is non‑transferable until the owner opens trading (useful for launch control).

    3. Add excludeFromFees(address) and isExcludedFromFees(address) logic.

    Show expected token transfer behavior before and after enableTrading() and with fee exemptions

    | |
    | — |
    | |

    Code snippets, test results, and observations.

    | |
    | — |
    | |

    #### **Task 3 – Provide liquidity & interact with an Automated Market Maker (AMM) integration**

    1. Using a Uniswap v2 fork or the provided simplified AMM, create a token–ETH pair and add liquidity programmatically from your deployer account

    2. Show the token price after adding liquidity.

    Script used to add liquidity, transaction hashes, and a screenshot of the pair state (reserves and price).

    | |
    | — |
    | |

    #### **Task 4 – Attack simulations & tamper exercises**

    This mirrors the vulnerability and tamper simulations from Project 1 but adapted to tokens.

    1.
    **Unauthorized Minting / Owner Key Leak simulation**

    a. Create a second (attacker) signer and simulate that signer calling mint() (if onlyOwner is removed or the owner key is compromised). Demonstrate supply inflation and its effect on price.

    2.
    **Rug‑pull simulation**

    a. Owner adds liquidity and then withdraws all liquidity from the pool (or transfers treasury tokens and removes liquidity). Show how token price collapses and holders are stuck with worthless tokens.

    3.
    **Honeypot / Transfer Revert**

    a. Introduce a buggy transfer logic that allows buys but prevents sells (simulate a honeypot). Demonstrate a transaction that fails on sell.

    4.
    **Front‑end social engineering simulation**

    a. Show how a malicious UI could trick users to approve unlimited allowance or sign a permit that transfers tokens. Demonstrate by interacting with a script that calls approve(spender, type(uint256).max) and then transferFrom.

    For each simulation:

    · Run tests showing the exploit succeeds (or fails if protections exist).

    · Recompute on‑chain states (supply, balances, reserves) and show the exact mismatch (before/after)

    Scripts, test output, and explanation of the exploit.

    | |
    | — |
    | |

    #### **Task 5 – Detection and mitigation of attack**

    · Write unit tests that assert invariants such as total supply cap, owner balance limits, and that enableTrading gating prevents transfers pre‑launch.

    · Implement fixes: reintroduce onlyOwner on mint, add timelock for owner actions, add a renounceOwnership() demonstration and explain consequences.

    Test suite results, fixed contract versions, and an audit summary

    | |
    | — |
    | |

    ## **Part 2: Stable Coin: Students will build a simplified Collateralized Stablecoin**

    #### **Task 0 – The Stablecoin Creation**

    Create the assets and the pricing mechanism.

    1. StableCoin.sol: A standard ERC-20 (symbol: USDM) where mint and burn are restricted to the Vault contract.

    2. MockOracle.sol: A simple contract that stores a variable ethPriceUSD.

    #### **Task 1 – The Vault (Minting & Redeeming)**

    Allow users to deposit ETH and borrow USDM against it.

    1. Deposit/Mint:

    a. User sends ETH.

    b. Contract calculates USD value using MockOracle.

    c. Checks if (ETH Value / Mint Amount) >= 1.5

    d. Mints USDM to user.

    2. Repay/Withdraw:

    a. User approves and sends USDM back to Vault.

    b. Vault burns USDM.

    c. Vault returns equivalent ETH to user.

    Calculate the Health Factor if the position is at risk of attack using ETH collateral amount * ETH Price / USDM Minted

    | |
    | — |
    | |

    #### **Task 2 – Attack Simulation: The Death Spiral**

    Simulate what happens when the collateral asset crashes like the DeFi exploits.

    1. Set Oracle price of ETH to $3000.

    2. User A deposits 1 ETH ($3000 value) and mints 2000 USDM. (Ratio: 1.5).

    3. The attacker (or market conditions) calls MockOracle.setPrice(1500).

    4. User A's collateral is now worth $1500, but they owe 2000 USDM. The system is under-collateralized.

    5. User A decides never to repay the loan because keeping the 2000 USDM is more profitable than getting back $1500 of ETH. The protocol is now insolvent.

    Include screenshot of each step

    | |
    | — |
    | |

    #### **Task 3 – Detection & Mitigation of the Death Spial Attack**

    How the code of how you would detect this attack and mitigate the attack from happening

    | |
    | — |
    | |

    **## Lab3-MemecoinsStablecoins.docx**

    **Lab #3:** Blockchain-Based Ecosystems: Memecoins & Stablecoins Development, Attack Simulation, and Auditing

    Lastname: ______________ First name:____________Date_______ TA_Prove_
    **Yes/No**

    ### **1. Overview**

    This lab guides students through designing, implementing, deploying, testing, and auditing a simple memecoin (ERC‑20) and a minimal ecosystem around it (liquidity pool, simple governance, and a front-end). The lab emphasizes on hands‑on smart contract development, off‑chain assets, tampering/attack simulation, and understanding security tradeoffs.

    Students will:

    · Build a token

    · Deploy it to a local testnet

    · Create a Uniswap-style liquidity pair

    · Implement simple governance

    · Simulate common memecoin attacks like rug‑pull, unauthorized minting, honeypot

    · Detect attacks and propose mitigations.

    ### **2. Lab Environment Setup**

    **You will be running our code locally using Visual Studio Code to edit our code and using the terminal to run commands. I will reference the code using a file name as label or function name in cases where we have more than a function inside a file. Below are the tools we would be using**

    · Node.js v16+ and npm

    · Hardhat local node (an Ethereum local chain)

    · Ethers.js

    · MetaMask (for manual UI testing) or a local script wallet

    · Python 3.8+ for off‑chain helper scripts

    ### **3. Tasks (Lab Steps)**

    ## Part 1: Mime Coin

    #### **Task 0 – Environment & Setup**

    1. Would be using google colab run the project with link here
    [https://colab.research.google.com/drive/1VINdl7L0S1r1L1L7pxvsJdVbVTlASvVT?usp=sharing](https://colab.research.google.com/drive/1VINdl7L0S1r1L1L7pxvsJdVbVTlASvVT?usp=sharing)

    Screenshots/copies of compiled contracts and deployed addresses (token, router/pair, governance contract)

    | |
    | — |
    | |

    #### **Task 1 – Create a basic ERC-20 memecoin**

    1. Implement Memecoin.sol (ERC‑20) with these features:

    a. name, symbol, decimals.

    b. initialSupply minted to deployer.

    c. mint function restricted to onlyOwner.

    d. burn function available to any holder.

    e. setMaxWallet(uint256) (optional anti‑whale).

    2. Deploy and record the token address and owner address.

    Contract file, deployed address, transaction hashes, and a short explanation of tokenomics chosen

    | |
    | — |
    | |

    #### **Task 2 – Add simple tokenomics and on‑chain rules**

    1. Add configurable transaction fee (tax) on transfers that routes to a treasury address.

    2. Implement enableTrading() gating so token is non‑transferable until the owner opens trading (useful for launch control).

    3. Add excludeFromFees(address) and isExcludedFromFees(address) logic.

    Show expected token transfer behavior before and after enableTrading() and with fee exemptions

    | |
    | — |
    | |

    Code snippets, test results, and observations.

    | |
    | — |
    | |

    #### **Task 3 – Provide liquidity & interact with an Automated Market Maker (AMM) integration**

    1. Using a Uniswap v2 fork or the provided simplified AMM, create a token–ETH pair and add liquidity programmatically from your deployer account

    2. Show the token price after adding liquidity.

    Script used to add liquidity, transaction hashes, and a screenshot of the pair state (reserves and price).

    | |
    | — |
    | |

    #### **Task 4 – Attack simulations & tamper exercises**

    This mirrors the vulnerability and tamper simulations from Project 1 but adapted to tokens.

    1.
    **Unauthorized Minting / Owner Key Leak simulation**

    a. Create a second (attacker) signer and simulate that signer calling mint() (if onlyOwner is removed or the owner key is compromised). Demonstrate supply inflation and its effect on price.

    2.
    **Rug‑pull simulation**

    a. Owner adds liquidity and then withdraws all liquidity from the pool (or transfers treasury tokens and removes liquidity). Show how token price collapses and holders are stuck with worthless tokens.

    3.
    **Honeypot / Transfer Revert**

    a. Introduce a buggy transfer logic that allows buys but prevents sells (simulate a honeypot). Demonstrate a transaction that fails on sell.

    4.
    **Front‑end social engineering simulation**

    a. Show how a malicious UI could trick users to approve unlimited allowance or sign a permit that transfers tokens. Demonstrate by interacting with a script that calls approve(spender, type(uint256).max) and then transferFrom.

    For each simulation:

    · Run tests showing the exploit succeeds (or fails if protections exist).

    · Recompute on‑chain states (supply, balances, reserves) and show the exact mismatch (before/after)

    Scripts, test output, and explanation of the exploit.

    | |
    | — |
    | |

    #### **Task 5 – Detection and mitigation of attack**

    · Write unit tests that assert invariants such as total supply cap, owner balance limits, and that enableTrading gating prevents transfers pre‑launch.

    · Implement fixes: reintroduce onlyOwner on mint, add timelock for owner actions, add a renounceOwnership() demonstration and explain consequences.

    Test suite results, fixed contract versions, and an audit summary

    | |
    | — |
    | |

    ## **Part 2: Stable Coin: Students will build a simplified Collateralized Stablecoin**

    #### **Task 0 – The Stablecoin Creation**

    Create the assets and the pricing mechanism.

    1. StableCoin.sol: A standard ERC-20 (symbol: USDM) where mint and burn are restricted to the Vault contract.

    2. MockOracle.sol: A simple contract that stores a variable ethPriceUSD.

    #### **Task 1 – The Vault (Minting & Redeeming)**

    Allow users to deposit ETH and borrow USDM against it.

    1. Deposit/Mint:

    a. User sends ETH.

    b. Contract calculates USD value using MockOracle.

    c. Checks if (ETH Value / Mint Amount) >= 1.5

    d. Mints USDM to user.

    2. Repay/Withdraw:

    a. User approves and sends USDM back to Vault.

    b. Vault burns USDM.

    c. Vault returns equivalent ETH to user.

    Calculate the Health Factor if the position is at risk of attack using ETH collateral amount * ETH Price / USDM Minted

    | |
    | — |
    | |

    #### **Task 2 – Attack Simulation: The Death Spiral**

    Simulate what happens when the collateral asset crashes like the DeFi exploits.

    1. Set Oracle price of ETH to $3000.

    2. User A deposits 1 ETH ($3000 value) and mints 2000 USDM. (Ratio: 1.5).

    3. The attacker (or market conditions) calls MockOracle.setPrice(1500).

    4. User A's collateral is now worth $1500, but they owe 2000 USDM. The system is under-collateralized.

    5. User A decides never to repay the loan because keeping the 2000 USDM is more profitable than getting back $1500 of ETH. The protocol is now insolvent.

    Include screenshot of each step

    | |
    | — |
    | |

    #### **Task 3 – Detection & Mitigation of the Death Spial Attack**

    How the code of how you would detect this attack and mitigate the attack from happening

    | |
    | — |
    | |

  • [Solved] mod 2 1-7

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    In-depth study guidance and analytical solution covering mod 2 1-7.

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  • [Solved] Network Design and Plan Purpose

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    Executive Solution Overview

    Please review attachment **files (1)** – ## Mod4Project2.docx **## Mod4Project2.docx** **Mod 4 Project: Network Design and Plan Purpose** In this module, we will introduce a course design project that will be completed in four parts during the course. This project provides you an opportunity to solv…

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    Please review attachment

    **files (1)**

    – ## Mod4Project2.docx

    **## Mod4Project2.docx**

    **Mod 4 Project: Network Design and Plan Purpose**

    In this module, we will introduce a course design project that will be completed in four parts during the course. This project provides you an opportunity to solve a comprehensive problem in firewall and virtual private network (VPN) implementation at various levels. You will play the role of an employee participating in network design and planning of a specific business situation.

    The following tools and resources are needed to complete this project:

    · A web browser and access to the Internet to perform research for the project

    · (Optional) A tool for creating basic network diagrams, such as draw.io or Microsoft PowerPoint

    Learning Objectives and Outcomes

    · Apply core competencies learned throughout the course to a single project.

    · Analyze and apply knowledge of firewalls, VPNs, and other network defense measures.

    · Demonstrate logical reasoning and decision-making skills.

    Overall Project Scenario

    Corporation Techs provides remote and on-site support to small and mid-size businesses. Clients use Corporation Techs’ services to solve problems involving malware removal, to manage data recovery and network issues, and to install hardware and software.

    Due to recent developments, most technical representatives will begin working from home within the next six months. Because Corporation Techs provides 24/7 support, its systems and communications pathways must be fully operational at all times. In addition, the company has been experiencing unprecedented growth and is preparing to double its client-facing staff.

    You are a junior network architect who is responsible for helping to plan and design network enhancements to create a more secure internal network, and to ensure secure remote access.

    Deliverables:

    **_Complete and upload Part 1 of the project to Canvas._**

    **_The project is divided into several parts. Details for each deliverable can be found in this document. Refer to the course Syllabus for submission dates._**

    ·
    **_Project Part 1: Network Design:_**

    ·
    **_Project Part 2: Firewall Selection and Placement:_**

    ·
    **_Project Part 3: Remote Access and VPNs:_**

    ·
    **_Project Part 4: Final Network Design Report_**

    Project Part 1: Network Design

    **Scenario**

    The Corporation Techs’ current network consists of 1 web server (accessible by the public), 2 application servers, 2 database servers, 2 file and print servers, and 50 workstations. The web server runs Linux/Apache, the other servers run Microsoft Windows Server, and the workstations run Microsoft Windows. The network is connected through a series of switches, is not physically connected to other networks, and runs Internet Protocol version 4 (IPv4). The network is protected by a single border firewall. The senior network architect, whom you work for directly, has verified the company’s business goals and has determined the features and functions required to meet those goals.

    The senior network architect has asked you to create a network design that includes the following components:

    · Current infrastructure elements

    · A logical topology that separates the Accounting and Sales departments

    · Redundant communications

    · Justification for continuing with IPv4 or upgrading to IPv6

    **Tasks**

    For this part of the project, perform the following tasks:

    1. Conduct research to determine the best network design to ensure security of internal access while retaining public website availability.

    2. Design a network configuration with physical and logical topologies. Identify major network elements (e.g., servers, switches, gateways) and their locations within the private and protected network segments.

    3. Include a high-level plan that ensures communications are available 24/7.

    4. Recommend whether to continue using IPv4 or upgrade to IPv6, and explain why.

    5. Create a basic network diagram that illustrates the current network and enhancements. Include a few workstations to represent all workstations on the internal network. The diagram will be very high level at this stage and include only necessary details. You may use a software tool or simply pencil and paper. You will update this design later in the project.
    **_Recommend the use of PacketTracer. If you have not used PacketTracer before, please see PacketTracer_** [**_Download PacketTracer_**](https://famu.instructure.com/courses/53689/files/7722132/download) **_for access information._**

    6. Create a draft report detailing all information as supportive documentation.

    7. Cite sources, where appropriate.

    **Required Resources**

    · Internet access

    · Course textbook

    **Submission Requirements**

    ·
    **Format: Microsoft Word (or compatible)**

    ·
    **Font: Arial, size 12, double-space**

    ·
    **Citation style: Your school’s preferred style guide**

    ·
    **Length of report: 3–4 pages**

    **Self-Assessment Checklist**

    · I determined the best network design to ensure the security of internal access while retaining public website availability.

    · I designed a network configuration with physical and logical topologies and identified major network elements and their locations within the private and protected network segments.

    · I created a plan that ensures communications are available 24/7.

    · I recommended whether to continue using IPv4 or upgrade to IPv6 and explained why.

    · I created a basic network diagram that illustrates the current network and enhancements.

    · I created a professional, well-developed report with proper documentation, grammar, spelling, and punctuation.

    · I followed the submission guidelines.

    **## Mod4Project2.docx**

    **Mod 4 Project: Network Design and Plan Purpose**

    In this module, we will introduce a course design project that will be completed in four parts during the course. This project provides you an opportunity to solve a comprehensive problem in firewall and virtual private network (VPN) implementation at various levels. You will play the role of an employee participating in network design and planning of a specific business situation.

    The following tools and resources are needed to complete this project:

    · A web browser and access to the Internet to perform research for the project

    · (Optional) A tool for creating basic network diagrams, such as draw.io or Microsoft PowerPoint

    Learning Objectives and Outcomes

    · Apply core competencies learned throughout the course to a single project.

    · Analyze and apply knowledge of firewalls, VPNs, and other network defense measures.

    · Demonstrate logical reasoning and decision-making skills.

    Overall Project Scenario

    Corporation Techs provides remote and on-site support to small and mid-size businesses. Clients use Corporation Techs’ services to solve problems involving malware removal, to manage data recovery and network issues, and to install hardware and software.

    Due to recent developments, most technical representatives will begin working from home within the next six months. Because Corporation Techs provides 24/7 support, its systems and communications pathways must be fully operational at all times. In addition, the company has been experiencing unprecedented growth and is preparing to double its client-facing staff.

    You are a junior network architect who is responsible for helping to plan and design network enhancements to create a more secure internal network, and to ensure secure remote access.

    Deliverables:

    **_Complete and upload Part 1 of the project to Canvas._**

    **_The project is divided into several parts. Details for each deliverable can be found in this document. Refer to the course Syllabus for submission dates._**

    ·
    **_Project Part 1: Network Design:_**

    ·
    **_Project Part 2: Firewall Selection and Placement:_**

    ·
    **_Project Part 3: Remote Access and VPNs:_**

    ·
    **_Project Part 4: Final Network Design Report_**

    Project Part 1: Network Design

    **Scenario**

    The Corporation Techs’ current network consists of 1 web server (accessible by the public), 2 application servers, 2 database servers, 2 file and print servers, and 50 workstations. The web server runs Linux/Apache, the other servers run Microsoft Windows Server, and the workstations run Microsoft Windows. The network is connected through a series of switches, is not physically connected to other networks, and runs Internet Protocol version 4 (IPv4). The network is protected by a single border firewall. The senior network architect, whom you work for directly, has verified the company’s business goals and has determined the features and functions required to meet those goals.

    The senior network architect has asked you to create a network design that includes the following components:

    · Current infrastructure elements

    · A logical topology that separates the Accounting and Sales departments

    · Redundant communications

    · Justification for continuing with IPv4 or upgrading to IPv6

    **Tasks**

    For this part of the project, perform the following tasks:

    1. Conduct research to determine the best network design to ensure security of internal access while retaining public website availability.

    2. Design a network configuration with physical and logical topologies. Identify major network elements (e.g., servers, switches, gateways) and their locations within the private and protected network segments.

    3. Include a high-level plan that ensures communications are available 24/7.

    4. Recommend whether to continue using IPv4 or upgrade to IPv6, and explain why.

    5. Create a basic network diagram that illustrates the current network and enhancements. Include a few workstations to represent all workstations on the internal network. The diagram will be very high level at this stage and include only necessary details. You may use a software tool or simply pencil and paper. You will update this design later in the project.
    **_Recommend the use of PacketTracer. If you have not used PacketTracer before, please see PacketTracer_** [**_Download PacketTracer_**](https://famu.instructure.com/courses/53689/files/7722132/download) **_for access information._**

    6. Create a draft report detailing all information as supportive documentation.

    7. Cite sources, where appropriate.

    **Required Resources**

    · Internet access

    · Course textbook

    **Submission Requirements**

    ·
    **Format: Microsoft Word (or compatible)**

    ·
    **Font: Arial, size 12, double-space**

    ·
    **Citation style: Your school’s preferred style guide**

    ·
    **Length of report: 3–4 pages**

    **Self-Assessment Checklist**

    · I determined the best network design to ensure the security of internal access while retaining public website availability.

    · I designed a network configuration with physical and logical topologies and identified major network elements and their locations within the private and protected network segments.

    · I created a plan that ensures communications are available 24/7.

    · I recommended whether to continue using IPv4 or upgrade to IPv6 and explained why.

    · I created a basic network diagram that illustrates the current network and enhancements.

    · I created a professional, well-developed report with proper documentation, grammar, spelling, and punctuation.

    · I followed the submission guidelines.