HRM 635 Topic 8 DQ 1 How could Christian perspectives prevent an employee from performing their required duties?

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Title: HRM 635 Topic 8 DQ 1 How could Christian perspectives prevent an employee from performing their required duties?

HRM 635 Topic 8 DQ 1 How could Christian perspectives prevent an employee from performing their required duties

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Topic 8 DQ 1

May 26-28, 2022

How could Christian perspectives prevent an employee from performing their required duties? As an HR representative, what legal and ethical responsibilities do you have to ensure all employees views and beliefs are being considered? Provide an example.

REPLY TO DISCUSSION

Ramona Chatman

Posted Date

May 29, 2022, 10:37 PM

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Replies to Ramona Chatman

Religion impacts not just employee values but also lifestyles. Such differences can put employees at odds with one another. It can also create conflict regarding their assigned job duties, dress codes, scheduling, and other workplace issues as people struggle to honor their commitment to their faith. An example would be if your Jehovah’s Witness and generally employees at restaurants get together to sing happy birthday to patrons as part of the birthday dining experience. Or even celebrate Christmas and other holidays that as Jehovah’s Witness may consider paganistic.

Civil Rights Act of 1964 (“Title VII”), under this federal law, employers are prohibited from discriminating against employees on account of their religion. The law extends to recruitment, hiring, training, pay, discipline, firing, and other terms and conditions of employment.

Title VII also requires covered employers to provide a reasonable accommodation when an applicant or employee experiences conflict between work and faith-based obligations—as long as doing so would not present undue hardship upon the employer.

HRM 635 Topic 8 DQ 1 How could Christian perspectives prevent an employee from performing their required duties

Reasonable accommodation can be simple and/or creative solutions that eliminate the work/religion conflict without creating undue hardship. Such examples are flexible/adjusted schedules, use of floating holidays, swapping shifts or specific job duties with other workers or job reassignment.

Reference

Homepage. Tanenbaum. (2021, November 1). Retrieved May 29, 2022, from https://tanenbaum.org/

Feffer, M. (2021, July 6). Ethical vs. legal responsibilities for HR professionals. SHRM. Retrieved May 29, 2022, from https://www.shrm.org/resourcesandtools/hr-topics/behavioral-competencies/ethical-practice/pages/ethical-and-legal-responsibilities-for-hr-professionals.aspx

Ryan Schwartz

replied toRamona Chatman

May 30, 2022, 2:55 PM

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Replies to Ramona Chatman

Hey Romana,

I have served with a soldier in the U.S. Army who is Muslim who had to abide by his beliefs and traditions even when we are training. He was celebrating Ramadan during a training event and was essentially unable to participate due to the lack of nutrients he was in taking in his body due to this fasting. This is the ninth month in the Muslim year, during which strict fasting is observed from sun rise to sunset. It definitely caused problems due the fact that he was a key member in his teams training and did not participate for that whole week we were in the field. However, we had to adapt and overcome and put someone else in that spot during that time. Good post.

Eli Hibbert

replied toRamona Chatman

May 30, 2022, 7:03 PM

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Replies to Ramona Chatman

Romona,

Thanks for your post! As you mention accommodations for religious beliefs are important in any job. I am in the Air Force, and as you might know, we have a fairly strict facial hair policy. However, we had a Sergent in my unit that claimed Nordic religion. He met with all of the required people and did all the required paperwork, and was allowed to have a full beard because of his religious beliefs. We do the same thing for any person of faith. Thanks again for your post!

Claudia O’brien

replied toRamona Chatman

May 31, 2022, 6:33 PM

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Replies to Ramona Chatman

Hi Ramona,

Thank you so much for your post. I agree with you that religion impacts employee values as well as their lifestyles and sometimes there can be differences can place employees at odds. I appreciate that the Civil Rights Act of 1964 protects employees against employers’ discrimination when it comes to hiring, recruitment, pay, discipline, and training. I have worked in the medical field and the healthcare system has evolved drastically. The healthcare field cares for individuals from many countries with diverse cultures, faith, values, economic backgrounds, and religion. It is crucial that clinicians understand all the diverse types of cultures they care for. This is where nurses should be educated on the Transcultural Nursing Theory. Understanding and implementing Transcultural Nursing Theory in my field of work with my own culture as well with others would give me the opportunity to acknowledge and value cultural differences in healthcare, beliefs, religion, and cultural traditions. Understanding culture would enable nurses and clinicians to best serve and care for their patients which would lead to better healthcare outcomes. Nurses who lack cultural ability will endure a great loss by limiting the care or services that patients and families deserve at end of life. The Transcultural Nursing Theory emphasized the importance of understanding all the diverse cultures. By understanding the diverse cultures nurses or clinicians would be better equipped to provide care to patients based on their cultural beliefs and values and allowing for better healthcare. According to Leininger, “transcultural nursing uses knowledge to provide culturally specific and universal nursing care to people. The goal of

transcultural nursing is to provide care that is congruent with cultural values, beliefs, and practices – culturally specific care (DeNisco & Barker, 2016, p. 558).

References

Dessler, G. (2016). Human resource management (15th ed.). Pearson/Prentice Hall. ISBN-13: 9780134235455

DeNisco, S. & Barker, A. (2016). Advanced Practice Nursing: Essential knowledge for the Profession (3rd ed.). Jones and Bartlett Learning.

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Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. *(5 points possible per graded thread)*	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements *per discussion thread*	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement *per discussion thread*	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.