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Culture and Ethnic Studies: Succession Planning

• Title page
• T able of Contents
• Org chart current and future (2 total)
• Organization summary
• Discussion of the current make up
of your employer or organization chosen. If you do not have a present employer, look up a current public
institutions/ organization and base your succession plan on that organization.
• Explain your methodology. (This includes readings/videos that were utilized this semester). You may also
include additional research as appropriate.
• Please include job descriptions and future job descriptions.
• Remember the succession plain must give me a historical content of the organization.
• It must be a well-thought out plan that will convince me that this is the appropriate future plan of action
• Reference page
Note: you must have headers and page numbers on your paper except for Title page.
The title page, table of contents and reference pages do not count toward the paper count and powerpoint
If you are using the creativity brief you can single space and add to back as an Appendix.
Graded by Rubric in back of syllabus
Points Allocation:
• Format = 25 points
• Content = 40 points
• Quality of writing = 25 points
• References = 10 points
• Video-
• SHRM.(2018).EngaginginSuccessionPlanning.[online]Availableat: [Accessed 4 Dec. 2018].
• ThePossibilityofImplementingTalentManagementinthePublicSector.(2012).
Management & Marketing., 7(2).
• Cappelli,P.,&Tavis,A.(2018,August21).TheNewRulesofTalentManagement:HRGoes
Agile. Retrieved from
• REGO,A.(2017).TalentManagement101.CanadianJournalofMedicalLaboratoryScience, 79(3), 12. Retrieved
from url=
direct=true&db=c8h&AN=125851797&site=ehost- live
• Video-
• Crumpacker,M.,&Crumpacker,J.M.(2007).SuccessionPlanningandGenerational
Stereotypes: Should HR Consider Age-Based Values and Attitudes a Relevant Factor or a Passing Fad?
Public Personnel Management, 36(4), 349–369.
• Video-

Sample Solution

Recruitment took place at the beginning of a class period after permission had been granted by the instructor. The researcher then explained the goals of the study and distributed individual sign-up sheet to preserve the anonymity of the participants. Any student who wished to participate was welcome. The researcher hoped to recruit at least 15 participants in each section of the French phonetics course to meet the requirement for representativeness, but due to lack of enrollment, there were only 7 participants per group. The qualitative data from the participants provided rich enough data to obtain a credible picture and ensure saturation. Thus the requirements for the representativeness/saturation trade-off was met. Both groups received the same instruction in French phonetics and pronunciation. The phonetics course was held every Monday, Wednesday, and Friday for fifty minutes. Fridays were dedicated to lab work, while Mondays and Wednesdays were lectures. At the University of Illinois, French pronunciation is taught following an explicit methodology. Each phonological feature is explained in detail according to the manner of pronunciation: tongue position, jaw position, lips, etc. Data Collection Before the first phonological feature was taught, the participants completed the pre-test (Time 1). The post-test (Time 2) was completed after the instruction of the features. Both pre-test and post-test included two types of reading/recording exercises: a short text and short sentences (created by the researcher), targeting specific phonological features of French: /y/ vs. /u/, or the “silent e” (or schwa). While reading the texts and sentences, each participant was required to record themselves at Time 1 and at Time 2. The recordings took place in the phonetics laboratory at the University of Illinois, where participants can be monitored. The researcher asked the students to record themselves only once to control for repeated recordings, which may allow the students to modify their pronunciation.

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