Analysis about Zimbabwe’ economy

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Instructions: Analysis about Zimbabwe’ economy

The purpose of this assignment is to estimate the Phillips curve and Okun’s Law for the country of your choice and write a well-structured research report about the whole process of acquiring and refining your date, estimating, and interpreting the estimated coefficients based on the theoretical background of your models and empirical implications of the estimated equations for the country of your study.

In order to help you, your article should include, among other things, following steps. Please note that your final paper must have an essay format, with complete structure from introduction to conclusion and references with an internal coherence. These steps are just to help you to organize your paper, and not to be treated like questions/answers mechanically.
In order to find help for writing, referencing methods, avoiding plagiarism, please consult with following website: http://www.writing.utoronto.ca/advice/using-sources
1- Choose a period time not shorter than 20 years and as recent as possible. For each year, find the following time series data for your country from reputable sources (World Bank, IMF, ILO, UN, or local statistical agency of your country of choice): Inflation rate (the GDP deflator inflation rate is preferred),
unemployment rate, and real GDP, in terms of local currency. A description of the used data sources should be included. (15 points)
2- Present the data in form of tables and graphs that you think are informative for your audience. Discuss the sources of your data, nature of the data and the assumptions that you may use to construct the needed data. It is preferable to put the tables and graphs in the appendix. (10 points)
3- You can use the Microsoft Excel LINEST function to estimate a and b coefficients in a different version of the Philips Curve in an equation like this:
πt −πt−1 =a+bYt
Note:
– Instead of the unemployment rate, we have the real output in this version of Phillips curve, so b must turn out to be positive, not negative.
– You can use any other of statistical software that you know, instead of the LINEST function.
– If you have any problem working with the LINEST function, search YOUTUBE, for the tutorials. You can learn it within a few minutes, using the tutorials and my example file.
– In order to see one example of using LINEST function for estimations, check the posted example on the portal.
– All estimated coefficients and statistics should be fully presented. The exact output of the LINEST function or any other software that you use must be included. (15 points)
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4- After estimating a and b in the previous part, using algebra, rearrange your estimated equation into the standard Phillips Curve like below to find α and natural level of output for your country of choice. Note again: I used Y instead of u in this version of the Philips Curve):
πt −πt−1 =α(Yt −Y)
Discuss the size and sign of α and natural level of output, that you found.
Are they as you expected? Explain. Discuss the statistics of the model, like R2. (15 points)
5- In this part you should estimate the Okun’s Law by estimating an equation like this: ut −ut−1 =a+bgyt
Where, gyt is the growth rate of real GDP. All estimated coefficients and statistics should be fully presented. The exact computer output of the estimation should be included. (15 points)
6- After estimating a and b in the previous part, using algebra, rearrange your estimated equation into the standard Okun’s Law like below to find β and g, which we discussed in the course:
ut −ut−1 =−β(gyt −g).
Discuss the size and sign of β and g, that you found. Are they as you expected? Explain.
Discuss the statistics of the model, like R2. (10 points)
7- General organization, quality of presentation, creativity and elaboration of the paper and also proper
referencing: (20 points)
Administrative issues:
– The project should be done by each student independently and alone. You should let me know following information by email (to masoud.anjomshoa@utoronto.ca), by Feb. 19:
– Your name and student ID Number.
– A list of six or seven countries from the next page list, in order of your preference. I will choose and let you know the country that you should work on. You cannot change your country, after my approval. Please choose a wide range of countries from all continents.
– The quality of analysis always matters more than quantity. But your assignment could be around 2000 words (around 8 pages), excluding the tables, graphs, and references.
– You should report all your references. As you know plagiarism is a violation that is prosecuted based on the university rules. In suspicious cases, I may decide to check your assignments by Turnitin.
You may also be interested in;

Research methods in Sport

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Research methods in Sport
Choose one of the scholarly articles found at the end of Chapters 1 or 2 and thoroughly read/review it. Once you have finished the article, write a 2- to 4-paragraph summary of the article as if you were trying to explain the key points to a friend who is (pretending to be) interested in the class you are taking.
“Let the Marketplace Be the Judge: The Founders Reflect on the Origins and Trajectory of NASSM”
“Modifying Tradition: Examining Organizational Change in Youth Sport,” J. Legg, R. Snelgrove, and L. Wood, 2016, Journal of Sport Management, 30: 369–381.
Modifying Tradition: Examining Organizational Change in Youth Sport
“Modifying Tradition: Examining Organizational Change in Youth Sport,” J. Legg, R. Snelgrove, and L. Wood, 2016, Journal of Sport Management, 30: 369–381.

Soviet Communism

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Assignment instructions: Soviet Communism

“During the 1930s, while the capitalist world floundered amid the massive unemployment of the Great Depression, The Soviet Union largely eliminated unemployment and constructed the foundations of an industrial society that proved itself in the victory over Germany in World War II” (Strayer, 5th ed, 887). To what extent does this statement capture the essence of events in the 1930s and 1940s?

View the pre-written paper now

 

Related posts;

social justice theme in US History from 1865 to 2019

World History to 1500

 

Family Analysis and Case Conceptualization

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Family Analysis and Case Conceptualization  Family Analysis and Case Conceptualization

Background
Kathy, was referred by her primary care provider (PCP) for her depression, anxiety, and
anger which emerged 18 months earlier after her husband’s new job in the agricultural
industry brought the family to middle Tennessee from Jefferson City, Missouri. At the
time of the initial visit, Kathy was age 37, married 15 years to her husband Richard (40),
and the mother of three children—Rachel, age 8; Elizabeth, age 6; and William, age 2.
She acknowledged prior times of anxiety and depression—at age 5 when her parents
divorced, during stressful times at college, and after the birth of her second child—but
“never as bad” as this current episode.
Kathy reports that both her parents are still alive. They are Margaret (62) and John (65).
She expresses she is very close to her mother and calls her quite often. Her father John
and her do not communicate often due to recent family conflict. Her husband’s parents
are both deceased.
Her PCP had initiated antidepressant medication (a selective serotonin reuptake
inhibitor) with only partial symptom response. As part of your initial evaluation, you were
able to rule out bipolar disorder, confirm recurrent major depression, and change
medication to a different antidepressant medication (selective serotonin and
norepinephrine reuptake inhibitor). However, the medication adjustment alone would not
address the underlying issues fueling Kathy’s depression.
Kathy attributed the progressive worsening of her symptoms to her unhappiness since
relocating to middle Tennessee, missing her friends, her church, her life as the wife of a
university professor in agricultural sciences, her part-time work as a research assistant
for another faculty member, and her extensive support system. She bitterly resented her
husband’s new job for tearing her away from a lifestyle and close-knit community in
Missouri that she now idealized. She worried that her depression, anxiety, and anger
were affecting her relationship with her children and that she was a “bad mother.” She
struggled with guilt for being short-tempered with the children, feeling paralyzed by her
depression and unmotivated to unpack boxes and organize their new home, or make
any effort to build new relationships with neighbors or at her daughter’s elementary
school. She was withdrawn and resentful, verbalizing that the family would be “better off
without me.”
Questions:
Instructions: Review the above case. Construct your responses based on the Model you
have selected.
1. Complete a genogram demonstrating the emotional and relational connections of
the family in this case.
2. Describe how you would conduct the first session of therapy based on your
chosen model of therapy(Systemic (Bowen, Narrative, Solution Focused, Contextual)
Structural,Strategic, or Emotionally Focused (Couples therapy-new wave of Experiential Therapy)
. Include at least three questions you would ask, and
how you would establish the initial goals of therapy. Note: A complete response
demonstrates congruence between the clinical model and clinical choices in
questions and goal setting. Be specific in the actual question and proposed
answer.
3. Kathy returns for a follow up session. In this session, she mentions to you that
she sometimes wonders if she can “go on” or if she’s “made a terrible mistake” in
her life. What are your next steps? A complete answer includes specific
questions the therapist would ask the client with specific steps you would take
based on the responses.
4. Develop a Case Conceptualization using the Model you have selected.
5. Construct a session note from one of your therapy appointments with Kathy.Background
Kathy, was referred by her primary care provider (PCP) for her depression, anxiety, and
anger which emerged 18 months earlier after her husband’s new job in the agricultural
industry brought the family to middle Tennessee from Jefferson City, Missouri. At the
time of the initial visit, Kathy was age 37, married 15 years to her husband Richard (40),
and the mother of three children—Rachel, age 8; Elizabeth, age 6; and William, age 2.
She acknowledged prior times of anxiety and depression—at age 5 when her parents
divorced, during stressful times at college, and after the birth of her second child—but
“never as bad” as this current episode.
Kathy reports that both her parents are still alive. They are Margaret (62) and John (65).
She expresses she is very close to her mother and calls her quite often. Her father John
and her do not communicate often due to recent family conflict. Her husband’s parents
are both deceased.
Her PCP had initiated antidepressant medication (a selective serotonin reuptake
inhibitor) with only partial symptom response. As part of your initial evaluation, you were
able to rule out bipolar disorder, confirm recurrent major depression, and change
medication to a different antidepressant medication (selective serotonin and
norepinephrine reuptake inhibitor). However, the medication adjustment alone would not
address the underlying issues fueling Kathy’s depression.
Kathy attributed the progressive worsening of her symptoms to her unhappiness since
relocating to middle Tennessee, missing her friends, her church, her life as the wife of a
university professor in agricultural sciences, her part-time work as a research assistant
for another faculty member, and her extensive support system. She bitterly resented her
husband’s new job for tearing her away from a lifestyle and close-knit community in
Missouri that she now idealized. She worried that her depression, anxiety, and anger
were affecting her relationship with her children and that she was a “bad mother.” She
struggled with guilt for being short-tempered with the children, feeling paralyzed by her
depression and unmotivated to unpack boxes and organize their new home, or make
any effort to build new relationships with neighbors or at her daughter’s elementary
school. She was withdrawn and resentful, verbalizing that the family would be “better off
without me.”
Questions:
Instructions: Review the above case. Construct your responses based on the Model you
have selected.
1. Complete a genogram demonstrating the emotional and relational connections of
the family in this case.
2. Describe how you would conduct the first session of therapy based on your
chosen model of therapy. Include at least three questions you would ask, and
how you would establish the initial goals of therapy. Note: A complete response
demonstrates congruence between the clinical model and clinical choices in
questions and goal setting. Be specific in the actual question and proposed
answer.
3. Kathy returns for a follow up session. In this session, she mentions to you that
she sometimes wonders if she can “go on” or if she’s “made a terrible mistake” in
her life. What are your next steps? A complete answer includes specific
questions the therapist would ask the client with specific steps you would take
based on the responses.
4. Develop a Case Conceptualization using the Model you have selected.
5. Construct a session note from one of your therapy appointments with Kathy.

Federal Government

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Federal Government: Instructions

Select ONE of the following topics to discuss for Writing Assignment 2. The writing assignment should be a minimum of 750 words. You should use information from the textbook and outside sources to complete the assignment in the textbook. You must include a Works Cited page and in-text citations. See the Writing Assignment Instructions for more information.

 

1) Writing Assignment 2 — Topics covered in Lessons 3 and 4

Find three polls on the same issue (for example, the death penalty, marijuana legalization, same-sex marriage, or any other policy topic) from three different time periods (such as the 1990s, the 2000s, and the 2010s). The polls MUST be about policy issues (not about a politician, candidate, or election campaign). Compare the polls by type (internet, phone), sample size, and the wording of the questions. Have the attitudes reflected in the polls concerning that issue changed or stayed relatively the same? If the polls show that attitudes have changed, what are some of the reasons for that change? [Hint: Pew Research and Gallup are good sources for public opinion data on policy issues.]

 

2)Read “In past elections U.S. trailed most countries in voter turnout.” How does the United States rank in voter turnout when compared to other developed democracies? According to your textbook, what are some of the causes of low voter turnout in the United States? Do you think it is important to have a high voter turnout? Why or why not? Discuss at least two ways to increase voter turnout. You should discuss proposals that are either being used in some states (or other countries) or have been proposed by voting rights advocates seeking to increase turnout in the United States. How successful have these proposals been at increasing turnout? Would these proposals actually increase turnout around the U.S. or would people resist the proposals you have discussed? Why or why not?

 

3)Current event paper (topic chosen by the student and approved by instructor): The purpose of this assignment is for students to provide their perspective on a domestic or foreign policy issue (for example, trade, cost of prescriptions drugs, military intervention, economic sanction, etc.). Students will prepare a summary and analysis of a current policy issue in American government. The issue must be reported in a news story during the term of the course (this news story is one of the sources you will use for the paper). A deeper understanding of the issue can be developed by reading additional articles or information on the topic. You must cite your reference (news story), as well as any other sources from which you use information in the writing assignment. The selected topic must be submitted to the instructor to ensure that it is appropriate for your analysis.

 

Choose one.

 

 

Ghost Criminology: The Afterlife of Crime and Punishment

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Ghost Criminology: The Afterlife of Crime and Punishment

 

Scholarly Book Review – The final component of this course is for you to read and review one of the two books provided above. For this assignment, you must cite at least five peer-

reviewed articles, not books, in your review. Your scholarly book review must be between 2,250 to 2,700 words. For this assignment, you need to do more than merely provide a synopsis of the book. Rather, provide a scholarly analysis of the book and explain what, if anything, it contributes to our understanding of the criminal justice system. Students who do a particularly good job with this assignment will be encouraged to submit their work to a scholarly journal. Scholarly publications are often very helpful in gaining admittance to Ph.D. programs. Doing this assignment might also provide you with an opportunity down the road to demonstrate to your supervisors at work that you have an ability to synthesize information into an interesting, evocative report. Also, scholarly book reviews enhance one’s visibility as a burgeoning scholar,

and make a contribution to the field of criminal justice, and provide invaluable opportunities for personal growth. The instructor will provide everyone with an example of a scholarly book at

the beginning of the course. Several Lamar University graduate students have published book review essays they have written in my courses in academic journals.

All scholarly book reviews will be submitted either by the student or the instructor to Safe for originality in order to ensure that there is not any forms of plagiarism, either deliberate or accidental. It must be evident that all papers are original works. If a Safe report reveals any evidence of plagiarism, the paper will not be graded and will be assigned a “zero.” Students should visit with the instructor before the assignment is due if they have any questions about this.

Also, if a student fails to cite at least five peer-reviewed journal articles and include these in the references at the end of the book review, it will incur an automatic penalty of Scholarly Book Review – The final component of this course is for you to read and review one of the two books provided above. For this assignment, you must cite at least five peer-

reviewed articles, not books, in your review. Your scholarly book review must be between 2,250 to 2,700 words. For this assignment, you need to do more than merely provide a synopsis of the book. Rather, provide a scholarly analysis of the book and explain what, if anything, it contributes to our understanding of the criminal justice system. Students who do a particularly good job with this assignment will be encouraged to submit their work to a scholarly journal. Scholarly publications are often very helpful in gaining admittance to Ph.D. programs. Doing this assignment might also provide you with an opportunity down the road to demonstrate to your supervisors at work that you have an ability to synthesize information into an interesting, evocative report. Also, scholarly book reviews enhance one’s visibility as a burgeoning scholar,

and make a contribution to the field of criminal justice, and provide invaluable opportunities for personal growth. The instructor will provide everyone with an example of a scholarly book at

the beginning of the course. Several Lamar University graduate students have published book review essays they have written in my courses in academic journals.

All scholarly book reviews will be submitted either by the student or the instructor to Safe for originality in order to ensure that there is not any forms of plagiarism, either deliberate or accidental. It must be evident that all papers are original works. If a Safe report reveals any evidence of plagiarism, the paper will not be graded and will be assigned a “zero.” Students should visit with the instructor before the assignment is due if they have any questions about this.

Also, if a student fails to cite at least five peer-reviewed journal articles and include these in the references at the end of the book review, it will incur an automatic penalty . I have to purchase the book. Please tell me after purchasing the book, how can I get it to you for review

 

Swamy Florida International University Introduction to pH lab

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Swamy Florida International University

CHM 1020L

Introduction to pH lab

 

This lab uses the pH Scale Basics simulation from PhET Interactive Simulations at University of Colorado Boulder, under the CC-BY 4.0 license.

https://phet.colorado.edu/sims/html/ph-scale-basics/latest/ph-scale-basics_en.html

 

Learning objectives

1) Understand the pH scale

2) Relate the value of pH of a substance to whether a given solution is acidic or basic.

3) Predict the effect of volume on pH of pure substances

4) Predict the effect of dilution on pH of pure substances

5) Organize a given list of substances from most acidic to most basic with supporting evidence.

6) Apply knowledge gained in the experiment to explain relevant real world situations.

 

 

Pre-lab

Cite your sources for each answer at the very end of the document – a video/ a website etc.

 

1) What is the pH of distilled water generally and why is it that particular pH?

 

 

 

 

 

 

 

2) What is the pH range for an acidic solution? Which is higher in concentration: H+ ions or OH- ions?

 

 

 

 

 

3) What is the pH range for a basic solution? Which is higher in concentration: H+ ions or OH- ions?

 

 

 

 

 

4) What is the pH of blood? What happens if the pH of blood changes?

 

 

 

5) What conditions can cause a change in the pH of blood? List 2 conditions that cause the pH of blood to increase and 2 conditions that cause the pH of blood to decrease. Explain briefly why these conditions cause the pH of blood to increase or decrease and what we can do to avoid them.

 

 

 

 

 

 

 

 

 

 

 

 

 

6) In the experiment what precautions must be taken to ensure that your pH probe gives you the correct reading?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Observations

 

Table 1

pH of pure solution and nature of the solution (acidic/basic/neutral)

 

Identity of liquid

(pure solution)

pH of 0.30 L of pure solution and nature of solutionpH of 0.50 L of pure solution and nature of solutionpH of 1.00 L of pure solution and nature of the solution
Drain cleaner13.00basic  13.00basic
 

 

      
 

 

      
 

 

      
 

 

      
 

 

      
 

 

      
 

 

      
 

 

      
 

 

      
 

 

      
 

 

      

 

 

 

 

 

 

 

 

 

 

 

Table 2

pH of pure solution and diluted solution and the nature of the solution (acidic/basic/neutral)

 

 

Identity of liquid

(pure solution)

pH of 0.50 L of pure solution

(get values from Table 1) and nature of solution

pH of 1.00 L of pure solution

(get values from Table 1) and nature of solution

pH of diluted mixture (0.50L of pure solution + 0.50 L water) and nature of solution
Drain cleaner

 

13.00basic  12.70basic
 

 

      
 

 

      
 

 

      
 

 

      
 

 

      
 

 

      
 

 

      
 

 

      
 

 

      
 

 

      
 

 

      

 

 

 

 

 

 

 

 

 

 

 

Post lab questions

 

1) What effect does an increase in the volume of a pure substance have on the pH (for example does the pH of 0.30 L of the substance vary from the pH of 0.50 L of the substance) Explain your reasoning as to why this effect is seen?

 

 

 

 

 

 

 

 

 

 

2) What effect does diluting a pure substance have on the pH? Explain your reasoning as to why this effect is seen?

 

 

 

 

 

 

 

 

3) How will adding water affect the pH of the following solutions. Support your conclusions with data from your experiments.

a) An acidic solution

 

 

 

b) A basic solution

 

 

 

 

c) A neutral solution

 

 

 

4) Draw 3 general conclusions about the kinds of acidic and basic substances present on the list (for example. can you group certain kinds of substances together?)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5) In general when someone is experiencing symptoms of heartburn, they suggest that the person drink lots of water. Does that help? Explain your answer using the concepts you learned in this lab.

 

 

 

 

 

 

 

 

 

 

 

6) What conclusions can you draw about the kinds of foods featured in this simulation? Is that generally the case with most of the food we eat? Support your conclusions and cite your sources.

 

 

 

 

 

 

 

 

 

 

 

7) Consider some common drinks – Gatorade, orange juice, green tea, vinegar, baking soda.

a) Organize these foods from most basic to most acidic. Explain your reasoning (and cite your sources)

 

 

 

 

 

 

 

 

 

 

b) Among all these foods which will have the highest pH if you dilute with an equal amount of water? Explain.

 

 

 

 

 

 

 

 

c) Among all these foods which will have the lowest pH if you dilute with an equal amount of water? Explain.

 

 

 

 

 

 

 

Sources used: Cite your sources below

Literary Response for Point of View as a Device

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Copyright 2022 Post University, ALL RIGHTS RESERVED

ENG 130: Literature and Comp

Literary Response for Point of View as a Device

Essay for Eng130: Point of View/Perspective

This assignment focuses on your ability to: Analyze different perspectives and points of view within a piece of literature; create a new experience for the reader through the design of an additional scene. The purpose of completing this assignment is: as a student, a career professional, and an individual, the skill of evaluating another point of view and bringing different perspectives to the conversation will make you stand out amongst your peers. It’s important in any facet of your life to see the whole picture!

______________________________________________________________

Prompt (what are you writing about?): Choose any of the literature that you have read in this course and respond to the following prompt:

In 2 pages or more, write an alternate part of the story from a different character’s perspective (example: write from one of the villagers in “The Lottery”, or perhaps from the perspective of Tom Robinson as he awaits trial).

Note: Take a moment to email your instructor with your creative plan so that you know you are on the right track.

Instructions (how to get it done):

• Choose any of the short stories or plays you have read in this course.

• Write a 2 or more-page response in which you write an alternate part of the story from a different character’s perspective or a character’s different point of view.

• Your audience for this response will be people who have read the stories.

Requirements:

• Your response should be a minimum of 2 pages.

• Your response should have a properly APA formatted title page.

• It should also be double spaced, written in Times New Roman, in 12 point font and with 1 inch margins.

• You should have a reference page that includes the piece of literature you chose.

• Please be cautious about plagiarism.

Sources: All of the short stories and plays you have read so far in this course.

Be sure to read before you write, and again after you write.

 

 

 

Copyright 2022 Post University, ALL RIGHTS RESERVED

Rubric for Point of View Response Does Not Meet

Expectations 0-11

Below Expectations

12-13

Needs Improvement

14-15

Satisfactory

16-17

Meets Expectations

18-20

Content

Writing is disorganized or not clearly defined and/or shows a misunderstanding of the task.

Writing is minimally organized. Use of different perspective is underdeveloped.

Writing is effective. Use of different perspective is basic and requires more creativity.

Writing contains related, quality paragraphs. Use of different perspective is effective

Writing is purposeful and focused. Use of different perspective is highly effective and thought provoking.

Vocabulary/ Word Choice

Word choice is weak. Language and phrasing is inappropriate, repetitive or lacks meaning. Dialogue, if used, sounds forced.

Word choice is limited. Language and phrasing lack inspiration. Dialogue, if used, is limited.

Word choice attempts to create a picture in the reader’s mind. Thoughtful language evokes some meaning within the piece. Dialogue, is used, is adequately placed.

Lively word choice adds to the meaning of the piece. Some colorful language and unusual phrasing encourage reflection. Dialogue, if used, sounds Appropriate.

Powerful word choice enhances meaning. Original phrasing and memorable language prompts reflective thoughts and insights. Dialogue, if used, sounds natural.

Voice Writer’s personality is not evident. Connection to audience and purpose is lacking. Writing evokes Minimal emotion in the reader.

Writer’s personality is undefined; writing is cautious. Connection to audience and purpose is limited. Writing evokes limited emotion in the reader

Writer’s personality is limited; confidence and feeling fade in and out. Connection to audience and purpose is adequate. The writing evokes adequate emotion in the reader.

Writer’s personality pokes through; confidence and feeling are basic. Connection to audience and purpose is appropriate. The writing evokes consistent emotion in the reader

The writer’s personality is expressed; confidence and feeling are apparent. Connection to audience and purpose is excellent. Writing evokes strong emotion in the reader.

Grammar and Mechanics

Grammar and mechanics’ errors make the essay incomprehensible

Grammar, spelling, punctuation, and mechanics errors occur throughout document.

Several errors in grammar, punctuation, spelling and mechanics present.

Some spelling, grammar, punctuation and mechanical errors are evident.

Free of punctuation, spelling, grammar, and other mechanical errors.

APA Formatting APA format not used.

Errors in four areas of APA format and style.

Errors in three areas of APA format and style.

Errors in two areas of APA format and style.

No errors in APA format and style.

*A zero can be earned if the above criteria are not met. *Plagiarism will result in a zero.

Organizational Culture and Organizational Change

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Organizational Culture and Organizational Change

Building a Culture for Inclusion at Whirlpool

Approximately 60 percent of the employees of Michigan-based Whirlpool Corporation, the world’s

largest manufacturer of home appliances, are located outside of North America. Even within

North America, the company has a rich multicultural mix of employees. Diversity and inclusion are

central to Whirlpool Corporation’s goal of placing its appliances in “every home, everywhere”—a vision

that guides its employees around the world.58 Whirlpool believes that acknowledging its diversity and

practicing inclusiveness allows it to utilize all employees’ unique strengths to increase Whirlpool’s

productivity, profit, and performance.

“At Whirlpool, we best serve the unique needs of our customers through diverse, inclusive and engaged

employees who truly reflect our global customer base,” says Jeff Fettig, chairman and CEO.59 Because

diverse employees help provide a keen under-standing of its diverse global customers’ needs, diversity

and inclusion are encouraged throughout the organization. Whirlpool views diversity as about being

different, and inclusion as the respectful involvement of all people and making use of everyone’s

talents. Whirlpool believes that differences create value, and they practice inclusion because it enables

the company to best respond to the needs of its diverse customers.

Senior leaders make inclusion a top priority. A diversity council oversees the efforts of the corporate

diversity network, and a diversity network mentoring program addresses the needs of new hires. The

company also hosted a diversity summit to dis-cuss building a culture of inclusion.

Whirlpool understands that its leaders must first show an understanding of and interest in

diversity before it can become part of the company culture. to involve busy senior leadership and

middle management in the company’s diversity efforts, it creates short five- to ten-minute podc3asts

that report on the company’s diversity initiatives, and gives iPod Shuffles to upper management so that

they can listen to these programs while on the go. Executives can also print them out as short, two-page

papers. A diversity and inclusion “lunch and learn” series, hosted by the employee-based diversity

networks, offers a comfortable environment to generate discussion among peers. The engagement of

Whirlpool’s leaders has stimulated positive change throughout the organization.

Whirlpool integrated diversity and inclusion into its business in three phases:

1. Awareness building: Whirlpool began by building the business case for diversity in a changing

consumer marketplace, and then delivered that message along with diversity training to the company’s

approximately 18,000 employees.

2. Building competency and capacity: Next, it developed tools to enable senior man-agers to effectively

manage a global workforce and build employee engagement.

3. Embedding best practices: After training managers and employees, Whirlpool wove best practices

into the fabric of the organization. It began by previewing the company’s diversity strategy for new

employees and continued through the development of an educational development curriculum that

prepares senior managers to effectively manage a multicultural workforce.

Whirlpool’s slogan even reflects its culture of diversity: “the only thing more diverse than our products,

are the people who create them.” Whirlpool was among Diversity Inc.’s top 10 Companies for Lesbian

 

 

Gay Bisexual and Transgender (LGBT) Employees in 2007. In addition, Whirlpool has received a 100

percent rating in the human rights Campaign Corporate Equality index.

Questions:

1. Do you agree that Whirlpool can realize a competitive advantage through its diverse employees?

2. How else can technology be used to enhance Whirlpool’s culture of inclusion?

3. Do you feel that Whirlpool’s efforts to create a culture of inclusion are worthwhile? Explain your

answer.