Implement job offer strategy

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Introduction

Job Offers at Marine Max!

Unit Learning Outcomes

· Implement job offer strategy. (1)

Directions

Complete Chapter 11, Exercise #5: Staffing Challenge: Tailoring Job Offers to Candidates. Answer a.b.c.

Requirements

· Minimum length: one page per question response

· Address the problem, discuss relevance to topic, using outside sources as support

· Include at least two scholarly sources and/or professional business periodicals, e.g.: Harvard Business Review, Human Resource Management, etc.

· Format: APA format, double space 12 pt font.

Chapter 11, Exercise #5: Staffing Challenge: Tailoring Job Offers to Candidates. Answer a.b.c.

Staffing Challenge: Tailoring Job Offers to Candidates

In this chapter’s opening Staffing Challenge, you learned how MarineMax tries to tailor its job offer to specific candidates. Working in a group of three to five students, reread the vignette and be prepared to share with the class your answers to the following questions:

a. Do you think it is ethical for MarineMax to give different new hires for the same job different amounts of pay and benefits?

b. Should MarineMax use low, competitive, or high job offer? Why? Should the company present a maximum job offer or leave room to negotiate? Why?

c. What can MarineMax do to increase the likelihood that the top sales candidates it recruits will accept its job offers?

HR Application 3 – Pay-for-Performance

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 You are the Compensation Manager for a large company that manufactures bicycles. The Operations Department of the firm is responsible for manufacturing the bikes, which is done in an assembly-line fashion. The process is quite man-power intensive. The operation makes use of 22 different assembly lines, each of which is able to produce one bicycle every sixteen minutes. Each line requires eight workers to fully staff the line. The lines run in two shifts and hence, the nearly four hundred assembly-line workers comprise the vast majority of employees of the organization, there being only 21 employees in other areas. 

Your company embraces the following core values: 

1. We are committed to providing bicycles of consistently high quality for the lowest price. 

2. We will always deal ethically with stakeholders. 

3. We value our employees and strive to include career-oriented persons in our staff. 

4. We are a family-oriented organization and will work with our employees to resolve family issues promptly. 

You have been tasked to develop a pay-for-performance plan for all assembly-line workers that will perform three functions: 

1. Appeal to the assembly-line workers

2. Meet the tenets of the core values 

3. Serve to improve performance overall by reducing the time to make one bicycle by ten percent Your assignment is to design the plan. 

Explain the rationale for your design. Be specific. Your assignment should not require more than two pages written in APA format (double-spaced, 12- point font) to complete this assignment. Your work will be graded on completeness, clarity, originality, interest, APA format, grammar, and spelling and punctuation. 

Case 1

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Instructions

The case study link is provided below for the Case Study 1. Read and study the case and complete the questions at the end of the study. Use the case study outline below to assist you with your analysis. Questions should be answered using case study format. Ensure that you adequately explain the problem, describe alternative solutions and justify your recommendation.

 

OUTLINE FOR CASE ANALYSIS
Title Page (APA formatted)
Case Name:
I. Major Facts
(State here the major facts as you see them. Make statements clear and concise for your own understanding as well as for the understanding of the other students and the instructor.)
II. Major Problem
(State here the major problem as you see it. Emphasize the present major problem. You may wish to phrase your statement in the form of a question. In a few cases, there may be more than one major problem. A good problem statement will be concise, usually only one sentence.)
III. Possible Solutions
A. (List here the possible solutions to the major problem. Let your imagination come up with alternative ways to solve the problem.
B. Do not limit yourself to only one or two possible solutions. These solutions should be distinct from each other.
C. However, you may wish to include portions of one solution in another solution, as long as each solution stands alone. Only in this manner will your subsequent choice be definitive.
D. Briefly note advantages and disadvantages of each possible solution.)
etc.
IV. Choice and Rationale
(State here your choice, A or B or ___ and the detailed reasons for your choice. You may also state your reasons for not choosing the other alternative solutions.)
V. Implementation
(Prepare a plan to implement your choice)
Appendix (Answer case study questions)
Reference Page (APA formatted)

CJ Industries and Heavey Pumps

CJ Industries and

Heavey Pumps 1

In October 2007, CJ Industries (CJI) had just been awarded a 5-year contract with

Great Lakes Pleasure Boats amounting to U.S. $10 million per year, commencing in July

2008. CJI would be providing a number of key engine components for Great Lakes’ luxury

line of pleasure boats. The award marked an important milestone for CJI, in that it was

the culmination of several years of hard work and dedicated service, supplying Great

Lakes parts for their boats on an as-needed basis. The contract had significant longterm follow-on potential as well, if they could continue to show Great Lakes they had

the capabilities to be one of their valued, alliance partners. In addition, with this contract

Great Lakes would represent approximately 30 percent of CJI’s annual sales, so performing adequately on this contract had a significant long-term financial impact on CJI.

One of the parts, a bilge pump, was an item that CJI had been purchasing from one

of their suppliers, Heavey Pumps, a small local specialty pump manufacturer, on an

informal, non-contract basis. The remaining items were all built in-house by CJI and

supplied to Great Lakes from one of their two finished goods warehouses located near

the Great Lakes production facilities. Heavey Pumps was producing and delivering

50 bilge pumps at a time at a cost of U.S. $1500 per unit and built to Great Lakes’ specifications, to one of the CJI warehouses, whenever an order was telephoned in by CJI.

The delivery costs (about U.S. $500 per 50 pump shipment, depending on the carrier

used) were included in the U.S. $1500 per unit price. This scenario typically occurred

about every four to six months. Normally, CJI would order another batch of 50 about

eight to ten weeks ahead of time, and Heavey had always been able to supply the

pumps before CJI’s stock was depleted.

Though CJI had sufficient excess capacity to ramp up production on the parts to be

supplied in the Great Lakes contract, they were not sure about the ability or willingness

of Heavey to increase their production of the bilge pumps. The new demand for bilge

pumps starting in July would be 50 pumps per month, and potentially more, depending

on Great Lakes’ demand, and the ability of CJI to perform on the contract.

There were a number of issues that Nik Grams, the purchasing manager who put the

contract together with Great Lakes, needed to work out with both Heavey and the production manager at CJI, in order for this contract to be met with as few problems as

possible. The issue with Heavey Pumps was whether or not they could guarantee delivery

of 50 pumps per month to one of the CJI warehouses. This had been the one item that

had “slipped through the cracks” on the contract with Great Lakes, and it now loomed as

something that could conceivably put the contract in jeopardy. There were potentially

additional equipment, labor, and other production costs for Heavey associated with the

extra demand for bilge pumps, not to mention extra delivery costs as well. Heavey had

1. © Joel Wisner, PhD, C.P.M., University of Nevada, Las Vegas ([email protected]). This case was prepared solely to provide material for class discussion. The author does not intend to illustrate either effective or ineffective handling of a managerial situation. The author has disguised names and other

identifying information to protect confidentiality.

3

been a reliable supplier for CJI for a number of years, but nothing else had ever been

purchased from them. In addition, because the demand for these pumps was rather low

and the deliveries were sporadic, no performance records had ever been kept for them.

Mr. Grams had also not known specifically about the quality history of the Heavey bilge

pump, although he could not remember ever getting one returned by Great Lakes for

any reason. Up until now, the pump issue did not seem like anything to worry about.

Another possibility for CJI would be to make these pumps in-house. Nik Grams knew

that CJI had the capability to make this pump, but it would require an initial capital

investment of about U.S. $500,000 according to the CJI production manager, along

with the clearing out of some space, and the hiring of three additional employees. With

only about nine months remaining until the contract start date, it would be tight, but the

production manager had assured Nik that they could do this, if needed. While Mr.

Grams didn’t doubt the production manager’s assurances that the production line could

be ready, he wasn’t sure that going to this added expense was a good investment for CJI,

given their lack of pump manufacturing experience. There were also at least two other

bilge pump manufacturers that Mr. Grams knew of, but both of them were about

500 miles farther away from the CJI warehouses, and he had never used either of

these firms in the past.

This whole thing seemed to Nik like an ideal job for his special project buyer, Bob

Ashby. He figured he had maybe a week or two to hammer out a plan to assure contract

compliance with Great Lakes, and Bob was known for his ability to put things together

quickly. So, he called Bob.

 

Discussion Questions

 

1. What are all the issues here, from both CJI’s and Heavey’s perspectives, that need to

be researched by Mr. Ashby?

 

2. Should CJI continue to use Heavey to supply pumps, should they make them

in-house, should they consider one of the other suppliers, or should they do some

combination of these alternatives? Discuss the advantages, disadvantages, and risks of

each of these alternatives.

 

3. How can CJI assure continued contract compliance and additional contract business

from Great Lakes in the future?


Analyze Socioeconomic Realities and Diverse Family Structures

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In this assignment, you will compose a short brief that analyzes  socioeconomic realities and diverse family structures by providing  examples from your local context.  For example, you might consider the  teachers compared to the students they teach.  You can find information  on your local context by looking at demographic statistics on your local  area, school districts’ websites, and local media (such as news  articles on current events).  Be sure to link theoretical ideas from  your review of the literature on this topic to practical  solutions/strategies for your community and/or school.

Consider the topic of family structures and socioeconomic issues  today.  Provide research and evidence from the course readings and other  references from the NCU Library.  Cite statistics on poverty, family  structures, the achievement gap in order to support your analysis of  your local community/school.  If citing the name of a school district,  school, and/or any individuals (students, teachers, administrators,  etc.), please use alternative names to protect the individuals’  identities. 

Length: 2-3 pages, not including title and reference pages

References: Include a minimum of 3 scholarly resources.

Your paper should demonstrate thoughtful consideration of the ideas  and concepts presented in the course and provide new thoughts and  insights relating directly to this topic. Your response should reflect  scholarly writing and current APA standards. Be sure to adhere to  Northcentral University’s Academic Integrity Policy. 

BMGT 464 Portfolio Activity TwoPurpose:In this case the committee is looking to see how you can apply communication skills to obtain the maximum job performance of the employee in each of the short scenarios.   After reading each short case

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prepare answers to the questions for the upcoming search committee interview to review.Outcomes:The students will demonstrate understanding of the following outcomes:How to manage

Book Report

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Book Report: “Getting to Yes: Negotiating Agreement Without Giving In”

Structure

  • In this essay you will write a book report on “Getting to Yes: Negotiating Agreement Without Giving In” that includes not only a summary of key points from the book but you will also apply the learnings from this course.
  • In your introduction, summarize the book and describe key lessons you learned. Make sure it is a strong  introduction with a “hook” to interest the reader (me) into wanting to read more. Don’t forget to mention the book name and the authors.
  • Make sure your conclusion is also strong and summarizes what you took away from it and if you would recommend the book to orders (Note: It’s OK if you don’t want to recommend it so long as you argue your point).
  • Include a cover page with name, date, email and your unique LinkedIn URL.
  • 1,000 word maximum, single-spaced, and 12 point Times New Roman font.
  • Make sure to use MLA-style in-text citations and include a separate page with your “Works Cited” list also in MLA format (Links to an external site.). This extra page does not count towards your 1,000-word maximum. Feel free to use sources outside of the book, just make sure you cite them.
  • Use direct quotes from the book making sure to cite your sources properly with in-text citations

 

Topics to Cover: Please see below of page for detailed information that needs to be covered. It is important that each section is completed in order and in separate paragraphs. If you have any doubts or questions, please reach out to me to avoid problems.

  1. Introduction: In your introduction, summarize the book and describe key lessons you learned. Make sure it is a STRONG introduction with a “hook” to interest the reader (me) into wanting to read more.
  2. BATNA Explain in detail what BATNAs are and why it is so important to know what they are and when to use them at the negotiating table.
  3. Tricky Tactics Mention at least two of the common tricky tactics (as defined in the book) and what strategies may be used to overcome them.
  4. Positional Bargaining Explain in your own words what the problems are with positional bargaining. What are the reasons it doesn’t work? Provide an example from the book or the real-world of positional bargaining.
  5.  Points of Principled Negotiations Define and explain the four points of principled negotiation. 
  6. Current Events Mention a recent international negotiation that you have read in the news in the past few months and what tactics from the book have you recognized were being used by each party.
  7. Conclusion: Summarizes what you took away from the book and how you see yourself using these techniques in your professional life and if you would recommend the book to others (Note: It’s OK if you don’t want to recommend it so long as you argue your point).

Create Your Schedule

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 Create Your Schedule

Instructions

Input all the due dates into a planner. Then break down your daily activities, giving yourself two tasks to complete during each study session. Work ahead whenever you can.

—Brianna C., Environmental Management major 

Whether you’re a first-time university student or returning to school after taking a break, it is important to set aside time to study and engage in your learning. And with the flexibility and autonomy that comes with being an online student, it is critical to schedule time to regularly access the virtual classroom, interact with your peers and instructor, study the course materials, and stay on top of the due dates for discussions, projects, and assignments. 

As an online university student, you’ll encounter and receive advice on a variety of tools and tactics to help you succeed as a learner in the online classroom. For this activity, we’ll focus on three effective tactics to support learning: time management strategies, schedules, and note taking. First, you’ll read about ways to manage your time, ideas for creating a schedule, time management do’s and don’ts, and note taking methods. Once you’ve finished the readings, you will devise a schedule. 

The tasks for completing this activity are as follows:  

Using your syllabus for PACE 111 or another class you are enrolled in this semester, create a schedule for the next four weeks.  Capture your intentions in the schedule template.  

When you’re creating your schedule, remember to incorporate time for reading, coursework, and assignments as outlined in your syllabus. Also factor in time for dealing with daily life occurrences such as work, cleaning, childcare, and so on. Try to get support from your partner, children, friends, your community, or professional services to take on some of your obligations outside of school, such as cooking or watching the kids. That way you will have more time in your schedule to devote to your studies. 

FOR ESSAYS GURU ONLY 60A

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Reply to this Post (200)

The six ways that a company can expand into a foreign market are; Exporting, Turnkey Projects, licensing, Franchising, Joint Ventures, and whole subsidiary (Hill,2017). Although there are many pros and cons to each of the entry methods, it is too hard to say how a country will respond to what product and vice versa. The best thing to note is that each culture should be thoroughly researched and without violating any laws, or cultural norms, should be thoroughly examined. Market entry is also dependent on a firm’s core competencies (Hill, 2017). How a company views its product and what it measures its product in comparison to the local culture it is trying to win over, will likely also play a role in success. While some countries are keen to try new things, others are offended at the level of sarcasm some cultures put into certain products and in all likely hood would feel offended that we would try to push our culture on them. According to Courtney Connelly at CNBC 10 companies that are still expanding in 2018 are; Amazon, Home Depot, Liberty Mutual, Panda Express, Deloitte, Kohls, Geico, Whole Foods, IBM, and Target (Connelly, 2018). In the U.S. names such as Kohls, Target and Panda Express are synonymous with consumer’s preferences and show that these companies would likely continue to expand operations in the U.S. The best likely method for this is exporting, because it is already an established operation with full logistical and supply chain support in the U.S. Furthermore, companies like target also operate in the U.K., Australia and some parts of Europe. For Target exporting into new foreign markets would be the best example of expansion. The only set back would be high transportation costs. In the latter, Australia and the U.K. Target likely choose these markets because the named brand and culture was similar to some of its previous new market cultures. Exporting to countries like Japan and Korea might require studying of the local culture to compare preferences in products. While I myself was in Korea, I saw many 7-Elevens in many of the towns I traveled to. A lot of the products I saw were similar to what we would find here In America, things such as snacks, drinks, and beer were very common. However, a majority of the snacks were Korean culture products such as fried silkworm chips, Soju Rice Wine drinks, Korean Pear candy, and typical small household food items but packed with kimchi and foods from the local culture. While this is the same operation we would expect to see here, stocking local stores would require procuring items from within Korean snacking culture, to be competitive against other local firms. Some countries also do not take well to the introduction of competition against small local firms. Caution should always be considered and if a product does not catch at all in some countries, swap them out for something more suitable for the people and culture. Furthermore, understanding is level of intrusion and taking care to not invoke too much bad public relation would also be advisable. Therefore exporting to countries with conservative cultures would probably not be as successful as Licensing.  References  Hill, C., Hult, G. (2017) International Business: Competing In The Global Marketplace, 11th Ed.   New York, N.Y. McGraw-Hill Education  Connely, C. (2018).10 companies that will be hiring thousands in 2018. Retrieved from  https://erau.instructure.com/courses/77085/discussion_topics/1139727?module_item_id=4133442

Case Study Assignment – Facebook, Inc, v. ConnectU

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Write a 4–5-page paper in current APA format, must include at least 4 references in addition to the course textbooks and the Bible

following the instructions below: 

  1. State the facts of the case
    • What       happened in this case? 
    • Who       are the parties? 
    • What       motivated the parties to take this action?
    • List       the facts by level of importance.
  2. Discuss      the Issue:  Discuss the issues or      problems presented by the case. The legal issue is the question of law on      which resolution of the case turns. An issue should be presented in the      form of a question. While most cases revolve around a legal issue, you      should also consider issues of public policy, values in conflict, and      practical reality. For example, a case study involving abortion might      involve the following issues: 
    • Legal:       Is abortion legal? If so, under what circumstances? 
    • Public       Policy: Should abortion be legal? Why or why not? 
    • Values       in Conflict: Which value is more important, a woman’s right to privacy or       an unborn child’s right to life? Why? 
    • Practical:       What are the options open to someone faced with an unwanted pregnancy?       Where can someone in this situation go for help and advice?   

3. Discuss the Arguments:  Now that you have defined the facts and issues, develop and discuss the arguments that can be made for each of the various points of view. For example, what are the arguments, both Pro and Con, for each point of view, which side provides the most compelling argument, and why, and what are the consequences? 

  1. Conclusion:  Each of these cases has a court ruling. Do you      agree with the court’s decision (why or why not?). From a Christian      prospective, how does this decision impact Christianity and society? If      the impact is negative, what recommendations would you make to overcome      that impact?

References 

Volleyball Story

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 Assignment/Activity: Choose 15 vocabulary words from the list below and incorporate them into a story. It needs to be at least 5 paragraphs long with 5 sentences per paragraph. Your story takes place on the first day of Volleyball tryouts. You have decided to try out for the school volleyball team, you are an average player and you want to become better at the sport. Your mom told you she thinks you need more friends and to try new experiences. She drops you off at the front door and you walk into the building clutching your bag. … What happens next???  

Volleyball Story Directions

A

  • Ace:A serve that results directly in a point, usually when the ball hits the floor untouched on the receiving team’s side of the court.
  • Assist:Helping a teammate set up for a kill.
  • Attack:The offensive action of hitting the ball.
  • Attacker:Also “hitter” and “spiker.” A player who attempts to hit a ball offensively with the purpose of terminating play.
  • Attack Block:The defensive team’s attempt to block a spiked ball.
  • Attack Error:An attack botched in one of 5 ways: ball lands out of bounds; ball goes into net; attacker commits center line or net violation or attacker illegally contacts ball.
  • Attack Line:A line 3 meters/10 feet away from, and parallel to, the net. Separates the front-row players from the back-row players. A back-row player cannot legally attack the ball above the net unless he takes off from behind this line.

B

  • Back row/court:Space from baseline (endline) to attack line. There are 3 players whose court positions are in this area (positions 1, 6 & 5 on court)
  • Back Row Attack:When a back-row player takes off from behind the attack line (10-foot/3-meter) line and attacks the ball. Various terms A-B-C-D-PIPE-BIC.
  • Back set:Set delivered behind the setter.
  • Baseline:The back boundary of the court. Also called the end line
  • Block:One of the 6 basic skills. A defensive play by one or more front-row players meant to intercept a spiked ball. The combination of one, 2 or 3 players jumping in front of the opposing spiker and contacting the spiked ball with the hands.
  • Blocking Error:Touching the net, crossing the centerline, blocking a set or serve or any other “local” violation that occurs while making a block attempt.

C

  • Center line:The boundary that runs under the net and divides the court into two equal halves.
  • Closing the block:The responsibility of the assisting blocker(s) to angle their body relative to the first blocker.
  • “Cover”:Refers to the hitter having his/her teammates ready to retrieve rebounds from the opposing blockers.
  • Cross-court attack:An attack directed diagonally from the point of attack. Also called an angle hit.
  • Cut shot:A spike from the hitter’s strong side that travels at a sharp angle across the net.

D

  • Deep:Refers to sending the ball away from the net, toward the baseline of the opponent’s court.
  • Defense:One of the 6 basic skills. The key skills used to receive the opponent’s attack are digging and sprawling. The dig resembles a forearm pass from a low ready position and is used more for balls that are hit near the defender. The sprawl is a result of an attempted dig for a ball hit farther away from the defender. It resembles a dive.
  • Dig:Passing a spiked or rapidly hit ball and low to ground. Defensive play. Slang for retrieving an attacked ball close to the floor. Statistically scored on a 3.0 point system.
  • Dink:A one-handed, soft hit into the opponent’s court using the fingertips. Also called a tip.
  • Double block:Two players working in unison to intercept a ball at the net.
  • Double hit: Two successive hits by the same player.
  • Down Ball:Type of attack. “Down” refers to the blockers who neither jump, nor raise their hands above the net.
  • Dump:Usually performed by the setter, who delivers the ball into the opponent’s court on the second contact.

F

  • Five-One (5-1):An offensive system that uses five hitters and one setter.
  • Floater:A serve with no spin so the ball follows an erratic path.
  • Follow:To move with and block an attacker. Athletes may change positions with another blocker in the process.
  • Forearm Pass:Sometimes referred to as the “pass,” “bump” or “dig”.
  • Four-Two (4-2):An offensive system using four hitters and two setters.
  • Free ball:Returning the ball to the opponent without the intent to get a kill. Usually a slow, arcing pass or “roll” shot rather than a spike.
  • Front:Position of a blocker so that she/he can block the attacker.
  • Front-row:Three players whose court position is in front of the attack line (3M/10 Foot), near the net. These players are in positions 2, 3 & 4 on the court.

G

  • Game plan:Offensive and defensive emphasis for an opponent. Usually organized for each rotation by the coaching staff.

H

  • Held ball:A ball that comes to rest during contact resulting in a violation.
  • Hit:One of the 6 basic skills. To jump and strike the ball with an overhand, forceful shot.
  • Hitter:Also “spiker” or “attacker.” The player who is responsible for hitting the ball.
  • Hitting percentage:A statistic derived from total kills minus total attack errors, divided by total attempts.

J

  • Joust:When 2 opposing players contact the ball simultaneously above the net causing the ball to momentarily come to rest; the point is replayed if this is called by the official.
  • Jump serve:The server uses an approach, toss, takeoff and serves the ball with a spiking motion while in the air. There are two main types: jump float, jump spin.

K

  • Key player/play : To discern a team’s best player or probable next play by observation of patterns or habits.
  • Kill: An attack that results directly in a point or sideout.

L

  • Libero:A player specialized in defensive skills. This player must wear a contrasting jersey color from his or her teammates and cannot block or attack the ball when it is entirely above net height. When the ball is not in play, the libero can replace any back-row player without prior notice to the officials.
  • Lines:The marks that serve as boundaries of a court. 2 inches (5cm) wide.
  • Linesman:Officials located at the corners of the court; each linesman is responsible for ruling if the ball is legally in play along the lines for which he or she is responsible. For indicating touches and play outside of the antennae on their side of net.
  • Lineup:Players starting rotation and, therefore, serving order. Numbered 1,2,3,4,5,6.
  • Line serve:A straight-ahead serve landing near the opponent’s left sideline.
  • Line shot:A ball spiked along an opponent’s sideline, closest to the hitter and outside the block.
  • Load:Body position for the blockers so that they are most effective.

M

  • Middle back:A defensive system that uses the middle back player in 6 to cover deep spikes. Also called “6 back” defense.
  • Middle blocker:Usually plays in the middle of the net when in the front row and moves laterally to her blocking assignments.
  • Middle Up:A defensive system that uses the middle-back player in 6 to cover tips or short shots along the 3 meter/10 foot line. Also called a “6 up” defense
  • Mintonette:The original name of the game of volleyball, created by William Morgan.

N

  • Net Height:Women – 7 feet, 4-1/8 inches high (2.24m), Men – 7 feet, 11-5/8 inches high (2.43m).

O

  • Off-blocker:Outside blocker not included in the double block. Also called off-side blocker.
  • Off-Speed Shots:An attack that is intentionally slow. Ball spiked with less than maximum force but with spin. Also called “roll” shot.
  • Opposite:Player who plays opposite the setter in the rotation. In some systems, this player is also a setter. In other systems, this player is called a right-side.
  • Outside hitter:Usually plays at the ends of the net when in the front row. Also called right-side (opposite) or left side (power).
  • Overhand pass:A pass with both hands open that is controlled by the fingers, with the face below the ball. Both hands simultaneously contact the ball above the head and direct it to the intended target.
  • Overhand serve:Serving the ball and striking it with the hand above the shoulder. Float or spin.
  • Overlap:A violation called if a team is lined up out of rotation when the ball is served.
  • Overpass:A ball passed across the net.
  • Overset:An errant set that crosses the net without being touched by another offensive player.

P

  • Pass:One of the 6 basic skills. Receiving a serve or the first contact of the ball with the intent to control the ball to another player. Also called a “bump”.
  • Pancake:One-hand floor defensive technique where the hand is extended and slid along the floor palm down while the player dives or extension rolls so the ball bounces off the back of the hand and is considered legal.
  • Party ball:When the ball is passed across the net in front of attack line so the front-row attacker can immediately hit the ball on the first contact.
  • Penetration:The blocker’s ability to reach over the net above the opponent’s court.
  • Perimeter:Backcourt defense where 4 players arrange themselves near the boundaries of the court.
  • Pipe:A back-row attack from the middle of the court. Position 6.
  • Play:An attack with a planned fake, usually including 2 or more hitter.

Q

  • Quick set:An extremely low vertical set used to beat the opponent’s block. Can be set at any position on the net.

R

  • Rally scoring:Scoring method where points can be won by the serving or receiving team.
  • Ready position:The flexed, yet comfortable, posture a player assumes before moving to the point of contact.
  • Red card:Given by the official to a player or coach for flagrant misconduct resulting in a point/side out to the opponent. Results in automatic ejection and a point/side out for the opponent.
  • Roof:To block a spike, usually straight down for a point.
  • Rotation:The clockwise movement of players around the court and through the serving position following a side out. Players must retain their initial rotational order throughout the entire game, but once the ball is contacted on serve they are allowed to move anywhere.

S

  • Seam:The mid-point between 2 players.
  • Serve:One of the 6 basic skills. Used to put the ball into play. It is the only skill controlled exclusively by one player.
  • Set:One of the 6 basic skills. The tactical skill in which a ball is directed to a point where a player can spike it into the opponent’s court. Sets can be set at different heights and different locations on the net and offensively there are names for each of these. First number is location on net and second number height of set. (Example: 13.) Sets can also be named.
  • Set attack:When a setter attempts to score rather than set the ball to a setter. Also called a shoot set. Setter: The second passer whose job it is to position a pass to the hitter.
  • Shallow:Near the net.
  • Shank:Severely misdirected pass.
  • Side out:Change of service when a serving team has failed to score a point. Occurs when the receiving team successfully puts the ball away against the
    serving team, or when the serving team commits an unforced error.
  • Six-pack:Being hit in the face with the ball.
  • Six-two (6-2):An offense with four spikers and two spiker/setters. Setter comes from the back row.
  • Slide/step:A quick attack behind the setter.
  • Spike:Also called a hit or attack. A ball contacted with force by a player on the offensive team who intends to terminate the ball on the opponent’s floor or off the opponent’s blocker.
  • Split block:A double-block that leaves a space between the blockers.
  • Stuff:A ball deflected back to the attacking team’s floor by the opponent’s blockers.
  • Substitution:Allows one player to replace another player already on the court. Rules dictate number of subs each team is allowed.
  • Switch:To change court positions after a ball is served to facilitate strongest player positions.

T

  • Tandem:A combination in which one player attacks immediately behind another.
  • Tape:The top of the net.
  • Telegraph:To show one’s intention to the opponents.
  • Three-meter line:The line extended across the court to signify the point which a back-row player must leave the ground behind to attack the ball. Also call “attack line” and 10-foot line
  • Tip:A one-handed, soft hit into the opponent’s court using the fingertips. Also called a dink.
  • Tool:When an attacker hits the ball off an opposing blocker’s arms out of bounds. Also called a wipe.
  • Touch:A player contacting the ball on the defensive play.
  • Transition:To switch from offense to defense and vice versa.
  • Triple-block:Block formed by all 3 front-row players.

U

  • Underhand serve:A serve performed with an underhand striking action. The ball is usually contacted with the heel of the hand.

W

  • W serve-receive formation: Three players in the front row, two in the back.
  • Wipe:To deliberately spike the ball off an opponent’s hands and out of bounds. Also called a tool.

Y

  • Yellow Card:Given by the official to a player or coach as a warning of misconduct. Two yellow cards result in an automatic red card.