Author: chris

Appropriately use a systematic diagnosis to organizational situations, and diagnose the resistant forces in organization change

Appropriately use communication techniques as relevant to managing organizational change

Assignment Details

Deliverable Length:  4-5 Body Pages

The planning for the community building session is almost complete. The last details are how to conduct the plenary sessions for sharing information across groups to develop key priorities and themes that will need to be addressed.

There are 2 sessions that need to be planned. One is to review the work done by intact work teams. In this larger session, the goal is to spot patterns and identify themes that can be used to plan actions. These patterns or themes will come from the stop–continue–start charts developed by each functional group. In this way, not only will the changes that need to happen be identified, but aspects of effective work (those things that work well and should be continued) can also be reinforced.

The external consulting team strongly recommended a “cross-functional, by-level grouping” for the first step. Their aim is to promote understanding of priorities and show how different issues at different levels of the organization can be aligned. The internal consulting team is excited about being the primary facilitators for these sessions. Everyone recognizes that a structured approach will be critical (for timing and to control decision–making inputs). The approach called Nominal Group Technique (NGT) seems to be ideally suited to this task.

You want to prepare yourself for conducting the session. Use the library, Internet, or other resources to research NGT. Because each grouping will be of a differing size, you want to tailor the overall steps of NGT to the situation you will facilitate. To do this, you must create a meeting session plan (a document of 4–5 pages) that will answer the following questions:

• What is the goal of the session?
• How will the nominal group technique be used to achieve this goal?
• How will the members of the team work together (guidelines for effective participation)?
• What specific steps and tasks will be involved in achieving the goal?
• How much time will be allocated to each step or task? What voting mechanism is most appropriate for the size of the group and the specific stage of the process?
• What will the outcome look like? What will the group present to the other levels?

Review these costs, and in a three- to four-page paper in APA format, be sure to address the following:

• Discuss how accounting, economic, and social costs can be used in transportation to mitigate risks associated with these costs.
• Analyze how the company’s focus can impact these costs and impact risks.
• Provide at least one recommendation for each cost area that could mitigate the risks of those costs.

Your paper must be three to four pages in length (not including the title and reference pages) and must be formatted according to APA style as outlined in the approved APA style guide. You must cite at least three scholarly sources in addition to the textbook.

Review the Wiedmer article regarding workplace bullying (found in the reading section).

Develop a two- to three-page APA- formatted paper that responds to the following:

• Provide a review of the article. Describe the impact of workplace bullying on both the victims and the organization.
• Reflect on a time when you may have witnessed workplace bullying. Discuss at least two practices of workplace bullying addressed in the article that were applicable to your scenario.
• Recommend at least two techniques from the article that management should implement to provide a positive impact on workplace bullying. Support your response with additional information from the textbook or additional research.

Your paper must be two to three pages (not including title and reference pages) and must be formatted according to APA style as outlined in the approved APA style guide. You must cite two scholarly sources in addition to the textbook.

The value of individualism is destroying American society.

Finalize work on the Microsoft^® PowerPoint^® slide presentation, updating it with new information based on all previous feedback. Include 10 to 12 slides with speaker notes.

• A high-level discussion of how the system should be acquired and maintained
• A discussion of the strategic role the system will play in the company
• An executive summary of the project, succinctly summarizing the rest of the material in the paper
• Four to six references 

Present the completed presentation.

Students will be required to submit an 800 word minimum term paper of written material not including references. No less than 75% must be in your own words, not quotations. no plagiarism please APA formats, 12 point font, double space, and 1 inch margins. At least two references.

The paper must focus on a quality issue in health care management and include at least one intervention from the text that the student as a health care manager would utilize to correct the quality issue. The issue must be from one of the four categories: patient safety, medical errors, consumer satisfaction, or team dynamics. The student is expected to explain how the intervention implemented and evaluated and explain how the intervention will improve quality of the selected issue.

All business writing either persuades or informs. Often, business writers are asking for changes they cannot implement themselves. This assignment will give you ACTUAL experience in causing a change in another organization. This assignment contains two parts, so read and follow instructions carefully.

 

1. Correspondence to Supervisor

Write a brief (200-300 word) note, memo, or e-mail to the supervisor of some person who has provided excellent service for you or for someone else (co-worker, family member, etc.) in the last two months. The service you reference must have been “above and beyond the call of duty,” and you must write to a real person about a real event that really happened in your life.

Your note must request the supervisor to take action to formally recognize the employee’s act. Deliver your request to the supervisor.

NOTE: The person to whom you are writing can be any supervisor in any establishment with which you have had contact (not in your imagination–in real life–see above). The supervisor may NOT be someone YOU supervise, nor can the employee singled out be someone who works for you.

 

2. Memo to Dr. Clark

Write a 400-500 word report to me (in business memo format) describing the supervisor’s reaction and other consequences of your request. Include a copy of your request to the supervisor as the last page of your report to me and submit both documents in ONE MS Word file.

 

Grading Criteria

An excellent paper written for this assignment:

• is submitted on time
• meets length requirement
• contains no proofreading, grammar, or construction errors
• focuses on the information needs of the audience
• follows appropriate memo format – to, from, date, subject in heading, block style paragraphs, headings and subheadings, etc.  (correspondence to supervisor can be written in email, memo, or letter format–if you are not sure which one to use, look it up in your textbook or in articles and online handouts I have provided throughout this term).
• is single-spaced with double spacing between paragraphs
• is addressed to the recipient (memo 1-the supervisor, memo 2–me) and senders are identified by both name and title
• includes note to supervisor as last page
• includes request for supervisor action in first paragraph

Think about the implementation of the PPACA as it relates to mental health care.  Discuss its benefits for people who need mental health treatment, and challenges to implementation. While you can discuss funding issues, please be sure your discussion goes beyond that issue.  Be sure to stay on the topic of mental health care and provide research and/or data to back up your answer.  You can talk about the implications of the PPACA nationally or the specific challenges within a particular state.

As you have learned this week, communicative competence is important to a child’s cognitive and social development. The goal of this second observation is to watch and listen to a preschool child for evidence of the child’s communicative competence in relation to one or more of the following measures:

• Adjusts messages to meet the listener’s needs
• Asks appropriate questions
• Able to initiate and maintain conversations
• Clearly conveys intentions
• Addresses all participants when joining a group
• Makes positive comments
• Able to persuade and verbally comfort others

To complete the assignment:

Plan: Choose a preschool-age child who is between 3 and 5 years old to observe in a comfortable setting, such as the child’s home, preschool program, or on a playground. Although you are observing one child, the child needs to be in a setting where he or she is interacting with others – children and/or adults. Here are tips for planning the observation:

• As outlined in Week 1, explain to the adult (parent or caregiver) the purpose of your observation and how the information you gather will be used. Get permission to tape-record the child’s interactions with others. Set a time and date for the observation. Review information from this week’s readings about communicative competence in the language use of children ages 3–5 .
• Arrive on time for the observation. Take time for pre-observation interaction with the child. Ask the adult about how the child’s day is going before you begin the observation. Just as with younger children, factors such as a child feeling tired, hungry, or upset can influence the child’s mood and behavior.
• Test your recorder to be sure it is working, and then place it in an optimal spot for recording the child’s language.

Observe: Watch and listen for at least 20 minutes. You may need to move out of the child’s vision range to avoid distracting the child and influencing his or her language interaction with others. Choose a place to observe where you can see and hear the child. As you observe, take notes on the Observation Guide (which lists the measures of communicative competence). Use the information in your course text and other readings to note evidence of the child’s communicative competence. Some guidelines:

• Keep your attention focused on the child.
• Use only what you see and hear as evidence of the child’s communicative competence. Be mindful to not make assumptions about a child; objectivity is essential. Remember that despite similarities shared by children of various ages, each child is different and develops language—and communicative competence—in his or her own way. Keep that uniqueness in mind as you observe the child.
• You are observing in real time, so you may observe a lot of activity from the child or very little. Record what you observe.
• Enjoy the experience. Use what you’ve learned this week to try to imagine the world through the eyes and ears of a preschooler learning and growing in language use.
• Stick to the time span you agreed to for the observation and be sure to thank the adult and child for their cooperation.
• Remember that this observation experience is intended as a chance for you to learn. Be careful not to express your views of the child’s communicative competence with the parent or other adult.

Reflect on your observations. Review your notes and listen to the recording of the child’s use of language and any adult interaction as many times as necessary to complete the following:

• Write one or more pages briefly describing what you observed. Provide specific examples of the child’s use of language that relate to the measures of communicative competence that you observed. (Most likely you will not have examples of each measure.) Include any examples of ways an important adult (such as the parent or teacher) acted to support the child’s communicative competence by describing what the adult did and how it potentially helped the child. Include insights that you gained from the observation.
• Based on your observation and what you have learned about communicative competence, write a brief script (following examples like those in Chapter 6 of the course text) that illustrates how an important adult (parent or teacher) might foster this child’s increased communicative competence in one or two related measures.

Note: Do not use the real names of the adult and child. Use only first names, initials, or fictitious names for the child and the adult to protect their privacy.

Assignment length: 2–3 pages (You are not required to submit your Observation Guide.)

Language Development Face-to-Face: Observations and Interviews

 

 

Nikhil Goyal is a successful high school student who, like many students his age, hates school. But unlike most students his age, Nikhil wrote a speech about it and delivered it to a global audience via a TEDX Youth (2012) presentation . The central theme of the presentation is relevance and, specifically, how schools often lack relevance to the lives of their learners. The majority of Nikhil’s story focuses on Nick Perez, a boy who was marginalized in school and medicated to be able to adhere to the parameters of thought and behavior expected for participation in the school. As you view the presentation, you will learn how Nick became disillusioned by the lack of relevancy and interest in his studies and how his disenfranchisement eventually led him to drop out of school.

In this assignment, you will reflect on the story of Nick Perez and analyze it based on what might have happened differently if Nick’s education targeted the learning of 21st century skills through culturally relevant learning opportunities. Additionally, you will recommend a culturally relevant learning experience that might have been able to meet Nick’s needs in high school. Review the Instructor Guidance for this week for additional information and use the Ladson-Billing (1995) resource and Chapter 4 of Wardle (2013) to define a culturally relevant learning experience; apply this framework to the creation of solutions. Then, create your formal written assignment to meet the content and written communication expectations stated below.