1
Beacon International College
Major Incident and Crisis Management (HLT5052)
Level 5.
COURSE OUTLINE AND ASSESSMENT BRIEF
Module: Major Incident and Crisis Management
Tutor: Mohan Balagopal ([email protected])
Assessment type: Individual written assignment (100% weighting)
Aims: This module will provide students with a significant understanding of Major
Incident and Crisis Management planning in an event context and how this
translates into a practical operational time sensitive plan involving the various key
stakeholders. Students will be able to identify the range of stakeholders involved in
such processes and the strategies and operational practices they are required to
implement in relation to major incidents and crises.
Learning outcomes: By the end of the module, students will be able to: -
1. Clarify what a major incident is and a typical sequence of events surrounding major incidents
2. Assess the practical benefits of Major Incident and Crisis Management
3. Discuss the roles and responsibilities of the range of stakeholders involved in major incident and crisis
management and understand the content of a Major Incident and Crisis Management plan
4. Research and develop an operational Major Incident and Crisis Management plan
5. Apply the content of an effective time sensitive Major Incident and Crisis Management plan to an event
scenario
Indicative content
Major incidents at events, exploring their effects and impacts
Event planning pre and post and damage limitation
Corporate identity and protection in crisis
Media - Management, operations and responsibilities
UK and European Health and Safety Legislation and regulations
Duty of Care and the social responsibility of the event and the management team
Stakeholder liaison, management, interactions and responsibilities
Table top planning, design, operation, planning and responsibilities
Management issues within the event sector
Major Incident and Crisis Management practical workshops & role play
Major Incident and Crisis Management plan and other supporting documentation
Environmental and sustainability issues in relation to Major Incident and Crisis Management
Required reading
‒ Bernstein, D. (2011) Manager's guide to Crisis Management. London: McGraw-Hill Education
Publishing.
‒ Crandall, W. (2013) Crisis management (2nd Edition). London: Sage.
‒ Fernandez, L; Merzer, M. (2003) Jane’s Crisis Communications Handbook. Surrey: Janes information
group. (Available as an E Book)
mailto:[email protected]
https://www.google.co.uk/search?client=safari&rls=en&q=%E2%80%A2+Bernstein,+DA.+(2011)+Manager's+guide+to+Crisis+Management+London+Silvers,+R.+(2008)+Risk+Management+for+Meetings+and+Events.+Oxford+(UK)+:+Elsevier+Butterworth-Heinemann+Publishing&spell=1&sa=X&ved=0ahUKEwjhsd-plpDKAhUDRhQKHVSKAr4QBQgaKAA
2
‒ Fagel, M. (2013) Crisis Management and Emergency Planning: ...
HM510
Unit6 Assignment 2
Hazard Mitigation Analysis
Utilizing your home community (or other location of interest) develop a comprehensive hazard mitigation analysis for that community. The analysis should be between 4–6 pages and include relevant supporting data and analysis.
The analysis must also include the following components:
· Executive Summary
· Methodology of analysis
· Types and descriptions of hazards
· Recommended preparedness strategies relative to hazards
· Recommended at least 5 hazard mitigation strategies
· Implementation/evaluation plan
In addition to fulfilling the specifics of the assignment, a successful paper must also meet the following criteria:
· Include a cover page and references page in 10 - 12-point font (Arial, Courier, and Times New Roman are acceptable)
· Viewpoint and purpose should be clearly established and sustained
· Assignment should follow the conventions of Standard English (correct grammar, punctuation, etc.)
· Writing should be well ordered, logical and unified, as well as original and insightful
· Your work should display superior content, organization, style, and mechanics
· Appropriate citation style should be followed
You should also make sure to:
· Include a title page with full name, class name, section number, and date
· Include an introductory and concluding paragraph and demonstrate college-level communication through the composition of original materials in Standard English
· Use examples to support your discussion
· Cite all sources on a separate reference page at the end of your paper and cite within the body of your paper using APA format and citation style. For more information on APA guidelines, visit Academic Tools.
Directions for Submitting Your Assignment
Compose your assignment and save it in the following format: Course#_LastnameFirstname Unit # Assignment (example: HM510_SmithJohn Unit 1 Assignment). Submit your assignment to the appropriate Dropbox by the end of the Unit.
HM510
Unit 6 DQ
TOPIC #1
Cultural Changes in the Community
Focus on cultural changes within the community and discuss that which is necessary to create a hazard resilient community. In your discussion address:
· How can you change the way you manage and plan to address hazards to avoid recurring issues?
· What should the role of emergency management be in the ongoing process of hazard mitigation planning and implementation?
Respond Kindly to Student #1
Travis Reed
Good morning Y’all
Culture is among the factors that are involved in hazard mitigation measures. One of the ways to change the management and planning of hazards mitigation to evade recurring issues is by eliminating the impression individuals have that they can only thrive economically by residing in areas vulnerable to disasters. For instance, the coastal region of Texas is highly populated since people living in this region subscribe to the notion that it is the only way they can earn a living (Anderson & Al-Thani, 2016). As aforementioned i ...
Large and globally disbursed businesses have a wealth of resources.docxsmile790243
Large and globally disbursed businesses have a wealth of resources available to them, especially when it comes to implementing their business continuity plans to continue its operations. Apart from the availability of resources, a number of these businesses have brand recognition and are able to resume operation regardless if it needs to be relocated. However, small businesses do not have access to unlimited financial, technological, and personnel resources. Furthermore, they are deficient in brand recognition, so it becomes important for them to remain in close proximity to where it is known to its customer base. Yet, when a disaster cripples a small businesses ability to continue its operation in its current location, a number of these smaller operations close its doors.
Because small businesses do not have the financial backing to continue its operation when a catastrophe strike is it possible for them to develop a business continuity plan? Is this in their financial ability? Explain why or why not. If so, elaborate on some of the elements that you think are critical to include in the business continuity plan for the small business. If not, discuss why a business continuity plan is not economically feasible. Discuss what options those who cannot afford BC plans may have. What about the Federal or state government, does either entity have an obligation to help these small businesses restore its operations? Why or why not? If so, is the obligation on a personal or business level? Elaborate on your position. Discuss what resources are offered by the agency to assist small businesses during a disaster.
Ensure that your initial response adheres to the discussion board requirements as outlined in the syllabus.
Also, respond to at least two postings from Wk 6 DB.
The 2 postings are as follows :
week 6 discussion
Top of Form
Discussion 1
Training Program Components
Purpose: characterizes the focal part a fiasco arranging preparing plan plays in hierarchical wide debacle arranging inside the general mission of the association. Connections: hierarchical reports that allude to debacle arranging prerequisites (e.g., computerized conservation approaches, calamity arranging arrangements, statements of purpose, operational plans)
Scope: sets up the levels of duty, limits of the calamity arranging preparing plan. The arrangement ought to incorporate the preparation needs of the Disaster Planning Team, Disaster Response Team, and all broad staff, both new contracts and current representatives. Connections: Overall preparing plan for the association (and parent association, if important), authoritative preparing methods that are reflected in the arrangement.
Roles and Responsibilities: depicts key members and their separate parts in a fiasco arranging preparing. It depicts general classifications of parts and obligations and refers to archives containing more particular portrayals. Connections: part definitions for fiasco arranging with expre ...
Describe the process that you plan to use to conduct research, ident.docxgalinagrabow44ms
Describe the process that you plan to use to conduct research, identify findings, and develop the Comprehensive Project that is due in Unit 5.
Present a brief outline indicating how you intend to organize the project deliverable.
Review the processes and outlines of other students, providing objective feedback that will help strengthen the effectiveness of their efforts and the quality of the finished product.
unit 5
Write a research paper concerning this scenario: You have been charged with the development of a Crisis Management Plan for the real or hypothetical health care organization that you chose earlier in this course. Your research should be based on the following criteria:
Select a real or hypothetical crisis such as a natural disaster (hurricane, tornado, flooding, or earthquake), a catastrophic building failure, or an act of terrorism.
Discuss resource management based on ethical approaches used during crisis management.
Consider issues such as patient triage or current as well as incoming patients, supply, and personnel availability.
Discuss and develop an authoritative chain of command for crisis management.
Include such responsibilities as Incident Commander, Communications Officer, and other members of the chain of command for the incident.
Discuss the importance and implementation of community communication, involvement, and coordination.
Discuss the necessary policies for personnel management and safety.
Include provisions for lock-down status and family communication abilities.
Outline the steps for supply chain management both for personnel and the supplies needed to provide care.
.
NCV 4 Project Management Hands-On Support Slide Show - Module5Future Managers
This slide show complements the Learner Guide NCV 4 Project Management Hands-On Training by Bert Eksteen, published by Future Managers. For more information visit our website www.futuremanagers.net
HM510
Unit6 Assignment 2
Hazard Mitigation Analysis
Utilizing your home community (or other location of interest) develop a comprehensive hazard mitigation analysis for that community. The analysis should be between 4–6 pages and include relevant supporting data and analysis.
The analysis must also include the following components:
· Executive Summary
· Methodology of analysis
· Types and descriptions of hazards
· Recommended preparedness strategies relative to hazards
· Recommended at least 5 hazard mitigation strategies
· Implementation/evaluation plan
In addition to fulfilling the specifics of the assignment, a successful paper must also meet the following criteria:
· Include a cover page and references page in 10 - 12-point font (Arial, Courier, and Times New Roman are acceptable)
· Viewpoint and purpose should be clearly established and sustained
· Assignment should follow the conventions of Standard English (correct grammar, punctuation, etc.)
· Writing should be well ordered, logical and unified, as well as original and insightful
· Your work should display superior content, organization, style, and mechanics
· Appropriate citation style should be followed
You should also make sure to:
· Include a title page with full name, class name, section number, and date
· Include an introductory and concluding paragraph and demonstrate college-level communication through the composition of original materials in Standard English
· Use examples to support your discussion
· Cite all sources on a separate reference page at the end of your paper and cite within the body of your paper using APA format and citation style. For more information on APA guidelines, visit Academic Tools.
Directions for Submitting Your Assignment
Compose your assignment and save it in the following format: Course#_LastnameFirstname Unit # Assignment (example: HM510_SmithJohn Unit 1 Assignment). Submit your assignment to the appropriate Dropbox by the end of the Unit.
HM510
Unit 6 DQ
TOPIC #1
Cultural Changes in the Community
Focus on cultural changes within the community and discuss that which is necessary to create a hazard resilient community. In your discussion address:
· How can you change the way you manage and plan to address hazards to avoid recurring issues?
· What should the role of emergency management be in the ongoing process of hazard mitigation planning and implementation?
Respond Kindly to Student #1
Travis Reed
Good morning Y’all
Culture is among the factors that are involved in hazard mitigation measures. One of the ways to change the management and planning of hazards mitigation to evade recurring issues is by eliminating the impression individuals have that they can only thrive economically by residing in areas vulnerable to disasters. For instance, the coastal region of Texas is highly populated since people living in this region subscribe to the notion that it is the only way they can earn a living (Anderson & Al-Thani, 2016). As aforementioned i ...
Large and globally disbursed businesses have a wealth of resources.docxsmile790243
Large and globally disbursed businesses have a wealth of resources available to them, especially when it comes to implementing their business continuity plans to continue its operations. Apart from the availability of resources, a number of these businesses have brand recognition and are able to resume operation regardless if it needs to be relocated. However, small businesses do not have access to unlimited financial, technological, and personnel resources. Furthermore, they are deficient in brand recognition, so it becomes important for them to remain in close proximity to where it is known to its customer base. Yet, when a disaster cripples a small businesses ability to continue its operation in its current location, a number of these smaller operations close its doors.
Because small businesses do not have the financial backing to continue its operation when a catastrophe strike is it possible for them to develop a business continuity plan? Is this in their financial ability? Explain why or why not. If so, elaborate on some of the elements that you think are critical to include in the business continuity plan for the small business. If not, discuss why a business continuity plan is not economically feasible. Discuss what options those who cannot afford BC plans may have. What about the Federal or state government, does either entity have an obligation to help these small businesses restore its operations? Why or why not? If so, is the obligation on a personal or business level? Elaborate on your position. Discuss what resources are offered by the agency to assist small businesses during a disaster.
Ensure that your initial response adheres to the discussion board requirements as outlined in the syllabus.
Also, respond to at least two postings from Wk 6 DB.
The 2 postings are as follows :
week 6 discussion
Top of Form
Discussion 1
Training Program Components
Purpose: characterizes the focal part a fiasco arranging preparing plan plays in hierarchical wide debacle arranging inside the general mission of the association. Connections: hierarchical reports that allude to debacle arranging prerequisites (e.g., computerized conservation approaches, calamity arranging arrangements, statements of purpose, operational plans)
Scope: sets up the levels of duty, limits of the calamity arranging preparing plan. The arrangement ought to incorporate the preparation needs of the Disaster Planning Team, Disaster Response Team, and all broad staff, both new contracts and current representatives. Connections: Overall preparing plan for the association (and parent association, if important), authoritative preparing methods that are reflected in the arrangement.
Roles and Responsibilities: depicts key members and their separate parts in a fiasco arranging preparing. It depicts general classifications of parts and obligations and refers to archives containing more particular portrayals. Connections: part definitions for fiasco arranging with expre ...
Describe the process that you plan to use to conduct research, ident.docxgalinagrabow44ms
Describe the process that you plan to use to conduct research, identify findings, and develop the Comprehensive Project that is due in Unit 5.
Present a brief outline indicating how you intend to organize the project deliverable.
Review the processes and outlines of other students, providing objective feedback that will help strengthen the effectiveness of their efforts and the quality of the finished product.
unit 5
Write a research paper concerning this scenario: You have been charged with the development of a Crisis Management Plan for the real or hypothetical health care organization that you chose earlier in this course. Your research should be based on the following criteria:
Select a real or hypothetical crisis such as a natural disaster (hurricane, tornado, flooding, or earthquake), a catastrophic building failure, or an act of terrorism.
Discuss resource management based on ethical approaches used during crisis management.
Consider issues such as patient triage or current as well as incoming patients, supply, and personnel availability.
Discuss and develop an authoritative chain of command for crisis management.
Include such responsibilities as Incident Commander, Communications Officer, and other members of the chain of command for the incident.
Discuss the importance and implementation of community communication, involvement, and coordination.
Discuss the necessary policies for personnel management and safety.
Include provisions for lock-down status and family communication abilities.
Outline the steps for supply chain management both for personnel and the supplies needed to provide care.
.
NCV 4 Project Management Hands-On Support Slide Show - Module5Future Managers
This slide show complements the Learner Guide NCV 4 Project Management Hands-On Training by Bert Eksteen, published by Future Managers. For more information visit our website www.futuremanagers.net
Assessment 3Disaster Plan With Guidelines for Implementation .docxgalerussel59292
Assessment 3
Disaster Plan With Guidelines for Implementation: Tool Kit for the Team
Overview: Develop a disaster preparedness tool kit for a community or population. Then, develop a 5-slide presentation for your care coordination team to prepare them to use the tool kit to execute a disaster preparedness plan.
Note: The assessments in this course build upon the work you completed in previous assessments. Therefore, complete the assessments in the order in which they are presented.
Disaster planning is vital to ensuring effective and seamless coordination, throughout the recovery period, among those affected by the disaster and an extensive array of health care providers and services. Care coordination, as part of an overall disaster response effort, helps ensure that victims receive needed care as access to providers and services are gradually restored over time.
SHOW LESS
This assessment provides an opportunity for you to develop a disaster preparedness tool kit for a community or population of your choice, and prepare your care coordination team to use the tool kit to execute that plan.
By successfully completing this assessment, you will demonstrate proficiency in the following course competencies and assessment criteria:
Competency 1: Propose a project for change, for a community or population, within a care coordination setting.
Identify the key elements of a disaster preparedness tool kit for providing effective care coordination to a community or population.
Competency 2: Align care coordination resources with community health care needs.
Assess the care coordination needs of a community or population in a disaster situation.
Identify the personnel and material resources needed in an emergency to provide the necessary coordinated care.
Competency 3: Apply project management best practices to affect ethical practice and support positive health outcomes in the delivery of safe, culturally competent care in compliance with applicable regulatory requirements.
Describe standards and best practice methods for safeguarding the provision of ethical, culturally-competent care in challenging circumstances.
Identify applicable local, national, or international regulatory requirements governing disaster relief that influence coordinated care.
Competency 4: Identify ways in which the care coordinator leader supports collaboration between key stakeholders in the care coordination process.
Analyze the interagency and interprofessional relationships essential to coordinated care in a disaster.
Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
Prepare a care coordination team to use a disaster preparedness tool kit for implementing a disaster preparedness project plan.
Support main points, arguments, and conclusions with relevant and credible ev.
Project Risk Management - Week 2: Individual Assignment
Overview and Rationale
In order to demonstrate proficiency with the content in this course we will complete a number of different assignments to validate your learning – and allow you to implement relevant practices a real-world setting.
Program Level - Student Learning Outcomes:
Create a risk management plan to determine how both positive and negative risks will be identified, analyzed and managedArticulate the value and benefits of creating an effective approach to planning for project risk managementIdentify project related risks and their drivers by integrating best practices, tools and techniques
Analyze risks using qualitative methods for the purpose of risk exposure and prioritization and communicate their impact to the stakeholdersAnalyze risks using quantitative methods for the purpose of risk exposure and prioritization and communicate their impact to the stakeholdersRecommend risks for risk response planning or watch listDevise a risk response plan based on appropriate techniques and strategies that would meetStakeholders’ expectationsExecute the risk management plan to continuously monitor risks and risk responsesDescribe how organizational and cultural factors may undermine implementation of effective risk management and develop strategies to overcome these factors
Week 2 Learning Objectives
Integrate best practices, tools and techniques to identify project related risks
Perform Stakeholders analysis to identify stakeholders to include in Risk Identification (and how)
Identify Risk identification tools &techniques
Craftqualityriskstatementsthatclarifyriskdrivers,eventsandimpacts
CreateariskregisterthatalignstoRiskManagementPlanandstakeholderneeds
Explain the process of using-Delphi technique, brainstorming, nominal group, affinity diagramming (group creativity) to identify risks
The next step in risk management is identifying the risks that may impact the progress or success of your project. For this assignment, you will begin to populate the risk register and identify the risks that may occur in the project. For this assignment you will complete and submit:
RiskRegisterthatincludesacomprehensivelistofidentifiedrisks.
A minimum (“meets requirements”) of 15 risks should beidentified
Toensuretheriskidentificationincludesthebreadthanddepthnecessaryforsuccess,besuretoincludeatleast2risksfrom:
1 project-level/ businessrisks
2risksperphaseoftheproject(so,iftheprojecthas5phases,thiswouldbetwoperphaseor10risks)
1 project-specific resourcerisks
1 schedule risks (criticalpath)
1 project-specific costrisks
2 implementationrisks
2opportunities
Risk statements must be written in the cause-condition-conclusion format. Additionally, you should identify the risk owner and the trigger event for eachrisk.
For this assignment, do not work to analyze or determine handling actions for the risks – this assignment is to identify the risks only- later weeks will analyze and plan for how to ...
CIS 349 Info Tech Audit and Control· Assignment 1 Designing F.docxclarebernice
CIS 349 Info Tech Audit and Control
· Assignment 1: Designing FERPA Technical Safeguards
Due Week 2 and worth 100 points
Imagine you are an Information Security consultant for a small college registrar’s office consisting of the registrar and two (2) assistant registrars, two (2) student workers, and one (1) receptionist. The office is physically located near several other office spaces. The assistant registrars utilize mobile devices over a wireless network to access student records, with the electronic student records being stored on a server located in the building. Additionally, each registrar’s office has a desktop computer that utilizes a wired network to access the server and electronic student records. The receptionist station has a desktop computer that is used to schedule appointments, but cannot access student records. In 1974, Congress enacted the Family Educational Rights and Privacy Act (FERPA) to help protect the integrity of student records. The college has hired you to ensure technical safeguards are appropriately designed to preserve the integrity of the student records maintained in the registrar’s office.
Write a three to five (3-5) page paper in which you:
1. Analyze proper physical access control safeguards and provide sound recommendations to be employed in the registrar’s office.
2. Recommend the proper audit controls to be employed in the registrar’s office.
3. Suggest three (3) logical access control methods to restrict unauthorized entities from accessing sensitive information, and explain why you suggested each method.
4. Analyze the means in which data moves within the organization and identify techniques that may be used to provide transmission security safeguards.
5. Use at least three (3) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources.
Your assignment must follow these formatting requirements:
. Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
. Describe the role of information systems security (ISS) compliance and its relationship to U.S. compliance laws.
. Use technology and information resources to research issues in security strategy and policy formation.
. Write clearly and concisely about topics related to information technology audit and control using proper writing mechanics and technical style conventions.
Questions CHP1
1. Discuss Fink’s four stages of a crisis by describing what happened at each stage of a crisis that has been in the public eye recently or ...
HM500Unit 6 DQTopic 1 Developing an Emergency Response PlanSusanaFurman449
HM500
Unit 6 DQ
Topic 1: Developing an Emergency Response Plan
Developing an emergency response plan is critical and requires considerable planning. The plan must be comprehensive to include, federal, state, local, and private sector resources. Discuss the major components of a quality emergency response plan. In your discussion address how you would ensure that if the plan had to be executed that the organizations involved would be prepared to respond.
Topic 1: Topic 1: Student Response #1: (Respond to Josh below)
Josh Moskaitis
I think we can all agree that conducting a risk assessment in the forefront is perhaps the most important part of any emergency response plan. This sets the foundation for identifying risks and hazards that our response area could be exposed to. Planning, training, coordination and communication are equally as important. Planning helps us to outline how we would respond in kind to the incidents, risks and hazards that we identified in our risk assessment. Training ensures that each agency involved is on not only on the same page but understand their responsibilities once that plan is enacted. Coordination goes hand in hand with training, properly coordinated actions results in a well coordinated dance with everyone knowing their part. And communication, we cannot stress enough how important communication is because if we cannot properly transmit information in real time within the responding agencies, our plan is going to suffer and things could be missed.
The best way to ensure all of these steps are followed and the plan gets executed properly is simply to train on it quarterly as well as hold hot washes, an after action get together where what went right and what went wrong is discussed so that we can improve. Continuous training as well as constant communication is the only way we all get on the same page.
Topic 1: Topic 1: Student Response #2: (Respond to Gabe below)
Gabe Gil
A successful emergency operations plan (EOP) requires cooperation and understanding from all groups and agencies involved. A major component of the EOP is the base plan. “The base plan: Contains the most comprehensive information about the community, its risks, its statutory authorities, and the general concept by which emergency operations are conducted (Haddow et al, 2021, p. 136). This is an important component because it lays out what the problem is, the risks or hazards it proposes, and who has what authority or roles and responsibilities for certain actions. This supports the idea that risk assessment is an important part of the EOP. Risk assessment can also be a great tool for inclusion and preparation of all supporting organizations. Including them in the risk assessment conversation will allow any uncertainty in the plan to be vocalized and help with better cohesion as the plan is implemented.
To make sure that all levels have a common vision of the EOPs goals and focus, we have NIMS and the NRF that help with the concept of ...
Reflect on the assigned readings for the week.1) Identify wh.docxringrid1
Reflect on the assigned readings for the week.
1) Identify what you thought was the one most important concept(s), method(s), and/or specific item that you felt was worthy of your understanding from the Key Terms on page 262.
2) Discuss in detail what the term means, how it is used and other pertinent information about the selected term including a specific example, application or case study from your own experience. Be specific; not vague or general.
3) Provide a detailed discussion of why you thought this selection is important and how it relates overall to risk management.
Respond to the post of at least two peers, using 100 words minimum each.
Your initial post should be based upon the assigned reading for the week, so the textbook should be a source listed in your reference section and cited within the body of the text. Other sources are not required but feel free to use them if they aid in your discussion.
Your initial post should be at least 450+ words and in APA format (including Times New Roman with font size 12 and double spaced). Post the actual body of your paper in the discussion thread then attach a Word version of the paper for APA review. Do not use lists or bullet points. This will result in substantial loss of points in the Substance section and the Requirements section.
Your initial posting should be completed by Thursday at 11:59 p.m. EST. All peer replies must be completed by Sunday at 11:59 p.m. EST.
Your posts must be substantive and demonstrate insight gained from the course material. A peer response such as “I agree with her,” or “I liked what he said about that” is not considered substantive and will not be counted for course credit. A blank post just to review other submissions will not be tolerated
Responses:
response for sri surya:
Hi everyone,
To begin with, the chapter “Risk Management” covered several topics and I want to discuss about few important topics. Out of the entire concepts, I personally felt that the risk breakdown structure is more vital in the risk management concepts. Risk Management, which recognizes the capacity of any project to run into trouble, is defined as the art and science of identifying, analyzing and responding to risk factors throughout the life of a project and in the best interests of its objectives. Pinto, J. K. (2019). Risk and opportunities are opposite sides of the same coin – opportunity emerges from favorable project uncertainties, and negative consequences from unfavorable events. Pinto, J. K. (2019). Risk identification often produces nothing more than a long list of risk, which can be hard to understand or manage. Hillson, David.97. For risk management, this can be achieved with a Risk Breakdown Structure (RBS) – a hierarchical structuring of risks on the project. Hillson, David.97.
Risk Breakdown Structure (RBS) is defined as a source-oriented grouping of project risks that organizes and defines the total risk exposure of the project. Pinto, J. K. (2019)..
ERM 1200 Introduction to Emergency ManagementModule 2 ChapterTanaMaeskm
ERM 1200 Introduction to Emergency Management
Module 2: Chapters 7, 8, and 9
Course Description
ERM 1200 Introduction to Emergency Management provides an overview of the history and current status of the emergency management discipline. Topics include an introduction to areas of emergency management responsibility including risk assessment, mitigation, preparedness, communications, response and recovery.
1
DIAGRAM OF MAJOR COURSE CONCEPTS*
*United States Federal Emergency Information Management (2015). National preparedness cycle. Retrieved on March 30, 2015 from http://www.fema.gov/national-preparedness-cycle.
Diagram of Major Course Concepts
United States Federal Emergency Information Management (2015). National preparedness cycle. Retrieved on March 30, 2015 from http://www.fema.gov/national-preparedness-cycle.
2
How to prepare
Tips for preparing for the material in this module
Read the chapters before listening to the lecture.
This course relies heavily on content from the federal emergency management agency emergency management institute and the community emergency response team in your area.
If you haven’t done so already: Go to the federal emergency management agency website and register as a student in independent studies. You will then receive a student identification number, which will be important. If you cannot obtain a student ID, inform your instructor. You will need a student identification number in order to take the final exam for this course. Link: http://www.Training.Fema.Gov/is/courseoverview.Aspx?Code=is-230.D
Read the FEMA course “IS-230.D: Fundamentals of Emergency Management” overview.
How to Prepare
Tips for preparing for the material in this module
Read the chapters before listening to the lecture.
This course relies heavily on content from the federal emergency management agency emergency management institute and the community emergency response team in your area.
Go to the federal emergency management agency website and register as a student in independent studies. You will then receive a student identification number, which will be important. If you cannot obtain a student ID, inform your instructor. You will need a student identification number in order to take the final exam for this course. Link: http://www.Training.Fema.Gov/is/courseoverview.Aspx?Code=is-230.D
Read the FEMA course “IS-230.D: Fundamentals of Emergency Management” overview.
3
Module 2 At A Glance: Chapters 7, 8, 9
Chapter 7: Disaster Planning
Chapter 8: Disaster Response
Chapter 9: Disaster Recovery
Module 2 At A Glance
Chapter 7: Disaster Planning
Chapter 8: Disaster Response
Chapter 9: Disaster Recovery
4
Chapter 7 Learning Objectives:
Understand that disaster planning serves as a central means to enhance all levels of preparedness.
Explain why disaster planning is a process, not just completing a piece of paper.
Outline critical steps involved in family and household disaster planning.
Describe fundamental steps ...
MBA 6941, Managing Project Teams 1 Course Learning Ou.docxaryan532920
MBA 6941, Managing Project Teams 1
Course Learning Outcomes for Unit VI
Upon completion of this unit, students should be able to:
4. Explore the dynamics of project teams.
4.1 Describe the positive and negative risks of a project and how they can affect the project team.
4.2 Identify risk response plans based on the key processes of project risk management and how
team members can play a role in these plans.
Reading Assignment
Chapter 14:
Risk
Unit Lesson
Project risk is an uncertain event in the future, and if it occurs, it will have a positive or negative impact on one
or more project objectives, including scope, schedule, cost, and quality. Risk may have one or more causes
such as requirement, assumption, and constraints or conditions that create the possibility of negative or
positive outcomes.
It is normal even for the extremely organized and most carefully planned project to run into unexpected
troubles. Several factors such as inadequate resources, the project environment, the project management
processes, and other facets can contribute to project risks. We will be able to anticipate some risks in
advance and come up with response plans; other risk events will occur unannounced during the project.
Team members can get sick or quit unexpectedly, sudden weather change can drastically limit your options,
and even resources that you are depending on may become unavailable. The purpose of risk management is
to identify potential problems that could cause concern for your project, analyze how likely and at what
frequency they will occur, take preventive actions for the ones you can avoid, and minimize the impacts and
probability for the ones you cannot avoid. There are two generalized types of risk:
business risk (risk of loss/threat or gain/opportunity) and
pure risk (only a risk of loss/threat)—are sometimes also called insurable risks and can include
events like fire, theft, personal injury, and other elements.
Opportunity (Positive Risk): These are the risks with positive effects. It is a favorable situation in the
organizational environment. Some examples include the arrival of new technology or the removal of an
international trade barrier. In addition, the fulfillment of a previously unfulfilled customer need may have a
significant positive impact on your project.
Threats (Negative Risk): These are external elements in the environment that arise from political, economic,
social, and technological (PEST) forces and can cause trouble for the business. Some examples can include
new regulations, increased trade barriers, or the emergence of substitute products.
A few additional threats include the following:
anything external that might cause problems, damage, or injury;
technological developments that may make your offerings obsolete;
market changes that may result from changes in customer needs, competitor’s moves, or
demographic shifts; or
the ...
D.Q1Information System and Enterprise Systems· Identify.docxtheodorelove43763
D.Q1:
"Information System and Enterprise Systems"
· Identify the key factors that companies should consider when deciding whether to buy or to build their own information systems. Explain your rationale.
· Select one (1) type of the four (4) enterprise systems (i.e., supply chain management, customer relationship management, knowledge management systems, and enterprise resource planning), and speculate on the main issues that companies may encounter when implementing the type of enterprise system that you have selected. Next, suggest two or three (2 or 3) general techniques that companies could use in order to mitigate the issues in question.
D.Q2:
"Management Support Systems"
· Review the main management support systems discussed in Chapter 12 of the textbook. Next, select one (1) such system, and describe its key components, capabilities, and the overall manner in which an organization could benefit from it. Include one (1) example of such application and related benefit(s) to support your response.
· Recommend two (2) strategies for designing a successful management support system for an organization. Provide a rationale to support your response.
D.Q3
"Expert Systems and Intelligent Agents"
· Use the Internet or the Strayer Library to research articles on expert systems and companies which use them. Next, select two (2) companies that currently use expert systems. Then, discuss the fundamental advantages and disadvantages of using expert systems instead of human expertise within the companies that you have selected. Provide a rationale to support your response.
· Select one (1) of the four (4) categories of intelligent agents, as discussed in Chapter 13 of the textbook, that is currently available. Identify the main risks of using intelligent agents in the category that you have selected. Next, speculate on one (1) way which you would use in order to mitigate the risks in question. Justify your response.
D.Q4
Collecting Cost and Schedule Performance Metrics" Please respond to the following:
· From the first and second e-Activities, develop one (1) innovative way to track key project costs (e.g., labor hours) for a complex project that lasts for two (2) years and involves more than fifty (50) resources. Be as creative as you like, and provide one (1) example which shows the significant ways in which your innovation would work in a real-world situation.
· Using the hotel project from Week 6 discussion, determine the best practice for conducting an earned value analysis for the project in question. Provide a rationale for your determination and one (1) specific example which illustrates the significant ways in which the best practice in question would work in real life.
D.Q5
"Steering Future Performance Back Toward the Baseline" Please respond to the following:
· Determine the fundamental impact of not using a project management tool which clearly displays the effect of delays in delivering work packages, as required per your project.
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Course Description
A comprehensive study of the essential component needed in developing an effective safety management system. Examines the cultural aspects of integrating total safety management into all levels of an operation.
Course Textbook
Manuele, F. A. (2008). Advanced safety management focusing on Z10 and serious injury prevention. Hoboken, N.J: John Wiley & Sons.
Course Learning Objectives
Upon completion of this course, students should be able to:
1. Describe the characteristics of an effective safety management system.
2. Discuss the importance of management commitment in establishing a safety culture.
3. Develop effective safety management policy statements, goals, and objectives.
4. Discuss the need for employee involvement in the development and execution of an effective safety management system.
5. Recognize the importance of clear assignment of safety responsibilities.
6. Establish safety accountability and develop related performance measures.
7. Describe the components of a hazard prevention and control system.
8. Apply risk management principles to reduce the impact of workplace hazards.
9. Explain various incident causation theories and use these theories to conduct an incident investigation.
10. Identify safety and health training needs.
11. Apply continuous improvement principles to safety management concepts.
12. Assess the effectiveness of an existing safety management system.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Objectives: Each unit contains Unit Learning Objectives that specify the measurable skills and knowledge students should gain upon completion of the unit.
2. Unit Lessons: Each unit contains a Unit Lesson, which discusses lesson material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook. Supplemental Readings are provided in the unit study guides to aid students in their course of study.
4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided in Units I-VIII to aid students in their course of study.
5. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay
particular attention to Key Terms as they represent important concepts within the unit material and reading.
6. Discussion Boards: Discussion Boards are a part of all Waldorf courses. Information and specifications regarding these assignments are provided in the Academic Policies listed in the Course Menu bar.
7. Unit Assessments: This course contains seven Unit Assessments, one to be completed at the end of Units I-VII. Assessments are composed of multiple choice and written response questions.
8. Unit Assignments: Students are required to submit for grading Unit Assignments in Units III, IV, V, and VII. ...
Course Syllabus
Course Description
Explores strategies for leading and communicating effectively with both internal and external audiences during crisis
situations. Discusses the development of a communication plan and how to craft and deliver messaging during the crisis
situation.
Course Textbook(s)
Ulmer, R. R., Sellnow, T. L, & Seeger, M. W. (2019). Effective crisis communication: Moving from crisis to opportunity (4th
ed.). SAGE. https://online.vitalsource.com/#/books/9781506315744
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Apply crisis communication theory to real-world crisis situations.
2. Evaluate leaders’ approaches to crisis communication and action.
3. Apply strategies for communicating and leading during times of uncertainty.
4. Apply strategies for communicating a message to neutralize risk or scandal.
5. Create opportunities for positive messaging in the midst of crisis, in order to support the organization, its people, and
its brand.
6. Evaluate ethical demands of the leader during crisis situations.
7. Create a leadership communication plan for a crisis situation.
8. Develop strategies for leading the organization toward crisis recovery and renewal.
Academic Integrity
Honesty and integrity are taken very seriously at Waldorf University. All students should be familiar with the Waldorf
University Academic Integrity Policy (found in the current Student Handbook) and the consequences that will result from
breaches of this policy.
Credits
Upon completion of this course, the students will earn 3.00 hours of college credit.
Course Structure
COM 5360, Crisis
Communication and Leadership
COM 5360, Crisis Communication and Leadership 1
1. Study Guide: Course units contain a Study Guide that provides students with the learning outcomes, unit lesson,
required unit resources, assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Unit Lessons, which are located in the Study Guide, discuss lesson material.
4. Required Unit Resources: Units contain Required Unit Resources from one or more chapters from the textbook
and/or outside resources.
5. Discussion Boards: Students are required to submit Discussion Board posts in Units I-VIII. Discussion Boards
provide students the opportunity for student-to-student and professor-to-student interaction based on relevant course
concepts and ideas. Specific information about accessing the Discussion Board rubric is provided below.
6. Unit Assignments: Students are required to submit for grading Unit Assignments. Specific information and
instructions regarding these assignments are provided below. Grading rubrics are included with each assignment.
Specific information about accessing these rubrics is provided below.
7. Ask the Professor: This communication forum provides students ...
EPP Common Assessment SCHOOL SAFETY 1. Assessment DescriptioTanaMaeskm
EPP Common Assessment
SCHOOL SAFETY
1. Assessment Description: This is a state-wide common assessment that evaluates candidates’ abilities to analyze a complex school safety incident within a hypothetical scenario. The assignment is divided into three sections: A. Crisis Response, B. Crisis Management, and C. Crisis Reflection and Planning. In Section A, candidates analyze a crisis scenario and prioritizes a response. In Section B, candidates assess the crisis situation and prioritize management tactics. In Section C, candidates reflect on the crisis response and advocate for resources, policy, and practice to improve emergency preparedness and response.
2. Alignment of Assessment with Standards: This assessment is aligned to the following NELP Standards and Components.
· Standard 6: Operations and Management. Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to improve management, communication, technology, school-level governance, and operation systems to develop and improve data-informed and equitable school resource plans and to apply laws, policies, and regulations.
· Component 6.1, PSEL 9a. Program completers understand and demonstrate the capacity to evaluate, develop, and implement management, communication, technology, school-level governance, and operation systems that support each student’s learning needs and promote the mission and vision of the school.
· Component 6.2, PSEL 9d. Program completers understand and demonstrate the capacity to evaluate, develop, and advocate for a data-informed and equitable resourcing plan that supports school improvement and student development.
· Component 6.3, PSEL 9h. Program completers understand and demonstrate the capacity to reflectively evaluate, communicate about, and implement laws, rights, policies, and regulations to promote student and adult success and well-being.
Purpose of the Assessment:
The purpose of this assessment is to evaluate the candidate’s ability to utilize problem-solving, analysis, reflection, and planning to respond and manage a school safety crisis and consequently reflect on the incident to critique policy and practice in order to plan and advocate for improved crisis response.
Directions to Candidates:
Begin the assessment by reading through the safety scenario, Parts A, B, and C, and carefully review the assessment rubric. Familiarize yourself with the resources provided in the Resource section below. Your narrative response should include research references of effective practices in the area of school safety and management and should demonstrate understanding and application of NELP Standard components 6.1, 6.2, and 6.3 and PSEL Standard 9, specifically 9a, 9d, and 9h.
For Part C of the Assessment, you will need a copy ...
1. IntroversionScore 11 pts.4 - 22 pts.Feedback Some peopMartineMccracken314
1. Introversion
Score : 11 pts.
4 - 22 pts.
Feedback: Some people thrive in teleworking arrangements, whereas others discover that it is neither a satisfying nor productive work environment for them. This scale assesses three personal dispositions that are identified in the literature as characteristics of effective teleworkers: (a) high company alignment, (b) low social needs at work and (c) independent initiative.
Company alignment
Company alignment estimates the extent to which you follow company procedures and have values congruent with company values. The greater the alignment, the more likely that you can abide by company practices while working alone and with direct supervision. While some deviation from company practices may be appropriate, teleworkers need to agree with company values and provide work that is consistent with company expectations most of the time. Scores on this scale range from 4 to 20.
Extroversion
Score: 17 pts.
4 - 22 pts.
Feedback: Low individualism
Individualism refers to the extent that you value independence and personal uniqueness. Highly individualist people value personal freedom, self-sufficiency, control over their own lives, and appreciation of their unique qualities that distinguish them from others.
However, keep in mind that the average level of individualism is higher in some cultures (such as Australia) than in others.
2. Total score: 8 pts.
RANGE BASED FEEDBACK:
6-12 pts.
Feedback: Low work centrality
People with high work centrality define themselves mainly by their work roles and view non-work roles as much less significant. Consequently, people with a high work centrality score likely have lower complexity in their self-concept. This can be a concern because if something goes wrong with their work role, their non-work roles are not of sufficient value to maintain a positive self-evaluation. At the same time, work dominates our work lives, so those with very low scores would be more of the exception than the rule in most societies. Scores range from 6 to 36 with higher scores indicating higher work centrality. The norms in the following table are based on a large sample of Canadian employees (average score was 20.7). However, work centrality norms vary from one group to the next. For example, the average score in a sample of Canadian nurses was around 17 (translated to the scale range used here).
3. Total score: 32 pts.
RANGE BASED FEEDBACK:
28-32 pts.
Feedback: High need for social approval
The need for social approval scale estimates the extent to which you are motivated to seek favourable evaluation from others. Founded on the drive to bond, the need for social approval is a secondary need, because people vary in this need based on their self-concept, values, personality and possibly social norms. This scale ranges from 0 to 32. How high or low is your need for social approval? The ideal would be to compare your score with the collective results of other students in your class. Otherwi ...
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Assessment 3Disaster Plan With Guidelines for Implementation .docxgalerussel59292
Assessment 3
Disaster Plan With Guidelines for Implementation: Tool Kit for the Team
Overview: Develop a disaster preparedness tool kit for a community or population. Then, develop a 5-slide presentation for your care coordination team to prepare them to use the tool kit to execute a disaster preparedness plan.
Note: The assessments in this course build upon the work you completed in previous assessments. Therefore, complete the assessments in the order in which they are presented.
Disaster planning is vital to ensuring effective and seamless coordination, throughout the recovery period, among those affected by the disaster and an extensive array of health care providers and services. Care coordination, as part of an overall disaster response effort, helps ensure that victims receive needed care as access to providers and services are gradually restored over time.
SHOW LESS
This assessment provides an opportunity for you to develop a disaster preparedness tool kit for a community or population of your choice, and prepare your care coordination team to use the tool kit to execute that plan.
By successfully completing this assessment, you will demonstrate proficiency in the following course competencies and assessment criteria:
Competency 1: Propose a project for change, for a community or population, within a care coordination setting.
Identify the key elements of a disaster preparedness tool kit for providing effective care coordination to a community or population.
Competency 2: Align care coordination resources with community health care needs.
Assess the care coordination needs of a community or population in a disaster situation.
Identify the personnel and material resources needed in an emergency to provide the necessary coordinated care.
Competency 3: Apply project management best practices to affect ethical practice and support positive health outcomes in the delivery of safe, culturally competent care in compliance with applicable regulatory requirements.
Describe standards and best practice methods for safeguarding the provision of ethical, culturally-competent care in challenging circumstances.
Identify applicable local, national, or international regulatory requirements governing disaster relief that influence coordinated care.
Competency 4: Identify ways in which the care coordinator leader supports collaboration between key stakeholders in the care coordination process.
Analyze the interagency and interprofessional relationships essential to coordinated care in a disaster.
Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
Prepare a care coordination team to use a disaster preparedness tool kit for implementing a disaster preparedness project plan.
Support main points, arguments, and conclusions with relevant and credible ev.
Project Risk Management - Week 2: Individual Assignment
Overview and Rationale
In order to demonstrate proficiency with the content in this course we will complete a number of different assignments to validate your learning – and allow you to implement relevant practices a real-world setting.
Program Level - Student Learning Outcomes:
Create a risk management plan to determine how both positive and negative risks will be identified, analyzed and managedArticulate the value and benefits of creating an effective approach to planning for project risk managementIdentify project related risks and their drivers by integrating best practices, tools and techniques
Analyze risks using qualitative methods for the purpose of risk exposure and prioritization and communicate their impact to the stakeholdersAnalyze risks using quantitative methods for the purpose of risk exposure and prioritization and communicate their impact to the stakeholdersRecommend risks for risk response planning or watch listDevise a risk response plan based on appropriate techniques and strategies that would meetStakeholders’ expectationsExecute the risk management plan to continuously monitor risks and risk responsesDescribe how organizational and cultural factors may undermine implementation of effective risk management and develop strategies to overcome these factors
Week 2 Learning Objectives
Integrate best practices, tools and techniques to identify project related risks
Perform Stakeholders analysis to identify stakeholders to include in Risk Identification (and how)
Identify Risk identification tools &techniques
Craftqualityriskstatementsthatclarifyriskdrivers,eventsandimpacts
CreateariskregisterthatalignstoRiskManagementPlanandstakeholderneeds
Explain the process of using-Delphi technique, brainstorming, nominal group, affinity diagramming (group creativity) to identify risks
The next step in risk management is identifying the risks that may impact the progress or success of your project. For this assignment, you will begin to populate the risk register and identify the risks that may occur in the project. For this assignment you will complete and submit:
RiskRegisterthatincludesacomprehensivelistofidentifiedrisks.
A minimum (“meets requirements”) of 15 risks should beidentified
Toensuretheriskidentificationincludesthebreadthanddepthnecessaryforsuccess,besuretoincludeatleast2risksfrom:
1 project-level/ businessrisks
2risksperphaseoftheproject(so,iftheprojecthas5phases,thiswouldbetwoperphaseor10risks)
1 project-specific resourcerisks
1 schedule risks (criticalpath)
1 project-specific costrisks
2 implementationrisks
2opportunities
Risk statements must be written in the cause-condition-conclusion format. Additionally, you should identify the risk owner and the trigger event for eachrisk.
For this assignment, do not work to analyze or determine handling actions for the risks – this assignment is to identify the risks only- later weeks will analyze and plan for how to ...
CIS 349 Info Tech Audit and Control· Assignment 1 Designing F.docxclarebernice
CIS 349 Info Tech Audit and Control
· Assignment 1: Designing FERPA Technical Safeguards
Due Week 2 and worth 100 points
Imagine you are an Information Security consultant for a small college registrar’s office consisting of the registrar and two (2) assistant registrars, two (2) student workers, and one (1) receptionist. The office is physically located near several other office spaces. The assistant registrars utilize mobile devices over a wireless network to access student records, with the electronic student records being stored on a server located in the building. Additionally, each registrar’s office has a desktop computer that utilizes a wired network to access the server and electronic student records. The receptionist station has a desktop computer that is used to schedule appointments, but cannot access student records. In 1974, Congress enacted the Family Educational Rights and Privacy Act (FERPA) to help protect the integrity of student records. The college has hired you to ensure technical safeguards are appropriately designed to preserve the integrity of the student records maintained in the registrar’s office.
Write a three to five (3-5) page paper in which you:
1. Analyze proper physical access control safeguards and provide sound recommendations to be employed in the registrar’s office.
2. Recommend the proper audit controls to be employed in the registrar’s office.
3. Suggest three (3) logical access control methods to restrict unauthorized entities from accessing sensitive information, and explain why you suggested each method.
4. Analyze the means in which data moves within the organization and identify techniques that may be used to provide transmission security safeguards.
5. Use at least three (3) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources.
Your assignment must follow these formatting requirements:
. Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
. Describe the role of information systems security (ISS) compliance and its relationship to U.S. compliance laws.
. Use technology and information resources to research issues in security strategy and policy formation.
. Write clearly and concisely about topics related to information technology audit and control using proper writing mechanics and technical style conventions.
Questions CHP1
1. Discuss Fink’s four stages of a crisis by describing what happened at each stage of a crisis that has been in the public eye recently or ...
HM500Unit 6 DQTopic 1 Developing an Emergency Response PlanSusanaFurman449
HM500
Unit 6 DQ
Topic 1: Developing an Emergency Response Plan
Developing an emergency response plan is critical and requires considerable planning. The plan must be comprehensive to include, federal, state, local, and private sector resources. Discuss the major components of a quality emergency response plan. In your discussion address how you would ensure that if the plan had to be executed that the organizations involved would be prepared to respond.
Topic 1: Topic 1: Student Response #1: (Respond to Josh below)
Josh Moskaitis
I think we can all agree that conducting a risk assessment in the forefront is perhaps the most important part of any emergency response plan. This sets the foundation for identifying risks and hazards that our response area could be exposed to. Planning, training, coordination and communication are equally as important. Planning helps us to outline how we would respond in kind to the incidents, risks and hazards that we identified in our risk assessment. Training ensures that each agency involved is on not only on the same page but understand their responsibilities once that plan is enacted. Coordination goes hand in hand with training, properly coordinated actions results in a well coordinated dance with everyone knowing their part. And communication, we cannot stress enough how important communication is because if we cannot properly transmit information in real time within the responding agencies, our plan is going to suffer and things could be missed.
The best way to ensure all of these steps are followed and the plan gets executed properly is simply to train on it quarterly as well as hold hot washes, an after action get together where what went right and what went wrong is discussed so that we can improve. Continuous training as well as constant communication is the only way we all get on the same page.
Topic 1: Topic 1: Student Response #2: (Respond to Gabe below)
Gabe Gil
A successful emergency operations plan (EOP) requires cooperation and understanding from all groups and agencies involved. A major component of the EOP is the base plan. “The base plan: Contains the most comprehensive information about the community, its risks, its statutory authorities, and the general concept by which emergency operations are conducted (Haddow et al, 2021, p. 136). This is an important component because it lays out what the problem is, the risks or hazards it proposes, and who has what authority or roles and responsibilities for certain actions. This supports the idea that risk assessment is an important part of the EOP. Risk assessment can also be a great tool for inclusion and preparation of all supporting organizations. Including them in the risk assessment conversation will allow any uncertainty in the plan to be vocalized and help with better cohesion as the plan is implemented.
To make sure that all levels have a common vision of the EOPs goals and focus, we have NIMS and the NRF that help with the concept of ...
Reflect on the assigned readings for the week.1) Identify wh.docxringrid1
Reflect on the assigned readings for the week.
1) Identify what you thought was the one most important concept(s), method(s), and/or specific item that you felt was worthy of your understanding from the Key Terms on page 262.
2) Discuss in detail what the term means, how it is used and other pertinent information about the selected term including a specific example, application or case study from your own experience. Be specific; not vague or general.
3) Provide a detailed discussion of why you thought this selection is important and how it relates overall to risk management.
Respond to the post of at least two peers, using 100 words minimum each.
Your initial post should be based upon the assigned reading for the week, so the textbook should be a source listed in your reference section and cited within the body of the text. Other sources are not required but feel free to use them if they aid in your discussion.
Your initial post should be at least 450+ words and in APA format (including Times New Roman with font size 12 and double spaced). Post the actual body of your paper in the discussion thread then attach a Word version of the paper for APA review. Do not use lists or bullet points. This will result in substantial loss of points in the Substance section and the Requirements section.
Your initial posting should be completed by Thursday at 11:59 p.m. EST. All peer replies must be completed by Sunday at 11:59 p.m. EST.
Your posts must be substantive and demonstrate insight gained from the course material. A peer response such as “I agree with her,” or “I liked what he said about that” is not considered substantive and will not be counted for course credit. A blank post just to review other submissions will not be tolerated
Responses:
response for sri surya:
Hi everyone,
To begin with, the chapter “Risk Management” covered several topics and I want to discuss about few important topics. Out of the entire concepts, I personally felt that the risk breakdown structure is more vital in the risk management concepts. Risk Management, which recognizes the capacity of any project to run into trouble, is defined as the art and science of identifying, analyzing and responding to risk factors throughout the life of a project and in the best interests of its objectives. Pinto, J. K. (2019). Risk and opportunities are opposite sides of the same coin – opportunity emerges from favorable project uncertainties, and negative consequences from unfavorable events. Pinto, J. K. (2019). Risk identification often produces nothing more than a long list of risk, which can be hard to understand or manage. Hillson, David.97. For risk management, this can be achieved with a Risk Breakdown Structure (RBS) – a hierarchical structuring of risks on the project. Hillson, David.97.
Risk Breakdown Structure (RBS) is defined as a source-oriented grouping of project risks that organizes and defines the total risk exposure of the project. Pinto, J. K. (2019)..
ERM 1200 Introduction to Emergency ManagementModule 2 ChapterTanaMaeskm
ERM 1200 Introduction to Emergency Management
Module 2: Chapters 7, 8, and 9
Course Description
ERM 1200 Introduction to Emergency Management provides an overview of the history and current status of the emergency management discipline. Topics include an introduction to areas of emergency management responsibility including risk assessment, mitigation, preparedness, communications, response and recovery.
1
DIAGRAM OF MAJOR COURSE CONCEPTS*
*United States Federal Emergency Information Management (2015). National preparedness cycle. Retrieved on March 30, 2015 from http://www.fema.gov/national-preparedness-cycle.
Diagram of Major Course Concepts
United States Federal Emergency Information Management (2015). National preparedness cycle. Retrieved on March 30, 2015 from http://www.fema.gov/national-preparedness-cycle.
2
How to prepare
Tips for preparing for the material in this module
Read the chapters before listening to the lecture.
This course relies heavily on content from the federal emergency management agency emergency management institute and the community emergency response team in your area.
If you haven’t done so already: Go to the federal emergency management agency website and register as a student in independent studies. You will then receive a student identification number, which will be important. If you cannot obtain a student ID, inform your instructor. You will need a student identification number in order to take the final exam for this course. Link: http://www.Training.Fema.Gov/is/courseoverview.Aspx?Code=is-230.D
Read the FEMA course “IS-230.D: Fundamentals of Emergency Management” overview.
How to Prepare
Tips for preparing for the material in this module
Read the chapters before listening to the lecture.
This course relies heavily on content from the federal emergency management agency emergency management institute and the community emergency response team in your area.
Go to the federal emergency management agency website and register as a student in independent studies. You will then receive a student identification number, which will be important. If you cannot obtain a student ID, inform your instructor. You will need a student identification number in order to take the final exam for this course. Link: http://www.Training.Fema.Gov/is/courseoverview.Aspx?Code=is-230.D
Read the FEMA course “IS-230.D: Fundamentals of Emergency Management” overview.
3
Module 2 At A Glance: Chapters 7, 8, 9
Chapter 7: Disaster Planning
Chapter 8: Disaster Response
Chapter 9: Disaster Recovery
Module 2 At A Glance
Chapter 7: Disaster Planning
Chapter 8: Disaster Response
Chapter 9: Disaster Recovery
4
Chapter 7 Learning Objectives:
Understand that disaster planning serves as a central means to enhance all levels of preparedness.
Explain why disaster planning is a process, not just completing a piece of paper.
Outline critical steps involved in family and household disaster planning.
Describe fundamental steps ...
MBA 6941, Managing Project Teams 1 Course Learning Ou.docxaryan532920
MBA 6941, Managing Project Teams 1
Course Learning Outcomes for Unit VI
Upon completion of this unit, students should be able to:
4. Explore the dynamics of project teams.
4.1 Describe the positive and negative risks of a project and how they can affect the project team.
4.2 Identify risk response plans based on the key processes of project risk management and how
team members can play a role in these plans.
Reading Assignment
Chapter 14:
Risk
Unit Lesson
Project risk is an uncertain event in the future, and if it occurs, it will have a positive or negative impact on one
or more project objectives, including scope, schedule, cost, and quality. Risk may have one or more causes
such as requirement, assumption, and constraints or conditions that create the possibility of negative or
positive outcomes.
It is normal even for the extremely organized and most carefully planned project to run into unexpected
troubles. Several factors such as inadequate resources, the project environment, the project management
processes, and other facets can contribute to project risks. We will be able to anticipate some risks in
advance and come up with response plans; other risk events will occur unannounced during the project.
Team members can get sick or quit unexpectedly, sudden weather change can drastically limit your options,
and even resources that you are depending on may become unavailable. The purpose of risk management is
to identify potential problems that could cause concern for your project, analyze how likely and at what
frequency they will occur, take preventive actions for the ones you can avoid, and minimize the impacts and
probability for the ones you cannot avoid. There are two generalized types of risk:
business risk (risk of loss/threat or gain/opportunity) and
pure risk (only a risk of loss/threat)—are sometimes also called insurable risks and can include
events like fire, theft, personal injury, and other elements.
Opportunity (Positive Risk): These are the risks with positive effects. It is a favorable situation in the
organizational environment. Some examples include the arrival of new technology or the removal of an
international trade barrier. In addition, the fulfillment of a previously unfulfilled customer need may have a
significant positive impact on your project.
Threats (Negative Risk): These are external elements in the environment that arise from political, economic,
social, and technological (PEST) forces and can cause trouble for the business. Some examples can include
new regulations, increased trade barriers, or the emergence of substitute products.
A few additional threats include the following:
anything external that might cause problems, damage, or injury;
technological developments that may make your offerings obsolete;
market changes that may result from changes in customer needs, competitor’s moves, or
demographic shifts; or
the ...
D.Q1Information System and Enterprise Systems· Identify.docxtheodorelove43763
D.Q1:
"Information System and Enterprise Systems"
· Identify the key factors that companies should consider when deciding whether to buy or to build their own information systems. Explain your rationale.
· Select one (1) type of the four (4) enterprise systems (i.e., supply chain management, customer relationship management, knowledge management systems, and enterprise resource planning), and speculate on the main issues that companies may encounter when implementing the type of enterprise system that you have selected. Next, suggest two or three (2 or 3) general techniques that companies could use in order to mitigate the issues in question.
D.Q2:
"Management Support Systems"
· Review the main management support systems discussed in Chapter 12 of the textbook. Next, select one (1) such system, and describe its key components, capabilities, and the overall manner in which an organization could benefit from it. Include one (1) example of such application and related benefit(s) to support your response.
· Recommend two (2) strategies for designing a successful management support system for an organization. Provide a rationale to support your response.
D.Q3
"Expert Systems and Intelligent Agents"
· Use the Internet or the Strayer Library to research articles on expert systems and companies which use them. Next, select two (2) companies that currently use expert systems. Then, discuss the fundamental advantages and disadvantages of using expert systems instead of human expertise within the companies that you have selected. Provide a rationale to support your response.
· Select one (1) of the four (4) categories of intelligent agents, as discussed in Chapter 13 of the textbook, that is currently available. Identify the main risks of using intelligent agents in the category that you have selected. Next, speculate on one (1) way which you would use in order to mitigate the risks in question. Justify your response.
D.Q4
Collecting Cost and Schedule Performance Metrics" Please respond to the following:
· From the first and second e-Activities, develop one (1) innovative way to track key project costs (e.g., labor hours) for a complex project that lasts for two (2) years and involves more than fifty (50) resources. Be as creative as you like, and provide one (1) example which shows the significant ways in which your innovation would work in a real-world situation.
· Using the hotel project from Week 6 discussion, determine the best practice for conducting an earned value analysis for the project in question. Provide a rationale for your determination and one (1) specific example which illustrates the significant ways in which the best practice in question would work in real life.
D.Q5
"Steering Future Performance Back Toward the Baseline" Please respond to the following:
· Determine the fundamental impact of not using a project management tool which clearly displays the effect of delays in delivering work packages, as required per your project.
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Course Description
A comprehensive study of the essential component needed in developing an effective safety management system. Examines the cultural aspects of integrating total safety management into all levels of an operation.
Course Textbook
Manuele, F. A. (2008). Advanced safety management focusing on Z10 and serious injury prevention. Hoboken, N.J: John Wiley & Sons.
Course Learning Objectives
Upon completion of this course, students should be able to:
1. Describe the characteristics of an effective safety management system.
2. Discuss the importance of management commitment in establishing a safety culture.
3. Develop effective safety management policy statements, goals, and objectives.
4. Discuss the need for employee involvement in the development and execution of an effective safety management system.
5. Recognize the importance of clear assignment of safety responsibilities.
6. Establish safety accountability and develop related performance measures.
7. Describe the components of a hazard prevention and control system.
8. Apply risk management principles to reduce the impact of workplace hazards.
9. Explain various incident causation theories and use these theories to conduct an incident investigation.
10. Identify safety and health training needs.
11. Apply continuous improvement principles to safety management concepts.
12. Assess the effectiveness of an existing safety management system.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Objectives: Each unit contains Unit Learning Objectives that specify the measurable skills and knowledge students should gain upon completion of the unit.
2. Unit Lessons: Each unit contains a Unit Lesson, which discusses lesson material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook. Supplemental Readings are provided in the unit study guides to aid students in their course of study.
4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided in Units I-VIII to aid students in their course of study.
5. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay
particular attention to Key Terms as they represent important concepts within the unit material and reading.
6. Discussion Boards: Discussion Boards are a part of all Waldorf courses. Information and specifications regarding these assignments are provided in the Academic Policies listed in the Course Menu bar.
7. Unit Assessments: This course contains seven Unit Assessments, one to be completed at the end of Units I-VII. Assessments are composed of multiple choice and written response questions.
8. Unit Assignments: Students are required to submit for grading Unit Assignments in Units III, IV, V, and VII. ...
Course Syllabus
Course Description
Explores strategies for leading and communicating effectively with both internal and external audiences during crisis
situations. Discusses the development of a communication plan and how to craft and deliver messaging during the crisis
situation.
Course Textbook(s)
Ulmer, R. R., Sellnow, T. L, & Seeger, M. W. (2019). Effective crisis communication: Moving from crisis to opportunity (4th
ed.). SAGE. https://online.vitalsource.com/#/books/9781506315744
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Apply crisis communication theory to real-world crisis situations.
2. Evaluate leaders’ approaches to crisis communication and action.
3. Apply strategies for communicating and leading during times of uncertainty.
4. Apply strategies for communicating a message to neutralize risk or scandal.
5. Create opportunities for positive messaging in the midst of crisis, in order to support the organization, its people, and
its brand.
6. Evaluate ethical demands of the leader during crisis situations.
7. Create a leadership communication plan for a crisis situation.
8. Develop strategies for leading the organization toward crisis recovery and renewal.
Academic Integrity
Honesty and integrity are taken very seriously at Waldorf University. All students should be familiar with the Waldorf
University Academic Integrity Policy (found in the current Student Handbook) and the consequences that will result from
breaches of this policy.
Credits
Upon completion of this course, the students will earn 3.00 hours of college credit.
Course Structure
COM 5360, Crisis
Communication and Leadership
COM 5360, Crisis Communication and Leadership 1
1. Study Guide: Course units contain a Study Guide that provides students with the learning outcomes, unit lesson,
required unit resources, assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Unit Lessons, which are located in the Study Guide, discuss lesson material.
4. Required Unit Resources: Units contain Required Unit Resources from one or more chapters from the textbook
and/or outside resources.
5. Discussion Boards: Students are required to submit Discussion Board posts in Units I-VIII. Discussion Boards
provide students the opportunity for student-to-student and professor-to-student interaction based on relevant course
concepts and ideas. Specific information about accessing the Discussion Board rubric is provided below.
6. Unit Assignments: Students are required to submit for grading Unit Assignments. Specific information and
instructions regarding these assignments are provided below. Grading rubrics are included with each assignment.
Specific information about accessing these rubrics is provided below.
7. Ask the Professor: This communication forum provides students ...
EPP Common Assessment SCHOOL SAFETY 1. Assessment DescriptioTanaMaeskm
EPP Common Assessment
SCHOOL SAFETY
1. Assessment Description: This is a state-wide common assessment that evaluates candidates’ abilities to analyze a complex school safety incident within a hypothetical scenario. The assignment is divided into three sections: A. Crisis Response, B. Crisis Management, and C. Crisis Reflection and Planning. In Section A, candidates analyze a crisis scenario and prioritizes a response. In Section B, candidates assess the crisis situation and prioritize management tactics. In Section C, candidates reflect on the crisis response and advocate for resources, policy, and practice to improve emergency preparedness and response.
2. Alignment of Assessment with Standards: This assessment is aligned to the following NELP Standards and Components.
· Standard 6: Operations and Management. Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to improve management, communication, technology, school-level governance, and operation systems to develop and improve data-informed and equitable school resource plans and to apply laws, policies, and regulations.
· Component 6.1, PSEL 9a. Program completers understand and demonstrate the capacity to evaluate, develop, and implement management, communication, technology, school-level governance, and operation systems that support each student’s learning needs and promote the mission and vision of the school.
· Component 6.2, PSEL 9d. Program completers understand and demonstrate the capacity to evaluate, develop, and advocate for a data-informed and equitable resourcing plan that supports school improvement and student development.
· Component 6.3, PSEL 9h. Program completers understand and demonstrate the capacity to reflectively evaluate, communicate about, and implement laws, rights, policies, and regulations to promote student and adult success and well-being.
Purpose of the Assessment:
The purpose of this assessment is to evaluate the candidate’s ability to utilize problem-solving, analysis, reflection, and planning to respond and manage a school safety crisis and consequently reflect on the incident to critique policy and practice in order to plan and advocate for improved crisis response.
Directions to Candidates:
Begin the assessment by reading through the safety scenario, Parts A, B, and C, and carefully review the assessment rubric. Familiarize yourself with the resources provided in the Resource section below. Your narrative response should include research references of effective practices in the area of school safety and management and should demonstrate understanding and application of NELP Standard components 6.1, 6.2, and 6.3 and PSEL Standard 9, specifically 9a, 9d, and 9h.
For Part C of the Assessment, you will need a copy ...
1. IntroversionScore 11 pts.4 - 22 pts.Feedback Some peopMartineMccracken314
1. Introversion
Score : 11 pts.
4 - 22 pts.
Feedback: Some people thrive in teleworking arrangements, whereas others discover that it is neither a satisfying nor productive work environment for them. This scale assesses three personal dispositions that are identified in the literature as characteristics of effective teleworkers: (a) high company alignment, (b) low social needs at work and (c) independent initiative.
Company alignment
Company alignment estimates the extent to which you follow company procedures and have values congruent with company values. The greater the alignment, the more likely that you can abide by company practices while working alone and with direct supervision. While some deviation from company practices may be appropriate, teleworkers need to agree with company values and provide work that is consistent with company expectations most of the time. Scores on this scale range from 4 to 20.
Extroversion
Score: 17 pts.
4 - 22 pts.
Feedback: Low individualism
Individualism refers to the extent that you value independence and personal uniqueness. Highly individualist people value personal freedom, self-sufficiency, control over their own lives, and appreciation of their unique qualities that distinguish them from others.
However, keep in mind that the average level of individualism is higher in some cultures (such as Australia) than in others.
2. Total score: 8 pts.
RANGE BASED FEEDBACK:
6-12 pts.
Feedback: Low work centrality
People with high work centrality define themselves mainly by their work roles and view non-work roles as much less significant. Consequently, people with a high work centrality score likely have lower complexity in their self-concept. This can be a concern because if something goes wrong with their work role, their non-work roles are not of sufficient value to maintain a positive self-evaluation. At the same time, work dominates our work lives, so those with very low scores would be more of the exception than the rule in most societies. Scores range from 6 to 36 with higher scores indicating higher work centrality. The norms in the following table are based on a large sample of Canadian employees (average score was 20.7). However, work centrality norms vary from one group to the next. For example, the average score in a sample of Canadian nurses was around 17 (translated to the scale range used here).
3. Total score: 32 pts.
RANGE BASED FEEDBACK:
28-32 pts.
Feedback: High need for social approval
The need for social approval scale estimates the extent to which you are motivated to seek favourable evaluation from others. Founded on the drive to bond, the need for social approval is a secondary need, because people vary in this need based on their self-concept, values, personality and possibly social norms. This scale ranges from 0 to 32. How high or low is your need for social approval? The ideal would be to compare your score with the collective results of other students in your class. Otherwi ...
1. International financial investors are moving funds from Talona MartineMccracken314
1. International financial investors are moving funds from Talona to other countries. This depreciation is causing even more disenchantment with this Talona's currency. Describe the affects will this have on the supply and demand curves for this currency on the foreign exchange markets?
2. Using a supply and demand diagram, demonstrate how a negative externality leads to market inefficiency. How might the government help to eliminate this inefficiency?
3. Briefly discuss the shortcomings of environmental command-and-control regulations.
4. Some data that at first might seem puzzling: The share of GDP devoted to investment was similar for the United States and South Korea from 1960-1991. However, during these same years South Korea had a 6 percent growth rate of average annual income per person, while the United States had only a 2 percent growth rate. If the saving rates were the same, why were the growth rates so different?
5. “Block Imports—Save Jobs for Some Americans, Lose a Roughly Equal Number of Jobs for Other Americans, and Also Pay High Prices.” Discuss this statement within the context of protectionism.
6. Steve and Craig have been shipwrecked on a deserted island in the South Pacific. Their economic activity consists of either gathering pineapples or fishing. We know Steve can catch four fish in one hour or harvest two baskets of pineapples. In the same time Craig can reel in two fish or harvest two baskets of pineapples.
Assume Craig and Steve both operate on straight-line production possibilities curves. What is Steve's opportunity cost of producing a basket of pineapples? Of a producing a fish? What is Craig's opportunity cost of producing a basket of pineapples? Of a producing a fish?
7. Provide examples of market-oriented environmental policies.
Running head: SC PLAN 1
SC PLAN 4
SC PLAN
Student’s Name
Institution Affiliation
SC PLAN
1. Describe the actions you will take to increase your net cash flows in the near future.
The first step is to reduce living expenditures. It is critical to lessen the amount spent on living expenses and other variables and save for future use. I will have to prevent luxuries such as vacation costs or keep them in check to avoid spending a hefty amount on them. I should check the option to cook for myself and avoid buying food. Also, I will choose a destination I can drive myself to save on rental car expenditures and airfare. I will have a detailed budget indicating the amount required for savings, debt repayment, and investment that will assist only to spend the money on essential expenditures. Further, the savings can help to start a business and become self-employed in the distant future.
I would have to look for a job that pays well or engage in a robust salary negotiation. The right time to negotiate for salary is during a performance review, compensation meeting, or job promotion (Bellon, Cookson, Gilje, & Heimer, 2020). I will ensure that I expand my education and technic ...
1. Interventionstreatment· The viral pinkeye does not need any MartineMccracken314
1. Interventions/treatment
· The viral pinkeye does not need any medication
· The bacterial pinkeye is treated with ointment or eye droplets
2. Possible nursing diagnosis
· Checking the specific infection affecting the eye
· Identifying burning eyes
· Increased anxiety with red eyes
3. Sign and symptoms
· Eye irritation
· Eye tearing
· Eye redness
· Eye discomfort
4. Nursing Interventions
· Putting some droplets in the kid’s eye
· Using a antibiotic ointment
· Administering ibuprofen to the kid
5. Risk factors
· Allergies
· A women having an STD during pregnancy
· Exposing the child to areas with lots of bacteria
6. Pathophysiology
The infected eye shows through an inflammation that is swollen and red. The conjunctiva shows and this is the clear membrane seen in the part where the eye is white. It remains this way if not treated for a while before it ends with medication administered or just ends naturally.
7. Complications
· A scaring in the child’s eye if the conjunctivitis is caused by allergic reactions
· It can aggravate to cause different conditions such as meningitis
8. Diagnostic Procedure
· Administering the medicine using eye droplets
· Rubbing the eye area with the ointment
...
1. Introduction and background information about solvatochromism uMartineMccracken314
1. Introduction and background information about solvatochromism using Reichardt’s dye? (400-500 words)
2. Discuss the properties of Reichardt’s dye that cause it to change its wavelength of maximum absorbance in the presence of solvents of differing polarities.
3. Discuss solvatochromism. Are there other dyes which exhibit this effect?
4. Would it be possible to use the wavelength of maximum absorbance in the presence of Reichardt’s dye to determine the water content of acetone solutions?
...
1. Integrity, the basic principle of healthcare leadership.ContaMartineMccracken314
1. Integrity, the basic principle of healthcare leadership.
Contains unread posts
Mateo Alba posted May 12, 2021 10:04 PM
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Integrity of any organization regardless whether it is in healthcare or business or government is paramount. Because of integrity comes trust. Having trust in a healthcare organization is nonnegotiable. It is the foundation of a world-class organization. Executives who ignore ethics run the risk of personal and corporate liability in today’s increasingly tough legal environment (Lynn S. Paine, 1994, Managing for Organizational Integrity, pp. 2-21)
First, the healthcare organization. The healthcare organization is the head or the governing body. It is charged of day-to-day functions, establish policies, guidance, business process, safety, security and all the administrative duties. Integrity is and must be the cornerstone of any healthcare organization. Without it, no clinicians or workers that would knowingly work for an organization that they cannot trust or feel safe. And most importantly, if the patients do not have trust in the organization, they will avoid that facility at all cost.
Second, the clinicians. The clinicians are what makes the organization or facility function. Whether they are the providers, nurses or staff it is important that they have the integrity to always do what is right not only for the healthcare team or the organization, but most specially for the patient. It starts with the clinical leaders building trust to their subordinate staff by having the integrity and values of what a leader should be. Once that is established, then it permeates throughout the entire team. Thereby improving the healthcare delivery.
Lastly, and the most important is the patient. At the center of the entire system needs to be the patient. Once the patient recognizes the integrity or values of the healthcare organization and the clinicians delivering healthcare, patient trust is established. The patient satisfaction also increases. According to Cowing, Davino-Ramaya, Ramaya, Szmerekovsky, 2009, pp.72, “if patients are satisfied with clinician-patient interactions, they are likely to be more compliant with their treatment plan, to understand their role in the recovery process, and to follow through with the recommended treatment”. Having integrity or values in the healthcare delivery is the basic principle of healthcare leadership.
Cowing, M., Davino-Ramaya, C. M., Ramaya, K., & Szmerekovsky, J. (2009). Health care delivery performance: service, outcomes, and resource stewardship. The Permanente Journal, 13(4), 72–78. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2911834/
Lynn S. Paine, 1994, Managing for Organizational Integrity. Harvard business review, 2-21. Retrieved from Managing for Organizational Integrity (hbr.org)
2. Medical Delivery Influences
Contains unread posts
Robert Breeden posted May 12, 2021 9:44 AM
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Hello,
The influence within the medical community is so important and ...
1. Information organized and placed in a logical sequence (10 poMartineMccracken314
1.
Information organized and placed in a logical sequence (10 points)
Points Awarded
2.
Demonstrated knowledge of ethical dilemma presented by:
2a. Summarized the situation (10)
2b. Explained the ethical dilemma (5)
2c. Solved the problem as a professional RN (15)
3.
Responses supported with specific ANA Codes
(20)
4.
Visual aids professional, visually interesting
& aided in understanding material; proper grammar/spelling/punctuation-no more than 2 errors in presentation(10)
5.
Maintained eye contact of audience (10)
6.
Voice clear & audible (10)
7.
Encouraged class participation (5)
8.
Reference slide that includes references in APA
format (5)
Total points possible = 100
NSG 100
Case Study in-class Presentations Assignment
1): Moral Courage with a Dying Patient
Mr. T. is an 82-year-old widower who has been a patient on your unit several times over the past 5 years. His CHF, COPD, and diabetes have taken a toll on his body. He now needs oxygen 24 hours a day and still has dyspnea and tachycardia at rest. On admission, his ejection fraction is less than 20%, EKG shows a QRS interval of greater than 0.13 seconds, and his functional class is IV on NYHA assessment.
He has remained symptomatic despite maximum medical management with a vasodilator and diuretics. He tells you, "This is my last trip; I am glad I have made peace with my family and God. Nurse, I am ready to die." You ask about an advance directive and he tells you his son knows that he wants no heroics, but they just have never gotten around to filling out the form. When the son arrives, you suggest that he speak with the social worker to complete the advance directive and he agrees reluctantly. You page the physician to discuss DNR status with the son. Unfortunately, Mr. T. experiences cardiac arrest before the discussion occurs and you watch helplessly as members of the Code Blue Team perform resuscitation. Mr. T. is now on a ventilator and the son has dissolved into tears with cries of, "Do not let him die!"
2): Moral Courage to Confront Bullying
Melissa started on the unit as a new graduate 5 weeks ago. She is still in orientation and has a good relationship with her preceptor. The preceptor has been assigned consistently to Melissa for most of the last 4 weeks, but due to family emergency has not been available in the last week. Melissa has been told that she will be precepted by a different nurse for the remainder of her orientation. The new preceptor has not been welcoming, supportive, or focused on the educational goals of the orientation. In fact, this new preceptor has voiced to all who will listen her feelings about the incompetence of new BSN graduates. The crisis occurs when Melissa fails to recognize a patient's confusion as a result of an adverse medication effect. The preceptor berates Melissa in the nurses' station, makes sarcastic comments in shift report abou ...
1. In our grant application, we included the following interventioMartineMccracken314
1. In our grant application, we included the following interventions as our evidence-based programs: Family Therapy (to promote family acceptance and support, a key factor for overall health outcomes for this population), Motivational Interviewing (to address higher co-occurrence of substance use concerns), Trauma-Focused Treatment (including EMDR Therapy and TF-CBT, to address higher rates of complex trauma including from systemic oppression), and CBT (a gold standard treatment modality, but adapted to meet the needs of our client population by incorporating elements of
Solution
s-Focused or Narrative approaches to make it more strengths-based).
For questions 2-4, you would need to do some of your own research in the literature on these treatment modalities and determine for yourself if there were best practices that should be incorporated into the plan used at the agency.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Cultural Competency: A Key to Effective Future Social Work With Racially and Ethnically Diverse E...
Min, Jong Won
Families in Society; Jul-Sep 2005; 86, 3; ProQuest One Academic
pg. 347
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
...
1. I believe that the protagonist is Nel because she is the one thMartineMccracken314
1. I believe that the protagonist is Nel because she is the one that goes through different changes throughout the book. I also think she is the protagonist because most people can relate to her more. Nel was done wrong by Sula and her husband Jude Green. Sula did the one thing that a best friend should never do and, that is sleep with your best friend's husband. Even though Sula did a terrible thing Nel still cares about her best friend because she goes and visits her when she is sick even after all the pain she caused her. Nel is also deeply saddened when she visits Sulas grave. That is not the only thing that happened to Nel. Nel not only had to deal with the affair but also accepted her guilt in Chicken Little's drowning. But in the end, Nel realized she enjoyed watching him drown.
Everything changed when Sula came back to Nels life. Nel was happy before. She was happy with her family and her husband, but when Sula came back that all changed. After the affair and Sulas death, Nel was alone. Nel became a single mother and, she no longer has a good relationship with another man.
2. I believe that although the title of the story is Sula, the main protaginist of the story is Nel. Nel is kept until the end of the story and Sulay passes away and exit's the story. I think in this pivitol moment is when the author wanted to make Nel the main character. Nel contained her emotion until towards the end of the story when she has a conversation with Eva, Nel nervously comments "Who told you all these lies? Miss Peace? Who told you? Why are you telling lies on me?" I believe the author wanted us to feel the anxiousness and wonder that Nel found out that somebody finally knew about the little boy being thrown. I believe this admission of guilt to Eva brings closure to Nel. Nel was trying to hide her emotions the entire time and it wasn't after being confronted that she broke down about it and visited Sulay's grave. Nel even stated "I don't know. No." when asked whether somebody saw the boy being thrown into the river. This shows that Nel was not sure at all in the moment it happened whether somebody knew. Nel wanted to not think about what happen forever and try to mute the situation but Eva bringing it up, made Nel feel terrible about what happened which is why she ended up visting Sulay's grave. I think muting herself from knowing the little boy was thrown was still not a 'good' way to look at it, from her end. She wanted to believe a lie by just pretending it never happened. It wasn't after someone brought up the situation to her that her feelings change.
3. Although the novel is titled Sula, the real protagonist is Nel because she is the one who is transformed by the end. Sula and Nel were very great friends and were very dedicated to each other. But they were also very different. Nel was known as the more mature and "good person" while Sula is more impulsive. "Nel is the product of a family that believes deeply in social conventions, hers is a st ...
1. If the profit from the sale of x units of a product is P = MartineMccracken314
1. If the profit from the sale of x units of a product is P = 105x − 300 − x2, what
level(s) of production will yield a profit of $1050? (Enter your answers as a
comma-separated list.)
x = _________ units
2. The total costs for a company are given by
C(x) = 5400 + 80x + x2
and the total revenues are given by
R(x) = 230x.
Find the break-even points. (Enter your answers as a comma-separated list.)
x= __________ units
3. If total costs are C(x) = 900 + 800x and total revenues are R(x) = 900x − x2, find the
break-even points. (Enter your answers as a comma-separated list.)
x= _____________
4. For the years since 2001, the percent p of high school seniors who have tried marijuana
can be considered as a function of time t according to
p = f(t) = 0.17t2 − 2.61t + 52.64
where t is the number of years past 2000.† In what year after 2000 is the percent
predicted to reach 75%, if this function remains valid?
_______________
5. Using data from 2002 and with projections to 2024, total annual expenditures for
national health care (in billions of dollars) can be described by
E = 4.61x2 + 43.4x + 1620
where x is the number of years past 2000.† If the pattern indicated by the model
remains valid, in what year does the model predict these expenditures will reach
$15,315 billion?
__________________
6. The monthly profit from the sale of a product is given by P = 32x − 0.2x2 − 150 dollars.
(a) What level of production maximizes profit?
___________ units
(b) What is the maximum possible profit?
$_____________
7. Consider the following equation.
y = 9 + 6x − x2
(a) Find the vertex of the graph of the equation.
(x, y) = (__________)
(b) Determine what value of x gives the optimal value of the function.
x=_____________
(c) Determine the optimal (maximum or minimum) value of the function.
y=______________
8. Consider the following equation.
f(x) = 6x − x2
(a) Find the vertex of the graph of the equation.
(x, y) = (__________)
(b) Determine what value of x gives the optimal value of the function.
x=_____________
(c) Determine the optimal (maximum or minimum) value of the function.
f(x)= _____________
9. Find the maximum revenue for the revenue function R(x) = 358x − 0.7x2. (Round your
answer to the nearest cent.)
R = $______________
10. The profit function for a certain commodity is P(x) = 150x − x2 − 1000. Find the level of
production that yields maximum profit, and find the maximum profit.
x= _________ units
P=$ _________
11. If, in a monopoly market, the demand for a product is p = 2000 − x and the revenue is
R = px, where x is the number of units sold, what price will maximize revenue?
$________________
12. If the supply function for a commodity is p = q2 + 6q + 16 and the demand function is p
= −3q2 + 4q + 436, find the equilibrium quantity and equilibrium price.
equilibrium quantity_______________
equilibrium price $_______________
13. If the supply and demand functions for a commodity are given by p ...
1. How does CO2 and other greenhouse gases promote global warminMartineMccracken314
1. How does CO2 and other greenhouse gases promote global warming? Discuss your opinion on the use of geoengineering measures to mitigate the effects of global warming.
Your response should be at least 250 words in length.
2. How does CO2 and other greenhouse gases promote global warming? Discuss your opinion on the use of geoengineering measures to mitigate the effects of global warming.
Your response should be at least 250 words in length.
Raw DataNamePayResponsibilitiesSupervisionGenderDepartmentRudolph211MaleAccountingOlga211FemaleAccountingInstructionsErnest211MaleAccountingEmily211FemaleAccountingThe sheet labeled "Raw Data" lists 366 employees and their rating (1-5) of their satisfaction with their Pay, Responsibilities, and Supervision. A rating of 5 is the highest satisfaction.Bobby211MaleAccountingRaw Data also includes the Gender and Department for each employee.Benjamin211MaleAccountingBeatrice211FemaleAccountingInsert a new column in EKeith211MaleAccountingLabel this new column "Overall Satisfaction Rating"Hilda211FemaleAccountingFor each employee, compute the Overall Satisfaction Rating as the Average of Pay, Responsibilities, and Supervision.Leslie311MaleAccountingFormat Overall Satisfaction Rating to one decimal place.Curtis311MaleAccountingAlice311FemaleAccountingOn a New sheet titled Results, create a Pivot Chart & Pivot TableSophie311FemaleAccountingAssign Gender to Columns, Department to rows, and Pay to Values. Change the value field setting from Sum to Average if necessary.Sally311FemaleAccountingSort the departments in descending order of satisfaction.Melvin311MaleAccountingCreate a title for the chart, which includes your last namePearl411FemaleAccountingBe sure your chart includes a legend for male & female employees, change male color to blue and female to orangeJohnny411MaleAccountingBe sure to include axis titlesEunice411FemaleAccountingFormat the vertical axis for a max of 5 and major tick marks at 1 and one decimal place.Opal212FemaleAccountingJulia212FemaleAccountingCreate a new sheet titled "Graphs".Jimmie212MaleAccountingCopy & Paste as Picture your graph of Pay SatisfactionEsther212FemaleAccountingAlbert212MaleAccountingAlter your Pivot chart/table to display Responsibilities Satisfaction. Change titles as needed.Mike212MaleAccountingPaste this chart on the Graphs sheetMarion212MaleAccountingJosephine212FemaleAccountingAlter your Pivot chart/table to display Supervision Satisfaction. Change titles as needed.Ida212FemaleAccountingPaste this chart on the Graphs sheetGerald212MaleAccountingCaroline212FemaleAccountingAlter your Pivot chart/table to display Overall Satisfaction. Change titles as needed.Alberta212FemaleAccountingPaste this chart on the Graphs sheetLeroy312MaleAccountingLeave Results sheet with the Pivot Table & Chart displaying the Overall Satisfaction.Anita312FemaleAccountingMildred412FemaleAccountingBeulah412FemaleAccountingAda412FemaleAccountingClayton212MaleAccountingWayne312MaleA ...
1. How do you think communication and the role of training addressMartineMccracken314
1. How do you think communication and the role of training address performance gaps or training needs as it relates to how Adults learn?
2. There are many ways – or methods – available to gather data during a need’s assessment. Each one has advantages and disadvantages. What is important is to select the appropriate method based on your business problem. The most common methods for data gathering are:
· Document reviews or Extant Data Analysis – reviewing existing material like process maps, procedure guides, previous training material, etc.,
· Needs Assessment
· Interviews
· Focus groups
· Surveys
· Questionnaires
· Direct Observations
· Testing
· Subject Matter Expert Analysis
Select one of these data gathering methods to discuss and share what you see as the advantages and disadvantages associated with using the selected method.
1. Team teaching
In team teaching, both teachers are in the room at the same time but take turns teaching the whole class. Team teaching is sometimes called “tag team teaching.” You and your co-teacher teacher are a bit like co-presenters at a conference or the Oscars. You don’t necessarily plan who takes which part of the lesson, and when one of you makes a point, the other can jump in and elaborate if needed.
Team teaching can make you feel vulnerable. It asks you to step outside of your comfort zone and allow another teacher to see how you approach a classroom full of students. However, it also gives you the opportunity to learn about and improve your teaching skills by having a partner who can provide feedback and — in some cases — mentorship.
In team teaching, as well as the five other co-teaching models below, a teacher team may be made up of two general education teachers, two special education teachers, or one of each. Or, in some cases, it may be a teacher and a paraprofessional working together. Some IEPs specify that a student’s teaching team needs to include a general education teacher and a special education teacher.
Here’s what you need to know about the team teaching method:
What it looks like in the classroom
Both teachers teach at the front of the room and move about to check in with students (as needed).
Benefits
· Provides both teachers with an active instructional role
· Introduces students to complementary teaching styles and personalities
· Allows for lessons to be presented by two different people with different teaching styles
· Models multiple ways of presenting and engaging with information
· Models for students what a successful collaborative working relationship can look like
· Provides more opportunities to pursue teachable moments that may arise
Challenges
· Takes time and trust for teachers to build a working relationship that values each teacher equally in the classroom
· Necessitates a lot of planning time and coordination of schedules
· Requires teachers to have equal involvement not just in planning, but also in grading, which means assignments need to be evaluated ...
1. How brain meets its requirement for its energy in terms of wellMartineMccracken314
1. How brain meets its requirement for its energy in terms of well-fed and during starvation or fasting?
2. Explain the utilization of different sources of energy in muscle during anaerobic and aerobic conditions of high physical activity and resting?
3. Why and how adipose tissue and kidney are significant for fuel metabolism?
4. Explain in detail why liver is significant for metabolism of mammals and how does it coordinate the different metabolic pathways essential for organism?
5. Explain the Cori cycle and glucose-alanine cycle for interorgan fuel metabolism?
...
1. Give an introduction to contemporary Chinese art (Talk a littleMartineMccracken314
1. Give an introduction to contemporary Chinese art (Talk a little bit about some of the major changes in Chinese art)
2. Read the article that is provided. Do some research on the artist, Xu Bing. According to the article, give some background information about Xu Bing, and investigate the body of work.
3. Select one piece of his artwork to write about. It could be a traditional work of art, such as drawing, painting, or sculpture, or something more experimental like performance art, body art, or installation art.
4. Write a 3-page analysis of the artwork you select. The paper should have a short introduction and conclusion, but the body should focus on your analysis of the artwork. Some of the questions that you might want to work through in the paper include: Why is the work important? In what ways does it challenge the viewer? Is there an allegorical meaning to the work? How is it in dialogue with Western art traditions or earlier Chinese art traditions? Does it engage with Chinese history? Etc.
5. Be sure to include an image of the work you select into the paper, and the paper must be grammatically correct.
...
1. For this reaction essay is a brief written reaction to the readMartineMccracken314
1. For this reaction essay is a brief written reaction to the readings. It may be somewhat informal (and I would encourage you to be personal), but it must be well-written and well-organized. It must not be more than 2 pages, use 12-point font, single-spaced, at least 1" margins. You will react to the results of this systematic review article on Telemedicine " Effectiveness of Telemedicine A Systematic Review of Reviews.pdf
Focus on the results of the synthesis only, react to the authors' conclusions- do you agree or disagree with their synthesis? Discuss your opinion, are there faults in their conclusions?
Telemedicine is increasingly being suggested as an alternative for an in-person visit, especially with emergent diseases that call for person-to-person distancing. What are the potential concerns with this suggestion? What are in the authors' synthesis and conclusions underscore the limitations of this suggestion?
2. The next day a representative from Bristol Myers Squibb visits your office and tells you that Plavix® (clopidogrel) decreases cardiovascular events by 8.7% compared to aspirin. That sure sounds good to you, as you have many elderly patients at risk of heart attacks and strokes and many are already on aspirin. The brochure quotes the CAPRIE study, and you decide to investigate this further. A review of the 1996 article reveals that study patients on Plavix® experienced cardiovascular events 9.78% of the time compared to 10.64% of the time with aspirin. Plavix® was approved by the FDA based on this one study. Cost of Plavix/day=$6.50. Cost of aspirin/day = $1.33
• What was the NNT?
• How much does Plavix® cost monthly?
• What meaning do these values have for this problem?
• Be sure to include your actual calculations/math
i n t e r n a t i o n a l j o u r n a l o f m e d i c a l i n f o r m a t i c s 7 9 ( 2 0 1 0 ) 736–771
j o u r n a l h o m e p a g e : w w w . i n t l . e l s e v i e r h e a l t h . c o m / j o u r n a l s / i j m i
Effectiveness of telemedicine: A systematic review of
reviews
Anne G. Ekeland a,∗, Alison Bowes b, Signe Flottorp c,d
a Norwegian Centre for Integrated Care and Telemedicine, University Hospital of North Norway, P.O. Box 6060, N-9038 Tromsø, Norway
b Department of Applied Social Science, University of Stirling, Scotland, UK
c Norwegian Knowledge Centre for the Health Services, Oslo, Norway
d Department of Public Health and Primary Health Care, University of Bergen, Norway
a r t i c l e i n f o
Article history:
Received 23 April 2010
Received in revised form
11 July 2010
Accepted 29 August 2010
Keywords:
Telemedicine
Telecare
Systematic review
Effectiveness
Outcome
a b s t r a c t
Objectives: To conduct a review of reviews on the impacts and costs of telemedicine services.
Methods: A review of systematic reviews of telemedicine interventions was conducted. Inter-
ventions included all e-health interventions, information and communication technologies
for communication ...
1. Find something to negotiate in your personal or professional liMartineMccracken314
1. Find something to negotiate in your personal or professional life. Examples include: redistribution of household chores, a personal or professional purchase, a contract at work, asking for a raise, booking a vacation, hiring a contractor, etc. The deal does not have to be implemented for the purposes of this class (e.g. you can finalize the price for something you’re thinking of buying without following through on the purchase right now). The scenario you choose should be significant enough to allow you to do substantial research and detail for your paper. Submit a five page paper (minimum), double spaces, utilizing proper grammar and spelling, which summarizes the following:
1. Your Preparation – Describe the process you used and results of your preparation. You should also discuss your strategies, targets, and negotiating plan. Make sure you do your research, working on both your BATNA and the other party’s. (Consider newspapers, bookstores, libraries, the internet, and personal calls and visits as possible sources of information). This is the most important step, so being thorough is critical.
1. The Negotiating Process – Describe what happened in the negotiation itself. List he sequence of events and how you reacted/adjusted to the other party’s position. What was the negotiation style of the other party? What “tricks” did they try? How did you react? Were there any other influencing factors (e.g. cultural differences, misperceptions, emotion, etc.)?
1. The Outcome – What was the outcome and how did you feel about it? What worked well? What would you have done differently? Do you feel the result you arrived at was better than it would have been if you hadn’t taken the class? Why/Why not?
Your understanding of the appropriate preparation and process steps to take in negotiating this deal is more important than the final outcome.
Be sure to cite your sources, and include copies of necessary quotes/documentation.
1.
Find something to negotiate in your personal or professional life. Examples include:
redistributi
on of household chores, a personal or professional purchase, a contract at work,
asking for a raise, booking a vacation, hiring a contractor, etc. The deal does not have to be
implemented for the purposes of this class (e.g. you can finalize the price for
something you’re
thinking of buying without following through on the purchase right now). The scenario you
choose should be significant enough to allow you to do substantial research and detail for your
paper. Submit a five page paper (minimum), double
spaces, utilizing proper grammar and
spelling, which summarizes the following:
2.
Your Preparation
–
Describe the process you us
ed and results of your preparation. You should
also discuss your strategies, targets, and negotiating plan. Make sure you do your research,
working on both your BATNA and the other party’s. (Consider newspapers, bookstores, libraries,
the internet, and p
ers ...
1. FAMILYMy 57 year old mother died after a short illness MartineMccracken314
1. FAMILY
My 57 year old mother died after a short illness last June. She was a wonderful mother and my 66 year old father
adored her. They had been married for 38 years. He is finding it extremely difficult to cope without her. To make
matters worse, he retired just two months before she died and is at a loss to fill his days.
He is disorganized and has not established any pattern in his life. I invite him for meals and outings, but he is
detached and depressed. He doesn’t seem to be part of the world any more. I am terribly worried about him. How
long will he be like this? I am 34 and have small children. I thought being with the children would help him, but it’s
as though he doesn’t see or know them. He just sits and stares into space for much of the day. He seems locked
into his grief.
2. FAMILY
One of our 17 year old son’s best friends took his life several months ago. Our son didn’t say much at the time, but
he was very shaken. Since then he has gradually “retired” into himself. He stays in his room most of the time
listening to rock music.
He is unemployed and no longer sees his former schoolmates. We are very worried about him. How do we get him
out of himself? He has always been a quiet guy but his present behavior is beyond “quiet.” We have two other
children, girls aged 13 and 10, but our son now just ignores them.
3. FAMILY - rural
Ken is a 67 year old farmer who lives with his wife Margaret. Ken and Margaret had hoped to retire late in their 60s
and move to the west coast to be closer to their children, reluctantly selling the family property that has been
struggling financially. They have limited investment funds set aside to support their retirement and have been told
it is unlikely that they would be successful in selling their farm. Ken also suffers chronic back pain from a previous
farm injury. A neighbor has become concerned about Ken’s ability to cope with his property, and has visited Ken
and Margaret a number of times due to problems with his stock and pasture management. Margaret believes the
farm is “too much for them now,” but feels she can’t talk to Ken about this. Ken has become withdrawn and
refuses to discuss the issue. He talks about there being “no way out of this,” and that it “might as well be over.” He
sees his physician infrequently, having difficulty traveling the 60 miles to the nearby town.
4. FAMILY - rural
Jason is 34 years old and lives with his wife Jenny and their two children (8 and 3 years old). After completing a
mechanical trade apprenticeship in Boston, he has returned home with plans to build his future as a farmer. He has
become increasingly irritable and frustrated with what he believes is his failure to “get on top of things” on the
farm, and they are struggling to manage financially.
Jason is drinking heavily, mostly at home, but still drives his car into town. Jenny is angry and worried about this.
She is feeling isolated, having few friends in the area, and relying on Jas ...
1. Explain the four characteristics of B-DNA structure DifferentiMartineMccracken314
1. Explain the four characteristics of B-DNA structure? Differentiate between the A-DNA and Z-DNA structural features?
2. Describe the supercoiled DNA with its properties and how naturally occurring DNA under wound?
3. What are topoisomerases? Explain the two types of topoisomerases with their mechanism of action?
4. Explain the three interactions that are required to stabilize nucleic acids? How DNA denatures and renatures?
5. What are ribozymes and explain their properties?
Case 20 Restructuring
General Electric
The appointment of Larry Culp as the chairman and CEO of the General Electric
Company (GE) on October 1st, 2018 was a clear indication of the seriousness of the
problems that had engulfed the company. Culp, the former CEO of the highly-successful
conglomerate, Danaher Corporation, had been appointed a GE director only six months
previously and was the first outsider to lead GE—every one of GE’s previous CEOs had
been a career manager at the company. On the same day as Culp’s appointment, GE
abandoned its earning guidance for the year and announced a $23 billion accounting
charge arising from a write-down of goodwill at its troubled electrical power division.1
Culp’s predecessor, John Flannery had been CEO for a mere 14 months—a sharp
contrast to GE’s two previous CEOs: Jeff Immelt (16 years) and Jack Welch (20 years).
Flannery’s tenure at GE has coincided with of the company’s most difficult periods in its
entire 126-year history. In November 2017, amidst deteriorating financial performance,
Flannery announced a halving of GE’s quarterly dividend, the proposed sale of its
lighting and locomotive units—two of GE’s oldest businesses—and the elimination of
12,000 jobs in the power division.
In 2018, the situation worsened. In January, GE announced that it would be paying
$15 bn. to cover liabilities at insurance companies it had sold 12 years previously. In
February, GE confirmed suspicions over its dubious accounting practices by restating its
revenues and earnings for the previous two years, while also announcing the likelihood
of legal claims arising from its its subprime mortgage lending over a decade earlier.
The outcome was a precipitous fall in GE’s share price (see Figure 1) that culminated
in GE’s dismissal from the Dow Jones Industrial Average (DJIA). Until June 2018, GE
was the sole surviving member of the DJIA when it was created in 1896.
The crisis at GE presented the board with two central questions. First, should GE
be broken up? Second, if GE was to continue as a widely-diversified company, how
should it be managed?
As a diversified corporation that extended from jet engines, to oil and gas equipment,
to healthcare products, to financial services, GE was an anomaly. For three decades, con-
glomerates—diversified companies comprising unrelated or loosely related businesses—
had been deeply unfashionable. CEOs, Jack Welch and Jeff Immelt, had claimed that,
by virtue of its integrated m ...
1. examine three of the upstream impacts of mining. Which of theseMartineMccracken314
1. examine three of the upstream impacts of mining. Which of these do you think would be most difficult to estimate in a life cycle assessment?
Your response should be at least 250 words in length.
2. Discuss the pollutants that are emitted during the operation stage of a life cycle assessment for a fossil fuel source.
Your response should be at least 250 words in length
Body Ritual among the Nacirema
H O R A C E M I N E R
University of Michigan
HE anthropologist has become so familiar with the diversity of ways iq T which different peoples behave in similar situations that he is not a p t to.
be surprised by even the most exotic customs. I n fact, if all of thelogically
possible combinations of behavior have not been found somewhere in the
world, he is a p t to suspect that they must be present in some yet undescribed
tribe. This point has, in fact, been expressed with respect to clan organization
by Murdock (1949: 7 1 ) . I n this light, the magical beliefs and practices of the
Nacirema present such unusual aspects that i t seems desirable t o describe
them a s an example of the extremes to which human behavior can go.
Professor Linton first brought the ritual of the Nacirema to the attention
of anthropologists twenty years ago (1936:326), but the culture of this people
is still very poorly understood. They are a North American group living in the
territory between the Canadian Cree, the Yaqui and Tarahumare of Mexico,
and the Carib and Arawak of the Antilles. Little is known of their origin, al-
though tradition states that they came from the east. According to Nacirema
mythology, their nation was originated by a culture hero, Notgnihsaw, who is
otherwise known for two great feats of strength-the throwing of a piece of
wampum across the river Pa-To-Mac and the chopping down of a cherry tree
in which the Spirit of Truth resided.
Nacirema culture is characterized by a highly developed market economy
which has evolved in a rich natural habitat. While much of the people’s time
is devoted to economic pursuits, a large part of the fruits of these labors and a
considerable portion of the day are spent in ritual activity. The focus of this
activity is the human body, the appearance and health of which loom a s a
dominant concern in the ethos of the people. While such a concern is certainly
not unusual, its ceremonial aspects and associated philosophy are unique.
The fundamental belief underlying the whole system appears to be that the
human body is ugly and that its natural tendency is t o debility and disease.
Incarcerated in such a body, man’s only hope is to avert these characteristics
through the use of the powerful influences of ritual and ceremony. Every house-
hold has one or more shrines devoted to this purpose. The more powerful in-
dividuals in the society have several shrines in their houses and, in fact, the
opulence of a house is often referred to in terms of the num ...
1. Examine Hofstedes model of national culture. Are all four dimeMartineMccracken314
1. Examine Hofstede's model of national culture. Are all four dimensions still important in today's society as it relates to the success of the multinational manager? Why, or why not? Which do you think is the least important as it relates to multinational management? Why?
2. More companies are seeking to fill multinational management positions due to the influx of business growth abroad. If you were offered and accepted a position as a multinational manager, what would you do to personally prepare for the culture of a different country? Where would you seek information? What overall responsibilities would you expect of the job? How do you think the managerial responsibilities would be different from those you would face in the United States?
3. Multinational managers encounter many levels of culture. Which of the culture levels do you think might be the most difficult to manage? Why? Share an example. Which culture level do you think might be the easiest to understand? Why? Give an example of this.
4. In your own words, what is your perception of free trade? Think about the advantages of free trade; what are two benefits that result from free trade? There is also a downside to free trade; what are two disadvantages resulting from free trade? Provide reasoning for your choices.
5. What are the three major economic systems that nations utilize, and what is the role of each? How does each affect and influence individuals, multinational managers, and corporations?
6. How would you define ethical convergence? What are the four basic reasons for ethical convergence? Which might be the most difficult for multinational companies to follow, and why?
7. Describe the four major world religions. What are the impacts of each religion type on an economic environment? What do you think makes religion a concern in societies?
8. If you were a multinational manager, and you encountered an ethical dilemma within the multinational company, what heuristic questions would you use to decide between ethical relativism and ethical universalism? Of the different heuristic questions, which one do you think is most important? Explain your reasoning.
1
Week Two Instructor’s Notes
PHIL 1103 Summer
This week you will be learning in detail about the four different moral perspectives that
we will use to analyze moral questions.
Notice two things right at the start. First, because normative ethics is our main focus this
term, we are not going to attempt to settle the question of whether any moral perspective at all
could be correct or known to be correct—that is a task for metaethics. Our task in this second
week is to learn in some detail about four different kinds of consideration or value that often
seem relevant when we try to decide what is morally right or wrong in particular cases, namely:
(1) Respect for the rights and autonomy of the persons involved
(2) Increasing the overall well-being of the most individuals possible
(3) Asking wha ...
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1. 1
Beacon International College
Major Incident and Crisis Management (HLT5052)
Level 5.
COURSE OUTLINE AND ASSESSMENT BRIEF
Module: Major Incident and Crisis Management
Tutor: Mohan Balagopal ([email protected])
Assessment type: Individual written assignment (100%
weighting)
Aims: This module will provide students with a significant
understanding of Major
Incident and Crisis Management planning in an event context
and how this
2. translates into a practical operational time sensitive plan
involving the various key
stakeholders. Students will be able to identify the range of
stakeholders involved in
such processes and the strategies and operational practices they
are required to
implement in relation to major incidents and crises.
Learning outcomes: By the end of the module, students will be
able to: -
1. Clarify what a major incident is and a typical sequence of
events surrounding major incidents
2. Assess the practical benefits of Major Incident and Crisis
Management
3. Discuss the roles and responsibilities of the range of
stakeholders involved in major incident and crisis
management and understand the content of a Major Incident and
Crisis Management plan
4. Research and develop an operational Major Incident and
Crisis Management plan
5. Apply the content of an effective time sensitive Major
Incident and Crisis Management plan to an event
scenario
Indicative content
3. - Management, operations and responsibilities
regulations
esponsibility of the event and
the management team
responsibilities
responsibilities
dent and Crisis Management practical workshops &
role play
supporting documentation
Incident and Crisis Management
Required reading
‒ Bernstein, D. (2011) Manager's guide to Crisis Management.
London: McGraw-Hill Education
4. Publishing.
‒ Crandall, W. (2013) Crisis management (2nd Edition).
London: Sage.
‒ Fernandez, L; Merzer, M. (2003) Jane’s Crisis
Communications Handbook. Surrey: Janes information
group. (Available as an E Book)
mailto:[email protected]
https://www.google.co.uk/search?client=safari&rls=en&q=%E2
%80%A2+Bernstein,+DA.+(2011)+Manager's+guide+to+Crisis+
Management+London+Silvers,+R.+(2008)+Risk+Management+f
or+Meetings+and+Events.+Oxford+(UK)+:+Elsevier+Butterwor
th-Heinemann+Publishing&spell=1&sa=X&ved=0ahUKEwjhsd-
plpDKAhUDRhQKHVSKAr4QBQgaKAA
2
‒ Fagel, M. (2013) Crisis Management and Emergency
Planning: Preparing for Today's Challenges.
Abingdon: CRC Press.
‒ Silvers, R. (2008) Risk Management for Meetings and Events.
Oxford (UK) : Elsevier Butterworth-
Heinemann Publishing
The following journals/trade publications contain papers
relevant to this module:
International Journal of Event Management Research
5. Disaster Recovery Institute Singapore - https://www.dri-
singapore.org/home.php
Audience
Access All Areas
Economist
Event
Main Event
Stand Out
Total Production International
Lecture Program
Lecture 1 Welcome and introductions
Importance of a Major Incident and Crisis Management plan
why have one?
Characteristics of a Disaster.
Lecture 2 Major Incident and Crisis Management plan and other
supporting documentation: the time line
being proactive rather than reactive.
Case studies and tutorials
6. Lecture 3 Major incident management: exploring their effects
and impacts, the management issues, the
impacts on the event sector
Case studies and tutorials
Lecture 4 The team, who will manage the situation: Stakeholder
liaison, management, interactions and
responsibilities “The Duty of care “.
Case studies and tutorials
Lecture 5 Media management the release of information.
Briefing for the press conference, operations and
responsibilities, protecting corporate identity
and limiting negative critique, dealing with the management,
operations and responsibilities
Case studies and tutorials
Lecture 6 The control room: logging of vital data, appraising
the situation, bronze, silver and gold
command.
Case studies and tutorials
7. Lecture 7 Security planning, what they do and how they can
help? Looking at the importance of your
security team to support your event to prevent Major incidents
occurring
Case studies and tutorials
3
Assessment 1 – Individual written assignment (100%)
Submission deadlines:
Draft submission in week 4 on 28 January 2021 by 1800hrs in
Turnitin via Moodle
Final submission in week 9 on 11 March 2021 by 1800hrs in
Turnitin via Moodle
You need to produce your own crisis plan for an event of over
2,500 people - 2,000-word limit individual
assignment
Your plan must be based on a “real” event that will take place
8. in or around Singapore in 2021. You must
submit via email to your lecturer your selected event by week 2
for approval or you will not be able to
continue with your assessment. Your crisis plan needs to
include evidence of your own research into existing
events in Singapore along with crisis and risk management
theory.
There are a number of aspects relating to this assignment that
need to be considered and these are detailed in
the marking schedule below.
Firstly, you need to identify the event, define what a Major
Incident / Crisis is and consider the range of
potential major incidents and crisis which could occur at your
chosen event. You are then required to select
one of the areas below and discuss how a major incident and
crisis management plan would be used to help
manage your chosen situation.
To give your report focus you should choose one of the four
areas listed below to discuss the recommended
considerations and procedures in managing your selected
situation:
9. 1. Natural disaster, fire, high winds, rain, flooding.
2. Terrorist attack.
3. Crowd disorder, violence, missing persons.
4. Structural collapse.
Once you have selected one of the issues above explain how
your plan will be used to manage the chosen
incidents. Relate this to your event and your crisis plan.
When the situation happens, how will you communicate with the
public and the press? Think of what you
might say to and how you might manage the public, the press
and the emergency services. This can include
pre- scripted responses and other such associated responses.
In terms of referencing please also use Health and Safety
legislation and regulations to guide your work, and
where possible give an example of a real case study within the
crisis plan section.
There will be progress feedback session to see how you are
progressing with your work via consultation and
draft submissions.
10. Additional Submission Guidelines
Students must follow submission guidelines as indicated in the
Student Submission Guidelines document
uploaded in Moodle.
4
Marking guide: Individual written assignment
Criteria Comments Marks
Draft submission
Draft submitted on time and correctly
/10
Introduction
11. Outline of the event and key event details e.g.
capacity, venue and location, audience profile,
entertainer profile, timing, etc.
/10
Major Incidents
Discuss the range of likely major incidents which
could occur at your chosen event and give a brief
precis of their likely impacts and how major
incident plans can benefit event organisers.
/20
Detailed plan and Recommendations
From the range of potential major incidents select
one and discuss how would you apply a crisis
management plan to manage and mitigate the
impacts of your chosen scenario?
1. Outline the typical sequence of events
along with a time sensitive Major Incident
and Crisis Management plan.
12. 2. Produce a communication and control
plan including communication chart –
relating to your chosen scenario.
3. Discuss the roles and responsibilities of
the range of stakeholders involved in the
major incident and crisis management
including categories of staff and blue light
services.
4. Identify and discuss the location of the
control centre, equipment required and
crisis kit.
5. Discuss the evacuation procedure -
Contingency plans.
Consider what would be required in terms of
communicating with different stakeholders e.g.
public information, staff briefing and press/media
briefing information i.e. messages, materials and
how these would be disseminated.
13. /50
Referencing
Strict application of Harvard Referencing System
Demonstrated depth of reading and research
Minimum 10 ACADEMIC references
/10
TOTAL /100
Overall comments
5
Marking Criteria
90-100% A quite exceptional and outstanding answer, providing
insights which would not be available
publicly, and would, with some editing, be publishable. In
addition to the features of the next section, this
range is distinguished by superior organization, economic use of
language and totally comprehensive, given
14. the conditions of the exercise.
80-89% An answer which demonstrates an excellent
understanding of the question and of the complexity of
the issues involved. There is a sound basis of relevant factual
knowledge and/or the theoretical issues
involved. Most of the important issues are dealt with in a
detailed, specific and systematic way. There is
either some measure of original thinking in the answer or an
accurate and comprehensive account is given in
a way which demonstrates understanding, for example by
structuring the material such that it could not have
been based just on reproduction of lecture notes and programme
material. Evidence of creativity, critical
approach, and wide reading beyond the core subject matter.
70-79% As above but a slightly less consistently excellent level.
Alternatively, this range of mark may be
given for an answer which, while not having original insights,
gives comprehensive and accurate coverage of
the issues at a high level throughout the answer, without
significant omissions or errors.
60-69% An answer which demonstrates a clear understanding of
15. the question and grasp of the complexity of
the issues involved. There is a sound basis of relevant fac tual
knowledge and/or of theoretical issues
involved, with few significant errors. The issues involved are
dealt with in a systematic way. Some of the
issues may be limited in critical approach but organized to
display a comprehensive understanding and
factual information essentially complete.
50-59% An answer which demonstrates an understanding of the
major or basic issues in the question. There
is a basis of factual knowledge and/or of relevant theoretical
issues. Although some errors may be present,
the overall framework of the answer is sensible and accurate.
Most of all the issues may be dealt with at the
level of obviously available programme material given to the
student. The answer shows planning in its
construction, with a clear train of thought or development of
argument present. Average competent
performance, well presented, demonstrating understanding of
most of the essential issues.
40-49% An answer which demonstrates a limited understanding
of the major or basic issues in the question.
16. There is some relevant factual knowledge and/or awareness of
theoretical issues, but it is patchy. A few
significant errors may be present. The answer is not well
planned, with little development of argument, and
often much irrelevant material is present. Lacks clarity of
expression. The lower range (40-45) would
include an answer where relevant factual knowledge and/or
awareness of theoretical issues is poor and
confused, but not absent. Many significant errors may be
present. The answer is poorly planned, with little
clear train of thought or development of argument, and much of
the answer may be irrelevant.
38-39% An answer which fails to demonstrate any appreciable
understanding of the major issues or basic
issues of the question. Relevant factual knowledge and/or
awareness of theoretical issues, if present at all, is
very poor and confused and very limited. Many significant
errors may be present. Much or all of the answer
may be irrelevant. Poorly organized and very limited in scope.
30-37% Attempts an answer, but relevant factual knowledge
and/or awareness of theoretical issues is very
poor and confused, and very limited with many significant
errors.
17. 10-29% Not clear that an answer is properly attempted. Only a
few minor points made at all relevant to the
answer and these may be superficial. Most material is
irrelevant or incorrect.
1-9% An answer that is so short or irrelevant that only a few
marks are justified. For example, one or two
points may be made which show some peripheral awareness of
certain possibly relevant issues.
6
Graduate Attributes
It is School policy that Graduate Skills should be embedded into
module delivery and assessment. The
interactive nature of the seminars fulfils most of the
requirements by encouraging discussion, organization and
communication, and group discussion. By examining the
assessment criteria, you will note that Graduate Skills
18. are also contained within them. More specifically, the following
Skills are included in the module overall:
-Personal Skills and Networking
-Long learning)
ective Communication
N
early a decade ago, Gallup unveiled the results of a
landmarK 3D-year research project that ignited a global
conversation on the topic of strengths. More than 3
million people have since taken Gallup's StrengthsFinder
assessment, which forms the core of several books on this topic,
including the #1 international bestseller StrengthsFinder 2.0.
19. In recent years, while continuing to learn more about
strengths, Gallup scientists have also been examining decades
of data on the topic of leadership. They studied more than 1
million work teams, conducted more than 20,000 in-depth
interviews with leaders, and even interviewed more than 10,000
followers around the wor1d to ask exactly why they followed
the
most important leader in their life.
In Strengths Based Leadership, #1 New York Times
bestselling author Tom Rath and renowned leadership
consultant
Barry Conchie reveal the results of this research. Based on their
discoveries, the book identifies three keys to being a more
effective leader: knowing your strengths and investing in others'
strengths, getting people with the right strengths on your team,
and understanding and meeting the four basic needs of those
who loOk to you for leadership.
As you read Strengths Based Leadership, you'lI hear
firsthand accounts from some of the most successful
20. organizational leaders in recent history, from the founder of
Teach For America to the president of The Ritz-Cartton, as they
discuss how their unique strengths have driven their success.
Filled with novel research and actionable ideas, Strengths
Based Leadership will give you a new road map for leading
people toward a better future.
A unique access code (enclosed In the back of this book)
allows you to take a new leadership version of Gallup's
StrengthsFlnder program. The new version of this program
provides you wtth speclflc strategies for leading wtth your
top five strengths and enables you to plot the strengths of
your team based on the four domains of leadership strength
revealed In the book.
SIR EN G IN S . GAllU P. CO M
TOM RATH
Gallup Global Practice Leader
Tom Rath has written two # 1
21. international bestsellers. His
first book, How Full Is Your
Bucket?, was a # 1 New York
Times bestseller, and his most
recent book, StrengthsFinder
2.0, is a l ong~running #1
Wall Street Journal and #1 BusinessWeek oestseller. In total,
Rath's books have sold more than a million copies and have
made more than 100 appearances on the Wall Street Journal
bestseller list.
Rath has been with Gallup for 14 years and currently
leads Gallup's workplace research and leadership consu lt ing
worldwide. He also serves on the board of VHL.org, an
organization dedicated to cancer research and patien t support.
Ra th earned degrees from the University of Michigan and
the University of Pennsylvania. He and his wife, Ashley, live in
Washington. D.C.
BARRY CONCHIE
A renowned Leadership
22. Consultant, Gallup's Barry
Conchie is sought after by
CEOs around the world to
assist in aligning business
and talent strategies that drive
performance. As an expert in
executive assessment. team
diagnosti cs . and succession planning. he brings objective
measurement and insight to these important leadership areas.
Conchie was a public sector leader in the UK before joining
Gallup in London. In 2002. he brought his extensive global
experience to Gallup's Washington. D.C. headquarters. where
Conchie now leads Ga llup's executive leadership consulting.
He and his wife. Nicola, and children. Amy and Thomas. live
in Maryland.
JAC KE T DESIGN : CHIN · HE LAI
AU THDR PHO TOG RAPHS : RATH BY CHRISTOPHER
BANKS
CON CHI[ BY JAMES fERRY
23. GALLUP PRESS
STRENGTHS
LEADERSHIP
GREAT LEADERS, TEAMS, AND WHY PEOPLE FOLLOW
TOM RATH
BARRY CONCHIE
To the pioneering researcher, Don Clifton
(1924-2003), who spent four decades studying the strengths
of great leaders
GALLUP PRESS
1251 Avenue of the Americas
23'd Floor
New York, NY 10020
Library of Congress Control Number: 2008937114
ISBN: 978-1-59562-025-5
First Printing: 2008
25. Conclusion: Leadership That Lasts Beyond a Lifetime. . . . .. .93
Additional Resources ..
Taking StrengthsFinder
97
... 99
Leading With Your Strengths: A Guide to the 34 Themes... 101
The Research ......... "'" ..................................... 237
A: Your Strengths: The Research Behind Strengths Finder . 239
B: Your Team: Gallup's Research on Work Team Engagement ...
247
C: Why People Follow ............. .. .. ....................... 251
References ............................................... " ....... 259
A NOTE OF THANKS TO OUR TEAM
Gallup has been studying human behavior for more than 70
years and consulting with organizational leaders for more
than four decades. Over the years, hundreds of top scientists
and leadership consultants have contributed to this collective
26. knowledge base. Even as we write this book, Gallup consultants
around the globe are spending their days working with leaders
to improve their organizations' effectiveness. It is the work of
the following team of experts, many of whom have devoted
their
lives to studying great leaders, that fills the pages of this book.
Vandana Allman Curt Liesveld
Jim Asplund Mary Pat Loos
Dana Baugh Rachel Maglinger
Cheryl Beamer Jacque Merritt
Brian Brim Jan Miller
Jim Clifton Jane Miller
Tonya Fredstrom Laura Mussman
Andrew Green Peter Ong
Christy Hammer Connie Rath
Anne Harbison Tony Rutigliano
Jim Harter Rosemary Travis
Tim Hodges Paula Walker
RoddKarr Stosh Walsh
27. Lalit Khanna Damian Welch
In addition to this team of leadership experts, there were many
who shaped the content of this book and its accompanying
website. Our publishing team, led by business book gurus Larry
Emond and Piotrek Juszkiewicz, pushed us at every turn to tell
a better story. Then our world-class editors, Geoff Brewer and
Kelly Henry, refined this manuscript countless times and taught
us how to be more effective writers along the way. The
following
members of our core team spent countless hours working on
the research, content, and technology that went into Strengths
Based Leadership: Samantha Allemang, Sangeeta Badal, Jason
Carr, Swati Jain, Trista Kunce, Emily Meyer, and Joy Murphy.
Beyond this core team, we would also like to thank all the
people who reviewed drafts of this book, the team who created
the website, our research group, and in particular, the many
critical friends in our client partnerships who kept us true to
28. our mission and science and provided many of the subjects of
our studies. Without these great partners, this book would not
have been possible. And to all of the leaders who gave us their
time, we extend our most sincere thanks and gratitude.
INTRODUCTION
The best leaders get to live on.
Think for a moment about the leaders you respect -
whether they lead countries, organizations, communities, or
families - who continue to live on because of the way they
have shaped your thoughts and beliefs. Even though you may
not notice it in the moment, the most effective leaders forever
alter the course of your life.
Chances are, you will have many opportunities to
lead during your own lifetime. If you're able to seize these
opportunities, your influence will continue to grow for
generations to come. Maybe it's the desire to make a lasting
impact on the world that drives so many of us to want to lead.
29. In a recent Gallup Poll, we asked people to rate their own
leadership ability. Out of 1,001 people randomly surveyed, 97%
rated their ability to lead as being at or above average. And
more than two-thirds said they have led a group or team. The
fact is, whether you are taking charge in a boardroom, on a
construction site, or even in your home, it is likely that you will
find yourself leading at some point in your life.
So what are the keys to being a more effective leader? To
answer this question, we assembled a team of experts to revi ew
2 I STRENGTHS BASED LEADERSHIP
decades of Gallup data on this topic, which included more than
20,000 in-depth interviews with senior leaders, studies of more
than one million work teams, and 50 years of Gallup Polls about
the world's most admired leaders. Our team then initiated a
study of more than 10,000 followers around the world. In this
study, we asked followers to tell us - in their own words -
why they follow the most influential leader in their life.
30. Three key findings emerged from this research:
1. The most effective leaders are always investing in
strengths.
In the workplace, when an organization's leadership
fails to focus on individuals' strengths, the odds of an
employee being engaged are a dismal 1 in 11 (9%).
But when an organizations leadership focuses on the
strengths of its employees, the odds soar to almost 3 in 4
(73%). So that means when leaders focus on and invest
in their employees' strengths, the odds of each person
being engaged goes up eightfold. As we will review in
Part One, this increase in engagement translates into
substantial gains for the organizations bottom line and
each employee's well-being.
2. The most effective leaders surround themselves with
the right people and then maximize their team.
While the best leaders are not well-rounded, the best
teams are. Our research found that top-performing
31. teams have strengths in four specific domains. In Part
INTRODUCTION I 3
Two, you will hear from four well-known leaders as they
describe how their strengths play out in these domains.
You will also see how one CEO maximized his existing
team and learn about the elements that differentiated
the top-performing teams we studied from the rest of
the pack.
3. The most effective leaders understand their followers'
needs.
People follow leaders for very specific reasons. When we
asked thousands of followers, they were able to describe
exactly what they need from a leader with remarkable
clarity. In Part Three, we will review the results from
this study and tell you more about followers' four basic
needs.
To help you learn about your own strengths as a leader,
32. you will have the opportunity to take a new leadership
version of Gallup's Strengths Finder program. (See "Taking
Strengths Finder" in the Additional Resources section of this
book.) FollOWing an online assessment, you will receive a
guide
that shows you how your top five strengths fit into the four
domains ofleadership strength (from Part Two). The gUide will
also give you specific suggestions for meeting the basic needs
of those who look to you for leadership (from Part Three).
But as you will learn from some of the most effective leaders
we've studied, the path to great leadership starts with a deep
understanding of the strengths you bring to the table.
PART ONE:
INVESTING IN YOUR STRENGTHS
INVESTING IN YOUR STRENGTHS I 7
If you spend your life trying to be good at everything, you
will never be great at anything. While our society encourages
33. us to be well-rounded, this approach inadvertently breeds
mediocrity. Perhaps the greatest misconception of all is that of
the well-rounded leader.
Organizations are quick to look for leaders who are great
communicators, visionary thinkers, and who can also get things
done and follow through. All of these attributes are desirable
and necessary for an organization to succeed. But of all the
leaders we have studied, we have yet to find one who has world-
class strength in all of these areas. Sure, many leaders can get
by or are above average in several domains. But paradoxically,
those who strive to be competent in all areas become the least
effective leaders overall.
LEADING BY IMITATION
Sarah has a knot in her stomach as she drives to work on
Monday morning. While she rarely looks forward to the start
of a workweek, today the mere thought of going to the office
is making her ill. While driving through traffic, Sarah begins
to wonder why this particular Monday is so much worse. She's
34. perplexed because last Friday was one of the best days in the
office she could remember.
8 I STRENGTHS BASED LEADERSHIP
As Sarah pulls into the parking lot, she figures out why the
end of last week was so enjoyable: Her boss, Bob, was out of
town. That was the good news. The bad news is that he was
attending yet another course that would equip him to be a better
leader. As Sarah walks across the parking lot, her stomach
tightens even more when she remembers what happened the
last time Bob went to one of those leadership retreats.
Earlier in the year, Bob had attended a conference that
explored Lincoln's leadership style during the Civil War. When
he returned, Bob predictably spent the next month trying to
teach everyone on his team to be "exceptional communicators:'
Sarah chuckled at the memory, recalling how awkward this
was for the computer programmers in her office, who usually
prefer typing to talking. Fortunately, like all Bob's phases, this
35. one came to an abrupt halt once he read a book suggesting that
the best leaders had humble personalities, and he subsequently
quit pressuring Sarah's more introverted colleagues to be the
next Lincoln or Kennedy.
When Sarah enters the building, she has no choice but
to pass Bob's office, and the knot in her stomach tightens. As
if on cue, Bob waves her in. Reluctantly, Sarah leans against
the frame of the open door. In her mind, Sarah is cynically
wondering what flavor will be served up this month. But to be
cordial, Sarah asks Bob about the retreat.
After telling Sarah how peaceful and serene it was in the
small mountain town where the event was held, Bob cuts to the
chase. He declares, "My big takeaway from last week was that
INVESTING IN YOUR STRENGTHS I 9
we all need to be more adaptive to change in order to grow our
business:' Then Bob leans forward, looking at Sarah earnestly,
and continues, "We went through this activity where each of
36. us had to map out how quickly we adapt to new market trends.
Well, like everyone else, it turns out that we spend nowhere
near
enough time readying ourselves for big change. If we're going
to
lead our industry, we need to not only anticipate, but better yet,
create change:' Bob rambles on for 10 more minutes, but Sarah
had gotten the message right away: The leadership buzzword
for the next few weeks or months is going to be "change:'
As Sarah walks away from Bob's office, she is already
anticipating the moans and groans of her peers when they hear
about the latest fad. Then she suddenly realizes something about
Bob that almost has her feeling sorry for him. While he has
spent much of his career in a leadership role, the vast majority
of her boss' efforts have been focused on trying to mimic traits
of leaders he has known or read about.
The bookshelf in his office is lined with weighty tomes about
famous political and business leaders, dead and alive. When
Bob
speaks to groups, he frequently quotes the company's CEO and
37. other leaders who have appeared in the media. On occasion,
usually when talking to groups of managers and leaders in the
organization, Bob even puts together a "greatest hits" list of all
the things that he has learned from studying historical leaders
and modern-day corporate chiefs. He describes how all leaders
must be empathetic, creative, diSciplined, strategic, humble,
decisive, and of course, great communicators.
10 I STRENGTHS BASED LEADERSHIP
Sarah can see that Bob has spent most of his career striving
to be just like the leaders he admires. Yet he fails to realize that
the people he looks up to are all very different. There is no
single person who embodies even half of the characteristics on
Bob's exhaustive list of what makes a well-rounded leader. And
perhaps most strikingly, the one leader that Bob knows the least
about is himself.
FINDING YOUR LEADERSHIP STRENGTHS
"I've never met an effective leader who wasn't aware of his
38. talents
and working to sharpen them."
- Former NATO Supreme Allied Commander Wesley Clark,
in The New York Times Magazine
Without an awareness of your strengths, it's almost impossible
for you to lead effectively. We all lead in very different ways,
based on our talents and our limitations. Serious problems
occur when we think we need to be exactly like the leaders
we admire. Doing so takes us out of our natural element and
practically eliminates our chances of success.
If you look at great historical leaders such as Winston
Churchill or Mahatma Gandhi, you might notice more
differences than similarities - and it is the differences that
defined them and led to their success. Churchill's bold and
commanding leadership succeeded in mobilizing a war-ravaged
nation. It is unlikely he would have had as much success if he
had tried to emulate Gandhi's calm and quiet approach. Yet
39. INVESTING IN YOUR STRENGTHS I 11
Gandhi's leadership, during India's struggle for independence,
was much more effective because he did not try to emulate the
domineering leaders of the past. Both men knew their strengths
and used them wisely.
All too often, leaders are blind to the obvious when it
comes to something of critical importance to them - their
own personality. Many political and business leaders have self-
concepts that are miles away from reality. They simply don't
know their own strengths and weaknesses.
This is the stuff of parody for late-night talk shows, sitcoms,
movies, and stand-up comics. And this problem goes far beyond
the boss who thinks he's funny, even though people only laugh
at his jokes out of obligation. Most people have encountered
a leader who is completely unaware of a glaring weakness.
We have spoken with several leaders who claim to be great at
developing their people, but when we interview the people they
lead, we hear a very different story. In some cases, the leaders
in
40. question may be better at demoralizing than developing people.
At its worst, this lack of self-awareness can lead to masses of
disengaged employees, unhappy customers, and undue stress
beyond the workplace.
Although less noticeable, another serious problem occurs
when people try to lead while having no clue about their natural
strengths. Unfortunately, few people have discovered the place
in life where they have the most potential for growth. Based
on an analysis of Gallup's 2007 global client database, the vast
12 I STRENGTHS BASED lEADERSHIP
majority of people do not have "the opportunity to do what they
do best every day" in their current job. (See chart below.) This
problem runs rampant in workplaces throughout the world.
CHINA
INDIA
U.K.
JAPAN
41. GERMANY
FRANCE _ ••• 13%
• Percentage reporting they have "the opportunity to do what
they do
best every day· at work. Based on Gallup's 2007 glob.1 cUent
det"bue,
It was this problem that led the late leadership researcher
and Father of Strengths Psychology, Dr. Donald O. Clifton, to
begin studying the unique strengths of leaders. Beginning in
the 1960s, Clifton, along with his colleagues from Gallup and
the academic world, conducted more than 20,000 interviews
with people in leadership roles across almost all industries and
occupations, including former heads of state and other global
leaders.
INVESTING IN YOUR STRENGTHS I 13
Each of these 90-minute interviews was carefully structured;
for most of the interviews, the various leaders were asked the
exact same questions. This allowed for side-by-side
42. comparisons
of leaders' responses. For many business leaders in this study,
data on the leader's actual performance were available. This
allowed Clifton and his team to compare the best leaders to
those who were less successful, based on objective measures.
After all of this research, you might think that a team of
scientists would find at least one strength that all of the best
leaders shared. But when Clifton was asked, just a few months
before his death in 2003, what his greatest discovery was from
three decades of leadership research, this was his response:
A leader needs to know his strengths as a carpenter knows his
tools, or as a physician knows the instruments at her disposal.
What great leaders have in common is that each truly knows
his or her strengths - and can call on the right strength at
the right time. This explains why there is no definitive list of
characteristics that describes all leaders.
To help aspiring leaders identify their strengths,
Clifton and his team created a web-based program dubbed
43. "StrengthsFinder:' As a part of this book, you will have
an opportunity to take a new leadership version of the
StrengthsFinder program. In addition to helping you discover
your own strengths to lead, this new version will provide
14 I STRENGTHS BASED LEADERSHIP
you with several strategies for leading others based on their
unique strengths. As you can see in the chart below, if you
are able to help the people you lead focus on their strengths,
it will dramatically boost engagement levels throughout your
organization.
ORGANIZATION'S
LEADERSHIP DOES NOT
FOCUS ON STRENGTHS
ORGANIZATION'S
LEADERSHIP FOCUSES
ON STRENGTHS
A lONG-TERM INVESTMENT
As one top executive summarized, "If you focus on people's
weaknesses, they lose confidence:' At a very basic level, it
44. is hard for us to build self-confidence when we are focused
on our we~esses instead of our strengths. Over the past
decade, Gallup scientists have explored in much more detail
the mechanism through which a strengths-based approach
influences our lives. These studies revealed that people
experience significant gains in self-confidence after taking
INVESTING IN YOUR STRENGTHS I 15
Strengths Finder and learning more about their strengths. This
increase in confidence at an individual level may help explain
how strengths-based programs boost an organization's overall
engagement and productivity.
The awareness of one's strengths and the subsequent
increase in self-confidence it produces might have longer term
implications as well, according to a landmark 2008 study led by
the University of Florida's Tim Judge. Judge and his colleague
Charlice Hurst studied the self-evaluations of 7,660 men and
women who were between ages of 14 and 22 when they were
45. first studied in 1979. These 7,660 participants were followed for
the next 25 years, and the measures (which included questions
about career success, job status, education, and health) wer e
repeated in 2004.
What Judge and Hurst discovered from this 25-year
longitudinal study was quite profound. They found that people
with higher self-confidence in 1979 ended up with higher
income levels and career satisfaction in 2004. But what w as
even
more striking was the fact that people with high self-confidence
in 1979 saw their income increase at an entirely different rate
compared to those with lower levels of self-confidence.
The people who had more confidence in their abilities at a
young age (between 14 and 22) started off with slightly higher
income levels - making, on average (in 1979), $3,496 more per
year than the low-confidence group. As each year went by, this
gap continued to widen. When the researchers reviewed follow-
up studies from 2004, the group with higher self-confidence
46. 16 I STRENGTHS BASED LEADERSHIP
was making $12,821 more annually compared to the average
annual income for the lower self-confidence group. The people
with higher self-confidence in 1979 continued to capitalize on
their disproportionate gains as each year passed.
In addition to the income and career benefits, what Judge
and Hurst discovered about the link between early self-
confidence and physical health may be even more surprising.
When asked about the number of health problems they
have that interfere with their work, the group with low self-
confidence in 1979 reported almost three times as many health
problems 25 years later in 2004. Almost unbelievably, the
group with high self-evaluations in 1979 reported havingfewer
health problems in 2004 than they did 25 years before.
The results of this study suggest that people who are aware
of their strengths and build self-confidence at a young age
may reap a "cumulative advantage" that continues to grow
47. over a lifetime. A preliminary Gallup analysis (using the same
longitudinal panel from Judge and Hurst's study) suggests that
people who report having a chance to use their strengths in the
workplace gain a similar advantage. Our research team found
that people who had the opportunity to use their strengths
early on (between the ages of 15-23) had significantly higher
job satisfaction and income levels 26 years later.
These outcomes highlight the value of leaders knowing
their own strengths and also reveal how important it is for
leaders to help others uncover their strengths as early as
possible. If an organization's leaders are able to help each
INVESTING IN YOUR STRENGTHS I 17
person capitalize on this cumulative advantage, it is likely
to create more rapid individual and organizational growth.
These studies also reveal a mechanism through which a
truly strengths-based organization may be able to grow at an
entirely different rate for decades to come.
48. PART TWO:
MAXIMIZING YOUR TEAM
MAXIMIZING YOUR TEAM I 21
Effective leaders surround themselves with the right people and
build on each person's strengths. Yet in most cases, leadership
teams are a product of circumsta nce more than design.
Among the executive teams we have studied, team members
were selected or promoted based primarily on knowledge or
competence. So, the best salesperson becomes the chief sales
manager, even ifhe is not a great people manager. The smartest
person in IT winds up as the CIO. The top financial expert gets
promoted to CFO, and so on.
Rarely are people recruited to an executive team because
their strengths are the best complement to those of the existing
team members. When is the last time you heard a leader talking
about how your team needed to add a person who not only
had the technical competence but who could also help build
49. stronger relationships within the group? Or someone who
could help influence others on behalf of the entire team? The
vast majority of the time, we recruit by job function - and all
but ignore individuals' strengths.
What's worse, when leaders do recruit for strength, they all
too often pick people who act, think, or behave like themsel ves,
albeit unintentionally in most cases. It's an age-old dilemma.
How is a company supposed to grow, adapt, and change if a
domineering CEO continues to pick people who agree with
him and who have a similar background and personality?
22 I STRENGTHS BASED LEADERSHIP
Israeli President Shimon Peres expressed his views on this
topic in an interview with Gallup:
What you have to think of is the potential of the person, not his
appearance. And if you can discover hidden potentials, that
can make a great difference to your organization. You have
to distinguish between loyalty and brilliance. Most leaders
50. prefer loyalty over brilliance; they're afraid that they're going
to be undercut. My view is different.
Peres went on to describe the importance of getting talented
people on his leadership teams and helping them discover more
about their unique strengths.
WHAT MAKES A GREAT LEADERSHIP TEAM?
Over the years, Gallup has studied thousands of executive
teams.
In most cases, our leadership consultants conduct an in-depth
interview with a team's formal leader (usually the CEO) and
also conduct interviews with each member of the leadership
team. This enables us to compare the strengths of each person
sitting around the table so that we can start thinking about each
one's individual development and succession planning - and
perhaps most importantly, how the team looks as a whole.
As we worked with these leadership teams, we began to see
that while each member had his or her own unique strengths,
the most cohesive and successful teams possessed broader
groupings of strengths. So we went back and initiated our most
51. thorough review of this research to date. From this dataset, four
MAXIMIZING YOUR TEAM I 23
distinct domains of leadership strength emerged: Executing,
Influencing, Relationship Building, and Strategic Thinking.
While these categories appear to be general, especially
when compared to the specific themes within StrengthsFinder
(which you can learn more about in the Additional Resources
section), it struck us that these broader categories of strengths
could be useful for thinking about how leaders can contribute to
a team. A more detailed language may work best for individual
development, but these broad domains offer a more practical
lens for looking at the composition of a team.
1he Four Domains of Leadership Strength
EXECUTING
INFLUENCING
RELATIONSHIP BUILDING
STRATEGIC THINKING
52. We found that it serves a team well to have a representation
of strengths in each of these four domains. Instead of one
dominant leader who tries to do everything or individuals who
all have similar strengths, contributions from all four domains
lead to a strong and cohesive team. Although individuals need
not be well-rounded, teams should be.
This doesn't mean that each person on a team must have
strengths exclusively in a Single category. In most cases, each
24 I STRENGTHS BASED LEADERSHIP
team member will possess some strength in multiple domains.
A tool like Strengths Finder can be useful in determining how
all team members can maximize their contribution to the
group's collective goals. According to our latest research, the
34 Strengths Finder themes naturally cluster into these four
domains of leadership strength based on a statistical factor
analysis and a clinical evaluation by Gallup's top scientists.
(See the table below for how the 34 themes sort into the four
53. domains of leadership strength.) As you think about how you
can contribute to a team and who you need to surround yourself
with, this may be a good starting point.
E . I fl . Relationship Strategic xecutmg n uencmg B ild' Th' ki
ACHIEVER ACTIVATOR
ARRANGER COMMAND
BELIEF COMMUNICATION
CONSISTENCY COMPETITION
DELIBERATIVE MAXIMIZER
DISCIPLINE SELF-ASSURANCE
FOCUS SIGNIFICANCE
RESPONSIBILITY WOO
RESTORATIVE
u 111g 111 ng
ADAPTABILITY I ANALYTICAL
I CONTEXT
CONNECTEDNESS I FUTURISTIC
DEVELOPER
EMPATHY
54. HARMONY INPUT
II IDEATION
I INTELLECTION
i
INDIVIDUALIZATION I LEARNER
INCLUDER
POSITIVITY STRATEGIC
RELATOR
Leaders with dominant strength in the Executing domain
know how to make things happen. When you need someone
to implement a solution, these are the people who will work
tirelessly to get it done. Leaders with a strength to execute have
the ability to "catch" an idea and make it a reality.
MAXIMIZING YOUR TEAM I 25
For example, one leader may excel at establishing a quality
process using themes such as Deliberative or Discipline, while
the next leader will use her Achiever theme to work tirelessly
55. toward a goal. Or a leader with strong Arranger may determine
the optimal configuration of people needed to complete a task.
Those who lead by Influencing help their team reach a
much broader audience. People with strength in this domain
are always selling the team's ideas inside and outside the
organization. When you need someone to take charge, speak
up, and make sure your group is heard, look to someone with
the strength to influence.
For example, a leader with a lot of Command or Self-
Assurance may use few words, but her confidence will continue
to project authority and win followers. In contrast, a leader
using Communication or Woo might get people involved by
helping individuals feel comfortable and connected to the issue
at hand.
Those who lead through Relationship Building are
the essential glue that holds a team together. Without these
strengths on a team, in many cases, the group is simply a
composite of individuals. In contrast, leaders with exceptional
56. Relationship Building strength have the unique ability to create
groups and organizations that are much greater than the sum
of their parts.
Within this domain, a leader with Positivity and Harmony
may work hard to minimize distractions and to keep the
26 I STRENGTHS BASED LEADERSHIP
team's collective energy high. On the other hand, a leader with
Individualization might use a more targeted approach to getting
people involved. Or a leader with strong Relator or Developer
may be a great mentor and guide as he pushes others toward
bigger and better achievements.
Leaders with great Strategic Thinking strengths are
the ones who keep us all focused on what could be. They are
constantly absorbing and analyzing information and helping
the team make better decisions. People with strength in this
domain continually stretch our thinking for the future.
Within this domain, a leader using Context or Strategic
57. might explain how past events influenced present circumstances
or navigate the best route for future possibilities. Someone with
strong Ideation or Input may see countless opportunities for
growth based on all of the information she reviews. Or a leader
drawing from his Analytical theme might help the team drill
into the details of cause and effect.
LEADERSHIP STRENGTHS IN ACTION
In recent years, we have studied leaders who built great schools,
created major nonprofit organizations, led big businesses, and
transformed entire nations. But we have yet to find two leaders
who have the exact same sequence of strengths. While two
leaders may have identical expectations, the way they reach
their goals is always dependent on the unique arrangement of
their strengths.
MAXIMIZING YOUR TEAM I 27
To help you see how different effective leadership strengths
can be, we asked a few of the top organizational leaders we
58. interviewed if they would be willing to share their strengths
and their stories. We selected four leaders - one to illustrate
each of the four domains ofleadership strength. You will notice
that these leaders have multiple strengths in the domain they
represent.
Throughout the next four sections, you will see how
these leaders have leveraged their dominant strengths to
drive organizational growth. You will hear from the founder
and CEO of one of the most legendary nonprofits of the past
century, the president of one of the most respected brands ever,
the chairman of one of the world's largest banks, and the chief
executive of the largest consumer electronics retailer in the
world. As you read each of these stories, you will realize just
how different four leaders can be, even at the highest levels of
an organization.
ACHIEVER
ARRANGER
59. BELIEF
EXECUTING
Executing Themes
CONSISTENCY FOCUS
DELIBERATIVE RESPONSIBILITY
DISCIPLINE RESTORATIVE
NN..INIZING ,(OUR ! 'tANI 3'
Top Five Strengths
ACHIEVER·
COMPETITION
RESPONSIBILITY·
RELATOR
STRATEGIC
• EXECUTING THEME
During her senior year at Princeton, Wendy Kopp was simply
trying to figure out what to do after she graduated. The last
thing on Kopp's mind was starting her own business, let alone
launching a national movement. Then in late 1988, while
60. seeking a subject for her senior thesis, Kopp found a topic that
piqued her interest: educational inequity.
Throughout her time at Princeton, Kopp had noticed two
distinct and divergent camps of students, even within that
elite institution. One group, composed of students who had
attended top-flight East Coast prep schools, often referred
to their experience at Princeton as a "cakewalk:' The other
32 I STRENGTHS BASED LEADERSHIP
group, made up of students who had grown up in urban public
schools, struggled to meet the academic expectations at the Ivy
League university. If it was this bad at Princeton, Kopp thought,
then this inequity must be much worse in other parts of the
country.
She decided to gather a group of fellow students to discuss
the broader problem of why it was so hard for most children
to get the education they deserved. When the group convened,
she heard student after student express interest in teaching, but
61. she also heard them describe how there was no mechanism for
attracting top students to the profession, especially in urban
areas that had the most dire need.
It was during this meeting that Kopp's Responsibility
theme kicked in. She felt a need to take action, and she started
thinking about how she could fix this massive problem.
Inspired in large part by the Peace Corps, which was launched
by President John F. Kennedy in 1961, Kopp was determined
to create a national teacher corps. So, like many idealistic
young people, Wendy Kopp wrote a letter to then-President
George H.W Bush, suggesting that he create this new corps.
She recommended that recent college graduates commit to
two years of teaching in underprivileged areas. Kopp didn't
hear back from the White House about her idea.
But it was her next move that truly separated this big
idea from the millions of good thoughts that never make it
to fruition: the super-achieving, hands-on undergrad decided
that she would build this national teacher corps herself. In
62. MAXIMIZING YOUR TEAM I 33
addition to making educational inequity the focus of her
senior thesis, Kopp began researching what it would take
to create a national corps of teachers. As she w as reviewing
recommendations that had been made to President Kennedy
about what it would take to establish the Peace Corps, she
found a paper from one of Kennedy's advisors that suggested
that a minimum of 500 people were necessary (on day one)
to convey the sense of urgency and national importance. This
paper inspired Kopp's incredibly ambitious goal: She would
find 500 new corps members in the first year to make her
dream of a national teacher corps a reality.
As Kopp began to run the numbers in terms of what it
would take to recruit all of these high-achieving students to
volunteer for two years, she realized it would require at least
$2.5 million, for the first year alone, to get her project off the
ground. She knew this was an ambitious goal, but she felt an
63. immediate responsibility to do it. When Kopp mentioned this
figure to her thesis advisor, he exclaimed, "Do you know how
hard it is to raise twenty-five hundred dollars?" Kopp actually
didn't know just how hard it would be, but she was about to
find out.
Kopp started by building her core team - for recruiting,
training, and meeting her aggressive fundraising goal. She
enlisted a few of the brightest people she knew, although it took
a lot of convincing to get them to commit to this underfunded
start-up. Over the next 12 months, Kopp's leadership team
went through a series of extraordinary challenges and found
34 I STRENGTHS BASED LEADERSHIP
themselves on the brink of quitting on several occasions. But
great Achievers rarely give up.
To make things even more difficult, while Kopp was
serious about starting with 500 teachers, she was not about to
accept just anyone who applied. She wanted this new program,
64. dubbed "Teach For America;' to be very selective. This meant
that the organization had to recruit, interview, and screen more
than 2,500 applicants just to get 500 of the best and brightest
graduates. Kopp felt that the organization had a responsibility
to hire graduates who could have an immediate impact in the
schools they joined.
This series of daunting challenges was no match for Wendy
Kopp's extraordinary determination and ability to execute. By
April of 1990, a year after Kopp graduated from Princeton, the
first 500 members of Teach For America gathered for their
orientation session at the University of Southern California.
Kopp had managed to raise the $2.5 million and build the
organization from scratch - over the span of a single year.
Then, as if events simply followed the script Kopp had
written in her senior thesis, the nation took notice of her bold
launch. Her efforts were featured on Good Morning America
and
in TIME magazine. A New York Times headline read:
"Princeton
65. Student's Brainstorm: A Peace Corps to Train Teachers:' Teach
For America's first year was a remarkable success, but Kopp
knew she had a responsibility to keep the organization alive and
to prepare it for long-term success.
MAXIMIZING YOUR TEAM I 35
In 2008, we followed up with Wendy Kopp to see how
things were going at Teach For America almost two decades
after its inception. Upon entering the organization's New York
headquarters, we noted that the offices still had the feel of a
small start-up aiming to change the world. The building was
abuzz with young people rushing around close quarters and
filled with small cubicles and plywood desks. The water heaters
in the makeshift restrooms doubled as toilet paper holders. Even
in 2008, Teach For America's humble environment certainly
didn't convey that of one of the most successful start-ups of the
past century.
And when we sat down with Kopp, it was clear that the
66. super achiever remained in overdrive. Kopp was just days
away from giving birth to her fourth child, yet she was in the
midst of a full day at Teach For America. Although in obvious
discomfort, Kopp was not about to slow down. You could tell
from the look in her eyes and the passion in her voice that she
is never quite content with where things are today.
Kopp described how hard it had been to build an
organization that now has a stable - and robust - flow of
funding and applicants. She described her most fundamental
challenge, quite succinctly, as "finding talent:' To keep the
organization growing, Kopp had to surround herself with the
best teachers, fundraisers, and leaders for the future. In her
own words, talent was the key element because it "solves all the
other problems:'
36 I STRENGTHS BASED LEADERSHIP
It was clear from our discussion that Kopp had found the
right people - not only to expand Teach For America, but
67. also to make an impact on an entire nation. When we asked
about the outcomes of all this hard work, Kopp told us that
her organization's fundraising goal for the current year was
a whopping $120 million. What's more, in the previous year,
Teach For America had more than 25,000 applicants and is
now regarded as one of the most selective and prestigious jobs
in the United States, even for Ivy League graduates. In 2005,
one in eight Yale graduates applied for a Teach For America
position. Year after year, thousands of students are now passing
up six-figure salaries at high-prestige companies such as GE
and Goldman Sachs to spend two years teaching in an inner-
city school.
Yet what might be an even greater legacy are the future
community leaders who emerge among Teach For America's
alumni. Many of to day's brightest young politicians,
businesspeople, and school superintend ents got their start in
the organization that Kopp built. We interviewed a former
member from Washington, D.C., who described how the head
68. of that city's school system and half of her staff were Teach For
America alumni. Nevertheless, when we asked Kopp about
the leadership legacy she would leave, it was clear she had yet
to give the question much thought. Perhaps she was too busy
making things happen to wax philosophical.
One of the more revealing questions we asked Kopp was
about how she prioritizes her time. She quickly described how
MAXIMIZING YOUR TEAM I 37
she starts each year with a structured list of all the things she
needs to accomplish in the next 12 months; then she breaks that
list down by month and week. From the weekly list, she creates
a daily to-do list that she follows rigorously. As Kopp talked
about how she has all of this "systematized:' it sounded like she
assumed that we all do this. For her, this level of organization is
natural. Kopp told us, "I couldn't exist without that - or at least
1 couldn't be doing this job without that system:'
As we listened to Kopp, it was easy to hear how her top five
69. strengths played a role in the remarkable success of Teach For
America. When she spoke about all the children who deserve a
better education, you could hear how her Responsibility theme
motivates her. As one Teach For America alumnus recounted,
"Wendy conveys more than her vision for educational equity
- the responsibility to do something about it. To simply be the
best new teacher isn't enough. Winning for the sake of students
is the only option:'
And while Kopp's Competition theme wasn't quite evident
on the surface, it manifested in the context of "winning"
for students in the face of the status quo. For Kopp, her
Competition was more organizational and societal than it was
personal. She did everything in her power to ensure that the
teachers her organization placed in schools were even better
than the top teachers hired through the conventional system.
Yet of all the leaders we have studied, Wendy Kopp may be
the best example of how you can take one dominant strength,
Achiever, and spend a lifetime applying it. From her detailed
70. 38 I STRENGTHS BASED LEADERSHIP
task lists to building a national movement from scratch in one
year, Kopp's ability to make things happen is without parallel.
While her organization has already reached more than three
million students, it is unlikely that she will rest until children
around the world have access to the education they deserve.
INFLUENCING
Influencing Themes
ACTIVATOR COMPETITION
COMMAND MAXIMIZER
COMMUNICATION SELF-ASSURANCE
SIGNIFICANCE
WOO
I
MAXIMIZING YOUR TEAM I 41
71. Simon Cooper
President
The Ritz-Carlton
Top Five Strengths
MAXIMIZER·
WOO·
ARRANGER
ACTIVATOR·
SIGNIFICANCE·
• INFLUENCING THEME
When Simon Cooper assumed his role as president of The Ritz-
Carlton Hotel Company in 2001, he faced a unique challenge.
Whereas Wendy Kopp essentially had to create an organization
from scratch, Cooper's charge was to take one of the world's
greatest brands to a new level of excellence. While it's
debatable
which assignment had a higher degree of difficulty, Cooper
clearly had the most to lose.
The Ritz-Carlton brand was already as synonymous with
72. luxury as Kleenex is with tissue. Their employees were
satisfied.
Customers were engaged. Quality was ingrained in almost
every aspect of the business. Expectations were sky high.
42 I STRENGTHS BASED LEADERSHIP
And on a more personal level, Cooper was taking over for a
charismatic leader, Horst Schulze, who was the brand for nearly
two decades. According to Cooper, Schulze "walked on water"
in the eyes of Ritz-Carlton's people. With this venerable brand
firing on all cylinders, Cooper faced a situation in which there
was almost nowhere to go but down. But nothing energizes a
Maximizer more than the challenge of taking a company from
great to world-class.
When you sit in a room with Cooper, you can almost feel
the power exuding from his weathered skin. Born just outside
of London, Cooper once sailed charter yachts for a living and
played competitive rugby until he was 45. It's still easy to see
73. the former athlete in Cooper's stature and build. Yet his voice
and accent are as sophisticated as the brand he leads. Until you
get to know Simon Cooper, this refinement seems to mask his
intensity and confidence.
From the moment Cooper took the helm at Ritz-Carlton in
2001, he was determined to leave his mark. Like many who lead
with the Significance theme, the last thing he wanted to do was
simply follow in the footsteps of his predecessor. As Cooper
reconstructed the situation, he explained how careful he was
to be clear from the outset that he was not planning to walk
in someone else's shoes. In his mind, this was the one sure kiss
of death for anyone entering a new leadership role. Although
his predecessor was widely revered, Cooper knew that the last
thing people wanted was a pretender leading the organization.
MAXIMIZING YOUR TEAM I 43
He also realized that the brand had to grow far beyond the
personality of its leader.
74. Instead of trying to remake a brand that was already at
a pinnacle, Simon Cooper aimed to broadly expand Ritz-
Carlton's global influence. He started by studying exactly what
Ritz-Carlton's customers already loved, and he then sought to
maximize this opportunity. For Cooper, the key was building
on the strengths of the brand. He quickly realized that none
of his customers truly needed to stay at a Ritz-Carlton. They
could easily frequent others properties for half the price, yet
they continually returned to the Ritz. So Cooper dedicated
even more of his time and attention to studying the unique
experience that Ritz-Carlton created for its customers.
As Cooper studied his customers' attachment to the brand,
he estimated that 90% of its image was emotional - it was how
Ritz-Carlton's employees "bring the brand to life" every time
they interact with a guest. Cooper described:
People create memories, not things. If we ask guests what
color the carpet was in their guest room, they probably won't
know. The real value comes from the ladies and gentlemen
[employees] who bring that hotel to life. Ten percent is the
75. platform, but the rest is people.
Perhaps this is why Cooper finds himself in his element
when spending time with Ritz-Carlton's frontline employees.
During his visits, one thing Cooper loves to do is ask his
associates what their guests like to buy. While he writes down
44 I STRENGTHS BASED LEADERSHIP
their responses, which usually consist of the room, food
service, or spa treatments, Cooper has another lesson in mind.
His follow-up question is somewhat unorthodox: «Now tell me
what they can't buy:'
This is what Cooper sees as his company's core value
proposition: delivering the intangibles like smiles,
relationships,
and caring service. In a world where many guests can purchase
just about anything they desire, it is the things they can't buy
that create true engagement with the Ritz-Carlton brand.
Cooper described how he compensates his leaders based on
76. their ability to foster this kind of true engagement, instead of
basic loyalty, because they are «in the business of trying to win
the hearts and minds" of each guest. If they are able to do so,
Simon Cooper hopes to leave behind a legacy of what he calls
«guests for life:'
Once again making the most of his top theme, Maximizer,
Cooper was determined to take a legendary guest experience
to an entirely different level. Gallup's initial measures of Ritz-
Carlton's employee engagement levels placed them in the top
quartile of Gallup's worldwide database. But this was nowhere
near «good enough" for Ritz's leadership team, who viewed this
as a minimum standard. When Gallup audited Ritz-Carlton's
customer engagement, they set an even higher bar. While most
of their properties are above the 95th percentile in our customer
engagement database - a level that most organizations would
consider world-class - Ritz-Carlton challenged its properties
to be in the 98th to 99th percentile. If they had a property in the
77. MAXIMIZING YOUR TEAM I 45
94th or 95th percentile, it was considered to be in the "red"
zone.
A hotel in the 96th or 97th percentile was classified as "yellow:'
and a property could only get to "green" when it reached the
98th percentile. When it comes to a guest's engagement with the
brand, Cooper and team were determined to set a new gold
standard.
The second major initiative Simon Cooper launched was
also aimed at creating lifelong guests, albeit in a bit more direct
manner. In the face of resistance, Cooper made the case for
Ritz-
Carlton to move into selling private residences and fractional
ownership. When Cooper introduced this concept in 2002, his
judgment was called into question by The Wall Street Journal
and others. They wondered if placing the iconic Ritz-Carlton
logo on residences and time shares would dilute the brand. But
Cooper would hear nothing of it.
Cooper had more than enough confidence to sell this
78. concept to the world. When questioned in a 2002 interview
about the 11 residences atop New York's Battery Park Hotel,
Cooper quickly explained how units selling for a minimum of
$25 million - which were occupied by high -profile and
celebrity
types - didn't exactly "hurt the Ritz-Carlton image:' By 2008,
Ritz-Carlton's residences and clubs (fractional ownership) were
the fastest growing segment of the business, with more than
40 new locations planned around the globe. As evidenced by
the financial results, this went on to become one of the best
business moves in the company's storied history.
46 I STRENGTHS BASED LEADERSHIP
A great financial success alone was probably not enough
to satisfy Cooper's need to have a significant impression on the
world. When we interviewed him in 2008, it was clear that he
took even more pride in the global impact of his organization.
Cooper casually talked about visits with kings and heads of
state
79. as if they were old friends. And he reveled in telling the story
of how he asked rock star/philanthropist Bono to join him in
a morning meeting with the housekeeping staff during one of
his recent stays. You could see how much pride Cooper took in
doing little things like this to win others over.
When Cooper steps back and looks at his influence leading
Ritz-Carlton, he regards it in a way that may be too big for most
chief executives to get their minds around. His influence is not
just about maximizing one of the world's greatest brands. Nor
is it about doubling the total number of Ritz-Carlton properties
in a mere seven years. And it's not just about the records he set
in profits, quality, or employee and customer engagement.
Rather, Simon Cooper's talent for influencing serves the
greater purpose of running an organization upon which the
well-being of more than 40,000 families depends. As Cooper
described how the paycheck of one of his frontline employees
in Asia often subsidizes the food and shelter for an entire
family,
you could hear his Significance theme resonate. Then when he
80. talked of the night-and-day difference that a job at Ritz-Carlton
could make for a housekeeper in the Persian Gulf, you get a
sense that this is one man who realizes that he can change the
world - even if that means influencing one person at a time.
RELATIONSHIP BUILDING
Relationship Building Themes
ADAPTABILITY EMPATHY INDIVIDUALIZATION
DEVELOPER HARMONY POSITIVITY
CONNECTEDNESS INCLUDER RELATOR
MAXIMIZING YOUR TEAM I 49
Mervyn Davies
Chairman
Standard Chartered Bank
Top Five Strengths
ACHIEVER
FUTURISTIC
81. POSITIVITY·
RELATOR·
LEARNER
• RELA TIONSHIP BUILDING THEME
If you try to imagine what the chairman of one of the world's
largest banks might look like, Mervyn Davies would fit the
bill. With his elegantly tailored suit, wire-rimmed glasses, and
athletic build, Davies resembles a polished executive right out
of central casting. Yet when you speak to Mervyn Davies and
study his track record, it becomes clear that he's nothing like
the
stereotypical chief executive.
From the day that Davies took over as CEO of Standard
Chartered, a bank with more than 70,000 employees spread
across 70 countries, he relentlessly went against the grain.
Instead of thinking solely about the near term, Davies'
50 I STRENGTHS BASED LEADERSHIP
Futuristic theme kept him focused on where world markets
82. would be several years down the road. While all of his
competitors were emphasizing the then-lucrative markets in
Europe and North America, Davies was more interested in
diversifying throughout Africa, India, and the Middle East.
When other banks were investing in ways to replace people
with technology, Davies wanted to invest even more time and
money in developing his people.
At almost every turn, Davies was leveraging his Relator
theme to build stronger connections throughout the
organization. In an era when banking CEOs were overly
cautious about what they said, Davies instead opted to
overcommunicate whenever possible. And while other
chief executives were focused almost exclusively on their
bottom lines, Davies was just as concerned with building an
organization that had "a heart and a soul."
Before he could run Standard Chartered in such an
unconventional way, Davies had to begin his tenure by building
an extraordinarily diverse leadership team composed of people
83. with vastly different backgrounds and personalities. Given
that his company derived more than 90% of its revenue from
emerging international markets, Davies felt that he had no
choice but to ensure that the bank's leadership group was as
diverse as the customers it served. Acutely aware of his own
strengths and limitations, Davies set out to surround himself
with people who could do specific things much better than he
ever could.
MAXIMIZING YOUR TEAM I 51
Throughout this process, Davies was very candid about
his own personality, even placing a coffee cup with his top
five themes - Achiever, Futuristic, Positivity, Relator, and
Learner - on his desk. He then spent an extensive amount of
time analyzing the strengths and weaknesses of people around
him, mapping out how they might fit on different teams. This
led to some unorthodox leadership choices early on. Just one
month into the job, Davies replaced the existing CFO, who had
84. an extensive accounting background, with a young consultant
who had no formal accounting experience. What's more, this
consultant was still in his thirties. The people around Davies
thought he had gone mad.
Fortunately, Davies made concerted efforts to be candid
and to overcommunicate about everything he was doing and
why he was doing it. This helped him quickly form relationships
with key shareholders, business partners, customers, and
employees. Then to communicate with his tens of thousands
of employees, Davies tried a bit of everything, from videos and
cartoons to countless handwritten notes of recognition. He also
created more structured communication programs; he would
send regular messages to his top 20, 50, and 150 leaders. Davies
then made sure to send monthly e-mail updates to all 75,000
employees around the globe. As a result, Standard Chartered's
employees always knew what the boss was thinking.
On more than one occasion, Davies was criticized for being
too open with his communication. But this didn't quiet him.
85. On the contrary, when Davies' wife of 29 years had a bout with
52 I STRENGTHS BASED LEADERSHIP
breast cancer during his time as CEO, he sent a candid e-mail
to 400 of his top executives explaining exactly what was going
on, how he felt, and how it would change his schedule in the
upcoming months. And this was not just because it was about
his personal life - Davies was also widely known for helping
everyone at Standard Chartered put their family first. One long-
time colleague described how amazed he was that Davies took
so much time from his busy schedule to be there for him during
a personal crisis.
Davies' candor extended to what he described as
"courageous conversations;' or more difficult topics. By his own
admission, Davies could be very direct at times and described
his style as having an "iron fist and velvet glove:' Davies also
applied this frankness to describing his own personality and
shortcomings. He took ownership for his mistakes, and he
86. talked freely about what went wrong.
As a result of Davies' extraordinary openness, Standard
Chartered's employees could see how much he loved the bank,
and they knew that his heart was in the right place. This created
a culture in which employees took ownership over their work
instead of passing along blame. It also led to an unprecedented
level of trust in their CEO, as they continued to give Davies
latitude when he bucked the conventional wisdom. He built
trust through relationships.
In 2008, when we sat down to talk with Mervyn Davies in his
London offices, he had just moved on from the CEO position to
one of a non-executive chairman of Standard Chartered Bank.
MAXIMIZING YOUR TEAM I 53
By this time, Davies was a regular on The Times' list of the
most
influential businesspeople, and he was widely revered beyond
the business community. At the time of our interview, banks
87. around the world were in a state of crisis. Almost every major
financial institution was facing substantial losses. But as The
New York Times and The Economist described, Mervyn Davies
had set Standard Chartered up to be about the only bank in the
world that was able to grow through one of the more difficult
economic periods in recent history. It was one of the few
shining
gems in the financial services sector.
When Davies began to describe the reasons why Standard
Chartered had thrived in this market, his jovial tone turned
serious. As he spoke of the "real soul" and "wonderful story" of
this ISO-year-old bank that originated in Calcutta, the passion
in his voice turned his fair skin a few shades of red. Davies
went
on to describe how he had "bet his career" early on by focusing
on two key things - people and corporate social responsibility
- even though many shareholders couldn't have cared less
about either one at the time.
While we would have loved to spend even more time
88. talking to Davies about the latter topic - specifically, his
contributions to battling HIV / AIDS and cancer globally - to
keep our study focused, we attempted to learn more about how
Davies had done such an exceptional job of engaging people.
So we asked him more about himself on a personal level.
As he began to describe his own personality, you could
tell that he was exceptionally comfortable in his own skin. In
54 I STRENGTHS BASED LEADERSHIP
Davies' opinion, the most important aspect of leading is simply
knowing oneself. In a matter-of-fact tone, he described how,
as a leader, you must "know yourself, know the people around
you, and then get on with if'
As simple as this may sound, Davies reported that the way
he empowered people at times raised red flags. Early on, when
he delegated responsibility to employees who had the right
strengths and gave them free rein, others worried that he did
not have enough personal involvement in key activities. But
89. placing trust in others to deal with areas in which they had
competence freed Davies to spend the majority of his time
developing talent and coaching future leaders.
Davies described why he opted to use Strengths Finder and
a strengths-based approach throughout Standard Chartered as
part of his plans for developing people. "We try to be a
company
that focuses on people's strengths and not their weaknesses, and
I think that the more people realize what their strengths are, the
more they can really focus on those areas and really specialize
and develop:' he said. Davies then concluded with what could be
one of the most succinct summaries of the strengths approach
that weve ever heard: "If you focus on people's weaknesses,
they
lose confidence:'
It is clear from the bank's financial results that Davies was
able to create a culture that engaged people's strengths on a
daily basis. But one of the most telling parts of our interview
was when Davies talked about the pride he takes from watching
90. other people learn and grow. When we asked about his greatest
MAXIMIZING YOUR TEAM I 55
satisfaction at work, he quickly replied that he could go on for
half an hour describing how rewarding it was to see people
around him develop and to share in their success.
Davies then took on a more personal tone, describing how
he had both of his children take Strengths Finder and how
differently he had developed each of them based on their natural
strengths. It was easy to hear the passion in Davies' thick Welsh
accent when he spoke of the young people he has had a chance
to mentor. When we asked him to talk more about it, he replied,
"I love doing that. I absolutely love it. I love listening to them
and, you know, at the end of the day, I talk a lot, but I think the
greatest skill you've got in management is listening:'
Davies then issued a challenge to any aspiring leader. He
explained that the litmus test of a great leader is "whether they
can quickly write down on a piece of paper all of the people
91. they have developed:' If they can't, then Davies thinks those
leaders might just have been in the right place at the right time
- aCcidentally and not by deSign. Not only can Davies assemble
a long list of the people and relationships he has invested in
over his 15 years at Standard Chartered, but he also expects his
people to be able to do the same.
It was clear from our conversation with Davies that
he is a man who is in his element when leading people and
building relationships. At one point in our discussion, Davies
talked about the way people energize him even more than
money. Again, not what you might expect to hear from one
of the world's most legendary banking executives. Yet during
56 I STRENGTHS BASED LEADERSHIP
Davies' tenure, in addition to all of the international expansion,
Standard Chartered Bank's stock price soared, and its market
capitalization nearly tripled.
By doing things his own way, Davies not only achieved
92. unparalleled financial results, but he also built an organization
in which each of his employees could, as Davies put it, "look
back
on their careers and realize how much fun they had working for
the bank:' At every turn, you could see Mervyn Davies' keen
strength for relationship building and his relentless positivity
about the future.
STRATEGIC THINKING
Strategic Thinking Themes
ANALYTICAL
CONTEXT
FUTURISTIC
IDEATION
INPUT
INTELLECTION
LEARNER
STRATEGIC
93. MAXIMIZING YOUR TEAM I 59
Brad Anderson
Top Five Strengths
CONTEXT·
IDEATION*
INPUT·
LEARNER·
CONNECTEDNESS
• STRATEGIC THINKING THEME
As you enter Best Buy's corporate headquarters in Minneapolis,
you can tell that the company does things a bit differently. The
building is modeled after an airport terminal with a massive
connecting hub in the middle. This hub is always abuzz with
conversations and employees who look like they are genuinely
having fun. The environment feels more like a student union
on a college campus than a Fortune 500 company's corporate
headquarters. At first glance, it is hard to figure out how it
would be possible to create this kind of atmosphere, let alone in
94. a company with 150,000 employees.
60 I STRENGTHS BASED LEADERSHIP
But when we spent some time with Best Buy CEO Brad
Anderson in 2008, it all started to make sense. With his round
face, bright eyes, and jovial smile, Anderson certainly doesn't
look the part of a chief executive. It's easier to picture him
teaching a high school history class than running a shareholder
meeting. Very few people radiate this level of warmth and
sincerity during an initial introduction. Frontline employees at
Best Buy describe Anderson as one of the most approachable
people they've met.
As much as Anderson's look and demeanor may not fit the
conventional CEO mold, his actions and personality wander
even farther off the beaten path. Yet over the last 25 years,
Anderson took an unknown regional electronics store and
helped make it into the largest consumer electronics retailer in
America. The amazing story of his career's trajectory is only
95. overshadowed by the organization's performance during his
tenure.
If you look at Anderson's top five themes - Context,
Ideation, Input, Learner, and Connectedness - you might
expect to find someone who was an exceptional student at a
young age. But he was not. Anderson struggled and had poor
grades in high school. That is why it was such a surprise when
Anderson, and his grades, began to thrive in college. Once he
was free to study the topics of his choice, it opened his mind to
a
world of endless opportunity. Anderson's realization in college
- that he could build his life around this innate curiosity and
MAXIMIZING YOUR TEAM I 61
voracious appetite for learning - would prove to be critical
throughout his career.
At the age of 24, Anderson joined Sound of Music, a small
electronics retailer in Minneapolis, as a sales associate. After a
few years, he became a store manager. Anderson was then asked
96. to join the team at its corporate office. By 1983, the company
had changed its name to "Best Buy" and had seven stores. The
retailer expanded and launched several supercenters over the
next few years.
By 1986, Anderson had jOined the company's board of
directors and was working very closely with the company's
legendary founder, Dick Schulze. It was around this time that
Anderson, Schulze, and a few others began to question the
entire model on which electronics retailers operated: Almost
every consumer electronics store paid its salespeople based on
a commission of how much they sold.
As a result, when customers walked into almost any
music or stereo shop prior to 1990, they were mobbed by
pushy salespeople trying to close a deal. What's worse, these
commissioned sellers were usually hawking the display models
that would put the most cash in their pockets, even though
the televisions and stereos were not in stock. When Anderson
gathered a focus group of customers and asked them which
97. major electronics retailer they trusted, he recalled how they
would simply "break into laughter:' People felt less pressure
walking across a used car lot in those days.
62 I STRENGTHS BASED LEADERSHIP
As Anderson looked at successful retailers in other
industries, he noticed very different business models. One of
his early cues came from the experience that grocery stores
provide, where everyone is free to browse and they know
that products will be in stock. Anderson, Schulze, and team
wondered if Best Buy could follow a similar model - one
that they thought would be much more likely to please the
average customer. But there were major obstacles in the way,
from the way manufacturers and distributors operated to the
expectations of the thousands of people in sales roles.
Anderson and Schulze knew that a decision to follow this
new model would send shockwaves through the entire industry.
But they also had a hunch that it might be the only way for their
98. company to survive. As Anderson later described to us, "That
was a breakthrough moment, and it only happened because the
company was going to go out of business if we played by the
rules:'
So when Anderson and Schulze made the formal
recommendation - that Best Buy move away from a
commissioned sales model - they faced intense resistance.
Even within the company, there were many skeptics. But when
people challenged the idea, Anderson would remind them to
"think about the next fifteen years, not the next five:'
Based on this idea, Best Buy implemented a new strategy
that would forever change the retail sales model. As a result of
this shift, customers no longer felt the pressure of salespeople
breathing down their necks - and were now filing into Best
MAXIMIZING YOUR TEAM I 63
Buy stores just to browse. Shortly thereafter, other consumer
electronics stores and retailers in other industries followed suit.
99. Anderson's career continued to advance during this time
of transition, and he was named Best Buy's president in 1991.
From the day Anderson assumed this leadership role, it was
clear he wasn't going to fit anyone's preconceived notions of
a top corporate executive. Instead of conforming to the new
role, this self-described "odd duck" decided to do things quite
differently.
While Wall Street analysts, among others, expected
Anderson to take a more conventional approach as Best
Buy's new president, that's not what he did. Much to their
consternation, Anderson would simply disappear for weeks
on end in search of new ideas. Instead of poring through trade
or business books, he read everything from Rolling Stone to
historical biographies. Anderson attended non-electronics
conferences in search of bigger ideas. He brought in countless
outside experts to challenge Best Buy's thinking. His Ideation,
Input, and Learner themes were always at work. By Anderson's
own admission, he challenged conventional wisdom to the
100. point where it was "radically complained about by my peers:'
Anderson's insatiable curiosity also led to an
unconventional people-leadership approach. He quickly
surrounded himself with leaders who he knew would
challenge his thinking. And he was also careful to select
leaders who could effectively develop the strengths of those
under their charge. Once again breaking the mold, Anderson
64 I STRENGTHS BASED LEADERSHIP
was as concerned about the personal chemistry of the team
members as he was about their experience or technical
competence.
When we spoke with Anderson, he described how his
most senior leaders were "wildly different" from one another.
Yet they found a way to accommodate each other by placing a
great deal of trust in each person's unique strengths. Anderson
described how he could talk passionately in an executive
meeting about his ideas for the future and turn to see that he
101. had completely lost his CFO's attention. And in turn, when
he talked about how his gifted CFO would work through
spreadsheets until 8:00 at night, Anderson said, "You might
as well give me hieroglyphics:' This was just one of the many
partnerships Anderson formed to complement his strengths
and limitations.
What may be even more remarkable is the degree to
which Anderson was able to stay true to his own strengths
in his role as CEO. When we asked him how he was able to
provide leadership for more than 150,000 Best Buy employees,
Anderson described the critical role of his self-awareness and
authenticity. While Anderson may not be a natural at working
a room or chatting up a store full of frontline employees, he has
developed a unique way to connect with Best Buy's employees,
customers, and shareholders as he travels around the world: He
simply asks great questions.
As one Best Buy employee described, Anderson can
walk into a store and make each employee feel like "the most
102. MAXIMIZING YOUR TEAM I 65
important contributor because he asks each person what they're
doing, what's getting them excited, and what they're seeing in
the store:' She went on to describe how she had never seen a
CEO do this so well and observed how Anderson is genuinely
"curious about people and their own life story:' Once he has this
context in his mind, it helps him see what needs to happen in
the future.
While studying successful leaders like Anderson, one of
the most revealing items we asked leaders to respond to was:
"Please describe a time when you felt like you were 'in a zone;
where time almost seemed to stand still:' Anderson told us that
he feels this way almost any time he is learning something,
whether it is from a person, a book, or solving a puzzle. He
said, "I find it amazing that 1 can be fifty-eight years old and
seem to know less every day. No matter how much you learn,
it just continues to open up more substantial questions and
103. relationships:'
Anderson went on to tell us about how, the night before our
conversation, he had stepped out of a dinner early so he could
spend some quality time at a nearby Barnes & Noble before
heading home. The voracious learner, who reads several books
each week, said that he found at least 28 books he wanted to
take home that evening. "It's a disease;' he said with a smile.
We suspect that there are millions of Best Buy employees,
customers, and shareholders who are glad that Brad
Anderson let this lifelong curiosity run its course. While his
strategic thinking led to a few experiments that did not pan
66 I STRENGTHS BASED LEADERSHIP
out, Anderson's unconventional approach helped create
unprecedented growth. Had you invested $1,000 in Best Buy's
stock in 1991, when Anderson took over as president, it would
have been worth $175,000 by 2008. Not bad for a guy who
started at the ground level and spent the next 25 years soaring
104. with his strengths.
MAXIMIZING YOUR TEAM I 67
THE COLLECTIVE TALENT OF A TEAM
As you can hear in the stories of these four leaders, they have
exceptional clarity about who they are - and who they are
not. If anyone of them had chosen to spend a lifetime trying
to be "good enough" at everything, it's doubtful they would
have made such an extraordinary impact. Instead, they've all
been wise enough to get the right strengths on their teams,
and this has set up their organizations for continuous growth.
Unfortunately, very few teams are truly optimized around their
strengths.
As we learned from working with the top executive team at
Hampton, a U.S.-based hotel chain, once a team understands
how to leverage each person's strengths, it quickly finds new
ways to drive organizational performance. When we first
met with Hampton President Phil Cordell, his company and
105. leadership team appeared to be on the right track. With more
than 1,500 locations, Hampton was expanding rapidly and had
developed a strong consumer brand. Cordell had a leadership
team of extraordinarily talented individuals, each of whom
possessed a deep passion about the organization and its brand.
His team was innovative, creative, and had an impressive track
record. Hampton was already well ahead of its competitors, but
Cordell wanted to widen that lead. He also hoped to initiate a
major international expansion.
Cordell realized that what got his team to that point would
not be sufficient for the future, given his ambitious goals. As
we
68 I STRENGTHS BASED LEADERSHIP
conducted interviews with each member of his core executive
group, we discovered that they were fiercely loyal to the br and,
eager to drive performance, and had great respect for Cordell as
the team's leader. But we also found a few potential land mines.
106. Interestingly, the leadership team's loyalty to Cordell had a
major drawback. Team members continually escalated their
issues to Cordell for resolution instead of working them out
among themselves. This eroded trust among colleagues, and it
also meant that Cordell always had to be the one to take action,
thus creating a bottleneck and slowing everything down.
Unbeknownst to his team, Cordell spent the vast majority
of his day in "response mode:' He had no desire to be in the
middle of all these discussions, nor did he need to be. This was
not just a problem of effective delegation; the main issue was
that his team members didn't have strong relationships with
each other.
After several discussions with Cordell, it was clear that his
aggressive growth plans were going to stretch, if not break, the
team. To develop a plan and lay the foundation for international
growth, Cordell would need to be absent for significant amounts
of time. And the way the team was functioning, it would all but
collapse if Cordell was taken out of the equation for prolonged
107. periods. Cordell needed to build a team so strong that it would
hardly skip a beat when he was gone.
But to get there, his group needed to confront major issues
- one of which was that it was composed of extremely talented
individuals who knew how to get things done but who were
MAXIMIZING YOUR TEAM I 69
always "competing to take on more:' as one member said. While
some of you may be wishing that you had this kind of problem
in your workplace, at Hampton, it led to a more divided than
collaborative team.
After conducting in -depth interviews with each member
of the team, along with looking at a composite of their
StrengthsFinder results, it became clear that the team needed to
build stronger relationships - and do it quickly - if it wanted
to establish trust and meet its ambitious growth plans.
Cordell confronted the team's problems as candidly as
possible. When members began to talk openly about their
108. challenges, Cordell bluntly said that they had miles to go in
developing a "shared culture:' He described how he needed
the team to feel comfortable enough to have tough discussions,
which were not happening. He called the lack of trust a "deal
breaker:'
The entire team then spent a great deal of time talking
about how it could build stronger relationships and trust. Team
members qUickly realized that they simply didn't spend enough
time together; they were all getting so caught up in trying to
handle day-to-day requests that they were too busy to think
about the team itself, let alone the future.
They also realized that they needed much clearer
expectations to maximize efficiency and avoid overlap. Even
more disturbing was that most of the team members reported
haVing problems balancing their workload with their family
lives because the environment had become ultra-competitive.
70 I STRENGTHS BASED LEADERSHIP
109. These initial meetings and discussions produced substantial
changes. For example, Scott and Kurt, two members of the team
who had a knack for building relationships, agreed to dedicate
more time to helping strengthen team bonds. Gina passionately
described how she could help maximize the strengths of others,
on the team and beyond, so they have clear expectations and
even more room for growth. Judy decided to leverage her ability
to stimulate dialogue and ideas to keep the group focused on the
future. During one group meeting, the team created "leadership
brand" descriptions that detailed how they planned to leverage
their strengths to help the company grow.
Soon after these initial discussions, it was clear that
Hampton's leadership team was headed in a very different
direction. In meetings, instead of getting defensive when Gina
would ask questions, the others knew she was just satisfying
her need for input. When Judy started in with a big idea,
they knew it was a part of her natural instincts, instead of an
annoying challenge to the way they were used to doing things.
110. As a group, they agreed to discuss issues collectively before
elevating anything to Cordell. In turn, Cordell committed to
"knock down" problems that went to him before going through
this process.
Six months after these intensive discussions, the
relationships, level of trust, and the leadership team as a whole
were thriving. Before these conversations, the team would never
have met as a group if its leader couldn't be there. But by this
point, thanks in part to Scott taking on the responsibility, the
MAXIMIZING YOUR TEAM I 71
team continued to meet and keep things moving in Cordell's
absence. From this strong foundation, the team continued to
raise the bar on its own while Cordell focused more time on the
international expansion.
The teams we have worked with report gaining the most
from regular discussions of each person's strengths in the
context of the team and its current goals. As you can see from
111. the Hampton leadership group's experience, whether a team
has been together 15 days or 15 years, each person benefits
from having a basic understanding of the others' strengths.
When teams are able to use a common language of strengths,
it immediately changes the conversation, creates more positive
dialogue, and boosts the team's overall engagement.
WHAT STRONG TEAMS HAVE IN COMMON
Once you have the right people on your team, it's relatively
easy to tell if you're headed in the right direction. Gallup has
been studying leadership teams for nearly four decades, and we
have witnessed some telltale signs of strong, high-performing
teams:
1. Conflict doesn't destroy strong teams because strong
teams focus on results. Contrary to popular belief,
the most successful teams are not the ones in which
team members always agree with one another. Instead,
they are often characterized by healthy debate - and
at times, heated arguments. What distinguishes strong
112. 72 I STRENGTHS BASED LEADERSHIP
teams from dysfunctional ones is that debate doesn't
cause them to fragment. Instead of becoming more
isolated during tough times, these teams actually gain
strength and develop cohesion.
One reason great teams are able to grow through
conflict is because they have a laser-like focus on
results. Top teams seek out evidence and data and try
to remain as objective as possible. As a result, while
people may have different views, they are united in
seeking the truth. Team members can argue, but in
the end, they are on the same side. In sharp contrast,
failing teams tend to personalize disagreement,
creating territorial divides that continue to grow.
2. Strong teams prioritize what's best for the
organization and then move forward. While
competition for resources and divergent points of