The document discusses conducting a needs analysis in instructional design. It defines a needs analysis as identifying the desired change or problem to be solved through instruction. It is important to conduct a needs analysis to understand the context of the problem and gather necessary information to guide the design process. Experts recommend determining the desired outcome, who is requesting the change, where it will take place, and if instruction is the best solution. A needs analysis helps answer these key questions to design effective instruction.
Red Bull uses marketing research in all three phases of marketing:
1. Planning - Red Bull defines problems by researching competitor energy drinks and consumer perceptions.
2. Implementation - Red Bull tests ingredients and distribution to meet consumer demands.
3. Evaluation - Red Bull analyzes information to understand consumer concerns like price and effects, allowing them to improve the product and change perceptions.
There are two Discussion Boards and a Reflection Discussion for a .docxrandymartin91030
There are two Discussion Boards and a Reflection Discussion for a total of three things to complete, must be answered thoroughly. Must be APA format, answer thoroughly, must have at least 1-2 verifiable legitimate sources per discussion post and reflection discussion.250+ words needed per discussion and reflection post answering thoroughly. Due Thursday November 7, 2019. By8 AM EST. 36 hours. Plagiarism Free.
Discussion #1
Describe how you believe a "problem-solving culture" is established in a public safety organization.
Discussion #2
Read:
http://patimes.org/considerations-public-administrators-rainbow/
Blessett states "Whatever your reason is for being drawn to this profession, please consider that the work you do does not just affect you, but informs the interactions, impressions and expectations of public servants overall."
How do we reflect this goal in the day-to-day administration of a public safety organization?
#3
Program Outcome Two Reflection Discussion
Discussion Topic
The Program Outcome Reflections project requires you to reflect on each of the five Public Safety Administration Program Outcomes demonstrating a comprehension of the concept(s), and indicating how the PSAD curriculum provided you the knowledge and skills (process or application of knowledge) to master the outcome.
You will address each outcome individually in a 250-word reflection posted as a discussion topic. You should respond to the postings of at least two fellow students. Reflections on the individual program outcomes will include:
· Your understanding of the concept;
· How you feel the curriculum provided you with the knowledge and skills to meet the outcome;
· What courses and activities in the curriculum addressed the concepts of the outcome.
The outcome for this assignment is:
· Use informed decision making, goal orientation, teamwork, ethical behavior, enhanced technology, and communications to ensure effective leadership in public safety administration.
Class Material
"Problem Solving and Decision Making" http://www.studygs.net/problem/
· "Defining the Problem/Gathering Information" http://www.studygs.net/problem/problemsolvingv1.htm
· "Identifying and Structuring Problems" http://www.skillsyouneed.com/ips/problem-solving2.html
Module 2: Identify Issues or Challenges
Each public safety administrator needs to evaluate his or her environment to determine the major issues. Once identified, each issue must be analyzed, recommendations determined, and solutions implemented and reviewed. Your comprehensive case study capstone project will focus on each area.
Your first paper is an individual project where you will identify an issue or challenge. We have looked at issues facing public safety leaders. The most important point is to identify an issue or problem before it becomes an even bigger problem.
Many problems can be solved on an individual basis. For example, let's say the fire station doors are leaking. Possible solutions include patching the lea.
History 1378 Essay #1Professor SbardellatiSpring 2022Your SusanaFurman449
This document outlines an assignment for a History 1378 course. Students must write a 5-6 page essay in response to one of three prompts provided. The essay is worth 25% of the student's grade and is due by March 4th. Late papers will be docked points. Students must only use materials from the first six weeks of the course in their response, and must properly cite all sources using the styles outlined. The paper will be graded based on the strength of the argument, analysis of course materials, and quality of writing.
HSE 215 Milestone Two Guidelines and Rubric Program Evalua.docxwellesleyterresa
HSE 215 Milestone Two Guidelines and Rubric
Program Evaluation: Analysis Draft
When preparing this milestone, you will analyze the selected community or school-based program. Be consistent by focusing on your target age group, the
community or school-based program you selected, and the developmental needs of the target age group. What risk and resiliency factors are you going to focus
on regarding your targeted age group, and why? What interventions have been developed for the age group, and are they effective? How well do the
interventions address personal and social functioning, and how could they be improved? Keep in mind that some programs will focus on all domains of
development, but for this draft, you should focus on personal and social (socioemotional) functioning of the target age group. Also, keep in mind that some
programs incorporate evidence in their practices, while others may not. It is important that you consider the accumulation of evidence, as perhaps only one
study has supported an intervention to enhance personal and social functioning for the age group you are targeting. If so, is that enough evidence? Typically,
several studies are conducted to provide better evidence and to be considered research-based. One research study points to suggestions, but this is not usually
the final word for solid evidence-based practice. Try to find and examine at least three research studies for one intervention in this milestone.
We recommend using the NREPP website or similar scholarly database to begin your search.
Prompt: For this milestone, you will submit a draft of the analysis section (section II of the final project), including all critical elements as listed below. In writing
your draft, be sure to specify the chosen age group and their needs that will be addressed by the intervention that you are planning for section III of your
community program evaluation. Look for specific evidence-based practices that will support this target group and their development. Include some risk and
resiliency factors that you believe the interventions will address.
Specifically, the following critical elements must be addressed in this milestone:
II. Analysis
A. What are the most important needs of the selected age group with respect to the personal and social functioning targeted by the program?
What is the importance of addressing these needs? For example, why is learning to cooperate so important for infants?
B. In what ways are the program’s interventions tailored to the unique developmental needs and resiliency factors of the targeted age group? For
example, teaching cooperation should take different forms for different age groups. Why is this important?
C. In what ways are the program’s interventions not tailored to the unique developmental needs and resiliency factors of the targeted age group?
Are they too generalized, or more appropriate for a different age group?
D. What is the role this program an ...
101 Thesis Statement Examples 2023. Mastering the Thesis Statement: Examples and Tips for Academic Success .... 45 Perfect Thesis Statement Templates Examples ᐅ TemplateLab. What is a thesis statement in an essay examples. 15 Thesis Statement .... PPT - Writing a Thesis Statement PowerPoint Presentation, free download .... Reflective Essay: How to write a thesis statement for a personal narrative. Writing The Thesis Statement: Write An A Research Paper - How to write .... How To Write a Thesis Statement: Step-By-Step Part 1 Essay Writing. How To Write A Thesis Statement with Useful Steps and Tips 7ESL. The Best Way to Write a Thesis Statement with Examples - How to write .... 5 Types of Thesis Statements Digital Learning Commons. 17 Thesis Statement Essay Examples Pics - scholarship. Thesis statement. Thesis Statements Free Essay Example. 006 Essay Example Thesis Statement Examples For Essays Thatsnotus. 15 Thesis Statement Examples to Inspire Your Next Argumentative Essay .... PPT - Writing a Thesis Statement PowerPoint Presentation - ID:1852247. FREE 7 Analysis Essay Examples in PDF MS Word. Writing a thesis paper. How to Write a Literature Review. 2022-10-27. How to Write a Thesis Statement with Pictures - wikiHow. What Are The Different Types of Thesis Statements. Write My Thesis Statement For Research Paper. What is a Thesis Statement. How to Write a Thesis Statement: Fill-in-the-Blank Formula. Thesis Introduction Examples Examples - How to write a thesis .... How to write a thesis introduction example. Writing a Thesis .... 004 Thesis Statement For Narrative Essay Example Thatsnotus. Business Thesis Writing Help, Thesis Format, Examples Thesis Statement Essays Thesis Statement Essays
Your name _________________________________ Date of submission _.docxnettletondevon
Your name: _________________________________ Date of submission: ______________________
ENG201 Milestone 4: #MyWordsChangeLives Project Outline
#MyWordsChangeLives Project Outline
#wordschangelives
Instructions: Save this document on your own computer. Type into each box and expand it as needed for the length of your response. Answer thoroughly!
PART 1: PERSONAL REFLECTION
TOPIC: What is one problem, issue, or need in the world, or in your own community, that you care a lot about?
PERSONAL CONNECTION: Why is this particular issue important to you? Is there something in your life experience or academic studies that relates?
ROOT CAUSE HYPOTHESIS: What do you think are some of the root causes of this issue? Explain.
AUDIENCE HYPOTHESIS: Based on the causes you have identified, who would be a good audience for you to try to make a change on this issue? Why?
RESEARCH QUESTIONS: The next step is research, What are 3 questions related to your issue that you want to answer during your research? Think of information that might help you better understand the issue in order to address or solve it.
PART 2: RESEARCH SUMMARY
SOURCE #1: Include APA-formatted citation here, including link if applicable:
How can you tell that this is a reliable source?
In this column, make a list of the most important facts or statistics you learned from this source:
In this column, explain in your own words why the facts you included to the left are important:
What was the most important thing you learned from this source? Why?
SOURCE #2: Include APA-formatted citation here, including link if applicable:
How can you tell that this is a reliable source?
In this column, make a list of the most important facts or statistics you learned from this source:
In this column, explain in your own words why the facts you included to the left are important:
What was the most important thing you learned from this source? Why?
SOURCE #3: Include APA-formatted citation here, including link if applicable:
How can you tell that this is a reliable source?
In this column, make a list of the most important facts or statistics you learned from this source:
In this column, explain in your own words why the facts you included to the left are important:
What was the most important thing you learned from this source? Why?
PART 3: PROJECT PLANNING OUTLINE
CREATE YOUR OWN TEXT-BASED CAMPAIGN!
Start outlining the components of your final project here.
You will explain each choice in greater detail and polished prose for your final project.
Headline: What is the “headline” of your campaign? What phrase or hashtag will you use? Why those words?
Message: What is the subtext of the campaign? In other words, what messages are you communicating by the headline?
Audience: With whom is your campaign de.
The document provides an outline for writing an argumentative essay, including sections on the introduction, body paragraphs, and conclusion. It discusses the components of an effective introduction, including a hook, background information, and thesis statement. It provides examples of different types of hook statements, such as interesting questions, statistics, quotes, and short stories. It also discusses how to write an introductory paragraph and presents examples of strong and weak thesis statements.
Running head ACTION AND PREPAREDNESS1ACTION AND PREPAREDNES.docxhealdkathaleen
Running head: ACTION AND PREPAREDNESS 1
ACTION AND PREPAREDNESS 4
Tanearea Smith
These documents showed that knowing this information before something tragic happens is very vital to saving lives and minimizing the amount of damage and lives are lost. In each case of terrorism described in these documents the local responders were caught of guard and not prepared to respond in the way they should have. Things that they needed like communication were lacking and because of this the response to these attacks was not as helpful as it could have been though they did a great job with the training and skills they had. Not only had they not been trained for an attack of this nature they had also not been trained for an attack of this caliber. When these attacks took place most people were in shock that anything like these attacks could even happen on American soil so its needless to say they had no clue how to react.
Increasing the awareness of terrorist attacks is a very important part of helping be ready. A lot of us as Americans including our Law enforcement and emergency teams felt before these attack the this could never happen to us, this was simple miseducation on lack of education on the topic. Even after seeing the devastation suffered after these attacks some still believe that now more than ever we are some how to secure to be attacked again. This out of all of the things to be taught about countering terrorism is the one thing is can be easily done and make a huge impact. Just the knowledge that we are not safe from terror will give people a different mind set, it will put them on alarm and allow them to do other things that will be a help In countering this threat almost with out thinking.
Nicolette Wilson
The documents that were provided was a good look into how the emergency responses acted on September 11, 2001, in Arlington, Va.; as well as in Boston on April 15, 2013. The Pentagon attack was not organized at first because the two pagers did not send out the pages to all the pagers. The paging system also failed when it sent out the pages hours after the attack. (Arlington, 2001). Most of the individuals who received the pages did not know what they meant. In the Boston bombings in less than 40 minutes the Unified Command shifted the operations to Unified Command Center in a Westin Hotel.
It is important to understand what to do in a terrorist attack. Understanding who to call or who to put on alert is a crucial part to getting injured victims to hospitals in time to save them. This also will come into account for moving died bodies once personal can do so. The attacks on September 11, 2001 in New York left the NYPD unprepared and shocked as to do. The Boston bombings were a little more organized. “Following the explosions on Boylston Street, emergency responders (police, fire and EMS), BAA medical volunteers from Alpha Medical Tent, and numerous spectators and bystanders quickly responded to the critically injure ...
Red Bull uses marketing research in all three phases of marketing:
1. Planning - Red Bull defines problems by researching competitor energy drinks and consumer perceptions.
2. Implementation - Red Bull tests ingredients and distribution to meet consumer demands.
3. Evaluation - Red Bull analyzes information to understand consumer concerns like price and effects, allowing them to improve the product and change perceptions.
There are two Discussion Boards and a Reflection Discussion for a .docxrandymartin91030
There are two Discussion Boards and a Reflection Discussion for a total of three things to complete, must be answered thoroughly. Must be APA format, answer thoroughly, must have at least 1-2 verifiable legitimate sources per discussion post and reflection discussion.250+ words needed per discussion and reflection post answering thoroughly. Due Thursday November 7, 2019. By8 AM EST. 36 hours. Plagiarism Free.
Discussion #1
Describe how you believe a "problem-solving culture" is established in a public safety organization.
Discussion #2
Read:
http://patimes.org/considerations-public-administrators-rainbow/
Blessett states "Whatever your reason is for being drawn to this profession, please consider that the work you do does not just affect you, but informs the interactions, impressions and expectations of public servants overall."
How do we reflect this goal in the day-to-day administration of a public safety organization?
#3
Program Outcome Two Reflection Discussion
Discussion Topic
The Program Outcome Reflections project requires you to reflect on each of the five Public Safety Administration Program Outcomes demonstrating a comprehension of the concept(s), and indicating how the PSAD curriculum provided you the knowledge and skills (process or application of knowledge) to master the outcome.
You will address each outcome individually in a 250-word reflection posted as a discussion topic. You should respond to the postings of at least two fellow students. Reflections on the individual program outcomes will include:
· Your understanding of the concept;
· How you feel the curriculum provided you with the knowledge and skills to meet the outcome;
· What courses and activities in the curriculum addressed the concepts of the outcome.
The outcome for this assignment is:
· Use informed decision making, goal orientation, teamwork, ethical behavior, enhanced technology, and communications to ensure effective leadership in public safety administration.
Class Material
"Problem Solving and Decision Making" http://www.studygs.net/problem/
· "Defining the Problem/Gathering Information" http://www.studygs.net/problem/problemsolvingv1.htm
· "Identifying and Structuring Problems" http://www.skillsyouneed.com/ips/problem-solving2.html
Module 2: Identify Issues or Challenges
Each public safety administrator needs to evaluate his or her environment to determine the major issues. Once identified, each issue must be analyzed, recommendations determined, and solutions implemented and reviewed. Your comprehensive case study capstone project will focus on each area.
Your first paper is an individual project where you will identify an issue or challenge. We have looked at issues facing public safety leaders. The most important point is to identify an issue or problem before it becomes an even bigger problem.
Many problems can be solved on an individual basis. For example, let's say the fire station doors are leaking. Possible solutions include patching the lea.
History 1378 Essay #1Professor SbardellatiSpring 2022Your SusanaFurman449
This document outlines an assignment for a History 1378 course. Students must write a 5-6 page essay in response to one of three prompts provided. The essay is worth 25% of the student's grade and is due by March 4th. Late papers will be docked points. Students must only use materials from the first six weeks of the course in their response, and must properly cite all sources using the styles outlined. The paper will be graded based on the strength of the argument, analysis of course materials, and quality of writing.
HSE 215 Milestone Two Guidelines and Rubric Program Evalua.docxwellesleyterresa
HSE 215 Milestone Two Guidelines and Rubric
Program Evaluation: Analysis Draft
When preparing this milestone, you will analyze the selected community or school-based program. Be consistent by focusing on your target age group, the
community or school-based program you selected, and the developmental needs of the target age group. What risk and resiliency factors are you going to focus
on regarding your targeted age group, and why? What interventions have been developed for the age group, and are they effective? How well do the
interventions address personal and social functioning, and how could they be improved? Keep in mind that some programs will focus on all domains of
development, but for this draft, you should focus on personal and social (socioemotional) functioning of the target age group. Also, keep in mind that some
programs incorporate evidence in their practices, while others may not. It is important that you consider the accumulation of evidence, as perhaps only one
study has supported an intervention to enhance personal and social functioning for the age group you are targeting. If so, is that enough evidence? Typically,
several studies are conducted to provide better evidence and to be considered research-based. One research study points to suggestions, but this is not usually
the final word for solid evidence-based practice. Try to find and examine at least three research studies for one intervention in this milestone.
We recommend using the NREPP website or similar scholarly database to begin your search.
Prompt: For this milestone, you will submit a draft of the analysis section (section II of the final project), including all critical elements as listed below. In writing
your draft, be sure to specify the chosen age group and their needs that will be addressed by the intervention that you are planning for section III of your
community program evaluation. Look for specific evidence-based practices that will support this target group and their development. Include some risk and
resiliency factors that you believe the interventions will address.
Specifically, the following critical elements must be addressed in this milestone:
II. Analysis
A. What are the most important needs of the selected age group with respect to the personal and social functioning targeted by the program?
What is the importance of addressing these needs? For example, why is learning to cooperate so important for infants?
B. In what ways are the program’s interventions tailored to the unique developmental needs and resiliency factors of the targeted age group? For
example, teaching cooperation should take different forms for different age groups. Why is this important?
C. In what ways are the program’s interventions not tailored to the unique developmental needs and resiliency factors of the targeted age group?
Are they too generalized, or more appropriate for a different age group?
D. What is the role this program an ...
101 Thesis Statement Examples 2023. Mastering the Thesis Statement: Examples and Tips for Academic Success .... 45 Perfect Thesis Statement Templates Examples ᐅ TemplateLab. What is a thesis statement in an essay examples. 15 Thesis Statement .... PPT - Writing a Thesis Statement PowerPoint Presentation, free download .... Reflective Essay: How to write a thesis statement for a personal narrative. Writing The Thesis Statement: Write An A Research Paper - How to write .... How To Write a Thesis Statement: Step-By-Step Part 1 Essay Writing. How To Write A Thesis Statement with Useful Steps and Tips 7ESL. The Best Way to Write a Thesis Statement with Examples - How to write .... 5 Types of Thesis Statements Digital Learning Commons. 17 Thesis Statement Essay Examples Pics - scholarship. Thesis statement. Thesis Statements Free Essay Example. 006 Essay Example Thesis Statement Examples For Essays Thatsnotus. 15 Thesis Statement Examples to Inspire Your Next Argumentative Essay .... PPT - Writing a Thesis Statement PowerPoint Presentation - ID:1852247. FREE 7 Analysis Essay Examples in PDF MS Word. Writing a thesis paper. How to Write a Literature Review. 2022-10-27. How to Write a Thesis Statement with Pictures - wikiHow. What Are The Different Types of Thesis Statements. Write My Thesis Statement For Research Paper. What is a Thesis Statement. How to Write a Thesis Statement: Fill-in-the-Blank Formula. Thesis Introduction Examples Examples - How to write a thesis .... How to write a thesis introduction example. Writing a Thesis .... 004 Thesis Statement For Narrative Essay Example Thatsnotus. Business Thesis Writing Help, Thesis Format, Examples Thesis Statement Essays Thesis Statement Essays
Your name _________________________________ Date of submission _.docxnettletondevon
Your name: _________________________________ Date of submission: ______________________
ENG201 Milestone 4: #MyWordsChangeLives Project Outline
#MyWordsChangeLives Project Outline
#wordschangelives
Instructions: Save this document on your own computer. Type into each box and expand it as needed for the length of your response. Answer thoroughly!
PART 1: PERSONAL REFLECTION
TOPIC: What is one problem, issue, or need in the world, or in your own community, that you care a lot about?
PERSONAL CONNECTION: Why is this particular issue important to you? Is there something in your life experience or academic studies that relates?
ROOT CAUSE HYPOTHESIS: What do you think are some of the root causes of this issue? Explain.
AUDIENCE HYPOTHESIS: Based on the causes you have identified, who would be a good audience for you to try to make a change on this issue? Why?
RESEARCH QUESTIONS: The next step is research, What are 3 questions related to your issue that you want to answer during your research? Think of information that might help you better understand the issue in order to address or solve it.
PART 2: RESEARCH SUMMARY
SOURCE #1: Include APA-formatted citation here, including link if applicable:
How can you tell that this is a reliable source?
In this column, make a list of the most important facts or statistics you learned from this source:
In this column, explain in your own words why the facts you included to the left are important:
What was the most important thing you learned from this source? Why?
SOURCE #2: Include APA-formatted citation here, including link if applicable:
How can you tell that this is a reliable source?
In this column, make a list of the most important facts or statistics you learned from this source:
In this column, explain in your own words why the facts you included to the left are important:
What was the most important thing you learned from this source? Why?
SOURCE #3: Include APA-formatted citation here, including link if applicable:
How can you tell that this is a reliable source?
In this column, make a list of the most important facts or statistics you learned from this source:
In this column, explain in your own words why the facts you included to the left are important:
What was the most important thing you learned from this source? Why?
PART 3: PROJECT PLANNING OUTLINE
CREATE YOUR OWN TEXT-BASED CAMPAIGN!
Start outlining the components of your final project here.
You will explain each choice in greater detail and polished prose for your final project.
Headline: What is the “headline” of your campaign? What phrase or hashtag will you use? Why those words?
Message: What is the subtext of the campaign? In other words, what messages are you communicating by the headline?
Audience: With whom is your campaign de.
The document provides an outline for writing an argumentative essay, including sections on the introduction, body paragraphs, and conclusion. It discusses the components of an effective introduction, including a hook, background information, and thesis statement. It provides examples of different types of hook statements, such as interesting questions, statistics, quotes, and short stories. It also discusses how to write an introductory paragraph and presents examples of strong and weak thesis statements.
Running head ACTION AND PREPAREDNESS1ACTION AND PREPAREDNES.docxhealdkathaleen
Running head: ACTION AND PREPAREDNESS 1
ACTION AND PREPAREDNESS 4
Tanearea Smith
These documents showed that knowing this information before something tragic happens is very vital to saving lives and minimizing the amount of damage and lives are lost. In each case of terrorism described in these documents the local responders were caught of guard and not prepared to respond in the way they should have. Things that they needed like communication were lacking and because of this the response to these attacks was not as helpful as it could have been though they did a great job with the training and skills they had. Not only had they not been trained for an attack of this nature they had also not been trained for an attack of this caliber. When these attacks took place most people were in shock that anything like these attacks could even happen on American soil so its needless to say they had no clue how to react.
Increasing the awareness of terrorist attacks is a very important part of helping be ready. A lot of us as Americans including our Law enforcement and emergency teams felt before these attack the this could never happen to us, this was simple miseducation on lack of education on the topic. Even after seeing the devastation suffered after these attacks some still believe that now more than ever we are some how to secure to be attacked again. This out of all of the things to be taught about countering terrorism is the one thing is can be easily done and make a huge impact. Just the knowledge that we are not safe from terror will give people a different mind set, it will put them on alarm and allow them to do other things that will be a help In countering this threat almost with out thinking.
Nicolette Wilson
The documents that were provided was a good look into how the emergency responses acted on September 11, 2001, in Arlington, Va.; as well as in Boston on April 15, 2013. The Pentagon attack was not organized at first because the two pagers did not send out the pages to all the pagers. The paging system also failed when it sent out the pages hours after the attack. (Arlington, 2001). Most of the individuals who received the pages did not know what they meant. In the Boston bombings in less than 40 minutes the Unified Command shifted the operations to Unified Command Center in a Westin Hotel.
It is important to understand what to do in a terrorist attack. Understanding who to call or who to put on alert is a crucial part to getting injured victims to hospitals in time to save them. This also will come into account for moving died bodies once personal can do so. The attacks on September 11, 2001 in New York left the NYPD unprepared and shocked as to do. The Boston bombings were a little more organized. “Following the explosions on Boylston Street, emergency responders (police, fire and EMS), BAA medical volunteers from Alpha Medical Tent, and numerous spectators and bystanders quickly responded to the critically injure ...
Mba Essay Samples. . MBA Essay Sample by Jimmie Cantrell - IssuuTeresa Laverty
MBA Essay Examples sample, Bookwormlab. Sop For Mba Sample Scholarship Essay Examples Personal Statement - Vrogue. Unforgettable Executive Mba Essay Samples ~ Thatsnotus. MBA School Application Essay Sample by MBAEssayConsulting on DeviantArt. MBA Essay Sample. Mba essay writingguide. MBA Essay Writing | Essays | Human Communication. Sample MBA Essay | Entrepreneurship | Master Of Business Administration. MBA Essay Editing Service | MBA Application Essay Proofreading | EssayEdge. Introduce Yourself Mba Essay Sample : Additional menu. MBA Essay Writing Service - Unihomework Help. Mba essays contribution school. MBA Admission Essay Example | Essay examples, Admissions essay, Essay .... 21+ Mba Application Essay Examples PNG - scholarship.
2-25-2017Leadership Personal Action PlanMy preference is ENF.docxfelicidaddinwoodie
2-25-2017
Leadership Personal Action Plan
My preference is ENFJ. I believe this is the personality type that goes with my leadership style. With this personality type, my primary focus is external. I deal with issues in accordance to how I feel about them. I also like things or people who fit within my value system at the personal level. My secondary focus is internal meaning that I use intuition when dealing with things. As a leader, I feel that my major strength is focusing on people. I always believe that people can achieve so much when they come together. My major strength is in people skills, for this reason I have a unique ability of bringing people together to accomplish a given task. With these skills, I believe I will be an excellent team leader because I will help people bring the best in them out there. This means that decision-making within the organization and team management will be easy because it will be easy for me as a leader to bring people together and brainstorm for a solution.
This personality however has its downsides because leaders with these traits are known to be manipulative of people under them. For the most part, ENFJs are pushy and relentless until they get the results they want. As a leader with these qualities it may be difficult to spend time alone because most of the time they are externally focused. For this reason, it will be easy to fill my life with activities that involve working with other people. On the downside, I might find myself putting the needs of other before my own why I still attempt to keep track of my needs to ensure that I do not forget them.
Another weakness for this type of personality is that people tend to be reserved when it comes to expressing their opinions especially when they know their thoughts especially when such thoughts may controversial to the extent of pushing people away. Because my major strength is in people skills, it will be important that I blend in with people so to be a change catalyst. In this approach, it is impossible for this type of leaders to be in a group as individuals because they are always doing their best to bring the best out if the team.
As a leader with a preference for E category of personality characteristics, I have definite opinions and values, which will only be expressed if they are not too personal. This could have a negative impact on my relationships with people because I may not be able to speak my mind in the fear that it may affect group dynamics. I will therefore, need to improve on group communication to determine how to remain vocal when important issues that are important to my leadership role.
Recognizing gifts and strengths of my personality type, which make me unique is important in ensuring that I maximize on the strengths that bring the best out of every situation. For this reason, I will capitalize on my people skills to ensure that I achieve success in people management especially in team management. Embracing the ability to ...
Persuasive Speech Outline Template
I. INTRODUCTION
A. Attention Getter:
B. Your Credibility: (What is your interest/experience with this topic? Why should we listen to you?
C. Audience Relevance: (Why should your audience care about this topic?)
D. Preview Main Points:
Transition: (Connect your introduction to your 1st main point.)
II. SPEECH BODY
A. The Problem:
1. Supporting Material
2. Supporting Material
3. Supporting Material
(You may have more or less support based on your information.)
Transition: (Connect your 1st main point to your 2nd main point.)
B. The
Solution
:
1. Supporting Material
2. Supporting Material
3. Supporting Material
(You may have more or less support based on your information.)
Transition: (Connect your 2nd main point to your conclusion.)
III.CONCLUSION
A. Summarize Your Main Points:
B. Memorable Final Statement:
Remember that you must cite your sources (in-text) in your outline, where you used a source. This speech requires you to use at least 3 sources that will be cited orally during the delivery of your speech. You should use APA format to cite your sources in-text. For example, you can cite a source at the end of the information given − (Otto, 2016). Or you can cite it at the beginning, for example: According to Professor Otto (2016) you may also need to include page number(s) if using a direct quotation. Please be mindful of your formatting and consult the APA links given to you through the FSCJ Library about APA formatting.
Targeting Incentives Scoring Guide
CRITERIA
NON-PERFORMANCE
BASIC
PROFICIENT
DISTINGUISHED
Describe a situation in which a selected individual incentive plan would be most appropriate.
Does not identify a situation in which a selected individual incentive plan would be most appropriate.
Identifies a situation in which a selected individual incentive plan would be most appropriate.
Describes a situation in which a selected individual incentive plan would be most appropriate.
Justifies why a selected individual incentive plan would be most appropriate for a particular situation.
Describe a situation in which a selected team incentive plan would be most appropriate.
Does not identify a situation in which a selected team incentive plan would be most appropriate.
Identifies a situation in which a selected team incentive plan would be most appropriate.
Describes a situation in which a selected individual team plan would be most appropriate.
Justifies why a selected team incentive plan would be most appropriate for a particular situation.
Describe a situation in which a selected long-term incentive plan would be most appropriate.
Does not identify a situation in which a selected long-term incentive plan would be most appropriate.
Describes a situation in which a selected long-term incentive plan would be most appropriate.
Describes a situation in which a selected individual long-term plan would be most appropriate.
Justifies why a selected long-term incentive pla ...
Running head: ADAPTIVE LEADERSHIP 1
ADAPTIVE LEADERSHIP 4
Adaptive Leadership
Student’s Name
Institution Affiliation
Adaptive Leadership
According to Heifetz and Donald (2001), an adaptive leadership is the kind of leadership where there is the mobilization of the people in order to carry out the tough challenges for the purpose of success. These challenges that needs to be mobilized are divided into adaptive challenges and the technical fixes. Before taking action to find the solution to this challenges, it is important to diagnose the adaptive verses the technical challenges. The diagnosis enables the adaptive leadership to know the exact method that should be used to solve the challenge successful. This is because, the adaptive challenges requires the team or the individual to learn the new techniques that will be used to solve the problem (Savage, n.d.). This means that the individuals to be used in giving solutions are required to alter their believes, loyalties and the values. But on the other hand, the technical fixes only needs the knowledge of the expert to solve the problem within a short period of time (Savage, n.d).
In the career that I am pursuing, an example of the adaptive challenge that I am wrestling with is the use of the blended learning program to increase the knowledge and the skills of the employees. It is among the many adaptive challenges as it requires the employees to alter with their daily activities and the strategies. But this can be made different by the use of the following four competencies. With the diagnosis situation competence, a deeper understanding of the situation together with the different interpretations has to be done (Heifetz, & Linsky, 2002). Understanding the blended learning program well will enable the employment of the good techniques that will not inconvenience the workers. This is followed by managing self where the where the assumptions about the strengths and the weakness are evaluated concerning the situation. This will help in reducing the challenges by knowing whether to maintain the program or not from the strength and the weakness that is has. From this program, we can see that there are a lot of the strength to reap from it hence it is of benefit to the organization and the personal level. Next we have intervene skillful where the program is analyzed to see if there are chances of making progress from it (Heifetz, & Linsky, 2004). From our challenging program, we can see that it has to be partaken because it helps in making the progress through the gained skills and knowledge. Lastly energizing others where they are made to be interested to attend the learning program so that they can gain more knowledge and skills (Heifetz, & Linsky, 2004).
References
Heifetz, A. R. & Donald L. L. (2001 ...
Essay Narrative Format. Online assignment writing service.Nichole Brown
The document provides an examination of the book "The History of the Ojibway People" by William W. Warren. William W. Warren was of mixed Ojibway and white heritage and used his knowledge of the Ojibway language and relationships with both white and Ojibway people to document Ojibway traditions and oral histories at a time when their culture was threatened. The reviewer chose to read the book to learn more about the Ojibway people and their way of life. While Warren intended to write a multi-volume work, he only completed one volume before tragically dying at a young age, though his work helped preserve important aspects of Ojibway culture and history.
This document contains information about various online courses and discussion questions. It discusses topics like inclusion, accommodations and modifications for students with disabilities, teaching approaches like explicit instruction and differentiation, response to intervention (RTI), and creating supportive classroom environments. The document provides prompts for students to reflect on concepts from their readings and share experiences related to educating students with special needs.
How to write a statement of the problem.kimani jonah
This document provides guidance on writing an effective problem statement for a research proposal. It defines a research problem, problem statement, and key components of a problem statement. It also discusses where problem statements originate from and how to write one. A problem statement should clearly describe the issue, explain why it needs addressing, and declare what the research will do. It establishes the foundation for the entire proposal.
Essay on Brain Drain | Brain Drain Essay for Students and Children in .... Brain Drain Essay | Essay on Brain Drain for Students and Children in .... Brain Drain Essay In English | What is Brain Drain | Causes and Effects .... Brain Drain Essay in English for Students and Children. Brain Drain essay in English || Write an essay on Brain Drain in .... Short Essay on Brain Drain in english /Speech on Brain Drain / Brain .... 481 Word Essay on The Brain Drain Problem | Essays Writing. Write My Research Paper - brain drain essay - 2017/10/03. Essay on Brain Drain in english For Student & Children. Write an essay on "Brain-Drain" in english|| Essay on "Brain-Drain .... Brain drain - essay writing by Mohamed Akhssass | TpT.
BUSM 4177 4194Leading for Change Topic 6 Contingenc.docxhumphrieskalyn
BUSM 4177 / 4194
Leading for Change
Topic 6: Contingency Theories of Leadership
Learning Objectives
Contingency theories of leadership:
1. Understand how aspects of the situation can enhance or diminish effects
of leader behaviour.
2. Understand key features of the early contingency theories of effective
leadership.
3. Understand the benefits and limitations of contingency theories
4. Understand the findings from empirical research on contingency theories.
5. Understand how to adapt leader behaviour to the situation.
6. Understand how to manage disruptions and other crises.
Contingency
Contingency theories describe
how aspects of the leadership
situation alter a leader's influence
on an individual subordinate or a
work group
Textbook p 139
“contingency” synonyms:
emergency, predicament,
crossroads, likelihood, zero
hour, crisis, accident,
predicament
Thesaurus.com
ฉกุเฉิน
A contingency is
something that might
happen in the future
Collins English
Dictionary
偶然性
a future event or
circumstance which
is possible but
cannot be predicted
with certainty
Oxford English
Dictionary
A contingency plan is a
plan devised for an
outcome other than in the
usual (expected) plan
Wikipedia
dự phòng
Kontinjensi
Early Contingency Theories
Path-Goal Theory (discussed in this presentation)
Situational Leadership Theory (discussed in this presentation)
LPC Contingency Model (refer to prescribed textbook p 172)
Leader Substitutes Theory (refer to prescribed textbook p 171)
Cognitive Resources Theory (refer to prescribed textbook p 173)
Multiple-Linkage Model (refer to prescribed textbook p 174)
Normative Decision Model (covered in topic 5)
1969
Paul Hersey and Richard Blanchard’s Situational Leadership theory
Paul Hersey
Ken Blanchard
Hersey, P. and Blanchard, K. H. (1969).
Management of Organizational Behavior –
Utilizing Human Resources.
New Jersey / Prentice Hall
• Explains how to match leadership style to the capabilities of
group members on a given task
• SLII (a recent Blanchard version) is designed to increase the
frequency and quality of conversations about performance and
professional development between managers and group
members so that competence is developed, commitment takes
place, and turnover among talented workers is reduced
Hersey & Blanchard’s Situational Leadership theory
In Blanchard's own words
http://www.youtube.com/watch?v=M1uyU3YSqes&feature=related
The Situational Leadership theory
1971
Robert House and the “Path Goal theory”
Professor of Management, Wharton School
University of Pennsylvania
www.wharton.upenn.edu/faculty/house.cfm
MELBOURNE AIRPORT 1971 SINGAPORE AIRPORT 1971
Abstract:
An explanation of the effects of leader behavior on subordinate satisfaction,
motivation, and performance. …………. Dimensions of leader behavior ………are
analysed..
A set of general propositions are advanced which integrate and ...
Please readRobert Geraci, Russia Minorities and Empire,” in .docxTatianaMajor22
Please read:
Robert Geraci, “Russia: Minorities and Empire,” in Abbott Gleason, ed., A Companion to Russian History (Oxford: Wiley-Blackwell, 2009), 243-260.
And discuss:
How does Geraci portray the legacy of the early Russian history for the make-up of 18-19th century Russia?
Please read: Leonard Victor Rutgers, “Roman Policy Towards the Jews: Expulsions from the City of Rome during the First Century C.E.,” in Classical Antiquity, Vol. 13, No. 1 (Apr., 1994), pp. 56-74.
And discuss: Rutgers surveys the different reasons historians have given for the expulsion of the Jews from Rome in the first century C.E. Who place did Jews have in Roman society at this time? Were they expelled because of their religious practices, or because they were ‘unruly’ as Rutgers argues? If so, what caused them to act in this way? What kind of historical evidence does the author use?
There are 2 essay, each one should write at least 300-350 words and plus one reference page.
MLA format. Must use quote( “ ”) for every source you use from website. And put (author, page number) behind quote.
Roman Policy towards the Jews: Expulsions from the City of Rome during the First Century
C.E.
Author(s): Leonard Victor Rutgers
Source: Classical Antiquity, Vol. 13, No. 1 (Apr., 1994), pp. 56-74
Published by: University of California Press
Stable URL: http://www.jstor.org/stable/25011005 .
Accessed: 26/08/2011 13:35
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LEONARD VICTOR RUTGERS
Roman Policy towards the Jews:
Expulsions from the City of Rome
during the First Century c. E.
Tant de causes secretes se melent souvent a la cause apparente, tant de ressorts
inconnus servent a persecuter un homme, qu'il est impossible de demeler dans les
siecles posterieures la source cachee des malheurs des hommes les plus consider
ables, a plus forte raison celle du supplice d'un particulier qui ne pouvait etre
connu que par ceux de son parti.
-Voltaire, Traite sur la tolerance (1763)
IN THIS ARTICLE I want to discuss the evidence for expulsions of Jews from
the city of Rome in the first century C.E. Scholars have long been interested in the
reasons underlying these expulsions. Because the anci.
Ford VS ChevroletThere are many reasons that make the Chevy.docxTatianaMajor22
Ford VS Chevrolet
There are many reasons that make the Chevy’s and Ford’s motors two most common trucks. Studies reveal that that they are the most popular vehicles on sales today. It is because they are powerful, versatile and reasonably priced. They also come in a wide variety of configurations and styles. However, many buyers and sellers have questioned themselves on the better vehicle compared to the other in terms of quality, Wi-Fi, price ranges, value, and costs. To compare and contrast on this subject, let us take an example of two vehicles each from each company to facilitate comparison.
Ford offers the full-size track with automatic high-beam control, automatic parallel parking and power-retractable running boards. Fords are elegant, and they are mostly aluminum making them save weight and bolster gas mileage. None of these features are offered Chevy’s. Chevrolets have outstanding quality. They are mostly comprised of steel, for instance, the Chevrolet Silverado. This makes them good for rough roads and difficult terrains.
Fords have employed the use of up to date Wi-Fi technology. Ford intends to provide the Ford Sync, which will provide robust connections for occupants. Latest Chevrolet brands Malibu utilize the 4G LTE Wi-Fi Technology that provides rich in-vehicle experiences. This technology is powerful compared to Ford Sync, and is used for connecting devices and executing few remote operations within the car.
From the value and cost standpoint, Ford can consume a little more, and its payload capacity is a little higher. Additionally, its mileage is too better. The prices vary from nation to nation. Chevrolet seems to be a little cheaper, and reasonably priced going for $33,044, which is slightly less than Ford, but the differences are not serious to propel buyers towards one truck leaving the other
Technophiles are likely to put their preferences on Ford to Chevrolet. On overall, Fords have many features as compared Chevy’s. However, they may be hard to maintain. Compared to Fords, Chevrolets are reliable and cheaper. However, the two brands are equally good performers. It is, therefore, prudent to pick what one thinks would fit his or her usage and preference and personal style
Ethical Systems, Research Paper, Spring 2015, Douglas Green, Page 1 of 1
Ethical
Systems/Final
Research
Paper
2,000
words
minimum,
double-‐spaced
Final
Draft
Due:
Tuesday,
April
28,
12:00
pm
(afternoon)
Please
email
your
final
research
paper
to
me
via
MS
Word
attachment
AND
by
cutting/pasting
the
entire
document
into
the
body
of
your
email.
IF
YOU
DO
NOT
RECEIVE
A
CONFIRMATION
EMAIL
BACK,
I
DID
NOT
RECEIVE
YOUR
ESSAY
AND
YOU
WILL
LOSE
ALL
CREDIT
FOR
THIS
REQUIREMENT.
NO
LATE
WORK
WILL
BE
ACCEPTED…
PERIOD!
.
Fairness and Discipline Weve all been disciplined at one.docxTatianaMajor22
Fairness and Discipline
We've all been disciplined at one time or another by a parent or a teacher. What disciplinary experiences have you had as a child that took a non-punitive approach?
I need paragraph or half page with reference
.
Appendix 12A Statement of Cash Flows—Direct MethodLEARNING .docxTatianaMajor22
Appendix 12A
Statement of Cash Flows—Direct Method
LEARNING OBJECTIVE
6
Prepare a statement of cash flows using the direct method.
To explain and illustrate the direct method, we will use the transactions of Computer Services Company for 2014, to prepare a statement of cash flows. Illustration 12A-1 presents information related to 2014 for Computer Services Company.
To prepare a statement of cash flows under the direct approach, we will apply the three steps outlined in Illustration 12-4.
Illustration 12A-1
Comparative balance sheets, income statement, and additional information for Computer Services Company
STEP 1: OPERATING ACTIVITIES
DETERMINE NET CASH PROVIDED/USED BY OPERATING ACTIVITIES BY CONVERTING NET INCOME FROM AN ACCRUAL BASIS TO A CASH BASIS
Under the direct method, companies compute net cash provided by operating activities by adjusting each item in the income statement from the accrual basis to the cash basis. To simplify and condense the operating activities section, companies report only major classes of operating cash receipts and cash payments. For these major classes, the difference between cash receipts and cash payments is the net cash provided by operating activities. These relationships are as shown in Illustration 12A-2.
Illustration 12A-2
Major classes of cash receipts and payments
An efficient way to apply the direct method is to analyze the items reported in the income statement in the order in which they are listed. We then determine cash receipts and cash payments related to these revenues and expenses. The following pages present the adjustments required to prepare a statement of cash flows for Computer Services Company using the direct approach.
CASH RECEIPTS FROM CUSTOMERS.
The income statement for Computer Services Company reported sales revenue from customers of $507,000. How much of that was cash receipts? To answer that, companies need to consider the change in accounts receivable during the year. When accounts receivable increase during the year, revenues on an accrual basis are higher than cash receipts from customers. Operations led to revenues, but not all of these revenues resulted in cash receipts.
To determine the amount of cash receipts, the company deducts from sales revenue the increase in accounts receivable. On the other hand, there may be a decrease in accounts receivable. That would occur if cash receipts from customers exceeded sales revenue. In that case, the company adds to sales revenue the decrease in accounts receivable. For Computer Services Company, accounts receivable decreased $10,000. Thus, cash receipts from customers were $517,000, computed as shown in Illustration 12A-3.
Illustration 12A-3
Computation of cash receipts from customers
Computer Services can also determine cash receipts from customers from an analysis of the Accounts Receivable account, as shown in Illustration 12A-4.
Illustration 12A-4
Analysis of Accounts Receivable
Illustration.
Effects of StressProvide a 1-page description of a stressful .docxTatianaMajor22
Effects of Stress
Provide a 1-page description of a stressful event currently occurring in your life.
Discuss I am married work a full time job as an occupational therapy assistant am taking two courses
Have to take care of a home feed the animals attend to laundry
Think of my pateitns worry about their well being and what I can do for them ( I bring home my patients issues)
Constantly doing paper work for work such as documentation for billing
I feel like I have no free time for me some days I don’t even eat dinner or lunch because I don’t have time to make anything or am just too tired to cook
On top of this I am married and married ppl do argue and my husband am I have been bunting heads on finances.
Then, referring to information you learned throughout this course, address the following:
· What physiological changes occur in the brain due to the stress response?
· What emotional and cognitive effects might occur due to this stressful situation?
· Would the above changes (physiological, cognitive, or emotional) be any different if the same stress were being experienced by a person of the opposite sex or someone much older or younger than you?
· If the situation continues, how might your physical health be affected?
· What three behavioral strategies would you implement to reduce the effects of this stressor? Describe each strategy. Explain how each behavior could cause changes in brain physiology (e.g., exercise can raise serotonin levels).
· If you were encouraging an adult client to make the above changes, what ethical considerations would you have to keep in mind? How would you address those ethical considerations?
In addition to citing the online course and the text, you are also required to cite a minimum of four scholarly sources. For reputable web sources, look for .gov or .edu sites as opposed to .com sites. Please do not use Wikipedia.
Your paper should be double-spaced, in 12-point Times New Roman font, and with normal 1-inch margins; written in APA style; and free of typographical and grammatical errors. It should include a title page with a running head, an abstract, and a reference page.
The body of the paper should be at least 6 pages in length total
not including the reference or title page
Assignment 1 Grading Criteria
Maximum Points
Described a stressful event.
20
Explained the physiological changes that occur in the brain due to the stress response.
36
Explained the emotional and cognitive effects that may occur due to this stressful situation.
32
Analyzed potential differences in physiological, cognitive, and emotional responses in someone of a different age or sex.
32
Discussed the physical health risks.
28
Provided three behavioral strategies to reduce the effects of the stressor and explained how each could cause changes in brain physiology.
40
Analyzed ethical considerations in implementing behavioral strategies and offered suggestions for addressing these.
40
Integrated at least two scholarly references .
Design Factors NotesCIO’s Office 5 People IT Chief’s Offi.docxTatianaMajor22
Design Factors
Notes
CIO’s Office
5 People
IT Chief’s Office
5 People
LAN/WAN Maint.
20 People
Reception
4 People
Telecommunications
20 People
LAN Management
50 People
Server Room A
2 Person
Server Room B
4 Person
Equipment:
Patch Cable
Computer to Wall
Patch Cable
LAN Room
Cable Trays/Runs
Horizontal Runs
Cisco Border Router
Research: Attached to 5 Floor Switches
Server Room A
10 Servers
Server Room B
10 Servers
Computers
One Per Person
Standard floor (first floor) Lesson 2 Project Plan info
Design Factors
Notes
CIO’s Office
5 People
IT Chief’s Office
5 People
LAN/WAN Maint.
20 People
Reception
4 People
Telecommunications
20 People
LAN Management
50 People
Server Room A
2 Person
Server Room B
4 Person
Equipment:
Patch Cable
Computer to Wall
Patch Cable
LAN Room
Cable Trays/Runs
Horizontal Runs
Cisco Border Router
Research: Attached to 5 Floor Switches
Server Room A
10 Servers
Server Room B
10 Servers
Computers
One Per Person
Basement floor
Design Factors
Notes
Vertical Riser Run
On Outside Wall of LAN Room on Each Floor.
Fiber-Optic Multimode
Riser Runs: Backbone
SC Connectors
Fiber-Optic Cable
Cisco Catalyst: Switch: WS-C3750G-24PS-S: 24 Ports
Leave a Minimum of four ports free on each switch
Color Laser Printer
Minimum of One per Room or One per 20 people
Vertical Riser Run
On Outside Wall of LAN Room on Each Floor and Server RM B on this floor.
Fiber-Optic Multimode
Riser Runs: Backbone
SC Connectors
Fiber-Optic Cable
Cable Trays/Runs
Horizontal Runs
Horizontal Runs
Leave a Minimum of four ports free on each switch
Applicataion
U.S. Minimum Requirement Ranges
Space per Employee - 1997
Two people, such as a supervisor and an employee, can meet in an office with a table or desk between them
60" to 72" x 90" to 126:/5.78m2 to 11.7m2
280Sq. Ft./26.0m2
Worker has a primary desk plus a return
60" to 72"x60"to 84"/5.78 to 7.8m2
193Sq. Ft./17.9m2
Executive office - three to four people can meet around a desk
105 to 130"x96 to 123"/9.75 to 11.4 m2
142Sq. Ft./13.2m2
Basic workstation such as a call center
42" to 52" x 60" to 72"/3.9 to 6.7 m2
114Sq. Ft./10.6 m2
NT1310: Project
Page 1
PRO JECT D ESC RIPT ION
As the project manager for the Cable Planning team, you will manage the creation of the cable plan for
the new building that will be built, with construction set to begin in six weeks.
The deliverables for the entire Cable Plan will consist of an Executive Summary, a PowerPoint
Presentation and an Excel Spreadsheet. You will develop different parts of each of these in three parts.
The final organization should contain these elements:
The Executive Summary:
o Project Introduction
o Standards and Codes
Cable Standards and Codes
Building Standards and Codes
o Project Materials
o Copper Cable, Tools, and Test Equipment
o Fiber-Optic Cable, Tools, and Test Equipment
o Fiber-Optic Design Considerations
o Basement Server Comp.
Question 12.5 pointsSaveThe OSU studies concluded that le.docxTatianaMajor22
The document contains questions about leadership, motivation, communication, groups/teams, and decision making. The questions assess knowledge of topics like situational leadership theory, Maslow's hierarchy of needs, organizational communication barriers, stages of team development, and group decision making techniques like brainstorming.
Case Study 1 Questions1. What is the allocated budget .docxTatianaMajor22
Case Study 1 Questions:
1. What is the allocated budget ? $250,000
2. Where does the server room located? Currently, there is no server room
3. What is the number of users with PCs inside each existing site?
Currently there are
4. What is the current cabling used in each location? (cat5e or cat6) Current cabling does not meet the company’s current and future needs
5. Do want us to upgrade token Ring or use a completely new Ethernet network What is your recommendation and why?
6. regarding the ordering system , it is not clear what the we should do , do you want to talk about how to connect the system to the network or how to built the ordering online system because it is more software engineering than networking . Talk about the kind of network (hardware) you recommend based on the business requirements
7. all the sites should have access to our servers in the main branch? yes
8. Regarding the order software, do you need more details about the way it works or just about its connection with the network? Your solution should be from a network point of view
9. Distances are given in Meters or feet? feet
10. Shipment is done by truck, or ships? Currently, only trucking
11. In Dimebox branch, where are administration offices located? See Business goals # 4
12. What is the current network connectivity status? How many devices are currently on the network? How they are physically laid out? Is cabling running all over the floor, hidden in walls or threaded through the ceiling? What are the switches used and its speed? Currently, only the office is networked (token ring) NOVELL
13. What is the minimum Internet speed wanted? See Business Goals on page 2 – I only can tell you what we need the network for, you must tell me what we need to meet the business needs
14. Will the corporation provide wireless access? If yes will it be in all department and buildings? Wireless access would be helpful if we can justify the cost
15. Are there phones in offices? yes
16. What is the internet speed available now? What speed do you want for future? Internet access is through time warner cable company which is not very reliable
17. Do employees access their emails outside the company? yes
18. Do you have plans for future expansion? We like to increase our customer base by 20% over the next year
REMEMBER, you are the IT expert, I’m only a business person who must rely on your expertise.
Network Design and Performance
Case Study
Dooma-Flochies, Inc. with headquarters located on Podunk Road in Trumansburg, NY, is the sole manufacturer of Dooma-Flochies (big surprise). They currently have a manufacturing facility in, Lake Ridge, NY (across Cayuga Lake) on Cayuga Dr. and have recently diversified by purchasing a company, This-N-That, on Industry Ave. in, Dime Box Texas. This-N-That is the sole competitor of Domma-Flochies with their product Thinga-Ma-Jigs. This acquisition gives Dooma-Flochies, Inc a monopoly in this mark.
Behavior in OrganizationsIntercultural Communications Exercise .docxTatianaMajor22
Behavior in Organizations
Intercultural Communications Exercise Response Paper –
Week 5
The most overt cultural differences, such as greeting rituals and name format, can be overcome most easily. The underlying, intangible differences are very difficult to overcome. In this case, the underlying cultural differences are
· Assumptions about the purpose of the event (is the party strictly for fun and for relationship building, or are their business matters to take care of?).
· Assumptions about the purpose and the nature of business relationship.
· Assumptions about power and leadership relationships (who makes the decisions and how?).
· Response styles (verbal and nonverbal signals of agreement, disagreement, politeness, etc.).
Many (though not all) cultural differences can be overcome if you carefully observe other people, think creatively, remain flexible, and remember that your own culture is not inherently superior to others.
The Scenario
Three corporations are planning a joint venture to sponsor an international concert tour. The corporations are Decibel, an agency representing the musicians (from the US, Britain, and Japan); Images, a marketing firm which will handle sales of tickets, snacks and beverages, clothing, and CDs; and Event, a special events company which will hire the ushers, concessionaires, and security officers; print the programs; and clean up the arenas after the shows. The companies come from three different cultures: Blue, Green, and Red. Each has specific cultural traits, customs, and practices.
You are a manager in one of these companies. You will attend the opening cocktail party in Perth, Australia the evening before a 3-day meeting during which the three companies will negotiate the details of the partnership. Your management team includes a Vice President and a number of other managers.
During the 3-day meeting, the companies have the following goals:
Decibel
· As high a royalty rate as possible on sales of T-shirts, videos, and CDs
· Aggressive marketing and advertising to increase attendance and sales
· Good security, both before and during the show Image
Image
· Well known bands that will be easy to market
· As much income as possible from the concerts
· Smoothly functioning event so that publicity from early concerts is positive
Event
· Bands that are not likely to provoke stampedes, riots, or other antisocial behavior
· Bands that are reliable and will show up on time, ready to play
· As much income as possible from the concerts
The cultures that are assigned to the various companies are:
BLUE CULTURE
Image (Marketing Company)
Beliefs, Values, and Attitudes that Underlie This Culture’s Communication
Believe that fate and luck control most things.
Believe in feelings more than reasoning.
An authoritarian leader makes the ultimate decisions.
Nonverbal Traits of This Culture
Treat time as something that is unimportant. It is not a commodity that can be lost.
Conversation distance is close (about 15 inches, face-.
Discussion Question Comparison of Theories on Anxiety Disord.docxTatianaMajor22
Discussion Question:
Comparison of Theories on Anxiety Disorders
There are numerous theories that attempt to explain the development and manifestation of psychological disorders. Some researchers hold that certain disorders result from learned behaviors (behavioral theory), while other researchers believe that there is a genetic or biological basis to psychological disorders (medical model), while still others hold that psychological disorders stem from unresolved unconscious conflict (psychoanalytic theory). How would each of these theoretical viewpoints explain anxiety disorders? Does one explain the development and manifestation of anxiety disorders better than the others?
200- 400 words please
Three min resources with
in text citations and examples
you can use the following as a module reference
cite as university 2014
Anxiety Disorders
Anxiety disorders such as panic disorder, specific phobias, and social anxiety disorder feature a heightened autonomic nervous system response that is above and beyond what would be considered normal when faced with the object or situation that the person reacts to. For example, a person with a specific phobia of spiders (called arachnophobia) experiences a heightened autonomic response when confronted with a spider (or even an image of a spider). This anxiety response must result in significant distress or impairment. In general, anxiety disorders have been linked to underactive gamma-aminobutyric acid (GABA) in the brain, resulting in overexcitability of the amygdala and the anterior cingulate cortex. Additionally, genetic research shows that anxiety disorders demonstrate a clear pattern of genetic predisposition
Charles Darwin's Perspective
We talked about Charles Darwin when discussing evolution and natural selection. Darwin was also very interested in emotions. One of his books published in 1872,The Expression of Emotions in Man and Animals, was devoted to this topic.
Darwin believed that emotions play an important role in the survival of the species and result from evolutionary processes in the same way as other behaviors and psychological functions. Darwin's writing on this topic also prompted psychologists to study animal behavior as a way to better understand human behavior.
James–Lange Theory of Emotions
Modern theories of emotion can be traced to William James and Carl Lange (Pinel, 2011). William James was a renowned Harvard psychologist who is sometimes called the father of American psychology. Carl Lange was a Danish physician. James and Lange formulated the same theory of emotions independently at about the same time (1884). As a result, it is called the James–Lange theory of emotions. This theory reversed the commonsensical notion that emotions are automatic responses to events around us. Instead, it proposes that emotions are the brain's interpretation of physiological responses to emotionally provocative stimuli.
Cannon–Bard Theory of Emotions
In 1915, Harvard physiologist Walt.
I have always liked Dustin Hoffmans style of acting, in this mov.docxTatianaMajor22
I have always liked Dustin Hoffman's style of acting, in this movie he takes on a sexually deprived young male just out of college, and has never been with a female, and is duped by horny older woman that feels neglected. Dustin Hoffman takes the characters form of a young male, goofy, respectful virgin and intelligent male, missing something but not really sure at the beginning till Ann Bancroft coaxes him with seduction to fulfill her own needs. In an other movie called "The life of Little Big Man" he plays almost the same character but as a white child raised by the Native Americans and a wise old chief that deeply care and loves him as his own, and Fay Dunaway plays a Holy rollers wife that is older and sexually deprived and feeling neglected by her husband and also she goes through major changes in her life from devoted wife, to a honey bell/ house hooker, whats funny Dustin Hoffman is a awesome actor but has to have his surrounding characters bring his character to life. The Graduate was Dustin Hoffman's first big movie of his career.
I actually liked movie "Little Big man" way better due to he went through major changes in his life, from being a Native boy warrior, captured by Yankees, meets Fay Dunaway who loves to give baths, to finding his sister who teaches him to be a gunslinger and then returns to his Grand Father to be a native again and tells his blind Grand Father the world of the white man is a crazy one, then his see the Psyho Col. Custer and gets his revenge by telling Custer the truth. The movie Little Big Man makes you laugh, teaches you things about people and survial and cry at times... its a must see...
Although a stray away from the Benjamin Braddock written about in the novel The Graduate, Dustin Hoffman does an awesome job with this character on film. When you first meet Ben he is at a party that his parents are throwing in his academic honor upon his graduation from school and return home. The whole night, Hoffman stumbles though various conversations and tries to coyly escape from the festivities. Small things such as this Hoffman did a great job at, conveying the hesitance and crisis that Ben was going through as a graduate. There are multiple times in the movie he hardly expresses anything at all, yet it clearly shows you that Ben is having a very hard time internally with everything going on. Even through his relationships with Mrs. Robinson and her daughter Elaine you see the young man struggling with himself through either failed attempts at affection or lack thereof.
.
Is obedience to the law sufficient to ensure ethical behavior Wh.docxTatianaMajor22
Is obedience to the law sufficient to ensure ethical behavior? Why, or why not? Support your answer with at least three reasons that justify your position.
100 words
Discuss the differences between an attitude and a behavior. Provide 4 substantive reasons why it is important for organizations to monitor and mitigate employee behavior that is either beneficial or detrimental to the organization's goals and existence.
150 words
.
If you are using the Blackboard Mobile Learn IOS App, please clic.docxTatianaMajor22
If you are using the Blackboard Mobile Learn IOS App, please click "View in Browser." V BUS 520Week 9 Assignment 4 Paper
I need the paper as soon as possible
Students, please view the "Submit a Clickable Rubric Assignment" in the Student Center.
Instructors, training on how to grade is within the Instructor Center.
Assignment 4: Leadership Style: What Do People Do When They Are Leading?
Due Week 9 and worth 100 points
Choose one (1) of the following CEOs for this assignment: Larry Page (Google), Tony Hsieh (Zappos), Gary Kelly (Southwest Airlines), Meg Whitman (Hewlett Packard), Ursula Burns (Xerox), Terri Kelly (W.L. Gore), Ellen Kullman (DuPont), or Bob McDonald (Procter & Gamble). Use the Internet to investigate the leadership style and effectiveness of the selected CEO. (Note: Just choose one that is easier for you to right about.) It does not matter to me which CEO you pick
Write a five to six (5-6) page paper in which you:
1. Provide a brief (one [1] paragraph) background of the CEO.
2. Analyze the CEO’s leadership style and philosophy, and how the CEO’s leadership style aligns with the culture.
3. Examine the CEO’s personal and organizational values.
4. Evaluate how the values of the CEO are likely to influence ethical behavior within the organization.
5. Determine the CEO’s three (3) greatest strengths and three (3) greatest weaknesses.
6. Select the quality that you believe contributes most to this leader’s success. Support your reasoning.
7. Assess how communication and collaboration, and power and politics influence group (i.e., the organization’s) dynamics.
8. Use at least five (5) quality academic resources in this assignment. Note: Wikipedia and other Websites do not qualify as academic 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:
· Analyze the formation and dynamics of group behavior and work teams, including the application of power in groups.
· Outline various individual and group decision-making processes and key factors affecting these processes.
· Examine the primary conflict levels within organization and the process for negotiating resolutions.
· Examine how power and influence empower and affect office politics, political interpretations, and political behavior.
· Use technology and information resources to research issues in organizational behavior.
· Write clearly and concisely about organizational behavior using proper writing mechanics.
Click here.
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2-25-2017Leadership Personal Action PlanMy preference is ENF.docxfelicidaddinwoodie
2-25-2017
Leadership Personal Action Plan
My preference is ENFJ. I believe this is the personality type that goes with my leadership style. With this personality type, my primary focus is external. I deal with issues in accordance to how I feel about them. I also like things or people who fit within my value system at the personal level. My secondary focus is internal meaning that I use intuition when dealing with things. As a leader, I feel that my major strength is focusing on people. I always believe that people can achieve so much when they come together. My major strength is in people skills, for this reason I have a unique ability of bringing people together to accomplish a given task. With these skills, I believe I will be an excellent team leader because I will help people bring the best in them out there. This means that decision-making within the organization and team management will be easy because it will be easy for me as a leader to bring people together and brainstorm for a solution.
This personality however has its downsides because leaders with these traits are known to be manipulative of people under them. For the most part, ENFJs are pushy and relentless until they get the results they want. As a leader with these qualities it may be difficult to spend time alone because most of the time they are externally focused. For this reason, it will be easy to fill my life with activities that involve working with other people. On the downside, I might find myself putting the needs of other before my own why I still attempt to keep track of my needs to ensure that I do not forget them.
Another weakness for this type of personality is that people tend to be reserved when it comes to expressing their opinions especially when they know their thoughts especially when such thoughts may controversial to the extent of pushing people away. Because my major strength is in people skills, it will be important that I blend in with people so to be a change catalyst. In this approach, it is impossible for this type of leaders to be in a group as individuals because they are always doing their best to bring the best out if the team.
As a leader with a preference for E category of personality characteristics, I have definite opinions and values, which will only be expressed if they are not too personal. This could have a negative impact on my relationships with people because I may not be able to speak my mind in the fear that it may affect group dynamics. I will therefore, need to improve on group communication to determine how to remain vocal when important issues that are important to my leadership role.
Recognizing gifts and strengths of my personality type, which make me unique is important in ensuring that I maximize on the strengths that bring the best out of every situation. For this reason, I will capitalize on my people skills to ensure that I achieve success in people management especially in team management. Embracing the ability to ...
Persuasive Speech Outline Template
I. INTRODUCTION
A. Attention Getter:
B. Your Credibility: (What is your interest/experience with this topic? Why should we listen to you?
C. Audience Relevance: (Why should your audience care about this topic?)
D. Preview Main Points:
Transition: (Connect your introduction to your 1st main point.)
II. SPEECH BODY
A. The Problem:
1. Supporting Material
2. Supporting Material
3. Supporting Material
(You may have more or less support based on your information.)
Transition: (Connect your 1st main point to your 2nd main point.)
B. The
Solution
:
1. Supporting Material
2. Supporting Material
3. Supporting Material
(You may have more or less support based on your information.)
Transition: (Connect your 2nd main point to your conclusion.)
III.CONCLUSION
A. Summarize Your Main Points:
B. Memorable Final Statement:
Remember that you must cite your sources (in-text) in your outline, where you used a source. This speech requires you to use at least 3 sources that will be cited orally during the delivery of your speech. You should use APA format to cite your sources in-text. For example, you can cite a source at the end of the information given − (Otto, 2016). Or you can cite it at the beginning, for example: According to Professor Otto (2016) you may also need to include page number(s) if using a direct quotation. Please be mindful of your formatting and consult the APA links given to you through the FSCJ Library about APA formatting.
Targeting Incentives Scoring Guide
CRITERIA
NON-PERFORMANCE
BASIC
PROFICIENT
DISTINGUISHED
Describe a situation in which a selected individual incentive plan would be most appropriate.
Does not identify a situation in which a selected individual incentive plan would be most appropriate.
Identifies a situation in which a selected individual incentive plan would be most appropriate.
Describes a situation in which a selected individual incentive plan would be most appropriate.
Justifies why a selected individual incentive plan would be most appropriate for a particular situation.
Describe a situation in which a selected team incentive plan would be most appropriate.
Does not identify a situation in which a selected team incentive plan would be most appropriate.
Identifies a situation in which a selected team incentive plan would be most appropriate.
Describes a situation in which a selected individual team plan would be most appropriate.
Justifies why a selected team incentive plan would be most appropriate for a particular situation.
Describe a situation in which a selected long-term incentive plan would be most appropriate.
Does not identify a situation in which a selected long-term incentive plan would be most appropriate.
Describes a situation in which a selected long-term incentive plan would be most appropriate.
Describes a situation in which a selected individual long-term plan would be most appropriate.
Justifies why a selected long-term incentive pla ...
Running head: ADAPTIVE LEADERSHIP 1
ADAPTIVE LEADERSHIP 4
Adaptive Leadership
Student’s Name
Institution Affiliation
Adaptive Leadership
According to Heifetz and Donald (2001), an adaptive leadership is the kind of leadership where there is the mobilization of the people in order to carry out the tough challenges for the purpose of success. These challenges that needs to be mobilized are divided into adaptive challenges and the technical fixes. Before taking action to find the solution to this challenges, it is important to diagnose the adaptive verses the technical challenges. The diagnosis enables the adaptive leadership to know the exact method that should be used to solve the challenge successful. This is because, the adaptive challenges requires the team or the individual to learn the new techniques that will be used to solve the problem (Savage, n.d.). This means that the individuals to be used in giving solutions are required to alter their believes, loyalties and the values. But on the other hand, the technical fixes only needs the knowledge of the expert to solve the problem within a short period of time (Savage, n.d).
In the career that I am pursuing, an example of the adaptive challenge that I am wrestling with is the use of the blended learning program to increase the knowledge and the skills of the employees. It is among the many adaptive challenges as it requires the employees to alter with their daily activities and the strategies. But this can be made different by the use of the following four competencies. With the diagnosis situation competence, a deeper understanding of the situation together with the different interpretations has to be done (Heifetz, & Linsky, 2002). Understanding the blended learning program well will enable the employment of the good techniques that will not inconvenience the workers. This is followed by managing self where the where the assumptions about the strengths and the weakness are evaluated concerning the situation. This will help in reducing the challenges by knowing whether to maintain the program or not from the strength and the weakness that is has. From this program, we can see that there are a lot of the strength to reap from it hence it is of benefit to the organization and the personal level. Next we have intervene skillful where the program is analyzed to see if there are chances of making progress from it (Heifetz, & Linsky, 2004). From our challenging program, we can see that it has to be partaken because it helps in making the progress through the gained skills and knowledge. Lastly energizing others where they are made to be interested to attend the learning program so that they can gain more knowledge and skills (Heifetz, & Linsky, 2004).
References
Heifetz, A. R. & Donald L. L. (2001 ...
Essay Narrative Format. Online assignment writing service.Nichole Brown
The document provides an examination of the book "The History of the Ojibway People" by William W. Warren. William W. Warren was of mixed Ojibway and white heritage and used his knowledge of the Ojibway language and relationships with both white and Ojibway people to document Ojibway traditions and oral histories at a time when their culture was threatened. The reviewer chose to read the book to learn more about the Ojibway people and their way of life. While Warren intended to write a multi-volume work, he only completed one volume before tragically dying at a young age, though his work helped preserve important aspects of Ojibway culture and history.
This document contains information about various online courses and discussion questions. It discusses topics like inclusion, accommodations and modifications for students with disabilities, teaching approaches like explicit instruction and differentiation, response to intervention (RTI), and creating supportive classroom environments. The document provides prompts for students to reflect on concepts from their readings and share experiences related to educating students with special needs.
How to write a statement of the problem.kimani jonah
This document provides guidance on writing an effective problem statement for a research proposal. It defines a research problem, problem statement, and key components of a problem statement. It also discusses where problem statements originate from and how to write one. A problem statement should clearly describe the issue, explain why it needs addressing, and declare what the research will do. It establishes the foundation for the entire proposal.
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BUSM 4177 4194Leading for Change Topic 6 Contingenc.docxhumphrieskalyn
BUSM 4177 / 4194
Leading for Change
Topic 6: Contingency Theories of Leadership
Learning Objectives
Contingency theories of leadership:
1. Understand how aspects of the situation can enhance or diminish effects
of leader behaviour.
2. Understand key features of the early contingency theories of effective
leadership.
3. Understand the benefits and limitations of contingency theories
4. Understand the findings from empirical research on contingency theories.
5. Understand how to adapt leader behaviour to the situation.
6. Understand how to manage disruptions and other crises.
Contingency
Contingency theories describe
how aspects of the leadership
situation alter a leader's influence
on an individual subordinate or a
work group
Textbook p 139
“contingency” synonyms:
emergency, predicament,
crossroads, likelihood, zero
hour, crisis, accident,
predicament
Thesaurus.com
ฉกุเฉิน
A contingency is
something that might
happen in the future
Collins English
Dictionary
偶然性
a future event or
circumstance which
is possible but
cannot be predicted
with certainty
Oxford English
Dictionary
A contingency plan is a
plan devised for an
outcome other than in the
usual (expected) plan
Wikipedia
dự phòng
Kontinjensi
Early Contingency Theories
Path-Goal Theory (discussed in this presentation)
Situational Leadership Theory (discussed in this presentation)
LPC Contingency Model (refer to prescribed textbook p 172)
Leader Substitutes Theory (refer to prescribed textbook p 171)
Cognitive Resources Theory (refer to prescribed textbook p 173)
Multiple-Linkage Model (refer to prescribed textbook p 174)
Normative Decision Model (covered in topic 5)
1969
Paul Hersey and Richard Blanchard’s Situational Leadership theory
Paul Hersey
Ken Blanchard
Hersey, P. and Blanchard, K. H. (1969).
Management of Organizational Behavior –
Utilizing Human Resources.
New Jersey / Prentice Hall
• Explains how to match leadership style to the capabilities of
group members on a given task
• SLII (a recent Blanchard version) is designed to increase the
frequency and quality of conversations about performance and
professional development between managers and group
members so that competence is developed, commitment takes
place, and turnover among talented workers is reduced
Hersey & Blanchard’s Situational Leadership theory
In Blanchard's own words
http://www.youtube.com/watch?v=M1uyU3YSqes&feature=related
The Situational Leadership theory
1971
Robert House and the “Path Goal theory”
Professor of Management, Wharton School
University of Pennsylvania
www.wharton.upenn.edu/faculty/house.cfm
MELBOURNE AIRPORT 1971 SINGAPORE AIRPORT 1971
Abstract:
An explanation of the effects of leader behavior on subordinate satisfaction,
motivation, and performance. …………. Dimensions of leader behavior ………are
analysed..
A set of general propositions are advanced which integrate and ...
Similar to 1Not all organizations are global, or international. However, (9)
Please readRobert Geraci, Russia Minorities and Empire,” in .docxTatianaMajor22
Please read:
Robert Geraci, “Russia: Minorities and Empire,” in Abbott Gleason, ed., A Companion to Russian History (Oxford: Wiley-Blackwell, 2009), 243-260.
And discuss:
How does Geraci portray the legacy of the early Russian history for the make-up of 18-19th century Russia?
Please read: Leonard Victor Rutgers, “Roman Policy Towards the Jews: Expulsions from the City of Rome during the First Century C.E.,” in Classical Antiquity, Vol. 13, No. 1 (Apr., 1994), pp. 56-74.
And discuss: Rutgers surveys the different reasons historians have given for the expulsion of the Jews from Rome in the first century C.E. Who place did Jews have in Roman society at this time? Were they expelled because of their religious practices, or because they were ‘unruly’ as Rutgers argues? If so, what caused them to act in this way? What kind of historical evidence does the author use?
There are 2 essay, each one should write at least 300-350 words and plus one reference page.
MLA format. Must use quote( “ ”) for every source you use from website. And put (author, page number) behind quote.
Roman Policy towards the Jews: Expulsions from the City of Rome during the First Century
C.E.
Author(s): Leonard Victor Rutgers
Source: Classical Antiquity, Vol. 13, No. 1 (Apr., 1994), pp. 56-74
Published by: University of California Press
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LEONARD VICTOR RUTGERS
Roman Policy towards the Jews:
Expulsions from the City of Rome
during the First Century c. E.
Tant de causes secretes se melent souvent a la cause apparente, tant de ressorts
inconnus servent a persecuter un homme, qu'il est impossible de demeler dans les
siecles posterieures la source cachee des malheurs des hommes les plus consider
ables, a plus forte raison celle du supplice d'un particulier qui ne pouvait etre
connu que par ceux de son parti.
-Voltaire, Traite sur la tolerance (1763)
IN THIS ARTICLE I want to discuss the evidence for expulsions of Jews from
the city of Rome in the first century C.E. Scholars have long been interested in the
reasons underlying these expulsions. Because the anci.
Ford VS ChevroletThere are many reasons that make the Chevy.docxTatianaMajor22
Ford VS Chevrolet
There are many reasons that make the Chevy’s and Ford’s motors two most common trucks. Studies reveal that that they are the most popular vehicles on sales today. It is because they are powerful, versatile and reasonably priced. They also come in a wide variety of configurations and styles. However, many buyers and sellers have questioned themselves on the better vehicle compared to the other in terms of quality, Wi-Fi, price ranges, value, and costs. To compare and contrast on this subject, let us take an example of two vehicles each from each company to facilitate comparison.
Ford offers the full-size track with automatic high-beam control, automatic parallel parking and power-retractable running boards. Fords are elegant, and they are mostly aluminum making them save weight and bolster gas mileage. None of these features are offered Chevy’s. Chevrolets have outstanding quality. They are mostly comprised of steel, for instance, the Chevrolet Silverado. This makes them good for rough roads and difficult terrains.
Fords have employed the use of up to date Wi-Fi technology. Ford intends to provide the Ford Sync, which will provide robust connections for occupants. Latest Chevrolet brands Malibu utilize the 4G LTE Wi-Fi Technology that provides rich in-vehicle experiences. This technology is powerful compared to Ford Sync, and is used for connecting devices and executing few remote operations within the car.
From the value and cost standpoint, Ford can consume a little more, and its payload capacity is a little higher. Additionally, its mileage is too better. The prices vary from nation to nation. Chevrolet seems to be a little cheaper, and reasonably priced going for $33,044, which is slightly less than Ford, but the differences are not serious to propel buyers towards one truck leaving the other
Technophiles are likely to put their preferences on Ford to Chevrolet. On overall, Fords have many features as compared Chevy’s. However, they may be hard to maintain. Compared to Fords, Chevrolets are reliable and cheaper. However, the two brands are equally good performers. It is, therefore, prudent to pick what one thinks would fit his or her usage and preference and personal style
Ethical Systems, Research Paper, Spring 2015, Douglas Green, Page 1 of 1
Ethical
Systems/Final
Research
Paper
2,000
words
minimum,
double-‐spaced
Final
Draft
Due:
Tuesday,
April
28,
12:00
pm
(afternoon)
Please
email
your
final
research
paper
to
me
via
MS
Word
attachment
AND
by
cutting/pasting
the
entire
document
into
the
body
of
your
email.
IF
YOU
DO
NOT
RECEIVE
A
CONFIRMATION
EMAIL
BACK,
I
DID
NOT
RECEIVE
YOUR
ESSAY
AND
YOU
WILL
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NO
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WILL
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.
Fairness and Discipline Weve all been disciplined at one.docxTatianaMajor22
Fairness and Discipline
We've all been disciplined at one time or another by a parent or a teacher. What disciplinary experiences have you had as a child that took a non-punitive approach?
I need paragraph or half page with reference
.
Appendix 12A Statement of Cash Flows—Direct MethodLEARNING .docxTatianaMajor22
Appendix 12A
Statement of Cash Flows—Direct Method
LEARNING OBJECTIVE
6
Prepare a statement of cash flows using the direct method.
To explain and illustrate the direct method, we will use the transactions of Computer Services Company for 2014, to prepare a statement of cash flows. Illustration 12A-1 presents information related to 2014 for Computer Services Company.
To prepare a statement of cash flows under the direct approach, we will apply the three steps outlined in Illustration 12-4.
Illustration 12A-1
Comparative balance sheets, income statement, and additional information for Computer Services Company
STEP 1: OPERATING ACTIVITIES
DETERMINE NET CASH PROVIDED/USED BY OPERATING ACTIVITIES BY CONVERTING NET INCOME FROM AN ACCRUAL BASIS TO A CASH BASIS
Under the direct method, companies compute net cash provided by operating activities by adjusting each item in the income statement from the accrual basis to the cash basis. To simplify and condense the operating activities section, companies report only major classes of operating cash receipts and cash payments. For these major classes, the difference between cash receipts and cash payments is the net cash provided by operating activities. These relationships are as shown in Illustration 12A-2.
Illustration 12A-2
Major classes of cash receipts and payments
An efficient way to apply the direct method is to analyze the items reported in the income statement in the order in which they are listed. We then determine cash receipts and cash payments related to these revenues and expenses. The following pages present the adjustments required to prepare a statement of cash flows for Computer Services Company using the direct approach.
CASH RECEIPTS FROM CUSTOMERS.
The income statement for Computer Services Company reported sales revenue from customers of $507,000. How much of that was cash receipts? To answer that, companies need to consider the change in accounts receivable during the year. When accounts receivable increase during the year, revenues on an accrual basis are higher than cash receipts from customers. Operations led to revenues, but not all of these revenues resulted in cash receipts.
To determine the amount of cash receipts, the company deducts from sales revenue the increase in accounts receivable. On the other hand, there may be a decrease in accounts receivable. That would occur if cash receipts from customers exceeded sales revenue. In that case, the company adds to sales revenue the decrease in accounts receivable. For Computer Services Company, accounts receivable decreased $10,000. Thus, cash receipts from customers were $517,000, computed as shown in Illustration 12A-3.
Illustration 12A-3
Computation of cash receipts from customers
Computer Services can also determine cash receipts from customers from an analysis of the Accounts Receivable account, as shown in Illustration 12A-4.
Illustration 12A-4
Analysis of Accounts Receivable
Illustration.
Effects of StressProvide a 1-page description of a stressful .docxTatianaMajor22
Effects of Stress
Provide a 1-page description of a stressful event currently occurring in your life.
Discuss I am married work a full time job as an occupational therapy assistant am taking two courses
Have to take care of a home feed the animals attend to laundry
Think of my pateitns worry about their well being and what I can do for them ( I bring home my patients issues)
Constantly doing paper work for work such as documentation for billing
I feel like I have no free time for me some days I don’t even eat dinner or lunch because I don’t have time to make anything or am just too tired to cook
On top of this I am married and married ppl do argue and my husband am I have been bunting heads on finances.
Then, referring to information you learned throughout this course, address the following:
· What physiological changes occur in the brain due to the stress response?
· What emotional and cognitive effects might occur due to this stressful situation?
· Would the above changes (physiological, cognitive, or emotional) be any different if the same stress were being experienced by a person of the opposite sex or someone much older or younger than you?
· If the situation continues, how might your physical health be affected?
· What three behavioral strategies would you implement to reduce the effects of this stressor? Describe each strategy. Explain how each behavior could cause changes in brain physiology (e.g., exercise can raise serotonin levels).
· If you were encouraging an adult client to make the above changes, what ethical considerations would you have to keep in mind? How would you address those ethical considerations?
In addition to citing the online course and the text, you are also required to cite a minimum of four scholarly sources. For reputable web sources, look for .gov or .edu sites as opposed to .com sites. Please do not use Wikipedia.
Your paper should be double-spaced, in 12-point Times New Roman font, and with normal 1-inch margins; written in APA style; and free of typographical and grammatical errors. It should include a title page with a running head, an abstract, and a reference page.
The body of the paper should be at least 6 pages in length total
not including the reference or title page
Assignment 1 Grading Criteria
Maximum Points
Described a stressful event.
20
Explained the physiological changes that occur in the brain due to the stress response.
36
Explained the emotional and cognitive effects that may occur due to this stressful situation.
32
Analyzed potential differences in physiological, cognitive, and emotional responses in someone of a different age or sex.
32
Discussed the physical health risks.
28
Provided three behavioral strategies to reduce the effects of the stressor and explained how each could cause changes in brain physiology.
40
Analyzed ethical considerations in implementing behavioral strategies and offered suggestions for addressing these.
40
Integrated at least two scholarly references .
Design Factors NotesCIO’s Office 5 People IT Chief’s Offi.docxTatianaMajor22
Design Factors
Notes
CIO’s Office
5 People
IT Chief’s Office
5 People
LAN/WAN Maint.
20 People
Reception
4 People
Telecommunications
20 People
LAN Management
50 People
Server Room A
2 Person
Server Room B
4 Person
Equipment:
Patch Cable
Computer to Wall
Patch Cable
LAN Room
Cable Trays/Runs
Horizontal Runs
Cisco Border Router
Research: Attached to 5 Floor Switches
Server Room A
10 Servers
Server Room B
10 Servers
Computers
One Per Person
Standard floor (first floor) Lesson 2 Project Plan info
Design Factors
Notes
CIO’s Office
5 People
IT Chief’s Office
5 People
LAN/WAN Maint.
20 People
Reception
4 People
Telecommunications
20 People
LAN Management
50 People
Server Room A
2 Person
Server Room B
4 Person
Equipment:
Patch Cable
Computer to Wall
Patch Cable
LAN Room
Cable Trays/Runs
Horizontal Runs
Cisco Border Router
Research: Attached to 5 Floor Switches
Server Room A
10 Servers
Server Room B
10 Servers
Computers
One Per Person
Basement floor
Design Factors
Notes
Vertical Riser Run
On Outside Wall of LAN Room on Each Floor.
Fiber-Optic Multimode
Riser Runs: Backbone
SC Connectors
Fiber-Optic Cable
Cisco Catalyst: Switch: WS-C3750G-24PS-S: 24 Ports
Leave a Minimum of four ports free on each switch
Color Laser Printer
Minimum of One per Room or One per 20 people
Vertical Riser Run
On Outside Wall of LAN Room on Each Floor and Server RM B on this floor.
Fiber-Optic Multimode
Riser Runs: Backbone
SC Connectors
Fiber-Optic Cable
Cable Trays/Runs
Horizontal Runs
Horizontal Runs
Leave a Minimum of four ports free on each switch
Applicataion
U.S. Minimum Requirement Ranges
Space per Employee - 1997
Two people, such as a supervisor and an employee, can meet in an office with a table or desk between them
60" to 72" x 90" to 126:/5.78m2 to 11.7m2
280Sq. Ft./26.0m2
Worker has a primary desk plus a return
60" to 72"x60"to 84"/5.78 to 7.8m2
193Sq. Ft./17.9m2
Executive office - three to four people can meet around a desk
105 to 130"x96 to 123"/9.75 to 11.4 m2
142Sq. Ft./13.2m2
Basic workstation such as a call center
42" to 52" x 60" to 72"/3.9 to 6.7 m2
114Sq. Ft./10.6 m2
NT1310: Project
Page 1
PRO JECT D ESC RIPT ION
As the project manager for the Cable Planning team, you will manage the creation of the cable plan for
the new building that will be built, with construction set to begin in six weeks.
The deliverables for the entire Cable Plan will consist of an Executive Summary, a PowerPoint
Presentation and an Excel Spreadsheet. You will develop different parts of each of these in three parts.
The final organization should contain these elements:
The Executive Summary:
o Project Introduction
o Standards and Codes
Cable Standards and Codes
Building Standards and Codes
o Project Materials
o Copper Cable, Tools, and Test Equipment
o Fiber-Optic Cable, Tools, and Test Equipment
o Fiber-Optic Design Considerations
o Basement Server Comp.
Question 12.5 pointsSaveThe OSU studies concluded that le.docxTatianaMajor22
The document contains questions about leadership, motivation, communication, groups/teams, and decision making. The questions assess knowledge of topics like situational leadership theory, Maslow's hierarchy of needs, organizational communication barriers, stages of team development, and group decision making techniques like brainstorming.
Case Study 1 Questions1. What is the allocated budget .docxTatianaMajor22
Case Study 1 Questions:
1. What is the allocated budget ? $250,000
2. Where does the server room located? Currently, there is no server room
3. What is the number of users with PCs inside each existing site?
Currently there are
4. What is the current cabling used in each location? (cat5e or cat6) Current cabling does not meet the company’s current and future needs
5. Do want us to upgrade token Ring or use a completely new Ethernet network What is your recommendation and why?
6. regarding the ordering system , it is not clear what the we should do , do you want to talk about how to connect the system to the network or how to built the ordering online system because it is more software engineering than networking . Talk about the kind of network (hardware) you recommend based on the business requirements
7. all the sites should have access to our servers in the main branch? yes
8. Regarding the order software, do you need more details about the way it works or just about its connection with the network? Your solution should be from a network point of view
9. Distances are given in Meters or feet? feet
10. Shipment is done by truck, or ships? Currently, only trucking
11. In Dimebox branch, where are administration offices located? See Business goals # 4
12. What is the current network connectivity status? How many devices are currently on the network? How they are physically laid out? Is cabling running all over the floor, hidden in walls or threaded through the ceiling? What are the switches used and its speed? Currently, only the office is networked (token ring) NOVELL
13. What is the minimum Internet speed wanted? See Business Goals on page 2 – I only can tell you what we need the network for, you must tell me what we need to meet the business needs
14. Will the corporation provide wireless access? If yes will it be in all department and buildings? Wireless access would be helpful if we can justify the cost
15. Are there phones in offices? yes
16. What is the internet speed available now? What speed do you want for future? Internet access is through time warner cable company which is not very reliable
17. Do employees access their emails outside the company? yes
18. Do you have plans for future expansion? We like to increase our customer base by 20% over the next year
REMEMBER, you are the IT expert, I’m only a business person who must rely on your expertise.
Network Design and Performance
Case Study
Dooma-Flochies, Inc. with headquarters located on Podunk Road in Trumansburg, NY, is the sole manufacturer of Dooma-Flochies (big surprise). They currently have a manufacturing facility in, Lake Ridge, NY (across Cayuga Lake) on Cayuga Dr. and have recently diversified by purchasing a company, This-N-That, on Industry Ave. in, Dime Box Texas. This-N-That is the sole competitor of Domma-Flochies with their product Thinga-Ma-Jigs. This acquisition gives Dooma-Flochies, Inc a monopoly in this mark.
Behavior in OrganizationsIntercultural Communications Exercise .docxTatianaMajor22
Behavior in Organizations
Intercultural Communications Exercise Response Paper –
Week 5
The most overt cultural differences, such as greeting rituals and name format, can be overcome most easily. The underlying, intangible differences are very difficult to overcome. In this case, the underlying cultural differences are
· Assumptions about the purpose of the event (is the party strictly for fun and for relationship building, or are their business matters to take care of?).
· Assumptions about the purpose and the nature of business relationship.
· Assumptions about power and leadership relationships (who makes the decisions and how?).
· Response styles (verbal and nonverbal signals of agreement, disagreement, politeness, etc.).
Many (though not all) cultural differences can be overcome if you carefully observe other people, think creatively, remain flexible, and remember that your own culture is not inherently superior to others.
The Scenario
Three corporations are planning a joint venture to sponsor an international concert tour. The corporations are Decibel, an agency representing the musicians (from the US, Britain, and Japan); Images, a marketing firm which will handle sales of tickets, snacks and beverages, clothing, and CDs; and Event, a special events company which will hire the ushers, concessionaires, and security officers; print the programs; and clean up the arenas after the shows. The companies come from three different cultures: Blue, Green, and Red. Each has specific cultural traits, customs, and practices.
You are a manager in one of these companies. You will attend the opening cocktail party in Perth, Australia the evening before a 3-day meeting during which the three companies will negotiate the details of the partnership. Your management team includes a Vice President and a number of other managers.
During the 3-day meeting, the companies have the following goals:
Decibel
· As high a royalty rate as possible on sales of T-shirts, videos, and CDs
· Aggressive marketing and advertising to increase attendance and sales
· Good security, both before and during the show Image
Image
· Well known bands that will be easy to market
· As much income as possible from the concerts
· Smoothly functioning event so that publicity from early concerts is positive
Event
· Bands that are not likely to provoke stampedes, riots, or other antisocial behavior
· Bands that are reliable and will show up on time, ready to play
· As much income as possible from the concerts
The cultures that are assigned to the various companies are:
BLUE CULTURE
Image (Marketing Company)
Beliefs, Values, and Attitudes that Underlie This Culture’s Communication
Believe that fate and luck control most things.
Believe in feelings more than reasoning.
An authoritarian leader makes the ultimate decisions.
Nonverbal Traits of This Culture
Treat time as something that is unimportant. It is not a commodity that can be lost.
Conversation distance is close (about 15 inches, face-.
Discussion Question Comparison of Theories on Anxiety Disord.docxTatianaMajor22
Discussion Question:
Comparison of Theories on Anxiety Disorders
There are numerous theories that attempt to explain the development and manifestation of psychological disorders. Some researchers hold that certain disorders result from learned behaviors (behavioral theory), while other researchers believe that there is a genetic or biological basis to psychological disorders (medical model), while still others hold that psychological disorders stem from unresolved unconscious conflict (psychoanalytic theory). How would each of these theoretical viewpoints explain anxiety disorders? Does one explain the development and manifestation of anxiety disorders better than the others?
200- 400 words please
Three min resources with
in text citations and examples
you can use the following as a module reference
cite as university 2014
Anxiety Disorders
Anxiety disorders such as panic disorder, specific phobias, and social anxiety disorder feature a heightened autonomic nervous system response that is above and beyond what would be considered normal when faced with the object or situation that the person reacts to. For example, a person with a specific phobia of spiders (called arachnophobia) experiences a heightened autonomic response when confronted with a spider (or even an image of a spider). This anxiety response must result in significant distress or impairment. In general, anxiety disorders have been linked to underactive gamma-aminobutyric acid (GABA) in the brain, resulting in overexcitability of the amygdala and the anterior cingulate cortex. Additionally, genetic research shows that anxiety disorders demonstrate a clear pattern of genetic predisposition
Charles Darwin's Perspective
We talked about Charles Darwin when discussing evolution and natural selection. Darwin was also very interested in emotions. One of his books published in 1872,The Expression of Emotions in Man and Animals, was devoted to this topic.
Darwin believed that emotions play an important role in the survival of the species and result from evolutionary processes in the same way as other behaviors and psychological functions. Darwin's writing on this topic also prompted psychologists to study animal behavior as a way to better understand human behavior.
James–Lange Theory of Emotions
Modern theories of emotion can be traced to William James and Carl Lange (Pinel, 2011). William James was a renowned Harvard psychologist who is sometimes called the father of American psychology. Carl Lange was a Danish physician. James and Lange formulated the same theory of emotions independently at about the same time (1884). As a result, it is called the James–Lange theory of emotions. This theory reversed the commonsensical notion that emotions are automatic responses to events around us. Instead, it proposes that emotions are the brain's interpretation of physiological responses to emotionally provocative stimuli.
Cannon–Bard Theory of Emotions
In 1915, Harvard physiologist Walt.
I have always liked Dustin Hoffmans style of acting, in this mov.docxTatianaMajor22
I have always liked Dustin Hoffman's style of acting, in this movie he takes on a sexually deprived young male just out of college, and has never been with a female, and is duped by horny older woman that feels neglected. Dustin Hoffman takes the characters form of a young male, goofy, respectful virgin and intelligent male, missing something but not really sure at the beginning till Ann Bancroft coaxes him with seduction to fulfill her own needs. In an other movie called "The life of Little Big Man" he plays almost the same character but as a white child raised by the Native Americans and a wise old chief that deeply care and loves him as his own, and Fay Dunaway plays a Holy rollers wife that is older and sexually deprived and feeling neglected by her husband and also she goes through major changes in her life from devoted wife, to a honey bell/ house hooker, whats funny Dustin Hoffman is a awesome actor but has to have his surrounding characters bring his character to life. The Graduate was Dustin Hoffman's first big movie of his career.
I actually liked movie "Little Big man" way better due to he went through major changes in his life, from being a Native boy warrior, captured by Yankees, meets Fay Dunaway who loves to give baths, to finding his sister who teaches him to be a gunslinger and then returns to his Grand Father to be a native again and tells his blind Grand Father the world of the white man is a crazy one, then his see the Psyho Col. Custer and gets his revenge by telling Custer the truth. The movie Little Big Man makes you laugh, teaches you things about people and survial and cry at times... its a must see...
Although a stray away from the Benjamin Braddock written about in the novel The Graduate, Dustin Hoffman does an awesome job with this character on film. When you first meet Ben he is at a party that his parents are throwing in his academic honor upon his graduation from school and return home. The whole night, Hoffman stumbles though various conversations and tries to coyly escape from the festivities. Small things such as this Hoffman did a great job at, conveying the hesitance and crisis that Ben was going through as a graduate. There are multiple times in the movie he hardly expresses anything at all, yet it clearly shows you that Ben is having a very hard time internally with everything going on. Even through his relationships with Mrs. Robinson and her daughter Elaine you see the young man struggling with himself through either failed attempts at affection or lack thereof.
.
Is obedience to the law sufficient to ensure ethical behavior Wh.docxTatianaMajor22
Is obedience to the law sufficient to ensure ethical behavior? Why, or why not? Support your answer with at least three reasons that justify your position.
100 words
Discuss the differences between an attitude and a behavior. Provide 4 substantive reasons why it is important for organizations to monitor and mitigate employee behavior that is either beneficial or detrimental to the organization's goals and existence.
150 words
.
If you are using the Blackboard Mobile Learn IOS App, please clic.docxTatianaMajor22
If you are using the Blackboard Mobile Learn IOS App, please click "View in Browser." V BUS 520Week 9 Assignment 4 Paper
I need the paper as soon as possible
Students, please view the "Submit a Clickable Rubric Assignment" in the Student Center.
Instructors, training on how to grade is within the Instructor Center.
Assignment 4: Leadership Style: What Do People Do When They Are Leading?
Due Week 9 and worth 100 points
Choose one (1) of the following CEOs for this assignment: Larry Page (Google), Tony Hsieh (Zappos), Gary Kelly (Southwest Airlines), Meg Whitman (Hewlett Packard), Ursula Burns (Xerox), Terri Kelly (W.L. Gore), Ellen Kullman (DuPont), or Bob McDonald (Procter & Gamble). Use the Internet to investigate the leadership style and effectiveness of the selected CEO. (Note: Just choose one that is easier for you to right about.) It does not matter to me which CEO you pick
Write a five to six (5-6) page paper in which you:
1. Provide a brief (one [1] paragraph) background of the CEO.
2. Analyze the CEO’s leadership style and philosophy, and how the CEO’s leadership style aligns with the culture.
3. Examine the CEO’s personal and organizational values.
4. Evaluate how the values of the CEO are likely to influence ethical behavior within the organization.
5. Determine the CEO’s three (3) greatest strengths and three (3) greatest weaknesses.
6. Select the quality that you believe contributes most to this leader’s success. Support your reasoning.
7. Assess how communication and collaboration, and power and politics influence group (i.e., the organization’s) dynamics.
8. Use at least five (5) quality academic resources in this assignment. Note: Wikipedia and other Websites do not qualify as academic 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:
· Analyze the formation and dynamics of group behavior and work teams, including the application of power in groups.
· Outline various individual and group decision-making processes and key factors affecting these processes.
· Examine the primary conflict levels within organization and the process for negotiating resolutions.
· Examine how power and influence empower and affect office politics, political interpretations, and political behavior.
· Use technology and information resources to research issues in organizational behavior.
· Write clearly and concisely about organizational behavior using proper writing mechanics.
Click here.
Is the proliferation of social media and communication devices a .docxTatianaMajor22
Social media and communication devices have both benefits and drawbacks for society. While they allow easy connection with others and access to information, overuse can negatively impact relationships and mental health. Overall, moderation is key to reap the upsides of technology while avoiding the downsides.
MATH 107 FINAL EXAMINATIONMULTIPLE CHOICE1. Deter.docxTatianaMajor22
The document contains a 30-question math exam covering topics like functions, graphs, equations, inequalities, logarithms, and other math concepts. It includes multiple choice, short answer, and show work questions assessing skills like domain and range, solving equations, graphing, composites, inverses, lines, maximizing profit, and more. Students must demonstrate mathematical reasoning and problem-solving abilities.
If the CIO is to be valued as a strategic actor, how can he bring.docxTatianaMajor22
If the CIO is to be valued as a strategic actor, how can he bring to the table the ethos of alignment, bound to the demands of process strategic planning to move IT to the forefront of the organization's future? Is there a lack of information on strategic planning? Nope. I think the process of planning is poorly understood, and rarely endorsed. The reasons are simple enough. Planning requires a commitment of resources (time, talent, money); it requires insight; it requires a total immersion in the corporate culture. While organizations do plan, planning is invariably attached to the budget process. It is typically here that the CIO lays out his/her vision for the coming year Now a few years ago authors began writing on the value of aligning IT purpose to organizational purpose. They wrote at a time when enterprise architectural planning was fairly new, and enterprise resource management was on the lips of every executive. My view is that alignment is a natural process driven by the availability of the tools to accomplish it. Twenty years ago making sense of IT was more about processing power, and database management. We are in a new age of IT, and it is the computer that is the network, not the network as an independent self-contained exchange of information. If you will spend some time reviewing the basic materials I provided on strategic planning and alignment, we can begin our discussions for the course. Again, here is the problem I would like for us to tackle: If the CIO is to be valued as a strategic actor, how can he bring to the table the ethos of alignment, bound to the demands of process strategic planning to move IT to the forefront of the organization's future? Most of the articles I bundled together for this week are replete with tables and charts. These can be a heavy read. Your approach should be to review these articles for the "big ideas" or lessons that are take away. I think these studies are significant enough that we will conclude our first week with an understanding of the roles between executive leaders, and how they see Information Technology playing a role in shaping a business strategy.
Read the articles to answer the question. Please No Plagerism or verbatim but you are allowed to quote from the article.
Achieving and Sustaining
Business-IT Alignment
Jerry Luftman
Tom Brier
I
n recent decades, billions of dollars have been invested in intormation tech-
nology (IT). A key concern of business executives is alignment—applying IT
in an appropriate and timely way and in harmony with business strategies,
goals, and needs. This issue addresses both how IT is aligned with the busi-
ness and how the business should be aligned with IT Frustratingly, organizations
seem to find it difficult or impossible to harness the power of information tech-
nology for their own long-term benefit, even though there is worldwide evi-
dence that IT has the power to transform whole industries and markets.' How
can companies.
I am showing below the proof of breakeven, which is fixed costs .docxTatianaMajor22
I am showing below the proof of breakeven, which is fixed costs/ contribution margin.
We start with the definition of breakeven and proceed using elementary algebra to derive the formula. Breakeven is a number and is created by knowing fixed and variable costs, and the retail sales price. It is thus not a point of discussion but is based on the assumptions of these variables.
Proof of Breakeven
Definition of BreakevenVolume: Total Revenue = Total Expenses
Definition
1.Total Revenue = Total Expenses
Breakdown of Definition
2. Retail Price * Volume = Fixed Expenses + Variable Expenses
Further Analysis
3. Retail Price * Volume = Fixed Expenses + (Volume * Unit Variable Expenses)
Subtract (Volume * Unit Variable Expenses) from both sides
4. Fixed Expenses = (Retail Price * Volume) — (Volume * Unit Variable Expenses)
Factor
5. Fixed Expenses = Volume * (Retail Price – Unit Variable Expenses)
Divide both sides by (Retail Price – Unit Variable Expenses)
6. Volume = Fixed Expenses
(Retail Price – Unit Variable Expenses)
Substitution based on Definition
7. Since (Retail Price — Unit Variable Expenses) is called Contribution Margin,
Therefore:
Breakeven Volume = Fixed Expenses / Contribution Margin
NAME_________________________________________________ DATE ____________
1. Explain some of the economic, social, and political considerations involved in changing the tax law.
2. Explain the difference between a Partnership, a Limited Liability Partnership (LLP) and a Limited Liability Company (LLC). In each structure who has liability?
3. How is “control” defined for purposes of Section 351 of the IRS Code?
4. What are the advantages and disadvantages of using debt in a firm’s capital structure?
5. Under what circumstances is a corporation’s assumption of liabilities considered boot in a Section 351exchange?
6. What are the tax consequences for the transferor and transferee when property is transferred to a newly created corporation in an exchange qualifying as nontaxable under Section 351?
7. Why are corporations allowed a dividend-received deduction? What dividends qualify for this special deduction?
8. Provide 3 examples of a Constructive Dividend. Are these Constructive Dividends taxable?
9. Discuss the tax consequences of a new Partnership Formation and give details to gain and losses and basis?
10. Provide 2 similarities and 2 differences when comparing Sections 351 and 721 of the IRS Code.
11. What is the difference between inside and outside basis with a partnership?
12. ABC Partnership distributes $12,000 of taxable income to partner Bob and $24,000 of tax-exempt income to Partner Bob. As a result of these two distributions, how does Bob’s basis change?
13. On January 1, Katie pays $2,000 for a 10% capital, profits, and loss interest in a partnership.
Examine the way in which death and dying are viewed at different .docxTatianaMajor22
Examine the way in which death and dying are viewed at different points in human development.
Using only my text as a reference:
Berger, K.S. (2011). The developing person through the life span (8th ed.).
I need 3 detailed PowerPoint slide with very detailed speaker notes. There must be detailed speaker notes on each slide. The 4th slide will be the reference.
.
Karimi 1 Big Picture Blog Post First Draft College .docxTatianaMajor22
Karimi 1
Big Picture Blog Post First Draft
College Girls in Media
Sogand Karimi
Media and Hollywood movies have affected and influenced society’s perception on
female college students. Due to Hollywood movies and media, society mostly recognizes the
negative stereotypes of a college women. Saran Donahoo, an associate professor and education
administration of Southern Illinois University, once said, “The messages in these films
consistently emphasized college as a place where young women come to have fun, engage in
romances with young men, experiment with sex and alcohol, face dilemmas regarding body
image, and encounter difficulties in associating with other college women.” In this essay I will
be talking about the recurring stereotypes and themes portrayed in three hollywood movies,
Spring Breakers, The house bunny and Legally Blond and how these stereotypes affect our
society.
The movie Spring Breakers is about four college girls who are bored with their daily
routines and want to escape on a spring break vacation to Florida. After realizing they don’t have
enough money, they rub a local diner with fake guns and ski masks. They break the laws in order
to get down to Florida, just to break more rules and laws once they’re there. During the film, you
will notice a lot of partying, drugs and sexual activity. The four girls wear bikinis for majority of
the film and are overly sexual. These are some common themes and stereotypes seen in all three
movies. Media and movies like spring breakers have made it a norm to constantly want to party,
get drunk and have sex as a college woman. In an article by Heather Long, she mentions how the
movie can even be seen as supporting rape culture. She believes because of these stereotypes
always being shown in media, it is contributing to the “girls asking for it” excuse when it comes
to rape cases with young girls. Long also said “...never mind the fact that thousands of college
students are spending their spring break not on a beach, but volunteering with groups like Habitat
for Humanity and the United Way, especially after Hurricanes Katrina and Sandy.” THIS shows
how media only displays one side of a certain group or story. Even though not all college girls
like to party and lay on a beach naked for spring break, that’s what media likes to portray. Not
only does this give the wrong message to our society but it influences bigger issues like rape, as
the author mentioned.
http://www.huffingtonpost.com/2010/03/10/alternative-spring-break_n_494028.html
http://www.huffingtonpost.com/2010/03/10/alternative-spring-break_n_494028.html
Karimi 2
The movie House bunny. The House bunny is a movie about an ex playmate or girlfriend
if Hugh Hefner that gets kicked out of the Playboy Mansion due to her aging. She then becomes
a mother of an unpopular sorority with girls that are bit geeky, and unusual compared to other
girls on campus. The story.
Please try not to use hard words Thank youWeek 3Individual.docxTatianaMajor22
Please try not to use hard words Thank you
Week 3
Individual
Problems and Goals Case Study
Select one of the following three case studies in Ch. 6 of The Helping Process:
· Case Susanna
· Case James and Samantha
· Case Alicia and Montford
Identify three to five problems in the case study you have selected.
Write a 500- to 700-word paperthatincludes the following:
· A problem-solving strategy and a goal for each problem
· The services, resources, and supports the client may need and why
· A description of how goals are measurable and realistically attainable for the client
Here is the case studies
Exercise 3: Careful Assessment
The following case studies are about Susanna, James, Samantha, Alicia, and Montford, all
homeless children attending school. The principal of the school has asked you to conduct
an assessment of these children and provide initial recommendations.
Before you begin this exercise, go to the website that accompanies this book: www.
wadsworth.com/counseling/mcclam, Chapter Three, Link 1, to read more about homeless
families and children.
Susanna
Susanna is 15 years old. Th e city where she lives has four schools: two elementary, one
middle, and one high school. Th ere are about 1,500 students enrolled in the city/county
school district and about 450 in the local high school that Susanna is attending. For the
past six months, Susanna has been living with her boyfriend and his parents. Prior to this,
she left her mother’s home and lived on the streets. She is pregnant and her boyfriend’s
parents want her to move out of their home. Her father lives in a town with his girlfriend,
about 50 miles from the city. Her mother lives outside the city with Susanna’s baby brother.
Right now Susanna’s mother is receiving child support for the two children. Susanna wants
to have a portion of the child support so that she can find a place of her own to live. Her
mother says that the only way that Susanna can have access to that money is to move back
home. Susanna refuses to move back in with her mother.
You receive a call from the behavior specialist at Susanna’s high school. Susanna’s
mother is at the school demanding that Susanna be withdrawn from school. Susanna’s
mother indicates that Susanna will be moving in with her and will be enrolling in another
school district.
Currently Susanna is not doing very well in school. She misses school and she tells the
helper it is because she is tired and that she does not have good food to eat. She has not told
the helper that she is looking for a place to live. Right now she is failing two of her classes
and she has one B and two Ds. Her boyfriend has missed a lot of school, too.
James and Samantha
James is 10 years old and he has a sister, Samantha, who is 8. At the beginning of the
school year, both of the children were attending Boone Elementary School. Both children
live with their aunt and uncle; their parents are in prison. In the middle of the scho.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
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Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
1Not all organizations are global, or international. However,
1. 1
Not all organizations are global, or international. However,
more such organizations exist now than in previous eras of
human history. And, some large and complex organizations,
like the U.S. Army, involve individuals from other nations in
their work. Name and briefly describe an individual who has
been a well-respected leader of global/international diversity.
(The individual may or may not be known personally by you.)
350 words total finish this
· Finish this one only needs 181 more words
·
· After being in multiple courses regarding diversity and
situations where people overcome certain obstacles, I knew the
right person for this topic. Chimamanda Adichie, a well-known
author from Nigeria; Focusing on complications regarding her
transitioning into the United States and the misunderstanding
people can interpret if they only hear one story. Adichie is
considered an influential leader due to the fact she preaches
how to beat all odds especially if you are a minority or a women
because the United States has a negative perception of gender
equality. Adichie has encouraged women to not accept the norm
of being inferior to men for as society has placed. Adichie goes
by to tell women to know their worth, be mindful of what you
deserve and never underestimate yourself. Coming from Nigeria
Adichie has experienced discrimination in the workplace and
has wrote mutilple books and journals on her tribulations. Her
followers have gained insight on her experience and many are
uplifted due to the fact people can correlate to such experiences.
REPLY TO THE ONE BELOW: 150 words
2. Most recently, after being sworn in as the United States (U.S.)
Secretary of Defense on January 22, 2021, retired four-star
Army general Lloyd Austin represents global and international
diversity. He is an African American man who has been the
first in many cases. The first African American to serve as the
operations officer for the 82nd Airborne Division as a lieutenant
colonel. He was the first African American general officer to
command a U.S. Army Division in combat and to lead a Corps
in combat. He was the first African American general officer to
command an entire theater of war (U.S. Forces-Iraq). That is
nearly a decade of being deployed overseas in a warzone. He
was also the first African American to serve as the Vice Chief
of Staff of the Army and as Commander of U.S. Central
Command.
The Department of Defense is responsible for keeping the
military forces prepared to deter war and protect the country.
The role of Secretary of Defense is to oversee the Defense
Department and acts as the principal defense policymaker and
adviser making this a global position considering our role in
military affairs across the globe. His role will be to understand
the cultural component of the military before making decisions
or drafting policy that affects the military culture and
preparedness. Austin can be categorized as a culturally
competent and proactive leader (Chin & Trimble, 2015). He led
and was accepted by his soldiers and subordinate commanders
that spanned the full gamut of cultures in the military as
observed in his successful career. Through his success, it is
evident that he successfully navigated and connected among
different cultures supported by programs that fostered and
promoted diversity. It is the myriad differences tied by values
that makes the United States so unique. Austin’s collaborative
leadership will facilitate the United States military and world to
travel further down the continuum of diversity focused on
achieving unified goals. Austin is a visionary who can look at
the past and present to exercise promising forethought of the
outcome of tomorrow based on the current variables at his
3. disposal. His time as Secretary of Defense has the potential to
continue to shatter false stereotypes making room for other
diverse leadership in the 21st century.
Chapter 3
Needs Analysis
“Why is it that our teacher candidates’ passing rate for the
Teacher Performance Assessment is
lower than the state average? Why are 25% not passing?”
Hannah asked herself these questions
after reading the summary data provided by the State
Department of Education. Although the
answers to these questions were not clear, one thing was: As
department chair for elementary edu-
cation, Hannah knew she must address the problem. A teacher
candidate who did not pass the
assessment was not eligible for a teaching credential.
At a nonprofit organization, Terrence has been told by his
supervisor that the number of
complaints about the call center volunteers had significantly
increased over the past three months.
Terrence was given the tasks of exploring why the sudden
increase had occurred and what possible
solutions could be implemented to lower the number of
complaints.
Both Hannah and Terrence should conduct a needs analysis to
gather information that will allow
6. • How can an instructional designer evaluate the effectiveness
of a needs analysis?
Key Terms
goal analysis (page 50)
needs analysis (page 44)
needs assessment (page 49)
performance analysis (page 47)
Chapter Overview
Instructional design is conducted for a purpose. That purpose is
to help produce a desired
change. The change could be many things, such as an
improvement in attitudes of employ-
ees toward a particular job task, an increase in knowledge of
students taking a high school
history course, or an upgrade of the skill level of consumers
using a new word processor.
Therefore, an early step—if not the first step—in the
instructional design process is to
identify the change that is requested and the different variables
surrounding this change.
These variables include identifying the desired change that
needs to occur, who wants
the change, and in what environment this change should occur.
This process constitutes
a needs analysis. The information gathered during a needs
analysis will help the instruc-
tional designer to be clear about what instruction needs to be
developed or if instruction
is even necessary to help bring about the desired change.
As with all phases of the instructional design process, there are
various perspectives
7. for how a needs analysis might be approached and carried out.
In this chapter, we will
explore a variety of perspectives held by instructional design
experts regarding needs
analysis. Additionally, we will discuss how to conduct a
thorough needs analysis to help
ensure that proper data are collected that will accurately inform
how the instructional
designer should proceed through the instructional design
process. Finally, a number of
different methods for evaluating whether the needs analysis
conducted was successful
are described.
Needs Analysis: An Overview
As mentioned in the previous section, instructional design is
carried out for a purpose: to
bring about a particular change. Typically, the change is a need
to improve performance
of some kind. Attitudes, knowledge, and skills are all areas in
which improvement might
be needed. Therefore, the need to improve performance can take
on different forms, such
as increasing a student’s knowledge of a particular content area,
increasing the productivity
of a factory worker, or increasing consumer ease in using a new
product.
It is generally the job of an instructional designer to help
determine exactly what the
change is that needs to occur. The instructional designer comes
into an environment and
determines what needs to take place based on what is going on
in the environment. On
other occasions, however, an instructional designer may be told
9. u
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Needs Analysis 45
Instructional designers use a needs analysis process to get at the
source of the prob-
lem. In order to do this, specific information is needed. This
information is gathered by
the instructional designer through various means, such as
interviews, observations, and
reviews of available artifacts. The information gathered is then
used to inform how the
10. rest of the instructional design process will be carried out.
Professionals in Practice
The success of any ID project starts and ends with a person. In
my case, it’s a person who
needs to understand how to implement a complex hardware and
software solution for
protecting their public-facing web applications (think banks and
credit cards, health care
providers, online merchants, etc.) from external threats. The
primary ID questions first
invoke a goal statement: What is the goal of this training and
how do we measure its suc-
cess? The second is a task analysis tied to the goal: What does
someone need to be able
to do in order to successfully implement our solution?
From an ID perspective, we try to ensure that the instructional
events impart a knowledge
of “why” a concept is introduced at a specific point of the
instruction, and “why” completion
of certain tasks needs to occur before we move to the next
concept or task. Knowing “why”
is more important that knowing “what” or “how.” It’s the
classical differentiation between
training and education. Think about all of the online
transactions you make every day—
checking email, paying bills, shopping—all of these
transactions are based on your interactions
with a web application that was designed and engineered to
allow you to complete specific
tasks. However, no web applications are created and operated in
the same way. Consequently,
our product, a web application firewall, is not implemented in
the same way for each applica-
11. tion that it ultimately protects. So, before beginning any content
creation, we need to establish
what successful training outcomes are, and how to achieve those
outcomes.
Erik Novak
Technical Training Director
F5 Networks
Needs Analysis Questions
A typical needs analysis attempts to provide information that
will help answer the following
questions:
• What is the change being requested (including who is being
asked to change and what
is currently taking place)?
• Who is requesting this change?
• Where will this change need to take place?
• Is instruction the most appropriate means for bringing about
the desired change?
It is the job of the instructional designer to find answers to
these questions in order to
help design, develop, and implement an elegant solution—one
that is both efficient and
effective in providing the appropriate change.
Brown, A. H., & Green, T. D. (2015). The essentials of
instructional design : Connecting fundamental principles with
process and practice, third
edition. ProQuest Ebook Central <a
onclick=window.open('http://ebookcentral.proquest.com','_blan
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46 Needs, Task, and Learner Analysis
Professionals in Practice
When beginning a new project, the best place to start is to
consult with the instructor
or SME. This is the time for you to get a basic understanding of
the topic and find out if
this is a completely new instruction or if it is just a
redesign/online translation. For most
of the projects that I work on, it is the latter, meaning that it is
material that is already
being delivered face-to-face and is now going to be delivered
online. In some ways this is
an advantage because you have a baseline by which you can
measure successes and failures
against several course design elements. The most important
items that I need to know
from the start are:
1 Who is my audience?
2 What are the goals/learning objectives?
3 How can I get creative with my assessments?
14. Kara Andrew
Manager, Instructional Design
University Extended Education
California State University, Fullerton
Formal and Informal Needs Analysis
A needs analysis plays a critical role at the beginning of the
instructional design process
because it helps an instructional designer identify the problem
that needs to be solved. A
needs analysis provides information that allows an instructional
designer to get to the core
of the problem. If little or nothing is known about the problem,
then a full-scale needs
analysis is necessary. There are situations, however, where an
instructional designer does
not carry out a full-scale needs analysis because he or she is
brought into the instruc-
tional design process at a stage where the client has already
clearly determined what the
problem is and has possibly even identified why it may be
occurring. If this is the case,
the instructional designer does not need to conduct a formal
needs analysis because infor-
mation that would be gained from doing so most likely currently
exists and would be a
waste of resources. Faced with this scenario, the instructional
designer would start with
understanding what information has been gathered. After
finding this information, the
instructional designer would then determine what additional
information is needed.
Professionals in Practice
17. Professionals in Practice
An instructional design project is just that, a project developing
an instructional design
product. When I start an ID project I use standard (as defined by
the Project Management
Institute PMBOK Guide) project management methodology. I
hold a kickoff meeting with
the key stakeholders of the project to determine several things:
what is the business
objective of the project (e.g., be more productive with a new
piece of software, meet
compliance regulations, address a performance gap); determine
that this objective can be
addressed through a learning intervention; if it can be
addressed, for whom, when, where,
and how should it be addressed (size and demographics of the
target audience, on-site or
remote, immediately or over time, online or classroom, etc.);
and, last but not least, the
budget for the learning solution.
Ken Hubbell
Senior Manager, Learning Technology
Ingersoll Rand University, Ingersoll Rand plc
It is not clear to Hannah the approach she should take. Her
instincts are telling her
that training is needed for the instructors in her department who
are working with
the teacher candidates on the teaching performance assessments.
However, what the
specific training needs may be are not clear. She needs to have a
clearer understanding
18. of what is taking place in the core courses in the credential
programs to lead to the
teacher candidates failing the assessment.
Terrence contemplates the problem his organization is having
with call center vol-
unteers. He wonders whether instruction is necessary or whether
it is a change in
policy that is needed. Terrence is not quite sure. Determining
exactly what is taking
place with the volunteers will determine whether instruction or
a change in policy
is needed.
Popular Approaches to Needs Analysis
There is a variety of approaches that an instructional designer
can utilize for carrying out
a needs analysis. This section will discuss several of these
approaches, which have been
developed by respected instructional design scholars. These
approaches are worth exam-
ining as you begin to develop your own understanding of, and
approach to, the needs
analysis process. As you read the different approaches, it is
important to note that each
approach uses varying terminology to refer to the needs analysis
process. Despite the vary-
ing terminology used, the outcome of the approaches still
remains the same.
Robert F. Mager is an author of instructional design texts that
have been popular for
decades. His approach to needs analysis is a good place to start.
Mager (1988) describes
a process for determining “the proper course of action in those
21. mance analysis (see Figure 3.1):
1 Describe the person or people whose performance is being
questioned.
2 Describe as specifically as possible what it is they are doing
that causes someone to say
there is a problem.
3 Describe specifically what it is they should be doing.
4 Determine the cost of the discrepancy by estimating what it is
costing in such
things as aggravation, frustration, turnover, scrap, insurance
rates, time lost,
Describe
performance
discrepancy
Important?
No
lgnore
Yes
Yes
Yes
Yes
Yes
No
26. lem because you say it is and it is not having any impact on the
rest of the world, stop.
6 If the cost is great enough to warrant going on, determine
whether the target people
know how to do what is expected of them. Answer the question,
“Could they do it if
their very lives depended on it?”
7 If they could, then they already know how. Now determine
why they are not doing
what they already know how to do. This is done by determining
the consequences and
obstacles of performing:
a What happens to the performers if they do it right?
b What happens to them if they do it wrong?
c What are the obstacles to performing as desired?
8 If they could not do it, answer these questions:
a Can the task be simplified to the point where they could do
it?
b Did they ever know how to do it? (If so, they only need
practice.)
c Is the skill used often? (If they do it often and still do not do
it right, they need
feedback. If they do not do it often and they used to know how,
they need a job aid,
such as a checklist or a piece of sheet music (job aids are
described in Chapter 9.)
d Do they have the potential to learn to do it? (If not, they
should be transferred or
terminated.)
27. 9 The answer to these questions leads to the drafting of
potential solutions. These solutions
must address the problems exposed during the analysis. For
example, if it is discovered
that people are not performing because they do not have the
authority to perform as
desired, then one part of the solution must propose a way to
remove that obstacle.
10 Once potential remedies are drafted, determine how much it
will cost to implement
each remedy.
11 Compare the cost of the solutions to the cost of the problem.
12 Select one or more solutions that are (a) less expensive than
the problem itself and
(b) practical to apply.
Mager indicates that a performance analysis should generally
only take a few minutes
to complete. However, in situations where more time is
necessary, it is generally because
information needed to answer the questions must be located.
Morrison, Ross, and Kemp (2006) approach needs analysis in a
more technical manner
through the use of method they call a needs assessment. They
treat the process almost as
if it were a study. According to Morrison et al. (2006, p. 32),
needs assessment serves four
functions:
1 It identifies the needs relevant to a particular job or task—that
is, what problems are
30. of data need to be collected about the audience. Once these two
elements have been
established, a decision needs to be made regarding what
segment of the audience data
will be collected from. The final step in the planning phase is to
establish how data
will be collected. Interviews, questionnaires, focus group
meetings, and reviews of
artifacts (e.g., “paper trails”) are all data collection techniques
that can be used. This
phase is complete when the data collection instruments (e.g.,
questionnaires) have
been designed.
2 Phase II: Collecting data. Consideration is given to the sample
size and how the data
collection instruments will be distributed and collected. An
appropriate representa-
tion of the audience must be selected. The ideal situation would
be to include every
individual from the target audience. However, it is virtually
impossible to collect
data from the entire audience because of the logistics and costs
involved in doing so.
Therefore, a representative sample of the audience is used.
(There are statistical prin-
ciples and formulas to help determine the optimal sample size;
however, these topics
are beyond the scope of this book. You will get to enjoy
exploring these topics—if you
have not done so already—in an advanced statistics course.)
3 Phase III: Analyzing the data. Morrison et al. (2006) indicate
that the output of
the data analysis is an identification of needs (of which there
are six different types:
31. normative, comparative, felt, expressed, anticipated, and critical
incident) and a pri-
oritization of these needs. They state that needs can be
prioritized in various ways,
such as the relative cost to value for a company, the number of
people impacted, a
ranking scale, or the frequency that the need is identified.
Morrison et al. suggest
using the Delphi Method to prioritize needs. The Delphi Method
is a structured pro-
cess for collecting and analyzing knowledge gathered from a
group of experts through
the use of a series of questionnaires intermixed with controlled
opinion feedback.
4 Phase IV: Compiling a final report. Preparing a final report on
the findings is the
concluding phase. Four sections should be included in a final
report: (1) summary of
the purpose; (2) summary of the process, including how it was
carried out and who
was involved; (3) summary of the results in both quantitative
(e.g., charts, graphs) and
qualitative formats (e.g., a brief narrative) if appropriate; and
(4) recommendation(s)
based on the data. The recommendation(s) given should be
appropriate to the identi-
fied problem. As mentioned, the recommendation(s) may or may
not be instruction.
In addition to the needs assessment method, Morrison et al.
(2006) describe two other
needs analysis methods: goal analysis and performance
assessment (which is similar to
Mager’s performance analysis). They write: “Goal analysis
takes less time than a needs
32. assessment and its focus is typically much narrower. The goal
analysis starts with a prob-
lem someone has identified, and then it focuses on a solution”
(p. 43). This is the type
of situation that instructional designers are generally involved
in (instructional goals and
goal analysis are covered in detail in Chapter 6).
A key element to keep in mind with goal analysis is that the
instructional designer is not
being asked to identify the problem (as is the case with a needs
assessment). The job of the
instructional designer is to focus primarily on determining an
appropriate intervention.
Another key element is that instruction may not always be the
appropriate interven-
tion needed for a problem that exists: “Problems that on the
surface seem to require an
instructional intervention can often be solved with a change in
policy, coaching, or the
environment” (Morrison et al., 2006, p. 31).
Before the instructional goal(s) can be developed, the need or
problem that is to be
addressed must be identified through the use of needs
assessment and analysis processes:
Brown, A. H., & Green, T. D. (2015). The essentials of
instructional design : Connecting fundamental principles with
process and practice, third
edition. ProQuest Ebook Central <a
onclick=window.open('http://ebookcentral.proquest.com','_blan
k') href='http://ebookcentral.proquest.com' target='_blank'
style='cursor: pointer;'>http://ebookcentral.proquest.com</a>
Created from ncent-ebooks on 2021-02-27 11:16:35.
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Needs Analysis 51
After the problem is identified, the designer attempts to identify
the causes of the
problem, and then identifies an array of solutions that could be
implemented to solve
the problem. Seldom is instruction the single answer to the
problem. Usually a combi-
nation of changes is required to solve the problem effectively.
(Morrison et al., 2006, p. 18)
Allison Rossett (1995) writes that instructional designers
engage in needs analysis when
they are responding to a request for assistance. A needs
assessment allows an instruc-
tional designer to gather information that will allow him or her
to make “data-driven and
responsive recommendations” (p. 184) about how to solve a
problem, which is typically
the need to improve some type of performance. She states that
the needs assessment drives
the entire instructional design process by eventually shaping the
decisions made about
design, development, implementation, and evaluation.
Rossett (1995) believes that when a needs analysis is conducted,
it allows an instruc-
35. tional designer to gather information about the following
factors:
• Optimal performance: What does an individual who is
performing at an optimal level
know or do that allows him or her to perform at this level?
Instructional designers
consult a variety of sources—such as experts, documentation,
standards, practices,
texts, and tests—to answer this question.
• Actual performance: How is an individual currently
performing? What is happen-
ing to cause a particular event to take place? Why is a change
being requested? An
instructional designer can use employee performance records,
observation, and inter-
views to help gather data to provide answers to these questions.
• Feelings: Instructional designers want to know how
individuals feel about the topic,
training about the topic, the topic as a priority, and their
confidence surrounding
the topic.
• Cause(s): Rossett identifies four kinds of causes for why
individuals may not be per-
forming as they should: (1) they lack the skill or knowledge; (2)
the environment is
in the way; (3) there are no, few, or improper incentives; and
(4) the employees are
unmotivated.
•
36. Solution
s: What solutions are possible?
Rossett (1995) outlines a five-step process for conducting a
needs analysis:
1 Step One: Determine purposes based on initiators. There are
three types of initiating
situations that may be taking place: performance problems,
“new stuff,” and mandates.
The instructional designer must determine what type of
situation initiated the problem.
The instructional designer must then determine what purpose(s)
need to be addressed in
order to develop a solution for the existing problem. Figure 3.2
presents the relationship
between the three types of initiators and the needs assessment
purposes.
2 Step Two: Identify sources. The next step is to identify who
has the information that
is needed and where it is located. What constraints are there to
37. gaining access to this
information? What individuals need to know that you are
involved in developing a
solution to the existing problem?
3 Step Three: Select tools. Gathering various types of data
requires different tools.
Careful planning needs to take place in order to select the
proper tool that will allow
useful data to be effectively gathered. Interviews, observing
employee performance,
examining records and outcomes, group meetings, and
questionnaires are tools that
can be used.
Brown, A. H., & Green, T. D. (2015). The essentials of
instructional design : Connecting fundamental principles with
process and practice, third
edition. ProQuest Ebook Central <a
onclick=window.open('http://ebookcentral.proquest.com','_blan
k') href='http://ebookcentral.proquest.com' target='_blank'
style='cursor: pointer;'>http://ebookcentral.proquest.com</a>
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52 Needs, Task, and Learner Analysis
4 Step Four: Conduct the needs assessment in stages. Once you
have identified the pur-
pose (Step One), established the sources where data will be
collected (Step Two), and
determined the tools that will be used to collect the data (Step
40. Three), you are ready
to conduct the needs assessment. Most needs assessments are
done in stages; that is,
data are collected and analyzed and then a determination is
made as to whether addi-
tional information is needed. The need for additional
information from the identified
sources may be gathered if it is determined that the data
collected are not adequate.
Inadequate collection of data may be a result of improper
sources or data collection
tools. If so, an instructional designer may need to revisit Steps
Two and Three of this
process before conducting another stage of needs assessment.
5 Step Five: Use findings for decision making. The information
gathered during the
needs assessment is used to develop a solution that is
appropriate.
Smith and Ragan (2004) believe that instructional designers
must learn to be “clever
investigators” who are capable of clearly analyzing the learning
context. They state
that the analysis of the learning context includes two steps: (1)
41. “the substantiation of
a need for instruction to help learners reach learning goals” and
(2) “a description of
the learning environment in which the instruction will be used”
(p. 31). They believe
that a needs assessment helps determine whether the need exists
for new instruction to
be developed.
Smith and Ragan (2004, pp. 32–35) outline three needs
assessment models: the
Discrepancy-Based Needs Assessment Model, the Problem-
Finding, Problem-Solving
Model, and the Innovation Model. Instructional designers use
the Discrepancy-Based
Needs Assessment Model when learning goals are already
identified and instruction is being
offered that is related to these goals. Five phases are carried out
when using this approach:
1 List the goals of the instructional system.
2 Determine how well the identified goals are already being
achieved.
3 Determine the gaps between “what is” and “what should be.”
4 Prioritize gaps according to agreed-upon criteria.
42. 5 Determine which gaps are instructional needs and which are
most appropriate for
design and development of instruction.
INITIATORS PURPOSE
Performance Problems
New Stuff
Mandates
Optimals
Actuals
Causes
Optimals
Feelings
As performance problem
or
As new stuff
43. Figure 3.2 The relationship between the three types of initiators
and the needs assessment purposes.
Source: Rossett, Allison. “Needs assessment.” In G. Angline
(Ed.), Instructional technology: Past, present, and future,
2nd edition (pp. 183–
permission from Libraries Unlimited, Englewood, CO.
Brown, A. H., & Green, T. D. (2015). The essentials of
instructional design : Connecting fundamental principles with
process and practice, third
edition. ProQuest Ebook Central <a
onclick=window.open('http://ebookcentral.proquest.com','_blan
k') href='http://ebookcentral.proquest.com' target='_blank'
style='cursor: pointer;'>http://ebookcentral.proquest.com</a>
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Needs Analysis 53
The Problem-Finding, Problem-Solving Model is used when
“someone in management or
administration; some member of the constituency, such as
parents, clients, or community
leaders; or some employees or students have identified that a
problem exists in the orga-
nization’s achieving its mission” (p. 35). There are four steps to
this model: (1) determine
whether there really is a problem; (2) determine whether the
cause of the problem is
related to employees’ performance in training environments or
46. to learners’ achievement in
educational environments; (3) determine whether the solution to
the achievement/perfor-
mance problem is learning; and (4) determine whether
instruction for these learning goals
is currently offered (pp. 35–36).
The Innovation Model is used to examine “changes or
innovations in the educational
system or organization” to determine if adding new learning
goals is necessary to account
for the changes or innovations. Four steps make up this model:
(1) determine the nature of
the innovation or change; (2) determine the learning goals that
accompany this innovation;
(3) if there is a choice, determine whether these goals are
appropriate and high priority in the
learning system; and (4) begin learning environment analysis
design activities (that is, start
the next phase of the instructional design process). With this
model, it is extremely impor-
tant to include the stakeholders (e.g., teachers/trainers,
managers/administrators) because
an outcome could be the addition of, or the change in, goals for
the organization (p. 36).
47. Needs Analysis Procedure
Although the needs analysis approaches described in the
previous section employ different
tactics, they each share a common outcome: to provide useful
data that can be used by an
instructional designer to create the best possible solution that
helps solve a problem that
exists, meets a given need, or brings about a desired change. To
gather the appropriate
data, a thorough needs analysis must be conducted. A needs
analysis is conducted by using
various data gathering tools to help answer fundamental
questions.
Determining the Desired Change
The first step in a needs analysis is to determine what change is
being requested. As men-
tioned early in this chapter, the desired change could be in
behavior, skill, or attitude. You
will want to find out information that can help you answer the
following questions:
48. • What problem exists or what change is being requested?
• Who is being asked to change?
• What is currently taking place in this environment with this
individual or individuals?
Typically, the client who hired you will be able to provide you
with the necessary infor-
mation or access to the information needed to answer these
questions. In most cases,
your client will specifically tell you what change is desired and
the individuals who are
being asked to change. This information can be gathered
through an interview process.
Additionally, through an interview, the client will be able to
provide insights into what
is currently taking place in the environment where the
individual or individuals are being
asked to change. However, it is good practice for an
instructional designer to observe the
environment personally rather than solely relying on the client’s
description. Your client
will have a biased opinion on what is taking place and therefore
may not provide you with
a completely accurate picture of what is taking place.
51. rv
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54 Needs, Task, and Learner Analysis
place and determine the type of change that needs to take place.
This type of activity is
often associated with the field of human performance
technology (HPT). According to
the International Society for Performance Improvement (ISPI),
HPT focuses on analyzing
outcomes to identify the causes for why a gap in desired levels
of performance exists (ISPI,
2015). Once the causes are identified, an intervention is
developed to bridge the perfor-
mance gap. The focus of HPT is on human performance—
typically related to activities
that take place in industry and business settings.
The Request for the Desired Change
52. After developing a clear understanding of the existing problem
or the change being
requested, it is important to understand who is asking for the
change. This is an extremely
important element to understand because it will help you
determine the type of interven-
tion that may need to take place, the emotional and political
climate of the situation, and
the level of support that is present and that will most likely be
needed for a change to take
place. To come to an understanding of these elements, you will
need to answer the follow-
ing question: Who identified the problem or is requesting this
change?
This information is generally easy to obtain. It is often the
desire of the client who
hired you to have the change occur. It is important to keep in
mind that there may be
additional stakeholders who might be interested in having the
change. However, talking
to additional stakeholders to clarify how they feel about the
problem or the change being
requested may be difficult.
53. Implementation Location of the Desired Change
Finding out where the desired change will take place is another
important element to con-
sider. This will help you to better understand the context of
where an intervention will be
needed. Where will the solution or change need to take place?
Again, the client is the best
source of information to answer this question. In most cases, it
will be extremely obvious
where the change will be needed (e.g., a school, the workplace).
It can be very helpful to
visit the location where the change is to take place to help you
gain a solid understanding
of the environment. However, this may not always be possible.
If not, it is important to
do your research about the environment.
The Intervention
Once you have the appropriate data that allows you to
understand the entire context—the
desired change, who is requesting the change, who is being
asked to change, and where
54. the change needs to take place—it is time to determine if
instruction is the most appropri-
ate intervention. You will need to answer the following
question: Is instruction the most
appropriate means for solving the problem or bringing about the
desired change?
The client will be relying on your expertise to determine this.
There are no steadfast
rules on whether instruction is the most appropriate intervention
because each instruc-
tional design context is different. However, instruction is most
appropriate when a
change in skill or knowledge is desired. Based on the
information you have gathered
through your needs analysis, you will need to determine an
appropriate intervention. It
is important to keep in mind that you may want to offer more
than one type of interven-
tion to your client. Allow your client to be part of the decision-
making process, but, as
previously mentioned, know that your client will be relying on
your expertise to make
the final decision.
57. Needs Analysis 55
A properly conducted needs analysis contributes significantly to
how successful the
entire instructional design process will be. A thorough
identification of the problem that
needs to be addressed will lead to an effective and efficient
solution being developed.
Evaluating the Success of a Needs Analysis
How do you know when you have successfully conducted a
needs analysis? How do you
know that the data gathered accurately describe the problem or
the change that needs
to take place (thus helping you to develop an appropriate
solution)? One method used to
evaluate the success of a needs analysis is to determine if the
solution developed and imple-
mented helped bring about the desired change. In other words,
did performance improve?
Although extremely important, this summative evaluation
58. activity poses serious problems
if it is the only method used to evaluate the success of a needs
analysis. The most serious
problem is that it is conducted well after the needs analysis has
been carried out and con-
sequently does not provide you with corrective feedback. It is
an “all or nothing” method.
It helps to determine whether you have succeeded or you have
failed. Therefore, it is good
practice to use formative evaluation activities throughout the
needs analysis process in
addition to this summative activity.
An important formative evaluation activity to use is sustained
communication between
you and the client during the entire needs analysis process. Data
gathered should be peri-
odically shared with the client during this process. This
formative evaluation activity helps
ensure that you are gathering accurate data by presenting the
client with opportunities to
provide feedback. How often the communication should take
place is based on the nature
of the project and the availability of the client. There is no
typical answer; however, it is
59. good practice to communicate at least once a week with your
client. It is important to real-
ize that it can be difficult to communicate with some clients on
a consistent basis.
Another formative evaluation activity that can be conducted is
to share data and inter-
pretations of the data with a member of the target audience the
change is designed for (or
with someone who has had a similar experience, although this
situation is not as ideal).
This can help determine if what you have found matches with
what the individual per-
ceives is taking place. If the data and interpretations seem
familiar and appropriate to this
individual, it suggests that the needs analysis was successful.
This process is referred to as
a member check. A member check is a comparison method of
evaluation that comes from
a qualitative research paradigm.
Hannah has decided to gather information about the problem at
a faculty meeting.
She realizes that there are multiple issues that might be going
on that could be con-
60. tributing to the low pass rate. Hannah uses an approach that is
similar to Rossett’s
approach in which information is gathered on various levels
about the problem. With
this approach, optimal performance, actual performance,
feelings, and causes are
explored. Hannah will investigate these areas with the faculty in
her department in
hopes of clearly identifying the need that must be met in order
to increase the pass rate
of the teacher candidates in her department. From this
exploration, the department
can identify a solution that Hannah can help the faculty carry
out.
Terrence has decided to use Mager’s performance analysis
process. This will allow
Terrence to determine if a difference exists between what the
volunteers should be doing
and what they are doing when answering the phones and talking
to clients. If Terrence
determines there is a difference, then he will be able to identify
what needs to be done to
fix this problem. It might be that the volunteers are not familiar
with what is expected of
63. .
56 Needs, Task, and Learner Analysis
them; thus, training may be needed. The problem could also be
that the volunteers know
how to do what they are supposed to be doing but are just not
doing it; if this is the case,
then another solution other than instruction will be needed. As
Terrence conducts the
performance analysis, he finds out that many of the volunteers
have not been through
any training on how to handle certain problems they may
encounter while talking on the
phone to a particular segment of clients the nonprofit serves.
Thus, Terrence suggests to
his supervisor that training should be developed and provided to
the call center volunteers.
Needs Analysis and the Instructional Design Process
A needs analysis is critical in helping the instructional designer
determine what instruc-
64. tion needs to be developed or if instruction is even necessary to
help bring about a desired
change. No matter what approach you take, completing a needs
analysis should help you
answer the following questions:
• What problem exists or what change is being requested?
• Who is being asked to change?
• What is currently taking place with the individual or
individuals being asked to change?
• Who identified the problem or is requesting this change?
• Where will the solution or change need to take place?
• Is instruction the most appropriate means for solving the
problem or bringing about
the desired change?
• What is the solution to be developed and implemented?
Summary
Numerous needs analysis methods exist that can be used by
instructional designers.
Popular approaches to needs analysis include those outlined by
Dick, Carey, & Carey
(2009), Mager (1988), Morrison et al. (2006), Rossett (1995),
65. and Smith and Ragan
(2004). Although these methods vary in how they are carried
out, each shares the common
goal of providing an instructional designer with the appropriate
data that help inform and
influence the design and development of an effective and
efficient solution. This solution is
one that helps solve a problem or bring about some type of
change—typically, an improve-
ment in performance. This improvement can be to knowledge,
skills, and/or attitudes.
A needs analysis is conducted using various data gathering tools
to help answer fundamental
questions. Evaluating the success of a needs analysis is
accomplished by using a combination
of formative and summative evaluation techniques to determine
if an instructional designer
created the best possible solution, which helped to solve a
problem or meet a given need, or
brought about a desired change. A properly conducted needs
analysis contributes significantly
to how successfully the entire instructional design process will
be carried out.
66. Connecting Process to Practice Activities
1 You are the lead instructional designer recently hired for a
large-scale project. Your
client has asked you to describe why a needs analysis is
important to the success of the
project. What do you tell your client? Do not assume your client
even knows what a
needs analysis is.
2 Several perspectives on needs analysis were discussed in the
chapter. What key elements
for conducting a needs analysis do these perspectives have in
common? How do these
perspectives differ?
Brown, A. H., & Green, T. D. (2015). The essentials of
instructional design : Connecting fundamental principles with
process and practice, third
edition. ProQuest Ebook Central <a
onclick=window.open('http://ebookcentral.proquest.com','_blan
k') href='http://ebookcentral.proquest.com' target='_blank'
style='cursor: pointer;'>http://ebookcentral.proquest.com</a>
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Needs Analysis 57
3 When examining the approaches taken by Hannah and
Terrence, do you believe each
took the appropriate needs analysis approach? Explain why you
believe the approach
69. each took is appropriate or what you might do differently if you
were in their positions.
4 What do you believe are the most important data that Hannah
must gather in order
to complete a successful needs analysis? Do you foresee any
potential issues with
Hannah being able to gather the data she needs? Answer the
same questions from
Terrence’s perspective.
5 Describe an instructional design scenario where you believe a
formal needs analysis
would not need to be conducted.
6 Is it appropriate to conduct a needs analysis when preparing
instruction in a K-12
setting? How might one go about conducting a needs analysis
for instruction to be
delivered in a third-grade classroom?
7 Describe how the field of human performance technology
approaches needs analyses.
8 You have been hired by a client to work on an instructional
design project. The cli-
70. ent is a company that owns several nursing home facilities
located throughout Texas.
Your client has indicated to you that incidents of complaints
from those living at
the company’s nursing homes have steadily risen during the past
six months. The
client wants the residents of their nursing homes to have
comfortable living experi-
ences. Therefore, a solution that will help reduce the number of
complaints is needed.
However, your client is not sure what needs to be done. It could
be a variety of issues
that could be contributing to why the complaints have
increased. Your task is to con-
duct a needs analysis to determine what type of solution(s) may
be necessary. Describe
how you would conduct a needs analysis in this situation.
Include the steps you would
take, the data you would gather, how you would analyze the
information, and how
you would report the findings back to your client, which would
include what you feel
needs to be done.
71. 9 You and your grade-level team are planning for the upcoming
school year. Your
administrator has told your team that she needs to see a
yearlong outline of what will
be taught that includes how the Common Core State Standards
in English Language
Arts for your grade level will be addressed. You and your team
will use the outline as
a guide to create instruction. Describe how a needs analysis
would help you and your
team develop the yearlong outline.
10 Consider a course you are currently taking or have recently
completed. How would
you go about conducting a needs analysis for this course? What
types of information
would you gather?
Recommended Reading
Dick, W., Carey, L., & Carey, J. O. (2009). The systematic
design of instruction (7th ed.). Columbus,
OH: Allyn & Bacon.
Gagne, R. M., Wager, W. W., Golas, K. C., & Keller, J. M.
72. (2004). Principles of instructional design
(5th ed.). Belmont, CA: Wadsworth/Thomson Learning.
Kaufman, R., Rojas, A. M., & Mayer, H. (1993). Needs
assessment: A user’s guide. Englewood
Cliffs, NJ: Educational Technology Publications.
Mager, R. F. (1988). Making instruction work. Belmont, CA:
Lake Publishing Company.
Mager, R. F., & Pipe, P. (1996). Analyzing performance
problems. Belmont, CA: Pitman.
Rossett, A. (1995). Needs assessment. In G. Anglin (Ed.),
Instructional technology: Past, present,
and future (2nd ed.) (pp. 183–196). Englewood, CO: Libraries
Unlimited.
Rossett, A. (2009). First things fast: A handbook for
performance analysis (2nd ed.). New York:
John Wiley & Sons.
Brown, A. H., & Green, T. D. (2015). The essentials of
instructional design : Connecting fundamental principles with
process and practice, third
edition. ProQuest Ebook Central <a
75. Seels, B., & Glasgow, Z. (1998). Making instructional design
decisions (2nd ed.). Upper Saddle
River, NJ: Prentice Hall.
Smith, P. L., & Ragan, T. J. (2004). Instructional design (3rd
ed.). New York: John Wiley & Sons.
References
Dick, W., Carey, L., & Carey, J. O. (2009). The systematic
design of instruction (7th ed.). Columbus,
OH: Allyn & Bacon.
International Society for Performance Improvement (ISPI).
(2015). What is HPT? Retrieved from
www.ispi.org/content.aspx?id=54&terms=What+is+human+perf
ormance+technology.
Mager, R. F. (1989). Making instruction work. Belmont, CA:
Lake Publishing Company.
Merrill, M. D. (2013). First principles of instruction:
Identifying and designing effective, efficient,
and engaging instruction. San Francisco: Pfeiffer.
76. Morrison, G. R., Ross, S. M., & Kemp, J. E. (2006). Designing
effective instruction (5th ed.).
New York: John Wiley & Sons.
Rossett, A. (1995). Needs assessment. In G. Anglin (Ed.),
Instructional technology: Past, present,
and future (2nd ed.) (pp. 183–196). Englewood, CO: Libraries
Unlimited.
Smith, P. L., & Ragan, T. J. (2004). Instructional design (3rd
ed.). New York: John Wiley & Sons.
Brown, A. H., & Green, T. D. (2015). The essentials of
instructional design : Connecting fundamental principles with
process and practice, third
edition. ProQuest Ebook Central <a
onclick=window.open('http://ebookcentral.proquest.com','_blan
k') href='http://ebookcentral.proquest.com' target='_blank'
style='cursor: pointer;'>http://ebookcentral.proquest.com</a>
Created from ncent-ebooks on 2021-02-27 11:16:35.
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79. Definition of Task Analysis (10%)
Defines task analysis with thorough and accurate details (1.0
point)
Defines task analysis, though details are insufficient or
inaccurate (0. 75 points)
Defines task analysis, though details are insufficient or
inaccurate (0. 75 points)
Summary of Learning Need (10%)
Summarizes the learning need with thorough and accurate
details, including any necessary revisions from instructor (1.0
point)
Summarizes the learning need, though details are insufficient or
inaccurate; may not include necessary revisions from instructor
(0.75 points)
Does not summarize learning need.
(0 points)
Task Name (5%)
Task Name (5%)
Not applicable
Does not name task. (0 points)
Pre-Requisites (25%)
Describes at least three pre- requisite skills or knowledge
needed to complete the task with thorough, relevant, and
accurate details (2.5 points)
Describes some pre-requisite skills or knowledge needed to
80. complete the task, though several skills are missing, inaccurate,
or irrelevant; may describe fewer than three (1.875 points)
Does not describe pre-requisite knowledge or skills.
(0 points)
List of Steps (30%)
Lists all or most of the steps needed to complete the task in
order, starting with Step 1 (3.0 points)
Lists some of the steps needed to complete the task, though
steps may be missing, inaccurate, irrelevant, or not in order
(2.25 points)
Does not list steps. (0 points)
Integration of Resources (10%)
Integrates required number and type of resources with few, if
any, errors in APA formatting, including in-text citations and
references list (1.0 point)
Integrates resources, though there are multiple errors in APA
formatting or assignment does not meet the minimum
requirement for number or type of resources (0.75 points)
Does not integrate resources. (0 points)
Communication (10%)
Assignment has few, if any, errors related to organization,
paragraph development, sentence structure, grammar, or
spelling (1.0 points)
Assignment has errors related to organization, paragraph
development, sentence structure, grammar, or spelling that
81. slightly impact readability or understanding of ideas (0.75
points)
Assignment has errors that significantly impact understanding
of ideas (0 points)
WEEK 4 RESOURCES
1. ISBN: 9781315757438
Publication Date: 2015-06-26
Brown, A. H., & Green, T. D. (2015). The essentials of
instructional design: Connecting fundamental principles with
process and practice (3rd ed.). New York, NY: Routledge
Read Chapter 4: Needs Analysis (pp. 41-58) and pay particular
attention to Figure 3.1, which is a flow chart for conducting a
needs analysis for a performance problem.
2. Rothwell, W. J., Kazanas, H. C., Benscoter, B., King, M., &
King, S. B. (2016). Mastering the instructional design process:
82. A systematic approach (5th ed.). Hoboken, NJ: Wiley & Sons.
Examine the ten key assumptions in Exhibit 1.1 on Page 4.
These assumptions relate to ID and ID competencies.
3. ISBN: 9781410602657
Publication Date: 1998-10-01
Jonassen, D. H., Tessmer, M., & Hannum, W. H. (1998). Task
analysis methods for instructional design. Mahwah, NJ:
Routledge.
While this book is older, it is a seminal text on task analysis
methods for instructional design. Read Chapter 1: What is task
analysis? for an overview that may assist you in analyzing your
task in this week's assignment.
84. "The first step in the design of any instruction is a task analysis
to detennine what should
be taught" (Polson, 1993, p. 219). Task analysis for
instructional design is a process of
analyzing and articulating the kind of learning that you expect
the learners to know how to
perform. Instructional designers perform task analysis in order
to determine:
• the goals and objectives of learning
• the operational components of jobs, skills, learning goals or
objectives, that is, to de-
scribe what task performers do, how they perform a task or
apply a skill and how
they think before, during, and after learning
• what knowledge states (declarative, structural, and procedural
knowledge) character-
ize a job or task
• which tasks, skills, or goals ought to be taught, that is, how to
select learning out-
comes that are appropriate for instructional development
85. • which tasks are most important - which have priority for a
commitment of training re-
sources
• the sequencc in which tasks are performed and should be
learned and taught.
• how to select or design instructional activities, strategies, and
techniques to foster
learning
• how to select appropriate media and learning environments
• how to construct performance assessments and evaluation
In order to design instruction that will support learning, it is
essential that we understand
the nature of the tasks that learners will be performing. This is
true whether you are de-
signing traditional, direct-instruction or problem-based
constructivist learning environ-
ments. If you are unable to articulate the ways that you want
learners to think and the act,
how can you believe that you can design instruction that will
help them?
Assumptions of Task Analysis
86. This book is premised on a few important assumptions.
Task analysis is essential to good instructional design.
Intellectually and practi-
cally, task analysis is probably the most important part of the
instructional systems design
(IS D) process, and it has been thought so for some time. "If I
were faced with the problem
of improving training, I should not look for much help from the
well-known learning prin-
ciples like reinforcement, distribution of practice, response
familiarity, and so on. I should
look instead at the technique of task analysis, and at the
principles of component task
achievement, intratask transfer, and the sequencing of subtask
learning to find those ideas
of greatest usefulness in the design of effective learning"
(Gagne, 1963). Task analysis
provides the intellectual foundation for instructional design. It
guides the process by ar-
ticulating the goal or mission for the design process. Nearly
every one of the instructional
design models that were listed by Andrews and Goodson (1980),
which is the most com-
87. prehensive list of ISD procedures, includes some task analysis
process. Some prominent
design models ignore task analysis, relying (we suppose) on
inspiration to direct the design
process. We have seen too many instructional design projects
fail to produce effective in-
struction or learning because the designers did not understand
the learning outcomes.
3
Jonassen, D. H., Tessmer, M., & Hannum, W. H. (1998). Task
analysis methods for instructional design. ProQuest Ebook
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4 Task Analysis Processes
Although task analysis emerged as a process in the behaviorist
era of instructional
design, task analysis methods have followed the paradigm shifts
to cognitive psychology
90. and onto constructivism. We argue that task analysis is just as
important to the design of
constructivist learning environments as it is to direct
instruction, performance support sys-
tems, or any other form of learning support. Obviously,
designing learning environments
to support constructive learning requires different analysis
methods. However, whether
designing programmed instruction, intelligent tutoring systems,
or constructivist learning
environments, designers must understand the nature of the
learning they are directing,
guiding, or supporting (depending on your philosophical
perspective).
Task analysis is the least understood component of the
instructional design
process. Instructional design, as a process, is often generically
described by the ADDIE
Model-Analysis, Design, Development, Implementation, and
Evaluation (Gustafson &
Branch, 1997). Of those processes, implementation is probably
the most poorly per-
formed, however the analysis procedures are most often under-
performed. Although analy-
91. sis procedures, including needs analysis, learner analysis,
context analysis (Tessmer &
Richey, 1997) and task analysis are taught in most preparation
programs, most instruc-
tional designers possess insufficient skills in performing task
analysis methods. They learn
about task analysis, but they too seldom do task analysis. Most
programs provide insuffi-
cient design cases and practice in performing task analyses.
When they do, they most often
teach a single method. Probably two thirds of all task analyses
that are conducted in prac-
tice use some form of procedural analysis, so most instruction is
procedurally oriented de-
spite the cognitive needs of the learner. Procedural analysi s is
the methode de jour not be-
cause it is the most appropriate, but because that is the only
method the designers know.
The primary purpose of this book is to show designers that there
are numerous, more ap-
propriate, and effective methods for conducting task analysis.
The apparent ambiguity of task analysis results from a lack of
clear conceptions
about the task analysis process. For instance, some (Miller,
92. 1962) have argued that task
analysis is an art, and as an art, is most dependent upon the skill
of the task analyst. If task
analysis is to be conceived of and performed scientifically, then
some predictability needs
to be added to the decision making process. Military and
corporate operations reject the
artistic conception, claiming that task analysis is a series of
operations that must be per-
formed in a consistent manner (too often defaulting to the
procedural).
The ambiguity of task analysis also results from the confusing
array of methods for
performing it. Zemke and Kramlinger (1982) described the five
most common ways of
doing task analysis: the look-and-see (observation) approach,
structure-of-the knowledge
(hierarchical analysis) approach, critical incident approach, the
process/decision flowchart
(information processing) approach, and the use of consumer
research techniques
(surveying, interviewing). In this book we describe these and
many other task analysis
methods.
93. Task analysis also appears ambiguous because there are so
many applications that
result in so many methods. Task analysis, in some form, is
performed by personnel psy-
chologists, human factors engineers (including human-computer
interaction designers, oc-
cupational safety inspectors, and many others), curriculum
developers, and, of course, in-
structional designers. Task analysis is recognized as an
essential process in the design of
human-computer interactions (Diaper, 1989). However, most of
the methods used to de-
sign human-computer interactions focus on specific, procedural
tasks to support computer
interfaces and so do not transfer to instructional design. Task
analysis methods for in-
structional design are relatively specific to instructional design.
The ambiguity of task analysis also results from the myriad of
contextual con-
straints imposed by the setting in which the analysis is being
performed. Task analysis is
used in higher education resources centers, in training centers,
and in management devel-
96. ht
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What is Task Analysis? 5
However, each of these venues provides a different set of
physical, sociocultural, organ-
izational constraints. Tessmer and Richey (1997) have
identified the range of factors that
can affect the design process. The most troublesome constraint
is the lack of commitment
to task analysis. Too often training organizations design
instruction without any compre-
hensive understanding of the nature of the learning outcome.
97. The values accorded to task analysis is often low. Even when
designers are skilled
in performing task analysis, time constraints prevent them from
undertaking any kind of
analysis. Project managers do not perceive the need or
importance of adequately articulat-
ing tasks, preferring to begin development in order to make the
process more efficient. We
have seen too many elaborately packaged task analyses that
clearly indicated an inadequate
understanding of the cognitive and performance requirements of
the task. Again, if you are
unable to articulate how you expect learners to think and
perform, how can you believe that
you can design effective instruction?
Task analyses is uncertain. The irony of the ambiguity just
discussed is that task
analysis, as a process, seeks to reduce ambiguity in instruction
by conscientiously defining
the paramcters of any performance or learning situation. Yet,
instructional design is replete
with uncertain knowledge and multiple interpretations. So is
task analysis. Not every as-
pect of human thought and behavior can be identified or
98. articulated. How can we reconcile
this discrepancy? We cannot, so live with it. That is the nature
of the design process.
If we attempted to eliminate all ambiguity in the task analysis,
we would have to
over-proceduralize a complex set of decisions - to develop a
cookbook of task analysis.
To develop recipes for task analysis would treat the vast variety
of instructional problems
the same. Although instructional design is not an art, McCombs
(1986) claims that the
success of the design process is largely dependent upon the
reasoning ability of the de-
signer. Instructional designers, including task analysts, need to
be able to "think on their
feet" in order to make effective decisions. Instructional design
is a problem solving proc-
ess, not a procedure. As part of this problem solving process,
task analysis helps to iden-
tify and structure what must be learned. Task analysis, we
assume, is most effective when
the right techniques and tools are carefully selected and applied
by intelligent and well in-
formed designers while solving instructional problems.
99. Designers need to be informed
about what task analysis procedures are available and given
guidelines for selecting and
using them. That is the purpose of this book.
Different contexts demand different task analysis methods; one
size do es
not fit all. Again, instructional designers too often leam only
one or two methods for
performing task analysis and thereafter try to force-fit all
learning situations into those
methods, often without success. As we said before, different
instructional goals and con-
tents require different approaches to deigning instruction,
including task analysis. First,
you need to decide what kind of analysis to perform Gob
analysis, learning analysis, cog-
nitive, activity, or subject matter analysis) and to learn how to
select the appropriate
method. There are many methods for performing each. Then,
you must decide which of
the many methods will produce the most appropriate outcomes
for the given context. Each
method for performing task analysis yields a different outcome
that will result in a different
100. kind of instruction. It is important to keep in mind the goal of
all forms of instructional task
analysis - producing better instruction.
We are not suggesting that designers become skilled in every
method described in
this book. Rather, we believe that it is important that
instructional designers learn to per-
form a variety of task analysis approaches Gob, learning,
cognitive, activity, and subject
matter) and investigate specific methods once a decision about
the kind of desired instruc-
tion a has been made. This book is designed as a handbook in
order to facilitate that proc-
ess - to provide just-in-time instruction on how to perform a
variety of task analysis
methods for the purpose of designing different kinds of
instruction. So, let's begin with
definitions.
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103. 6 Task Analysis Processes
Task Analysis: A Description
Task analysis has many definitions, depending on the purpose
for conducting it, the con-
text in which it is performed, and the performers involved.
Definitions of task analysis
range in clarity from "the breakdown of performance into
detailed levels of specificity" to
"front-end analysis, description of mastery performance and
criteria, breakdown of job
tasks into steps, and the consideration of the potential worth of
solving performance prob-
lems" (Harless, 1979, p.7). Task analysis means many things
because it is a complex
process.
There are several purposes for conducting task analysis. Task
analysis is used ex-
tensively in developing job descriptions (job analysis). While
the time-motion studies used
104. to decompose jobs into assembly-line activities are no longer
prevalent, employers still
systematically analyze the jobs that are performed in their
organizations in order to integrate
workers' efforts more efficiently, especially in the military.
Task analysis is used exten-
sively in designing human-computer interactions. Designing
software interfaces requires
detailed analysis of users' needs and actions. Finally, task
analysis is used extensively in
designing different forms of instruction, including performance
support, direct instruction,
and open-ended learning environments. This final application of
task analysis is the focus
of this book.
In this book, we describe five general classes or kinds of task
analysis that have
emerged: job or performance analysis, learning analysis,
cognitive task analysis, content or
subject matter analysis, and a new class of analysis, activity-
based methods (see FIG. 1.1).
Not only do these approaches involve different procedures for
fulfilling the purposes of
task analysis, they also make different assumptions about how
105. people learn and so provide
different recommendations for how they should be instructed.
They also delineate the ma-
jor parts of this book (see Table of Contents).
FIG. 1.1. Domain of task analysis
Activity
Analysis
Cognitive
Task
Analysis
Learning
Analysis
Subject
Matter/
Content
Analysis
Job/
Procedural
Analysis
108. se
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What is Task Analysis? 7
Job analysis is a broad category of processes that evolved from
the industrial revo-
lution. Industrialization brought about a reduction of jobs into
elemental tasks that are per-
formed by individuals in isolation. Industrial engineers used
time-motion study techniques
to reduce jobs to their simplest activities so that they could be
learned quicker and per-
formed more reliably. This approach produced a variety of job
oriented task analysis tech-
niques that were intended to describe the elemental behaviors
involved in performing a job.
Job analysis techniques (Part II) evolved as a planning tool for
technical training. Although
109. the trend injob design is to add complexity and constructive
components to many industrial
jobs, the same techniques can be used to describe those
procedures.
Throughout the 1950s and 1960s, subject matter analysis
evolved as the dominant
curriculum planning tool in education. Bruner and his disciples
focused on the structure of
the discipline in order to plan curricula. This entailed analyzing
subject matter content for
its constructs and more importantly for how those constructs
were related. The structure of
subject matter became the focus of instruction. Subject matter
remains a popular method
for structuring instruction. Several methods are described in
this book for performing
subject matter analysis (Part VI) .
The revolution in learning psychology in the 1960s focused the
attention of design-
ers on the way learners were processing information as they
performed tasks. Techniques
such as learning hierarchy analysis and information processing
and path analysis were de-
110. veloped as part of this movement. Later, when learning
psychology assumed a more cog-
nitive psychological basis, methods for conducting cognitive
task analysis (Part IV)
emerged. The growth of cognitive task analysis methods was
fueled by military efforts in
designing intelligent tutoring systems. The human-computer-
interaction research commu-
nity contributed to the movement as well, albeit to a much
lesser extent. Cognitive task
analysis is a distinct enough kind of learning analysis with
different enough assumptions
and methods for other leaming analysis methods, so we have
included their chapters in a
separate part of the book.
More recently, anthropological mcthods have been applied to
analyzing the learning
process, ushering in situated and everyday conceptions of the
human activity, only some of
which are briefly described in this book. These activity analysis
approaches (Part V) ana-
lyze how people perform in natural, everyday settings. They
attempt to document how
humans act and the social and contextual values that affect that
111. activity.
Each of these general approaches to task analysis focuses on a
different aspects of
the job or task being learned. Job analysis focuses on the
behaviors engaged in by the per-
former. Content analysis examines the concepts and
relationships of the subject matter.
Learning analysis approaches focus on the cognitive activities
required to efficiently learn.
Activity analysis examines human activity and understanding in
context. Cognitive task
analysis focuses on the performances and their associated
knowledge states. Each ap-
proach entails a different set of assumptions about how learner
acquire skills and knowl-
edge and how they ought to be instructed. Each of these
approaches are represented by a
variety of techniques that we describe in each section of this
book.
Task Analysis for Instructional Design
Within the ADDIE Model instructional designers perform many
different kinds of analysis,
112. including needs analysis, task analysis, learner analysis, and
context or environmental
analysis. All of these forms of analysis are intended to define
the requirements and pa-
rameters of the learning situation - who the learners are, what
they need to know, how
they should perform, what skills they need to develop, and how
the context may affect the
design and learning processes.
Task analysis is most often confused with needs assessment.
Why? Sometimes
task analysis (or job analysis) is considered a type or part of
needs assessment (Rossett,
1987), while others (Kaufman, 1977, 1986) distinguish between
needs analysis
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115. 8 Task Analysis Processes
(prioritizing needs and determining their training and non-
training solutions) and needs as-
sessment that generates the needs for analysis . Also, task
analysis and needs assessment
use the same knowledge elicitation tools (see Part VII) and
frequently the same or similar
techniques to produce the same or similar results. In many
respects, needs analysis mirrors
task analysis. However, there are two basic differences between
task analysis and needs
analysis: purpose or function and sequence.
The purpose of needs analysis is to determine if learning is a
solution to an identi-
fied need, and if so, how serious the learning need is. The result
is a prioritized inventory
of learning goals. Essentially, needs assessment is the data
gathering and decision-making
process that instructional designers go through to determine the
goals of any instructional
system. Needs analysis identifies the present capability of
prospective learners or trainees,
the desired outcomes, and the discrepancies between those
116. (Kaufman & English, 1979).
Task analysis, on the other hand, determines what must be
learned to achieve those
goals. So, starting with a statement of learning goals, task
analysis is used to determine
what actually gets taught or trained. It analyzes the learning
situation for the purpose of
making instructional design decisions. Its major function is
organizing tasks and task com-
ponents, as well as sequencing them.
Needs analysis first determines that an instructional need exists;
task analysis ana-
lyzes that need for the purpose of developing the instruction and
assessment. In cases
where a needs analysis is not conducted, when training goals are
mandated or already es-
tablished, then the analysis process usually begins with task
analysis.
Task Analysis Functions
Much of the confusion about task analysis that frustrates
inexperienced instructional de-
117. signers results from a lack of agreement about what the process
of task analysis involves.
What exactly do designers do when they conduct a task
analysis? That varies greatly be-
tween situations and contexts. In some contexts, task analysis is
limited to developing an
inventory of steps routinely performed on a job. In others, task
analysis may include all of
the instructional design procedures prior to determining
instructional strategies. Hersch-
back (1976) described task inventory, description and analysis
as the fundamental activi-
ties. According to Romiszowski (1981), task analysis
procedures pervade different levels
of instructional design. At the course level, task analysis
defines overall objectives. At the
lesson level, objectives are refined and sequenced, and entry
level requirements are speci-
fied by task analysis. At the instructional event level, the
detailed behaviors are classified.
And at the learning step level, task statements are elaborated
on, as individual steps in the
task are identified. Each step of this top-down, macro-to-micro
instructional design proc-
ess is heavily dependent on task analysis.
118. Task analysis occurs in two separate phases. The task
description phase consisted
of identifying, refining and ordering tasks. The instructional
phase consists of the proc-
esses of (a) specifying goals, needs, and objectives; (b)
developing analysis tools (such as
taxonomies and learning hierarchies); and finally (c) identifying
outcome specifications
(such as product descriptions and training considerations).
There is considerable disparity
among instructional development models in terms of the
components each includes as part
of the task analysis process.
Next, we perform a simple task analysis of the task analysis
process. We believe
that task analysis consists of five distinct functions:
• Inventorying tasks
• Selecting tasks
• Decomposing tasks
• Sequencing tasks and task components
• Classifying learning outcomes
121. rv
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.
What is Task Analysis? 9
These are functional descriptions of what designers do while
performing task analysis.
The task analysis process, as performed in different settings,
may involve some or all of
these functions. The combination of functions that are
performed depends upon the context
or situation in which instruction is being designed. Likewise,
each function may be ac-
complished by using the different techniques that we describe in
this book. Just as the
function being performed constrains the technique, each
technique constrains each func-
tion. So we must exercise care in selecting a procedure for
accomplishing each of the task
analysis functions. But first, let us describe the task analysis
122. functions.
Inventorying Tasks and Content
The task inventory involves a process of identifying or, in some
cases, generating a list of
the relevant tasks that should be considered for instructional
development. This inventory
may result from a variety of processes, such as job analysis,
concept hierarchy analysis,
needs assessment procedures, and so on. How we arrive at the
list of topics or tasks to be
included in our system depends on the instructional context, the
sociocultural context, the
audience we are training/educating, and the organizational
context and the goal orientation
of the educational system (Tessmer & Richey, 1997). The
inventory function of task analy-
sis (discussed earlier) frequently functions similarly to
determining optimals in needs as-
sessment (Rossett, 1987).
JOB
Inventotng Tasks
123. TASK
Descr;lng Tasks
ACTIONS
FIG. 1.2. Task analysis and outcomes.
Selecting Tasks for Analysis
Some instructional development models, especially those in the
military, include a separate
procedure for selecting from the task inventory those tasks for
which training should be
developed. Since it is impossible to train every person on every
task to a level of profi-
ciency that might be required by the job, developers often must
select certain tasks for
training that are feasible and appropriate. According to Tracey,
Flynn, and Legere (1966),
tasks that are feasible and appropriate for on-the-job, school,
and follow-up training should
be selected. This selection process may also result from a
consideration of various con-
124. textual constraints, such as available time and resources, and so
on (Tessmer & Richey,
1997). In order to select tasks for training, developers need to
rank or assign priorities to
their training objectives. Task selection is also performed to
avoid instructing or training
students on material they already know. Thus, those tasks that
have already been acquired
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10 Task Analysis Processes
are eliminated from the list of training objectives. As illustrated
in Figure 1.3, task selec-
tion normally follows the task inventory. It is not part of most
task analysis methods.
Rather it is part of the process of planning for task analysis and
so is described in Chapter 2
127. in this first part of the book. There is no sense in describing or
further elaborating tasks that
learners do not need to know or which the organization cannot
begin to train or assess.
The result of the task selection is the final list of training
objectives. In many design mod-
els, selection is an implicit function, not one that is performed
systematically. Having se-
lected tasks for development, they need to be described and
later sequenced.
Select Task
Analysis
Method
Chapter 2
Inventory
Tasks
Select
Tasks
Chapter 3
129. Chapter 4
Task description is the process of identifying and describing the
components of the tasks,
goals, or objectives identified in the inventory. Task
descriptions may include listing: (a)
the tasks included in performing a job, (b) the knowledge
required to performs a task, or
(c) the enabling objectives for a terminal objective. The exact
motive for performing the
task description function depends upon the nature of the
information provided in the in-
ventory. Task description always involves an elaboration of the
tasks/goals stated in the
inventory to a greater degree of specificity or detail. The
emphasis here is thoroughness-
ensuring that important instructional components are not
excluded. This, in fact, is a pri-
mary rationale for conducting the task analysis process.
Sequencing Tasks, Learning, and Content
Task sequencing is often implied by the inventory and
description. However, the task se-
quence is more than a simple description of the sequence in
130. which the task is performed. It
indicates the sequence in which the instruction should occur.
Frequently, the sequence for
performing the task implies an appropriate instructional
sequence. For example, in training
employees to perform certain jobs, the most appropriate
sequence of tasks may be the one
that models the job. However, the task performance sequence
does not always imply the
instructional sequence. The instructional sequence may also be
determined by the content
analysis or learning analysis processes or by the design model
being used. For instance,
elaboration theory (Reigeluth & Stein, 1983) prescribes a
specific top-down, general-to-
specific conceptual sequence for presenting material. According
to other taxonomies of
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133. What is Task Analysis? 11
learning, the lowest levels of skills are taught first. Other
methods suggest a procedural
sequence identified in a flowchart form while other approaches,
such as situated learning,
prescribe a more concurrent learning of tasks and their
subordinates, so the sequence is
more simultaneous. The sequence that is recommended by any
method depends on the as-
sumptions that it makes about learning, which vary
considerably.
Classifying Learning Outcomes
The final function in the task analysis process is where the
performance and knowledge
states required of learners are classified as to the kind of
learning outcome required. What
kind of information processing, cognitive activity, or physical
performance is required to
accomplish the task being analyzed? This usually takes the form
of classifying the task
statement using various learning taxonomies. Beginning with
134. the lowest level or most fun-
damental forms of behavior (reflexes), they describe
increasingly more complex mental re-
sponses or behavior (evaluation, problem solving, or strategies).
The purpose of classify-
ing learning varies with different instructional design models.
Normally, however, taxo-
nomic classification of tasks has at least three functions.
Classifying learning tasks helps to
ensure that there is (a) congruity between the tasks and the
assessment; (b) congruity be-
tween the task and the instructional methods (especially
practice) that support learning the
task; and (c) prerequisite sequencing (not requiring more
complex task performances prior
to learning simpler, prerequisite skills and knowledge).
Classifying learning outcomes pervades the task analysis
process. That is, it is per-
formed throughout the process. The classes of learning
outcomes mayor may not be spe-
cific to the kind of task analysis being performed, but since it is
a requirement of virtually
all forms of task analysis, it is described in Chapter 3 in this
first part of the book.
135. Objectives: The Outcome of Task Analysis
Another component of the task analysis process that could
arguably be included in the list
of functions is the writing of behavioral, instructional, learning,
or performance objectives.
They are the most common component of all instructional
development models (Andrews
& Goodson, 1980). However, objectives are not a process; they
are an important product
of the task analysis process. Learning objectives may result
from task analysis or from
some other process, such as needs assessment. Kaufman (1986)
claims that needs as-
sessment is the birthplace of objectives, that is, objectives are
often determined by needs
assessment prior to the instructional developer being consulted.
However, task analysis
also is frequently responsible for identifying the learning
objectives that guide instruction.
as well as the standards and conditions that should be specified
in the objective. Task
analysis may start with objectives, or task analysis may produce
objectives, but objectives