BSBHRM513 Manage workforce planning
Learner Instructions 2
(Implement actions in support of workforce planning)Submission details
Students Name
Student ID
Group
Assessor’s Name
Assessment Date/s
The assessment task is due on the date specified by your assessor. Any variations to this arrangement must be approved in writing by your assessor.
Submit this document with any required evidence attached. See specifications below for details.Performance objective
This task requires you to demonstrate skills and knowledge necessary to implement initiatives to support workforce planning.Assessment description
Using the workforce planning report you developed in Assessment Task 1, you will develop a staffing action plan to implement long-term strategies. You will then partially implement the communication strategy developed in Assessment Task 1 to support workforce planning objectives and facilitate organisational change.
Workforce planning report
Communications strategy
Risk management and contingency plan
Assessment Task 1
Staffing action plan
Workforce planning presentation
Assessment Task 2
Organisational climate survey
Evaluation
report
Assessment Task 3
Procedure
1. Review the JKL simulated business documents provided by your assessor and the scenario below.
You are an HR consultant contracted by JKL to review workforce planning, implement activities to manage workforce planning, and evaluate workforce planning effectiveness.
The broad recommendations proposed in your report to JKL management have been accepted in principle. You now need to plan the implementation of your proposed strategies over the current financial year, 2014–15.
You will implement part of your communication plan by presenting and explaining your implementation plan to senior management to gain their acceptance and support.
It is now the beginning of Quarter 2 FY 2014–15. You will need to plan and schedule activities to implement your management strategies for workforce planning over the next six months.
2. Review the staffing information in Appendix 1 for FY 2014–15.
3. Applying strategies developed in Assessment Task 1 (and documented in a report, communication strategy and contingency plan) and using the template provided in Appendix 2, prepare a staffing plan for FY 2014–15.
a. Ensure your plan includes implementation of strategies for:
i. recruitment and sourcing skilled labour
ii. retention of skilled labour
iii. promoting diversity
iv. succession planning
v. ensuring the workplace exemplifies and is promoted as an Employer of Choice.
Note: Your staffing plan will need to be more detailed and specific than your description of overall strategies in your report in Assessment Task 1. For example, if your overall, long-term retention strategies include promotion from within, you will need to show how this will be implemented in the current period to meet staffing needs, specify who will be responsible, what resources may be required, dates, specific actions to prom.
HCM 490 Final Project Rubric
Overview
The final project for this course is the creation of a Strategic Plan Presentation and Professional Reflection. The healthcare industry is constantly changing and
healthcare professionals should be prepared for the challenge. As the final stop in your journey toward your Bachelor of Science in Healthcare Administration,
you will integrate the knowledge and skills you have developed in previous coursework and over the duration of the term into a Capstone Assessment. Your
assessment will consist of two components that will allow you to evidence knowledge, skills, abilities, and dispositional growth you have experienced during your
program.
In the first component, you will select an existing healthcare organization that fits one of the following areas of opportunity and develop a comprehensive
strategic plan for this change.
1. Option 1: Organization is Offering a New Service – Create a strategic plan that will guide the organization in bringing to fruition a new service, such as
offering portable MRIs, starting a new urgent care clinic, opening a new outpatient surgery center, etc.
2. Option 2: Organization is Expanding an Existing Service Area – Create a strategic plan that will guide the organization in expanding an existing service
to an underserved population that needs attention in this area. Examples include: population that has limited access to primary care services,
population-to-provider ratio indicating a shortage, groups of persons who face economic, cultural, or linguistic barriers to healthcare in the local area
and reside in a specific geographic area, and so on
The second component of your Capstone assessment is a professional reflection, in which you will reflect upon your capstone, program, and professional
experiences and draw connections and inferences about your growth, ethical practice, and professional goals.
Evaluation of Capstone
This capstone will be assessed somewhat differently than other courses you have taken online at SNHU. There are two (2) separate components which will be
submitted at different times during the course; however, they all operate together to comprise the whole capstone experience and are not assessed separately.
You will be evaluated on both as a unit in determining whether you have demonstrated proficiency in each outcome. Your instructor will guide you through this
process, keeping a running narrative of your strengths and weaknesses in relation to the outcomes as you progress through the class. You must demonstrate
proficiency in all six (6) outcomes to pass this capstone course. Your work is expected to meet the highest professional standards.
The project is divided into five milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules One, Two, Three, Four, and Five. The final product will be submitted i ...
Unit 1 Module 1 - Overview of LASAsOverview of LASAsT.docxmarilucorr
Unit 1: Module 1 - Overview of LASAs
Overview of LASAs
The strategy audit is a comprehensive analysis of the company’s business strategy and operating performance, and culminates in a series of recommendations for improving your company’s performance based on the findings and conclusions of your analysis. It involves assessing the actual direction of a business and comparing that course to the direction required to succeed in a changing environment. A company's actual direction is the sum of what it does and does not do, how well the organization is internally aligned to support the strategy, and how viable the strategy is when compared to external market, competitor, and financial realities. These two categories—the internal assessment and the external or environmental assessment—make up the major elements of a strategy audit.
Throughout this capstone course, you will work on a strategy audit for a selected organization. This will provide a summative learning experience that allows you to demonstrate your understanding of most of the MBA program learning outcomes and concepts in the various courses within the program. You will write this report as though you are a consultant to your selected company and are addressing the executive officers of this company. In each module, you will collect and analyze data in producing your report, but your final product will be condensed and focus on presenting your analysis findings and conclusions. You will submit two parts of a course project related to the strategy audit. You will submit these two parts in Modules 3 and 5.
Here is a list of tasks you will complete for your course project.
M1: Assignment 3—Market Position Analysis: You will assess the product portfolio of your selected organization by analyzing its value proposition, market position, and competitive advantage. You will identify the business unit of your company and the product(s) and service(s) you will focus on in this report. To gain a better understanding of these factors you will conduct at least one interview with a mid-level or senior manager.
M2: Assignment 2—External Environmental Scan: You will conduct a comprehensive external environment scan of your business unit along with a five forces analysis. Your analysis will incorporate any key customer-related factors and trends. You will use this information for a strengths, weaknesses, opportunities, and threats (SWOT) analysis in Module 4.
M3: Assignment 2—LASA 1: Preliminary Strategy Audit: This is where you submit the first part of your course project assignment. You will develop a preliminary strategy audit, in which you will include an analysis of the company’s value proposition, market position, competitive advantage, and an external environmental scan/five forces analysis. You will also identify the 5–7 most important strategic issues facing the organization or business unit and include a preliminary set of recommended tactics for improving your company’s strategic align ...
An operational plan (OP) provides the details for implementing a business plan on an annual basis, breaking down strategic goals into smaller, more manageable projects. An OP defines goals, plans activities, organizes resources, staffs roles, provides leadership, and monitors progress. It assesses human and financial capacity needs, identifies risks and mitigation strategies, and estimates the project lifespan and sustainability. Developing an effective OP requires collaboration across teams to design objectives, strategies, actions, timelines, and key performance indicators to advance organizational priorities. Regular monitoring of the OP allows for evaluation of progress and adjustment of plans over time to optimize results.
The document provides instructions for students to submit their final 20-25 page capstone project synthesizing all previous assessments in their MSN program. Students are instructed to include an abstract, introduction, and revisions of previous sections incorporating feedback. The submission will be evaluated on program outcomes including leading organizational change, evaluating evidence, applying quality improvement, designing patient-centered care, integrating interprofessional collaboration, evaluating technologies, and defending health policy.
BSBMGT517 Manage operational planPart C– Project Managing an op.docxAASTHA76
BSBMGT517 Manage operational plan
Part C– Project: Managing an operational plan at work
Purpose - You will demonstrate your skills and knowledge by completing a project in your workplace.
Task overview and instructions to the candidate-
Using a proposed operational activity or business plan item from your workplace, complete these tasks.
1. Undertake some research to determine the resources that will be required to manage and implement this item as an operational plan. Your research should be presented as a report and based around a series of research questions that need to be addressed in order to set up the operational plan. Your report on this item should list each of your research questions, your sources and your findings. It is important that your questions address relevant items in your organisation’s mission statement and its business plan objectives.
2. Convert your research and analysis into a detailed operational plan.
3. Prepare a detailed consultation plan that will outline the processes and people who will need to be consulted for this operational plan.
4. Establish a set of key performance indicators (KPIs) that will assist in monitoring the implementation of the operational plan.
5. Prepare contingency plans for three possible risks that could occur during the implementation of the operational plan.
6. Prepare a briefing document on the operational plan to present to senior managers. The briefing document should contain the following: •Recommendations of preferred options with supporting arguments •Reference to the sources of specialist advice that contributed to these recommendations •Recommendations of processes to use in the operational plan that align with other policies and procedures of your organisation
7.Prepare a short briefing document that outlines the intellectual property issues that may be associated with the implementation of the operational plan.
8. Prepare a briefing document for work teams that explains your operational plan and outlines how it will be implemented in the set time line. The briefing document also needs to: •outline the aspects of the operational plan that will need to be implemented for a specific work group •if applicable, include a strategy to utilise existing staff once the operational plan has been implemented •contain a WHS risk assessment and legislative review of the issues associated with implementing the operational plan
9. Use the KPIs developed in task 4 to develop a monitoring process for the implementation of the operational plan. The monitoring process should include the following: •A breakdown of the overall plan into tasks •Time lines and responsibilities assigned for each task •A budget allocation to appropriate tasks •A mechanism to quantitatively analyse the level of completion of each task
10. Prepare a budget for the operational plan.
11. Use the monitoring process from task 9 to prepare a review of the operational plan’s implementation progress at a particular point of time. Thi ...
Semester 2, 2015 BUSM3200 Assignment 1 Guide 1 How we .docxlesleyryder69361
Semester 2, 2015 BUSM3200 Assignment 1 Guide
1
How we deliberately design your assessment to not
only be a test of what you know, but to also build
lifelong learning skills.
Assessment in this course refers directly to the Australian Qualifications
Framework (Level 7) learning outcomes criteria for Bachelor Degrees. These criteria
are expressed as Knowledge, Skills and Applications:
Knowledge: Graduates of a Bachelor Degree will have a broad and coherent body of
knowledge, with depth in the underlying principles and concepts in one or more disciplines as
a basis for independent lifelong learning
Skills: Graduates of a Bachelor Degree will have:
• cognitive skills to review, critically, analyse, consolidate and synthesise knowledge
• cognitive and technical skills to demonstrate a broad understanding of knowledge
with depth in some areas
• cognitive and creative skills to exercise critical thinking and judgement in
identifying and solving problems with intellectual independence
• communication skills to present a clear, coherent and independent exposition of
knowledge and ideas
Application: Graduates of a Bachelor Degree will demonstrate the application of
knowledge and skills:
• with initiative and judgement in planning, problem solving and decision making in
professional practice and/or scholarship
• to adapt knowledge and skills in diverse contexts
• with responsibility and accountability for own learning and professional practice
and in collaboration with others within broad parameters
These learning outcomes are, of course, for your whole Bachelor’s Degree and
as such we are not required in this specific course to address all of them - some of
these learning outcomes will have been addressed in other courses you have
undertaken as part of your degree.
This course uses a case study approach to learning and assessment. This
case study is ‘live’ in that it consists of working with an existing organisation in real-
time. You will be engaged in the case over a whole semester within which time you
are required to;
• undertake an analysis of the organisation and its operating environment(s)
• determine what you believe to be the current strategy of the organisation using
established frameworks
Your assessment will involve you designing and publishing a report for use by
managers as the basis for their ongoing strategy. This is a real-life organisation
with a real-life need.
Semester 2, 2015 BUSM3200 Assignment 1 Guide
2
Your assessment pieces have been designed to give you the best possible
opportunity to help Singapore Post to survive and thrive into the future. The skills that
you will be developing include:
• cognitive conceptualisation skills
• critical thinking and analysis skills
• creative application skills.
All these are valuable skills you will need in future employment. How well you are
able to demonstrate mastery of these skills will impact not onl.
MBA Capstone Project GuidelinesThroughout your MBA program.docxARIV4
MBA Capstone Project Guidelines
Throughout your MBA program, you have worked to develop as a practitioner-scholar to meet the needs and future challenges as a business leader. Your program culminates in the capstone project, which forms the primary focus of MBA6900, the final course you will take in the program. The capstone project is intended to provide you the opportunity to demonstrate your MBA program outcomes by:
· Planning and executing the strategic and tactical elements of a comprehensive project.
· Integrating and demonstrating skills and techniques you have learned throughout the MBA program.
· Communicating project outcomes both in written form and in a formal presentation.
· Completing your MBA program with an experience that reinforces and integrates the components that have preceded it.
The following information outlines the requirements and work associated with the capstone project for MBA6028 and MBA6900.
Capstone Project Examples
Examples of project types that might be proposed to meet these requirements include but are not limited to:
· Preparation of a strategic plan for an organization.
· A strategic analysis of all or a selected part of an organization.
· Development of a case study of all or a selected part of an organization.
· Development of an intervention, such as a workshop or training activity, that is broad- based enough to demonstrate the program-level outcomes.
· Development of a consulting report on a problematic issue within an organization, provided that the issue is broad-based enough to demonstrate program-level outcomes.
You may propose other structures for the capstone project so long as you are able to identify how the proposed project satisfies the requirement of demonstrating the program-level outcomes. When choosing your topic, keep in mind that your capstone project must result in recommendations, next steps, or some other type of actionable, evidence-based take-aways for the reader or subject of the project.
Capstone Project Requirements
The capstone course project must demonstrate your achievement of the MBA program outcomes. The following table is taken from the proficient column of the final capstone grading rubric. It outlines the expectations for demonstrating each program outcome.
Program Outcome:
Proficient Column:
1. Apply foundational knowledge and an understanding of business systems,
processes, and technology within and across core disciplines.
Applies foundational knowledge (theories, models, and practices) and an understanding of core business systems, processes, and technology within and across core disciplines.
2. Integrate information across disciplines and from differing
perspectives.
Integrates most relevant supportive and conflicting information (data, insights, best
practices) across disciplines from differing primary functional perspectives individually
and holistically.
3. Think critically and analytically to
provide evidence-based solutions to business challen ...
EXPANSION FOR SENTARA NORFOLK GENERAL EXPANDING THE.docxwrite4
Sentara Norfolk General Hospital aims to expand its emergency department to meet growing demand. A strategic plan will assess the impact, provide an implementation plan, and establish communication and evaluation strategies.
The plan will use a SWOT analysis to assess the project's impact on internal and external factors. It will determine resources, costs, and financial benefits needed. Goals and milestones will track progress, and stakeholder satisfaction will be evaluated. The communication plan will keep people informed of results and progress through implementation. The strategic plan outlines the assessment, implementation, communication, and evaluation required for the expansion project's success.
HCM 490 Final Project Rubric
Overview
The final project for this course is the creation of a Strategic Plan Presentation and Professional Reflection. The healthcare industry is constantly changing and
healthcare professionals should be prepared for the challenge. As the final stop in your journey toward your Bachelor of Science in Healthcare Administration,
you will integrate the knowledge and skills you have developed in previous coursework and over the duration of the term into a Capstone Assessment. Your
assessment will consist of two components that will allow you to evidence knowledge, skills, abilities, and dispositional growth you have experienced during your
program.
In the first component, you will select an existing healthcare organization that fits one of the following areas of opportunity and develop a comprehensive
strategic plan for this change.
1. Option 1: Organization is Offering a New Service – Create a strategic plan that will guide the organization in bringing to fruition a new service, such as
offering portable MRIs, starting a new urgent care clinic, opening a new outpatient surgery center, etc.
2. Option 2: Organization is Expanding an Existing Service Area – Create a strategic plan that will guide the organization in expanding an existing service
to an underserved population that needs attention in this area. Examples include: population that has limited access to primary care services,
population-to-provider ratio indicating a shortage, groups of persons who face economic, cultural, or linguistic barriers to healthcare in the local area
and reside in a specific geographic area, and so on
The second component of your Capstone assessment is a professional reflection, in which you will reflect upon your capstone, program, and professional
experiences and draw connections and inferences about your growth, ethical practice, and professional goals.
Evaluation of Capstone
This capstone will be assessed somewhat differently than other courses you have taken online at SNHU. There are two (2) separate components which will be
submitted at different times during the course; however, they all operate together to comprise the whole capstone experience and are not assessed separately.
You will be evaluated on both as a unit in determining whether you have demonstrated proficiency in each outcome. Your instructor will guide you through this
process, keeping a running narrative of your strengths and weaknesses in relation to the outcomes as you progress through the class. You must demonstrate
proficiency in all six (6) outcomes to pass this capstone course. Your work is expected to meet the highest professional standards.
The project is divided into five milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules One, Two, Three, Four, and Five. The final product will be submitted i ...
Unit 1 Module 1 - Overview of LASAsOverview of LASAsT.docxmarilucorr
Unit 1: Module 1 - Overview of LASAs
Overview of LASAs
The strategy audit is a comprehensive analysis of the company’s business strategy and operating performance, and culminates in a series of recommendations for improving your company’s performance based on the findings and conclusions of your analysis. It involves assessing the actual direction of a business and comparing that course to the direction required to succeed in a changing environment. A company's actual direction is the sum of what it does and does not do, how well the organization is internally aligned to support the strategy, and how viable the strategy is when compared to external market, competitor, and financial realities. These two categories—the internal assessment and the external or environmental assessment—make up the major elements of a strategy audit.
Throughout this capstone course, you will work on a strategy audit for a selected organization. This will provide a summative learning experience that allows you to demonstrate your understanding of most of the MBA program learning outcomes and concepts in the various courses within the program. You will write this report as though you are a consultant to your selected company and are addressing the executive officers of this company. In each module, you will collect and analyze data in producing your report, but your final product will be condensed and focus on presenting your analysis findings and conclusions. You will submit two parts of a course project related to the strategy audit. You will submit these two parts in Modules 3 and 5.
Here is a list of tasks you will complete for your course project.
M1: Assignment 3—Market Position Analysis: You will assess the product portfolio of your selected organization by analyzing its value proposition, market position, and competitive advantage. You will identify the business unit of your company and the product(s) and service(s) you will focus on in this report. To gain a better understanding of these factors you will conduct at least one interview with a mid-level or senior manager.
M2: Assignment 2—External Environmental Scan: You will conduct a comprehensive external environment scan of your business unit along with a five forces analysis. Your analysis will incorporate any key customer-related factors and trends. You will use this information for a strengths, weaknesses, opportunities, and threats (SWOT) analysis in Module 4.
M3: Assignment 2—LASA 1: Preliminary Strategy Audit: This is where you submit the first part of your course project assignment. You will develop a preliminary strategy audit, in which you will include an analysis of the company’s value proposition, market position, competitive advantage, and an external environmental scan/five forces analysis. You will also identify the 5–7 most important strategic issues facing the organization or business unit and include a preliminary set of recommended tactics for improving your company’s strategic align ...
An operational plan (OP) provides the details for implementing a business plan on an annual basis, breaking down strategic goals into smaller, more manageable projects. An OP defines goals, plans activities, organizes resources, staffs roles, provides leadership, and monitors progress. It assesses human and financial capacity needs, identifies risks and mitigation strategies, and estimates the project lifespan and sustainability. Developing an effective OP requires collaboration across teams to design objectives, strategies, actions, timelines, and key performance indicators to advance organizational priorities. Regular monitoring of the OP allows for evaluation of progress and adjustment of plans over time to optimize results.
The document provides instructions for students to submit their final 20-25 page capstone project synthesizing all previous assessments in their MSN program. Students are instructed to include an abstract, introduction, and revisions of previous sections incorporating feedback. The submission will be evaluated on program outcomes including leading organizational change, evaluating evidence, applying quality improvement, designing patient-centered care, integrating interprofessional collaboration, evaluating technologies, and defending health policy.
BSBMGT517 Manage operational planPart C– Project Managing an op.docxAASTHA76
BSBMGT517 Manage operational plan
Part C– Project: Managing an operational plan at work
Purpose - You will demonstrate your skills and knowledge by completing a project in your workplace.
Task overview and instructions to the candidate-
Using a proposed operational activity or business plan item from your workplace, complete these tasks.
1. Undertake some research to determine the resources that will be required to manage and implement this item as an operational plan. Your research should be presented as a report and based around a series of research questions that need to be addressed in order to set up the operational plan. Your report on this item should list each of your research questions, your sources and your findings. It is important that your questions address relevant items in your organisation’s mission statement and its business plan objectives.
2. Convert your research and analysis into a detailed operational plan.
3. Prepare a detailed consultation plan that will outline the processes and people who will need to be consulted for this operational plan.
4. Establish a set of key performance indicators (KPIs) that will assist in monitoring the implementation of the operational plan.
5. Prepare contingency plans for three possible risks that could occur during the implementation of the operational plan.
6. Prepare a briefing document on the operational plan to present to senior managers. The briefing document should contain the following: •Recommendations of preferred options with supporting arguments •Reference to the sources of specialist advice that contributed to these recommendations •Recommendations of processes to use in the operational plan that align with other policies and procedures of your organisation
7.Prepare a short briefing document that outlines the intellectual property issues that may be associated with the implementation of the operational plan.
8. Prepare a briefing document for work teams that explains your operational plan and outlines how it will be implemented in the set time line. The briefing document also needs to: •outline the aspects of the operational plan that will need to be implemented for a specific work group •if applicable, include a strategy to utilise existing staff once the operational plan has been implemented •contain a WHS risk assessment and legislative review of the issues associated with implementing the operational plan
9. Use the KPIs developed in task 4 to develop a monitoring process for the implementation of the operational plan. The monitoring process should include the following: •A breakdown of the overall plan into tasks •Time lines and responsibilities assigned for each task •A budget allocation to appropriate tasks •A mechanism to quantitatively analyse the level of completion of each task
10. Prepare a budget for the operational plan.
11. Use the monitoring process from task 9 to prepare a review of the operational plan’s implementation progress at a particular point of time. Thi ...
Semester 2, 2015 BUSM3200 Assignment 1 Guide 1 How we .docxlesleyryder69361
Semester 2, 2015 BUSM3200 Assignment 1 Guide
1
How we deliberately design your assessment to not
only be a test of what you know, but to also build
lifelong learning skills.
Assessment in this course refers directly to the Australian Qualifications
Framework (Level 7) learning outcomes criteria for Bachelor Degrees. These criteria
are expressed as Knowledge, Skills and Applications:
Knowledge: Graduates of a Bachelor Degree will have a broad and coherent body of
knowledge, with depth in the underlying principles and concepts in one or more disciplines as
a basis for independent lifelong learning
Skills: Graduates of a Bachelor Degree will have:
• cognitive skills to review, critically, analyse, consolidate and synthesise knowledge
• cognitive and technical skills to demonstrate a broad understanding of knowledge
with depth in some areas
• cognitive and creative skills to exercise critical thinking and judgement in
identifying and solving problems with intellectual independence
• communication skills to present a clear, coherent and independent exposition of
knowledge and ideas
Application: Graduates of a Bachelor Degree will demonstrate the application of
knowledge and skills:
• with initiative and judgement in planning, problem solving and decision making in
professional practice and/or scholarship
• to adapt knowledge and skills in diverse contexts
• with responsibility and accountability for own learning and professional practice
and in collaboration with others within broad parameters
These learning outcomes are, of course, for your whole Bachelor’s Degree and
as such we are not required in this specific course to address all of them - some of
these learning outcomes will have been addressed in other courses you have
undertaken as part of your degree.
This course uses a case study approach to learning and assessment. This
case study is ‘live’ in that it consists of working with an existing organisation in real-
time. You will be engaged in the case over a whole semester within which time you
are required to;
• undertake an analysis of the organisation and its operating environment(s)
• determine what you believe to be the current strategy of the organisation using
established frameworks
Your assessment will involve you designing and publishing a report for use by
managers as the basis for their ongoing strategy. This is a real-life organisation
with a real-life need.
Semester 2, 2015 BUSM3200 Assignment 1 Guide
2
Your assessment pieces have been designed to give you the best possible
opportunity to help Singapore Post to survive and thrive into the future. The skills that
you will be developing include:
• cognitive conceptualisation skills
• critical thinking and analysis skills
• creative application skills.
All these are valuable skills you will need in future employment. How well you are
able to demonstrate mastery of these skills will impact not onl.
MBA Capstone Project GuidelinesThroughout your MBA program.docxARIV4
MBA Capstone Project Guidelines
Throughout your MBA program, you have worked to develop as a practitioner-scholar to meet the needs and future challenges as a business leader. Your program culminates in the capstone project, which forms the primary focus of MBA6900, the final course you will take in the program. The capstone project is intended to provide you the opportunity to demonstrate your MBA program outcomes by:
· Planning and executing the strategic and tactical elements of a comprehensive project.
· Integrating and demonstrating skills and techniques you have learned throughout the MBA program.
· Communicating project outcomes both in written form and in a formal presentation.
· Completing your MBA program with an experience that reinforces and integrates the components that have preceded it.
The following information outlines the requirements and work associated with the capstone project for MBA6028 and MBA6900.
Capstone Project Examples
Examples of project types that might be proposed to meet these requirements include but are not limited to:
· Preparation of a strategic plan for an organization.
· A strategic analysis of all or a selected part of an organization.
· Development of a case study of all or a selected part of an organization.
· Development of an intervention, such as a workshop or training activity, that is broad- based enough to demonstrate the program-level outcomes.
· Development of a consulting report on a problematic issue within an organization, provided that the issue is broad-based enough to demonstrate program-level outcomes.
You may propose other structures for the capstone project so long as you are able to identify how the proposed project satisfies the requirement of demonstrating the program-level outcomes. When choosing your topic, keep in mind that your capstone project must result in recommendations, next steps, or some other type of actionable, evidence-based take-aways for the reader or subject of the project.
Capstone Project Requirements
The capstone course project must demonstrate your achievement of the MBA program outcomes. The following table is taken from the proficient column of the final capstone grading rubric. It outlines the expectations for demonstrating each program outcome.
Program Outcome:
Proficient Column:
1. Apply foundational knowledge and an understanding of business systems,
processes, and technology within and across core disciplines.
Applies foundational knowledge (theories, models, and practices) and an understanding of core business systems, processes, and technology within and across core disciplines.
2. Integrate information across disciplines and from differing
perspectives.
Integrates most relevant supportive and conflicting information (data, insights, best
practices) across disciplines from differing primary functional perspectives individually
and holistically.
3. Think critically and analytically to
provide evidence-based solutions to business challen ...
EXPANSION FOR SENTARA NORFOLK GENERAL EXPANDING THE.docxwrite4
Sentara Norfolk General Hospital aims to expand its emergency department to meet growing demand. A strategic plan will assess the impact, provide an implementation plan, and establish communication and evaluation strategies.
The plan will use a SWOT analysis to assess the project's impact on internal and external factors. It will determine resources, costs, and financial benefits needed. Goals and milestones will track progress, and stakeholder satisfaction will be evaluated. The communication plan will keep people informed of results and progress through implementation. The strategic plan outlines the assessment, implementation, communication, and evaluation required for the expansion project's success.
Case Study Continued – Week Five You have been perform.docxdrennanmicah
Case Study Continued – Week Five
You have been performing in the role of project manager in support of Ms. Jackson’s vision of creating a
strong and talented project management professional team leading to stronger project execution. Ms.
Jackson has just called you into her office with a few updates:
• ACME has been revisiting their strategy and decided that product development will become a
heavy focus for the organization over the next three years. Due to this product development
focus, she wants to also implement an Agile training program which will specifically focus on
Scrum techniques. Ms. Jackson has asked for you to add it to the scope of the current training
program which was approved when you submitted the business case. She is not familiar with
change management principles so you will have to create a change form and high level change
process that the team will follow. Ms. Jackson is willing to give you an additional $15,000 in
budget but would like this completed in the same timeframe as the initial project request. The
$15,000 is her budget but may not be based upon what the actual costs may be. According to
your research, adding Agile may cost an additional $20,000 and have to be done subsequent to
the initial training program which has already been scheduled.
• In addition, upon a recent review of your risk register with your team, a risk that was identified
as high impact is seemingly turning into an issue. This risk was related to the potential turnover
in training personnel. You have just learned that your top trainer may be leaving the project for
a new opportunity.
• The current forecast of the project indicates that your cost estimate may have been too low.
Current projections indicate that beginning in month five of the project, you may be exceeding
your budget by $10,000 per month.
• Other key indicators:
• Your actual month end scheduling data shows that you are currently performing
according to plan and all tasks are being completed on time.
• Your last staffing report shows very little project team attrition or turnover.
• Early surveys from participants in the training show a high degree of satisfaction.
Changes such as these are not uncommon in the project management profession. Determining
whether the request constitutes a change in scope, schedule, and budget is an integral component of
project management.
Using your business case, project charter and stakeholder analysis, determine how this new
information will impact your project. What type of change process will you be recommended be
implemented?
Assignment Overview:
For this assignment, you will be assessing a proposed change to the scope of the project, proposing an overview of a change management process, drafting a change request form, and discussing how the change will be communicated to the stakeholders inclusive of the sponsor.
Learning Connection:
This assignment.
Project Risk Management - Week 2: Individual Assignment
Overview and Rationale
In order to demonstrate proficiency with the content in this course we will complete a number of different assignments to validate your learning – and allow you to implement relevant practices a real-world setting.
Program Level - Student Learning Outcomes:
Create a risk management plan to determine how both positive and negative risks will be identified, analyzed and managedArticulate the value and benefits of creating an effective approach to planning for project risk managementIdentify project related risks and their drivers by integrating best practices, tools and techniques
Analyze risks using qualitative methods for the purpose of risk exposure and prioritization and communicate their impact to the stakeholdersAnalyze risks using quantitative methods for the purpose of risk exposure and prioritization and communicate their impact to the stakeholdersRecommend risks for risk response planning or watch listDevise a risk response plan based on appropriate techniques and strategies that would meetStakeholders’ expectationsExecute the risk management plan to continuously monitor risks and risk responsesDescribe how organizational and cultural factors may undermine implementation of effective risk management and develop strategies to overcome these factors
Week 2 Learning Objectives
Integrate best practices, tools and techniques to identify project related risks
Perform Stakeholders analysis to identify stakeholders to include in Risk Identification (and how)
Identify Risk identification tools &techniques
Craftqualityriskstatementsthatclarifyriskdrivers,eventsandimpacts
CreateariskregisterthatalignstoRiskManagementPlanandstakeholderneeds
Explain the process of using-Delphi technique, brainstorming, nominal group, affinity diagramming (group creativity) to identify risks
The next step in risk management is identifying the risks that may impact the progress or success of your project. For this assignment, you will begin to populate the risk register and identify the risks that may occur in the project. For this assignment you will complete and submit:
RiskRegisterthatincludesacomprehensivelistofidentifiedrisks.
A minimum (“meets requirements”) of 15 risks should beidentified
Toensuretheriskidentificationincludesthebreadthanddepthnecessaryforsuccess,besuretoincludeatleast2risksfrom:
1 project-level/ businessrisks
2risksperphaseoftheproject(so,iftheprojecthas5phases,thiswouldbetwoperphaseor10risks)
1 project-specific resourcerisks
1 schedule risks (criticalpath)
1 project-specific costrisks
2 implementationrisks
2opportunities
Risk statements must be written in the cause-condition-conclusion format. Additionally, you should identify the risk owner and the trigger event for eachrisk.
For this assignment, do not work to analyze or determine handling actions for the risks – this assignment is to identify the risks only- later weeks will analyze and plan for how to ...
This unit forms part of the following qualification BSB50420 TakishaPeck109
This unit forms part of the following qualification:
BSB50420 Diploma of Leadership and Management
BSB50620 Diploma of Marketing & Communication
BSBPMG430 Undertake project work
Assessment 2
PROJECT
TASK
BSBWRT301 Write simple documents Trainer Guide
Contents
Assessment 2
Introduction 3
Assessment Task 2: Project Portfolio 4
Activities 5
Introduction
The assessment tasks for
BSBPMG430 Undertake project work are outlined in the assessment plan below. These tasks have been designed to help you demonstrate the skills and knowledge that you have learnt during your course.
Please ensure that you read the instructions provided with these tasks carefully. You should also follow the advice provided in the
Business Works Student User Guide. The Student User Guide provides important information for you relating to completing assessment successfully.
Assessment for this unit
BSBPMG430 Undertake project work describes the performance outcomes, skills and knowledge required to This unit describes the skills and knowledge required to undertake a minor project or a section of a larger project. It covers developing a project plan, administering and monitoring the project, finalising the project and reviewing the project to identify lessons learned for application to future projects.
For you to be assessed as competent, you must successfully complete two assessment tasks:
· Assessment Task 1: Knowledge questions – You must answer all questions correctly.
· Assessment Task 2: Project – You must work through a range of activities and complete a project portfolio.
Assessment Task 2: Project Portfolio
Information for students
In this task, you are required to demonstrate your skills and knowledge by working through a number of activities and completing and submitting a project portfolio.
You will need access to:
· a suitable place to complete activities that replicates a business environment including a meeting space and computer and internet access
· your learning resources and other information for reference
·
Project Portfolio template
·
Simulation Pack for this unit.
Ensure that you:
· review the advice to students regarding responding to written tasks in the
Business Works Student User Guide
· comply with the due date for assessment which your assessor will provide
· answer all questions completely and correctly
· submit work which is original and, where necessary, properly referenced
· submit a completed cover sheet with your work
· avoid sharing your answers with other students.
i
Assessment information
Information about how you should complete this assessment can be found in Appendix A of the
Business Works Student User Guide.
Refer to the appendix for information on:
· where this task should be ...
IT Project Management In this course, we only introduce p.docxchristiandean12115
IT Project Management
In this course, we only introduce project management, but the main
concepts are covered. In order to be a good project manager, you
should specialize in this area. Project management certificates are
offered by universities such as UMUC, and there is at least one
recognized certification authority—the Project Management Institute
(PMI). PMI evaluates both your experience as well as your knowledge
before a certification is awarded. So, you can see that project
management cannot really be learned from a book or a class, but from
those combined with experience in the "real world."
A couple of definitions with which you should be familiar are:
• project: a temporary endeavor undertaken to create a unique
product, service, or result
• project management: the application of knowledge, skills,
tools, and techniques to project activities to meet project
requirements
What is the role of a project manager? Is it different for an IT project
manager? A project manager must control the four key variables
associated with any project: time (schedule), resources (human and
financial), scope of work, and quality.
The project manager leads the development of a project plan that
takes all of these into consideration. Frequently, trade-offs are
required. For instance, the budget may be limited, which restricts the
scope of the work and perhaps how many people can work on the
project. Or, the project is needed within a certain time frame, which
may drive up the costs, since more people would have to be hired to
complete the project on time.
When any one of the four variables changes, there is an impact on at
least one (and often more than one) other variable. A strong project
manager pays attention to the project plan and the progress of the
project against the plan, and manages the variables appropriately to
ensure successful completion of the project. Successful completion is
accomplished if the project is delivered on time, stays within the
allocated budget, performs the required functions, and does so
correctly. This role is the same for any project manager, including an
IT project manager.
1
The four variables are interdependent. You cannot change one
without affecting the others. For example,
Decreasing a project's time frame means either increasing the
cost of the project or decreasing the scope of the project to meet
the new deadline.
Increasing a project's scope means either increasing the
project's time frame or increasing the project's cost—or both—
to meet the increased scope changes.
Decreasing a project's resources (either people or money) will
necessitate a reevaluation of the scope and/or the quality. The
scope may need to be reduced to avoid decreasing the quality,
or if the scope must remain unchanged, quality will suffer.
Increasing a project's quality requirements will require more
time and money to incorporate more perfectio.
This document provides an assignment brief for a business decision making course. It outlines four tasks for a written assignment requiring students to research and analyze data to make decisions for a juice bottling company introducing a new product.
Task 1 involves primary research to understand customer preferences. Task 2 is secondary research on the consumer drinks market. Task 3 requires analyzing the data from Tasks 1 and 2 and presenting it in a report. Task 4 develops a product launch plan based on the analysis.
The brief provides grading criteria assessing research methodology, data analysis techniques, presentation of findings, and use of tools to make organizational decisions. Students must meet pass, merit and distinction level criteria for each of the four learning outcomes to achieve the corresponding grades.
ESSAYLINK.NET/ORDER
TASK
A) Read the case study below:
SAR Health Services (SARHS) are part of a multi-national enterprise based in Switzerland. They supply sophisticated diagnostic equipment to hospitals across Europe and have recently entered new marks in Asia. SARHS’s relationship with its customers is based on high trust, high quality products and in Europe on 24/7 servicing. The company employs around 3000 staff, consisting of technicians, production, office staff (sales, marketing, distribution) managers and drivers.
SARHS puts particular emphasis on environmental education through staff training and induction. New staff receive a half-day session on sustainability. In addition, monthly departmental meetings in head office include a ‘green slot’ where updates and activities regarding environmental sustainability are discussed. The organisation also runs an internship, which has proved to be a useful source of ideas regarding green initiatives.
BSBCRT401/.DS_Store
__MACOSX/BSBCRT401/._.DS_Store
BSBCRT401/BSBCRT401 SAG v1.0.docx
Student Assessment Guide
BSBCRT401
Articulate, Present and Debate Ideas
Student Assessment Guide – BSBCRT401 Version 1 – July 2017
Intellectual Property Statement
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· Student Assessment Workbook
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Table of Contents
Assessment Information 1
Assessment Event 1 – Knowledge Questions 2
Question 1 2
Question 2 2
Question 3 2
Question 4 2
Question 5 3
Assessment Event 2: Go Green Simulation 3
Task 1: Analyse ideas for communication to others 3
1.1 List and describe the key facts about the Go Green initiative 3
1.2 Identify positions with the Go Green initiative 3
1.3 Identify ways of communicating Go Green ideas for different purposes and people 3
1.4 List and describe techniques to engage and fascinate others with Go Green ideas 3
1.5 List and describe the skills and attributes required to communicate ideas 4
1.6 Plan the use of digital tools to store and present information 4
Task 2:.
You might find that using analysis tools to analyze internal .docxMargaritoWhitt221
You might find that using analysis tools to analyze internal
and external environments is an effective way of analyzing the
chosen capstone organization. If you need to learn more
about these types of analysis tools, check out the resources
below.
Internal Analysis Tools
• tutor2u. (2016). PESTLE (PEST) analysis
explained [Video]. YouTube. https://www.youtube.com/
watch?v=sP2sDw5waEU
• SmartDraw. (n.d.). SWOT analysis. https://
www.smartdraw.com/swot-analysis/
• SWOT Framework.
External Analysis Tools
• Applying VRIO and PESTLE.
• PESTLE Analysis. (n.d.). What is PESTLE analysis? A
tool for business analysis. http://pestleanalysis.com/what-
is-pestle-analysis/
• Study.com. (n.d.). What is PESTLE analysis? Definition
and examples. https://study.com/academy/lesson/what-
is-pestle-analysis-definition-examples.html
• Management & Finance1 TU Delft. (2016). The five
competitive forces that shape strategy [Video]. YouTube.
https://www.youtube.com/watch?v=mYF2_FBCvXw
Use these resources as you see appropriate:
• Research Guide – MBA
https://www.youtube.com/watch?v=sP2sDw5waEU
https://www.youtube.com/watch?v=sP2sDw5waEU
https://www.youtube.com/watch?v=sP2sDw5waEU
https://www.smartdraw.com/swot-analysis/
http://media.capella.edu/CourseMedia/MBA5006/GuidedPath/SWOTFramework/wrapper.asp
http://media.capella.edu/CourseMedia/MBA5006/GuidedPath/ApplyVRIOandPESTLE/wrapper.asp
http://pestleanalysis.com/what-is-pestle-analysis/
http://pestleanalysis.com/what-is-pestle-analysis/
https://study.com/academy/lesson/what-is-pestle-analysis-definition-examples.html
https://study.com/academy/lesson/what-is-pestle-analysis-definition-examples.html
https://www.youtube.com/watch?v=mYF2_FBCvXw
https://www.youtube.com/watch?v=mYF2_FBCvXw
https://www.youtube.com/watch?v=mYF2_FBCvXw
https://capellauniversity.libguides.com/MBA
• This research guide was custom created to help
MBA learners. If you are feeling a bit lost on where
to start, this would be a good starting point.
• James, N. (2007). Writing at work: How to write clearly,
effectively and professionally. Crows Nest, Australia:
Allen & Unwin.
• Use this as a general writing handbook. For
example, there are chapters on tone, grammar,
punctuation, style, et cetera.
https://capella.skillport.com/skillportfe/custom/login/saml/login.action?courseaction=launch&assetid=_ss_book:25059
https://capella.skillport.com/skillportfe/custom/login/saml/login.action?courseaction=launch&assetid=_ss_book:25059
1
MBA Capstone Project Description
MBA Capstone Project Description
Throughout your MBA program, you have worked to develop as a business professional and
prepare to meet future challenges as a business leader. Your program culminates in the
capstone project, which forms the primary focus of MBA-FPX5910, the final course you will take
in the program. The capstone project is intended to provide you the opportunity to demonstrate
your MBA program outcomes by:
• Planning and executing .
The document describes an experiential learning project for an MT490 course. Students will work in teams on a simulated management consulting project called 490Retail.com. The project aims to help students demonstrate competencies related to the six course outcomes through analysis, synthesis, and evaluation of business topics. As part of the project, student teams will develop business plans and strategies for an online retail store selling a single product using a drop shipment model. The document outlines the requirements and grading rubric for various project deliverables due each week, including situation analyses, SWOT analyses, strategic frameworks, and presentations assessing organizational structure, management, and leadership.
Project Management Methodologies
PPMP20009
Week 10 Lecture
Dr Bernard Wong
[email protected]
1
Assignment 4
Continuous Improvement Plan
Week 12 Friday
Open the course profile to review criteria.
2
Reminder
PPMP20009
Presentation weeks 11 or 12
4
Create your own Deming PDCA cycle relating to the last assignment that you handed in.
Change Management
6
Formulate change
Plan change
Implement change
Manage transition
Sustain change
Take the ‘Act’ segment of the PDCA cycle you created earlier and define the five CM stages.
Formulate change
Plan change
Implement change
Manage transition
Sustain change
Continuous Improvement?
Why are we wanting to improve?
Where are we now?
What are we working with?
If you don’t know where you are going, any road will get you there.
Cheshire Cat
(Alice in Wonderland)
There are a number of things to consider when deciding what level of maturity to aim for.
Why are you wanting to increase your level of maturity in this space?
-Some might be wanting to do it simply as a continuous improvement strategy.
Some may be having issues with the performance of their program and project delivery or portfolio investment returns
Others may need it to be competitive in a market that looks at the P3M3 levels of organisations in the tendering process
Others may be required to undergo a mandatory audit – as did the Qld Govt in 2012.
One organisation that I have spoken with has noted that their environment has become increasingly fiscally constrained and as such funding is much more competitive. They want to increase certain sections of their maturity, specifically relating to benefits management, business case and blueprint development – so that they can be more competitive in seeking funding for initiatives. So in this case they are not necessarily trying to improve their maturity as a whole, but an aspect of it. In doing this however, it is likely that they will have an increase in maturity in other areas as well.
We need to know where you are now to assist in deciding where you want to go. This is where going through an assessment is essential and I do believe in this being independent. You can self assess but this will always be impacted with bias. You need to baseline.
What are you working with? What is your organisational context? What resources do you have both budget and people? Do you have authentic sponsorship or are your leaders just ticking a mandate off? What’s your organisational culture like, are they open to P3 management or are they likely to see effort to increase maturity as unnecessary overhead?
So when we went through this process we were fortunate to have an authentic sponsor, we had a culture of project and program delivery so the staff understood the value of the practice (and I do say practice rather than methodology – as if you have experienced practitioners, they will argue methodology with you – this is a good thing!). We.
This document discusses the process of combining project management techniques into smooth flowing processes. It outlines the key steps including clarifying objectives, identifying required work and audiences, developing a work breakdown structure and schedule, estimating resources, assessing and planning for risks, controlling the project during performance by monitoring progress and taking corrective actions as needed, and regularly reporting on progress to stakeholders. The project manager must apply the appropriate techniques at each stage and maintain relevant information to provide timely updates and receive feedback to help ensure project objectives are met.
RequirementsMicrosoft Project is the recommended software tool f.docxheunice
Requirements
Microsoft Project is the recommended software tool for this course due to its wide industry acceptance and its use in many project management professional roles. If you have not already done so, follow the instructions provided through the links below to download and install software or register for an account, as required.
1. If you have a Capella MS Imagine account, go to Step 2. Otherwise, see the instructions for registering an account at MS Imagine ‒ Registration.
2. Log into the Capella Microsoft Imagine WebStore.
3. Identify the version of MS Project that is compatible with your operating system.
4. Download and install.
If you encounter any difficulties in the download and installation process, post a detailed question in the Ask Your Faculty Discussion in the menu dropdown when you click the image of your faculty. They should be able to help you or point you in the right direction for the answers you need.
Using Project in this course helps prepare you for future professional PM roles and responsibilities. Please use Project for tasks the software supports. If you have access to other tools such as Microsoft Visio, PowerPoint, and Word, or other project management software you believe may still meet the requirements of this course, please discuss your selected alternative with faculty.
Deliverable
Develop a risk management plan for your project. Use the Risk Management Plan Template and the PMBOK® Guide to complete this assessment:
1. Analyze the project introduction and project risk principles.
2. Identify project risks (both positive and negative).
3. Create a Risk Matrix Legend.
. Probability Level / Criteria / Color Code.
. Impact Level / Criteria / Color Code.
· Create your Project Risk Matrix. Identify a minimum of 10 potential risks (positive or negative). For each risk:
. Describe the risk.
. Identify the probability rating.
. Identify the impact of the risk to the project.
. Identify response or solution for the risk.
. Explain the action plan for the response or solution to the risk.
. Identify the responsible person for each action.
. Identify the status of each action.
· Create your Risk Monitoring and Control Strategy:
. Define the Review and Action Plan for identified and unidentified risks.
. Establish a Review process.
. Establish a Reporting process.
Preparation
Use the provided template develop the deliverables for this assessment. This assessment has one deliverable:
· Deliverable 1: Complete the Project Risk Management Plan Template.
Deliverable Format
· References: There is no set number of references required for this assessment. Use scholarly or academic sources where applicable.
· Format:
. Utilize the Risk Management Plan Template.
. All assessments are professional documents and should therefore follow the corresponding Academic and Professional Document Guidelines, including single-spaced paragraphs.
. Use APA style and format for any references and in-text citations.
· Length: Utilize the te.
For this assessment, you will develop an 8-14 slide PowerPoint p.docxtemplestewart19
For this assessment, you will develop an 8-14 slide PowerPoint presentation with thorough speaker's notes designed for a hypothetical in-service session related to the improvement plan you developed in Assessment 2.
As a practicing professional, you are likely to present educational in-services or training to staff pertaining to quality improvement (QI) measures of safety improvement interventions. Such in-services and training sessions should be presented in a creative and innovative manner to hold the audience’s attention and promote knowledge acquisition and skill application that changes practice for the better. The teaching sessions may include a presentation, audience participation via simulation or other interactive strategy, audiovisual media, and participant learning evaluation.
The use of in-services and/or training sessions has positive implications for nursing practice by increasing staff confidence when providing care to specific patient populations. It also allows for a safe and nonthreatening environment where staff nurses can practice their skills prior to a real patient event. Participation in learning sessions fosters a team approach, collaboration, patient safety, and greater patient satisfaction rates in the health care environment (Patel & Wright, 2018).
As you prepare to complete the assessment, consider the impact of in-service training on patient outcomes as well as practice outcomes for staff nurses. Be sure to support your thoughts on the effectiveness of educating and training staff to increase the quality of care provided to patients by examining the literature and established best practices.
You are encouraged to explore the AONE Nurse Executive Competencies Review activity before you develop the Improvement Plan In-Service Presentation. This activity will help you review your understanding of the AONE Nurse Executive Competencies—especially those related to competencies relevant to developing an effective training session and presentation. This is for your own practice and self-assessment, and demonstrates your engagement in the course.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
· Competency 1: Analyze the elements of a successful quality improvement initiative.
o Explain the need for and process to improve safety outcomes related to a specific organizational issue.
o Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative.
· Competency 4: Explain the nurse’s role in coordinating care to enhance quality and reduce costs.
o List the purpose and goals of an in-service session for nurses.
o Explain to the audience their role and importance of making the improvement plan successful.
· Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and.
Research Paper InstructionsTopic The importance of ethics in Am.docxronak56
The document provides instructions for two assignments: a research paper and an MBA capstone project.
For the research paper, students must write a 7-10 page paper on the importance of ethics in American politics. They must discuss the contributions of philosophers Plato, Aristotle, Augustine, and Aquinas and relate them to ethics in American politics. At least 7-10 scholarly sources are required.
For the MBA capstone project, students must complete a real-world project that demonstrates their achievement of the program outcomes. Examples include a strategic plan, case study, or training. It must be presented in a written report and oral presentation and address an organization's challenges or opportunities.
For more course tutorials visit
www.newtonhelp.com
This course contains a number of resources to aid in student learning and success. Familiarize yourself with the following:
Page 1 of 8 ECON1010, 2019S2, Policy Brief Instructions .docxsmile790243
Page 1 of 8
ECON1010, 2019S2, Policy Brief Instructions
Page 1 of 8
ECON 1010 – Macroeconomics 1
Policy Brief Project (40 marks)
1. Overview
We have developed the analytical tools that economists use when discussing policy options
and have discussed its likely impacts on the economy in theory.
In this assignment you take the role of the policy advisors, employed by government
departments or big corporations (your clients are therefore the government and its ministers
and big corporate organisations) to apply those skills and expertise knowledge accumulated
in this course so far.
As an expert’s role in the government /corporation decision making process, your task has
the following two objectives:
Analysis: Experts are responsible for analysing the economic scenario (depicting the likely
impact of the policy on the economy), using the specialised knowledge and the technical
expertise in the discipline.
Communication skills: Experts must communicate their finding and recommendations
effectively to the decision-makers in government – ministers, senior public servants – and
executives of corporations as an independent/third party observer.
This assignment is designed to help you develop the skills of critically interpreting and
analysing macroeconomic data and effectively communicating your findings to the targeted
audience.
Page 2 of 8
ECON1010, 2019S2, Policy Brief Instructions
Page 2 of 8
There will be three parts to this assignment:
Part A: Diagnostics (macroeconomics data collection and interpretations)
Task: You apply knowledge to the macroeconomics data and present a diagnostic
analysis of the economy. Make important observations and assess the current
situation of the economy; finally, identify if economy is ‘stable’ or showing
any signs of ‘economic downturn’ or any other problem.
Part B: Policy brief report
Task: Based on your ‘Diagnostics’ in Part A, you suggest the ‘Policy
Recommendations’. These recommendations must be backed by proper
justification and rationale. As the last step, communicate everything
(diagnostics, policy recommendations, justification/rationale) effectively to
your client in the form of a policy brief. Policy briefs aim to be practical and
well-researched to make it useful and worthwhile for your clientele.
Part C: Micro-credential (Information Literacy)
Task: You are required to complete the micro-credential (Information Literacy)
which will help enhance your skills in searching for, organising and
interpreting information.
1. Submission
In principle, you need to form a group with a size of TWO(2) students. All group
members must be enrolled in the same tutorials (a strict requirement).
In the case that you would like to form a group with a student from a different tutorial or you
like to submit as the individual work, you will need to seek approval from the course
co.
BUS310ASSIGNMENTImagine that you work for a company with an ag.docxcurwenmichaela
BUS310ASSIGNMENT
Imagine that you work for a company with an age diverse workforce. You have baby boomers working with millenials. Their backgrounds are different, and how they view work is different. This is causing some friction within the workforce. Before the tension escalates, you need to have a meeting to discuss the issue. Prepare a five to seven (5-7) slide PowerPoint presentation for your staff meeting that addresses this issue and proposes a solution.
Create a five to seven (5-7) slide PowerPoint presentation in which you:
1. Propose a solution that will relieve friction in your company’s age diverse workforce.
2. Format your assignment according to the following formatting requirements:
a. Format the PowerPoint presentation with headings on each slide and at least one (1) relevant graphic (photograph, graph, clip art, etc.). Ensure that the presentation is visually appealing and readable from up to 18 feet away. Check with your professor for any additional instructions.
b. Include a title slide containing the title of the assignment, your name, your professor’s name, the course title, and the date.
The specific course learning outcomes associated with this assignment are:
· Explain effective approaches to the broad spectrum of employee relations, including career development, fostering ethical behavior, discipline, labor relations, and dismissals.
· Use technology and information resources to research issues in human resource management.
· Write clearly and concisely about human resource management using proper writing mechanics.
Click here to view the grading rubric for this assignment.
Team Project Deliverable and Presentation
You team works for XYZ Company, which has a directional strategy focused on expanding the company through horizontal integration. Your team can determine the official name of the company and industry. The company does a great job keeping close watch on its cash position and consistently maintains a positive cash flow; is very solvent; controls its overhead expenses; has solid marketing and sales, production, and human resources performance metrics, and fosters a culture of strategic thinkers. Historically, your company has expanded through a combination of organic (new startups) and inorganic growth and feels it’s time to consider acquisition opportunities.
The Board is looking to engage in a friendly acquisition of a company that will not only increase its market share, but allow it to penetrate new markets and increase the company’s abilities to meet current and future consumer needs and expectations. Since management’s attitude is to pursue a friendly acquisition as opposed to a hostile takeover, your team may consider looking at conglomerates that have experienced significant growth through inorganic growth (acquisitions) and may now be looking to refocus on their core business and are willing to consider divesting some of its businesses that are within your industry. There could be other companies.
BUS308 – Week 1 Lecture 2 Describing Data Expected Out.docxcurwenmichaela
BUS308 – Week 1 Lecture 2
Describing Data
Expected Outcomes
After reading this lecture, the student should be familiar with:
1. Basic descriptive statistics for data location
2. Basic descriptive statistics for data consistency
3. Basic descriptive statistics for data position
4. Basic approaches for describing likelihood
5. Difference between descriptive and inferential statistics
What this lecture covers
This lecture focuses on describing data and how these descriptions can be used in an
analysis. It also introduces and defines some specific descriptive statistical tools and results.
Even if we never become a data detective or do statistical tests, we will be exposed and
bombarded with statistics and statistical outcomes. We need to understand what they are telling
us and how they help uncover what the data means on the “crime,” AKA research question/issue.
How we obtain these results will be covered in lecture 1-3.
Detecting
In our favorite detective shows, starting out always seems difficult. They have a crime,
but no real clues or suspects, no idea of what happened, no “theory of the crime,” etc. Much as
we are at this point with our question on equal pay for equal work.
The process followed is remarkably similar across the different shows. First, a case or
situation presents itself. The heroes start by understanding the background of the situation and
those involved. They move on to collecting clues and following hints, some of which do not pan
out to be helpful. They then start to build relationships between and among clues and facts,
tossing out ideas that seemed good but lead to dead-ends or non-helpful insights (false leads,
etc.). Finally, a conclusion is reached and the initial question of “who done it” is solved.
Data analysis, and specifically statistical analysis, is done quite the same way as we will
see.
Descriptive Statistics
Week 1 Clues
We are interested in whether or not males and females are paid the same for doing equal
work. So, how do we go about answering this question? The “victim” in this question could be
considered the difference in pay between males and females, specifically when they are doing
equal work. An initial examination (Doc, was it murder or an accident?) involves obtaining
basic information to see if we even have cause to worry.
The first action in any analysis involves collecting the data. This generally involves
conducting a random sample from the population of employees so that we have a manageable
data set to operate from. In this case, our sample, presented in Lecture 1, gave us 25 males and
25 females spread throughout the company. A quick look at the sample by HR provided us with
assurance that the group looked representative of the company workforce we are concerned with
as a whole. Now we can confidently collect clues to see if we should be concerned or not.
As with any detective, the first issue is to understand the.
BUS308 – Week 5 Lecture 1 A Different View Expected Ou.docxcurwenmichaela
BUS308 – Week 5 Lecture 1
A Different View
Expected Outcomes
After reading this lecture, the student should be familiar with:
1. What a confidence interval for a statistic is.
2. What a confidence interval for differences is.
3. The difference between statistical and practical significance.
4. The meaning of an Effect Size measure.
Overview
Years ago, a comedy show used to introduce new skits with the phrase “and now for
something completely different.” That seems appropriate for this week’s material.
This week we will look at evaluating our data results in somewhat different ways. One of
the criticisms of the hypothesis testing procedure is that it only shows one value, when it is
reasonably clear that a number of different values would also cause us to reject or not reject a
null hypothesis of no difference. Many managers and researchers would like to see what these
values could be; and, in particular, what are the extreme values as help in making decisions.
Confidence intervals will help us here.
The other criticism of the hypothesis testing procedure is that we can “manage” the
results, or ensure that we will reject the null, by manipulating the sample size. For example, if
we have a difference in a customer preference between two products of only 1%, is this a big
deal? Given the uncertainty contained in sample results, we might tend to think that we can
safely ignore this result. However, if we were to use a sample of, say, 10,000, we would find
that this difference is statistically significant. This, for many, seems to fly in the face of
reasonableness. We will look at a measure of “practical significance,” meaning the likelihood of
the difference being worth paying any attention to, called the effect size to help us here.
Confidence Intervals
A confidence interval is a range of values that, based upon the sample results, most likely
contains the actual population parameter. The “most likely” element is the level of confidence
attached to the interval, 95% confidence interval, 90% confidence interval, 99% confidence
interval, etc. They can be created at any time, with or without performing a statistical test, such
as the t-test.
A confidence interval may be expressed as a range (45 to 51% of the town’s population
support the proposal) or as a mean or proportion with a margin of error (48% of the town
supports the proposal, with a margin of error of 3%). This last format is frequently seen with
opinion poll results, and simply means that you should add and subtract this margin of error from
the reported proportion to obtain the range. With either format, the confidence percent should
also be provided.
Confidence intervals for a single mean (or proportion) are fairly straightforward to
understand, and relate to t-test outcomes simply. Details on how to construct the interval will be
given in this week’s second lecture. We want to understand how to interpret and understa.
BUS308 – Week 1 Lecture 1
Statistics
Expected Outcomes
After reading this lecture, the student should be familiar with:
1. The basic ideas of data analysis.
2. Key statistical concepts and terms.
3. The basic approach for this class.
4. The case focus for the class.
What we are all about
Data, measurements, counts, etc., is often considered the language of business. However,
it also plays an important role in our personal lives as well. Data, or more accurately, the
analysis of data answers our questions. These may be business related or personal. Some
questions we may have heard that require data to answer include:
1. On average, how long does it take you to get to work? Or, alternately, when do you
have to leave to get to work on time?
2. For budget purposes, what is the average expense for utilities, food, etc.?
3. Has the quality rejection rate on production Line 3 changed?
4. Did the new attendance incentive program reduce the tardiness for the department?
5. Which vendor has the best average price for what we order?
6. Which customers have the most complaints about our products?
7. Has the average production time decreased with the new process?
8. Do different groups respond differently to an employee questionnaire?
9. What are the chances that a customer will complain about or return a product?
Note that all of these very reasonable questions require that we collect data, analyze it,
and reach some conclusion based upon that result.
Making Sense of Data
This class is about ways to turn data sets, lots of raw numbers, into information that we
can use. This may include simple descriptions of the data with measures such as average, range,
high and low values, etc. It also includes ways to examine the information within the data set so
that we can make decisions, identify patterns, and identify existing relationships. This is often
called data analysis; some courses discuss this approach with the term “data-based decision
making.” During this class we will focus on the logic of analyzing data and interpreting these
results.
What this class is not
This class is not a mathematics course. I know, it is called statistics and it deals with
numbers, but we do not focus on creating formulas or even doing calculations. Excel will do all
of the calculations for us; for those of you who have not used Excel before, and even for some
who have, you will be pleasantly surprised at how powerful and relatively easy to use it is.
It is also not a class in collecting the data. Courses in research focus on how to plan on
collecting data so that it is fair and unbiased. Statistics deals with working on the data after it has
been collected.
Class structure
There are two main themes to this class. The first focuses on interpreting statistical
outcomes. When someone says, the result is statistically significant with a p-value of 0.01; we
need, as professionals, to know what it means. .
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Case Study Continued – Week Five You have been perform.docxdrennanmicah
Case Study Continued – Week Five
You have been performing in the role of project manager in support of Ms. Jackson’s vision of creating a
strong and talented project management professional team leading to stronger project execution. Ms.
Jackson has just called you into her office with a few updates:
• ACME has been revisiting their strategy and decided that product development will become a
heavy focus for the organization over the next three years. Due to this product development
focus, she wants to also implement an Agile training program which will specifically focus on
Scrum techniques. Ms. Jackson has asked for you to add it to the scope of the current training
program which was approved when you submitted the business case. She is not familiar with
change management principles so you will have to create a change form and high level change
process that the team will follow. Ms. Jackson is willing to give you an additional $15,000 in
budget but would like this completed in the same timeframe as the initial project request. The
$15,000 is her budget but may not be based upon what the actual costs may be. According to
your research, adding Agile may cost an additional $20,000 and have to be done subsequent to
the initial training program which has already been scheduled.
• In addition, upon a recent review of your risk register with your team, a risk that was identified
as high impact is seemingly turning into an issue. This risk was related to the potential turnover
in training personnel. You have just learned that your top trainer may be leaving the project for
a new opportunity.
• The current forecast of the project indicates that your cost estimate may have been too low.
Current projections indicate that beginning in month five of the project, you may be exceeding
your budget by $10,000 per month.
• Other key indicators:
• Your actual month end scheduling data shows that you are currently performing
according to plan and all tasks are being completed on time.
• Your last staffing report shows very little project team attrition or turnover.
• Early surveys from participants in the training show a high degree of satisfaction.
Changes such as these are not uncommon in the project management profession. Determining
whether the request constitutes a change in scope, schedule, and budget is an integral component of
project management.
Using your business case, project charter and stakeholder analysis, determine how this new
information will impact your project. What type of change process will you be recommended be
implemented?
Assignment Overview:
For this assignment, you will be assessing a proposed change to the scope of the project, proposing an overview of a change management process, drafting a change request form, and discussing how the change will be communicated to the stakeholders inclusive of the sponsor.
Learning Connection:
This assignment.
Project Risk Management - Week 2: Individual Assignment
Overview and Rationale
In order to demonstrate proficiency with the content in this course we will complete a number of different assignments to validate your learning – and allow you to implement relevant practices a real-world setting.
Program Level - Student Learning Outcomes:
Create a risk management plan to determine how both positive and negative risks will be identified, analyzed and managedArticulate the value and benefits of creating an effective approach to planning for project risk managementIdentify project related risks and their drivers by integrating best practices, tools and techniques
Analyze risks using qualitative methods for the purpose of risk exposure and prioritization and communicate their impact to the stakeholdersAnalyze risks using quantitative methods for the purpose of risk exposure and prioritization and communicate their impact to the stakeholdersRecommend risks for risk response planning or watch listDevise a risk response plan based on appropriate techniques and strategies that would meetStakeholders’ expectationsExecute the risk management plan to continuously monitor risks and risk responsesDescribe how organizational and cultural factors may undermine implementation of effective risk management and develop strategies to overcome these factors
Week 2 Learning Objectives
Integrate best practices, tools and techniques to identify project related risks
Perform Stakeholders analysis to identify stakeholders to include in Risk Identification (and how)
Identify Risk identification tools &techniques
Craftqualityriskstatementsthatclarifyriskdrivers,eventsandimpacts
CreateariskregisterthatalignstoRiskManagementPlanandstakeholderneeds
Explain the process of using-Delphi technique, brainstorming, nominal group, affinity diagramming (group creativity) to identify risks
The next step in risk management is identifying the risks that may impact the progress or success of your project. For this assignment, you will begin to populate the risk register and identify the risks that may occur in the project. For this assignment you will complete and submit:
RiskRegisterthatincludesacomprehensivelistofidentifiedrisks.
A minimum (“meets requirements”) of 15 risks should beidentified
Toensuretheriskidentificationincludesthebreadthanddepthnecessaryforsuccess,besuretoincludeatleast2risksfrom:
1 project-level/ businessrisks
2risksperphaseoftheproject(so,iftheprojecthas5phases,thiswouldbetwoperphaseor10risks)
1 project-specific resourcerisks
1 schedule risks (criticalpath)
1 project-specific costrisks
2 implementationrisks
2opportunities
Risk statements must be written in the cause-condition-conclusion format. Additionally, you should identify the risk owner and the trigger event for eachrisk.
For this assignment, do not work to analyze or determine handling actions for the risks – this assignment is to identify the risks only- later weeks will analyze and plan for how to ...
This unit forms part of the following qualification BSB50420 TakishaPeck109
This unit forms part of the following qualification:
BSB50420 Diploma of Leadership and Management
BSB50620 Diploma of Marketing & Communication
BSBPMG430 Undertake project work
Assessment 2
PROJECT
TASK
BSBWRT301 Write simple documents Trainer Guide
Contents
Assessment 2
Introduction 3
Assessment Task 2: Project Portfolio 4
Activities 5
Introduction
The assessment tasks for
BSBPMG430 Undertake project work are outlined in the assessment plan below. These tasks have been designed to help you demonstrate the skills and knowledge that you have learnt during your course.
Please ensure that you read the instructions provided with these tasks carefully. You should also follow the advice provided in the
Business Works Student User Guide. The Student User Guide provides important information for you relating to completing assessment successfully.
Assessment for this unit
BSBPMG430 Undertake project work describes the performance outcomes, skills and knowledge required to This unit describes the skills and knowledge required to undertake a minor project or a section of a larger project. It covers developing a project plan, administering and monitoring the project, finalising the project and reviewing the project to identify lessons learned for application to future projects.
For you to be assessed as competent, you must successfully complete two assessment tasks:
· Assessment Task 1: Knowledge questions – You must answer all questions correctly.
· Assessment Task 2: Project – You must work through a range of activities and complete a project portfolio.
Assessment Task 2: Project Portfolio
Information for students
In this task, you are required to demonstrate your skills and knowledge by working through a number of activities and completing and submitting a project portfolio.
You will need access to:
· a suitable place to complete activities that replicates a business environment including a meeting space and computer and internet access
· your learning resources and other information for reference
·
Project Portfolio template
·
Simulation Pack for this unit.
Ensure that you:
· review the advice to students regarding responding to written tasks in the
Business Works Student User Guide
· comply with the due date for assessment which your assessor will provide
· answer all questions completely and correctly
· submit work which is original and, where necessary, properly referenced
· submit a completed cover sheet with your work
· avoid sharing your answers with other students.
i
Assessment information
Information about how you should complete this assessment can be found in Appendix A of the
Business Works Student User Guide.
Refer to the appendix for information on:
· where this task should be ...
IT Project Management In this course, we only introduce p.docxchristiandean12115
IT Project Management
In this course, we only introduce project management, but the main
concepts are covered. In order to be a good project manager, you
should specialize in this area. Project management certificates are
offered by universities such as UMUC, and there is at least one
recognized certification authority—the Project Management Institute
(PMI). PMI evaluates both your experience as well as your knowledge
before a certification is awarded. So, you can see that project
management cannot really be learned from a book or a class, but from
those combined with experience in the "real world."
A couple of definitions with which you should be familiar are:
• project: a temporary endeavor undertaken to create a unique
product, service, or result
• project management: the application of knowledge, skills,
tools, and techniques to project activities to meet project
requirements
What is the role of a project manager? Is it different for an IT project
manager? A project manager must control the four key variables
associated with any project: time (schedule), resources (human and
financial), scope of work, and quality.
The project manager leads the development of a project plan that
takes all of these into consideration. Frequently, trade-offs are
required. For instance, the budget may be limited, which restricts the
scope of the work and perhaps how many people can work on the
project. Or, the project is needed within a certain time frame, which
may drive up the costs, since more people would have to be hired to
complete the project on time.
When any one of the four variables changes, there is an impact on at
least one (and often more than one) other variable. A strong project
manager pays attention to the project plan and the progress of the
project against the plan, and manages the variables appropriately to
ensure successful completion of the project. Successful completion is
accomplished if the project is delivered on time, stays within the
allocated budget, performs the required functions, and does so
correctly. This role is the same for any project manager, including an
IT project manager.
1
The four variables are interdependent. You cannot change one
without affecting the others. For example,
Decreasing a project's time frame means either increasing the
cost of the project or decreasing the scope of the project to meet
the new deadline.
Increasing a project's scope means either increasing the
project's time frame or increasing the project's cost—or both—
to meet the increased scope changes.
Decreasing a project's resources (either people or money) will
necessitate a reevaluation of the scope and/or the quality. The
scope may need to be reduced to avoid decreasing the quality,
or if the scope must remain unchanged, quality will suffer.
Increasing a project's quality requirements will require more
time and money to incorporate more perfectio.
This document provides an assignment brief for a business decision making course. It outlines four tasks for a written assignment requiring students to research and analyze data to make decisions for a juice bottling company introducing a new product.
Task 1 involves primary research to understand customer preferences. Task 2 is secondary research on the consumer drinks market. Task 3 requires analyzing the data from Tasks 1 and 2 and presenting it in a report. Task 4 develops a product launch plan based on the analysis.
The brief provides grading criteria assessing research methodology, data analysis techniques, presentation of findings, and use of tools to make organizational decisions. Students must meet pass, merit and distinction level criteria for each of the four learning outcomes to achieve the corresponding grades.
ESSAYLINK.NET/ORDER
TASK
A) Read the case study below:
SAR Health Services (SARHS) are part of a multi-national enterprise based in Switzerland. They supply sophisticated diagnostic equipment to hospitals across Europe and have recently entered new marks in Asia. SARHS’s relationship with its customers is based on high trust, high quality products and in Europe on 24/7 servicing. The company employs around 3000 staff, consisting of technicians, production, office staff (sales, marketing, distribution) managers and drivers.
SARHS puts particular emphasis on environmental education through staff training and induction. New staff receive a half-day session on sustainability. In addition, monthly departmental meetings in head office include a ‘green slot’ where updates and activities regarding environmental sustainability are discussed. The organisation also runs an internship, which has proved to be a useful source of ideas regarding green initiatives.
BSBCRT401/.DS_Store
__MACOSX/BSBCRT401/._.DS_Store
BSBCRT401/BSBCRT401 SAG v1.0.docx
Student Assessment Guide
BSBCRT401
Articulate, Present and Debate Ideas
Student Assessment Guide – BSBCRT401 Version 1 – July 2017
Intellectual Property Statement
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Breaches of this copyright will result in VET Fair claiming for loss of sales.
Table of Contents
Assessment Information 1
Assessment Event 1 – Knowledge Questions 2
Question 1 2
Question 2 2
Question 3 2
Question 4 2
Question 5 3
Assessment Event 2: Go Green Simulation 3
Task 1: Analyse ideas for communication to others 3
1.1 List and describe the key facts about the Go Green initiative 3
1.2 Identify positions with the Go Green initiative 3
1.3 Identify ways of communicating Go Green ideas for different purposes and people 3
1.4 List and describe techniques to engage and fascinate others with Go Green ideas 3
1.5 List and describe the skills and attributes required to communicate ideas 4
1.6 Plan the use of digital tools to store and present information 4
Task 2:.
You might find that using analysis tools to analyze internal .docxMargaritoWhitt221
You might find that using analysis tools to analyze internal
and external environments is an effective way of analyzing the
chosen capstone organization. If you need to learn more
about these types of analysis tools, check out the resources
below.
Internal Analysis Tools
• tutor2u. (2016). PESTLE (PEST) analysis
explained [Video]. YouTube. https://www.youtube.com/
watch?v=sP2sDw5waEU
• SmartDraw. (n.d.). SWOT analysis. https://
www.smartdraw.com/swot-analysis/
• SWOT Framework.
External Analysis Tools
• Applying VRIO and PESTLE.
• PESTLE Analysis. (n.d.). What is PESTLE analysis? A
tool for business analysis. http://pestleanalysis.com/what-
is-pestle-analysis/
• Study.com. (n.d.). What is PESTLE analysis? Definition
and examples. https://study.com/academy/lesson/what-
is-pestle-analysis-definition-examples.html
• Management & Finance1 TU Delft. (2016). The five
competitive forces that shape strategy [Video]. YouTube.
https://www.youtube.com/watch?v=mYF2_FBCvXw
Use these resources as you see appropriate:
• Research Guide – MBA
https://www.youtube.com/watch?v=sP2sDw5waEU
https://www.youtube.com/watch?v=sP2sDw5waEU
https://www.youtube.com/watch?v=sP2sDw5waEU
https://www.smartdraw.com/swot-analysis/
http://media.capella.edu/CourseMedia/MBA5006/GuidedPath/SWOTFramework/wrapper.asp
http://media.capella.edu/CourseMedia/MBA5006/GuidedPath/ApplyVRIOandPESTLE/wrapper.asp
http://pestleanalysis.com/what-is-pestle-analysis/
http://pestleanalysis.com/what-is-pestle-analysis/
https://study.com/academy/lesson/what-is-pestle-analysis-definition-examples.html
https://study.com/academy/lesson/what-is-pestle-analysis-definition-examples.html
https://www.youtube.com/watch?v=mYF2_FBCvXw
https://www.youtube.com/watch?v=mYF2_FBCvXw
https://www.youtube.com/watch?v=mYF2_FBCvXw
https://capellauniversity.libguides.com/MBA
• This research guide was custom created to help
MBA learners. If you are feeling a bit lost on where
to start, this would be a good starting point.
• James, N. (2007). Writing at work: How to write clearly,
effectively and professionally. Crows Nest, Australia:
Allen & Unwin.
• Use this as a general writing handbook. For
example, there are chapters on tone, grammar,
punctuation, style, et cetera.
https://capella.skillport.com/skillportfe/custom/login/saml/login.action?courseaction=launch&assetid=_ss_book:25059
https://capella.skillport.com/skillportfe/custom/login/saml/login.action?courseaction=launch&assetid=_ss_book:25059
1
MBA Capstone Project Description
MBA Capstone Project Description
Throughout your MBA program, you have worked to develop as a business professional and
prepare to meet future challenges as a business leader. Your program culminates in the
capstone project, which forms the primary focus of MBA-FPX5910, the final course you will take
in the program. The capstone project is intended to provide you the opportunity to demonstrate
your MBA program outcomes by:
• Planning and executing .
The document describes an experiential learning project for an MT490 course. Students will work in teams on a simulated management consulting project called 490Retail.com. The project aims to help students demonstrate competencies related to the six course outcomes through analysis, synthesis, and evaluation of business topics. As part of the project, student teams will develop business plans and strategies for an online retail store selling a single product using a drop shipment model. The document outlines the requirements and grading rubric for various project deliverables due each week, including situation analyses, SWOT analyses, strategic frameworks, and presentations assessing organizational structure, management, and leadership.
Project Management Methodologies
PPMP20009
Week 10 Lecture
Dr Bernard Wong
[email protected]
1
Assignment 4
Continuous Improvement Plan
Week 12 Friday
Open the course profile to review criteria.
2
Reminder
PPMP20009
Presentation weeks 11 or 12
4
Create your own Deming PDCA cycle relating to the last assignment that you handed in.
Change Management
6
Formulate change
Plan change
Implement change
Manage transition
Sustain change
Take the ‘Act’ segment of the PDCA cycle you created earlier and define the five CM stages.
Formulate change
Plan change
Implement change
Manage transition
Sustain change
Continuous Improvement?
Why are we wanting to improve?
Where are we now?
What are we working with?
If you don’t know where you are going, any road will get you there.
Cheshire Cat
(Alice in Wonderland)
There are a number of things to consider when deciding what level of maturity to aim for.
Why are you wanting to increase your level of maturity in this space?
-Some might be wanting to do it simply as a continuous improvement strategy.
Some may be having issues with the performance of their program and project delivery or portfolio investment returns
Others may need it to be competitive in a market that looks at the P3M3 levels of organisations in the tendering process
Others may be required to undergo a mandatory audit – as did the Qld Govt in 2012.
One organisation that I have spoken with has noted that their environment has become increasingly fiscally constrained and as such funding is much more competitive. They want to increase certain sections of their maturity, specifically relating to benefits management, business case and blueprint development – so that they can be more competitive in seeking funding for initiatives. So in this case they are not necessarily trying to improve their maturity as a whole, but an aspect of it. In doing this however, it is likely that they will have an increase in maturity in other areas as well.
We need to know where you are now to assist in deciding where you want to go. This is where going through an assessment is essential and I do believe in this being independent. You can self assess but this will always be impacted with bias. You need to baseline.
What are you working with? What is your organisational context? What resources do you have both budget and people? Do you have authentic sponsorship or are your leaders just ticking a mandate off? What’s your organisational culture like, are they open to P3 management or are they likely to see effort to increase maturity as unnecessary overhead?
So when we went through this process we were fortunate to have an authentic sponsor, we had a culture of project and program delivery so the staff understood the value of the practice (and I do say practice rather than methodology – as if you have experienced practitioners, they will argue methodology with you – this is a good thing!). We.
This document discusses the process of combining project management techniques into smooth flowing processes. It outlines the key steps including clarifying objectives, identifying required work and audiences, developing a work breakdown structure and schedule, estimating resources, assessing and planning for risks, controlling the project during performance by monitoring progress and taking corrective actions as needed, and regularly reporting on progress to stakeholders. The project manager must apply the appropriate techniques at each stage and maintain relevant information to provide timely updates and receive feedback to help ensure project objectives are met.
RequirementsMicrosoft Project is the recommended software tool f.docxheunice
Requirements
Microsoft Project is the recommended software tool for this course due to its wide industry acceptance and its use in many project management professional roles. If you have not already done so, follow the instructions provided through the links below to download and install software or register for an account, as required.
1. If you have a Capella MS Imagine account, go to Step 2. Otherwise, see the instructions for registering an account at MS Imagine ‒ Registration.
2. Log into the Capella Microsoft Imagine WebStore.
3. Identify the version of MS Project that is compatible with your operating system.
4. Download and install.
If you encounter any difficulties in the download and installation process, post a detailed question in the Ask Your Faculty Discussion in the menu dropdown when you click the image of your faculty. They should be able to help you or point you in the right direction for the answers you need.
Using Project in this course helps prepare you for future professional PM roles and responsibilities. Please use Project for tasks the software supports. If you have access to other tools such as Microsoft Visio, PowerPoint, and Word, or other project management software you believe may still meet the requirements of this course, please discuss your selected alternative with faculty.
Deliverable
Develop a risk management plan for your project. Use the Risk Management Plan Template and the PMBOK® Guide to complete this assessment:
1. Analyze the project introduction and project risk principles.
2. Identify project risks (both positive and negative).
3. Create a Risk Matrix Legend.
. Probability Level / Criteria / Color Code.
. Impact Level / Criteria / Color Code.
· Create your Project Risk Matrix. Identify a minimum of 10 potential risks (positive or negative). For each risk:
. Describe the risk.
. Identify the probability rating.
. Identify the impact of the risk to the project.
. Identify response or solution for the risk.
. Explain the action plan for the response or solution to the risk.
. Identify the responsible person for each action.
. Identify the status of each action.
· Create your Risk Monitoring and Control Strategy:
. Define the Review and Action Plan for identified and unidentified risks.
. Establish a Review process.
. Establish a Reporting process.
Preparation
Use the provided template develop the deliverables for this assessment. This assessment has one deliverable:
· Deliverable 1: Complete the Project Risk Management Plan Template.
Deliverable Format
· References: There is no set number of references required for this assessment. Use scholarly or academic sources where applicable.
· Format:
. Utilize the Risk Management Plan Template.
. All assessments are professional documents and should therefore follow the corresponding Academic and Professional Document Guidelines, including single-spaced paragraphs.
. Use APA style and format for any references and in-text citations.
· Length: Utilize the te.
For this assessment, you will develop an 8-14 slide PowerPoint p.docxtemplestewart19
For this assessment, you will develop an 8-14 slide PowerPoint presentation with thorough speaker's notes designed for a hypothetical in-service session related to the improvement plan you developed in Assessment 2.
As a practicing professional, you are likely to present educational in-services or training to staff pertaining to quality improvement (QI) measures of safety improvement interventions. Such in-services and training sessions should be presented in a creative and innovative manner to hold the audience’s attention and promote knowledge acquisition and skill application that changes practice for the better. The teaching sessions may include a presentation, audience participation via simulation or other interactive strategy, audiovisual media, and participant learning evaluation.
The use of in-services and/or training sessions has positive implications for nursing practice by increasing staff confidence when providing care to specific patient populations. It also allows for a safe and nonthreatening environment where staff nurses can practice their skills prior to a real patient event. Participation in learning sessions fosters a team approach, collaboration, patient safety, and greater patient satisfaction rates in the health care environment (Patel & Wright, 2018).
As you prepare to complete the assessment, consider the impact of in-service training on patient outcomes as well as practice outcomes for staff nurses. Be sure to support your thoughts on the effectiveness of educating and training staff to increase the quality of care provided to patients by examining the literature and established best practices.
You are encouraged to explore the AONE Nurse Executive Competencies Review activity before you develop the Improvement Plan In-Service Presentation. This activity will help you review your understanding of the AONE Nurse Executive Competencies—especially those related to competencies relevant to developing an effective training session and presentation. This is for your own practice and self-assessment, and demonstrates your engagement in the course.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
· Competency 1: Analyze the elements of a successful quality improvement initiative.
o Explain the need for and process to improve safety outcomes related to a specific organizational issue.
o Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative.
· Competency 4: Explain the nurse’s role in coordinating care to enhance quality and reduce costs.
o List the purpose and goals of an in-service session for nurses.
o Explain to the audience their role and importance of making the improvement plan successful.
· Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and.
Research Paper InstructionsTopic The importance of ethics in Am.docxronak56
The document provides instructions for two assignments: a research paper and an MBA capstone project.
For the research paper, students must write a 7-10 page paper on the importance of ethics in American politics. They must discuss the contributions of philosophers Plato, Aristotle, Augustine, and Aquinas and relate them to ethics in American politics. At least 7-10 scholarly sources are required.
For the MBA capstone project, students must complete a real-world project that demonstrates their achievement of the program outcomes. Examples include a strategic plan, case study, or training. It must be presented in a written report and oral presentation and address an organization's challenges or opportunities.
For more course tutorials visit
www.newtonhelp.com
This course contains a number of resources to aid in student learning and success. Familiarize yourself with the following:
Page 1 of 8 ECON1010, 2019S2, Policy Brief Instructions .docxsmile790243
Page 1 of 8
ECON1010, 2019S2, Policy Brief Instructions
Page 1 of 8
ECON 1010 – Macroeconomics 1
Policy Brief Project (40 marks)
1. Overview
We have developed the analytical tools that economists use when discussing policy options
and have discussed its likely impacts on the economy in theory.
In this assignment you take the role of the policy advisors, employed by government
departments or big corporations (your clients are therefore the government and its ministers
and big corporate organisations) to apply those skills and expertise knowledge accumulated
in this course so far.
As an expert’s role in the government /corporation decision making process, your task has
the following two objectives:
Analysis: Experts are responsible for analysing the economic scenario (depicting the likely
impact of the policy on the economy), using the specialised knowledge and the technical
expertise in the discipline.
Communication skills: Experts must communicate their finding and recommendations
effectively to the decision-makers in government – ministers, senior public servants – and
executives of corporations as an independent/third party observer.
This assignment is designed to help you develop the skills of critically interpreting and
analysing macroeconomic data and effectively communicating your findings to the targeted
audience.
Page 2 of 8
ECON1010, 2019S2, Policy Brief Instructions
Page 2 of 8
There will be three parts to this assignment:
Part A: Diagnostics (macroeconomics data collection and interpretations)
Task: You apply knowledge to the macroeconomics data and present a diagnostic
analysis of the economy. Make important observations and assess the current
situation of the economy; finally, identify if economy is ‘stable’ or showing
any signs of ‘economic downturn’ or any other problem.
Part B: Policy brief report
Task: Based on your ‘Diagnostics’ in Part A, you suggest the ‘Policy
Recommendations’. These recommendations must be backed by proper
justification and rationale. As the last step, communicate everything
(diagnostics, policy recommendations, justification/rationale) effectively to
your client in the form of a policy brief. Policy briefs aim to be practical and
well-researched to make it useful and worthwhile for your clientele.
Part C: Micro-credential (Information Literacy)
Task: You are required to complete the micro-credential (Information Literacy)
which will help enhance your skills in searching for, organising and
interpreting information.
1. Submission
In principle, you need to form a group with a size of TWO(2) students. All group
members must be enrolled in the same tutorials (a strict requirement).
In the case that you would like to form a group with a student from a different tutorial or you
like to submit as the individual work, you will need to seek approval from the course
co.
Similar to BSBHRM513 Manage workforce planningLearner Instructions 2(Impl.docx (17)
BUS310ASSIGNMENTImagine that you work for a company with an ag.docxcurwenmichaela
BUS310ASSIGNMENT
Imagine that you work for a company with an age diverse workforce. You have baby boomers working with millenials. Their backgrounds are different, and how they view work is different. This is causing some friction within the workforce. Before the tension escalates, you need to have a meeting to discuss the issue. Prepare a five to seven (5-7) slide PowerPoint presentation for your staff meeting that addresses this issue and proposes a solution.
Create a five to seven (5-7) slide PowerPoint presentation in which you:
1. Propose a solution that will relieve friction in your company’s age diverse workforce.
2. Format your assignment according to the following formatting requirements:
a. Format the PowerPoint presentation with headings on each slide and at least one (1) relevant graphic (photograph, graph, clip art, etc.). Ensure that the presentation is visually appealing and readable from up to 18 feet away. Check with your professor for any additional instructions.
b. Include a title slide containing the title of the assignment, your name, your professor’s name, the course title, and the date.
The specific course learning outcomes associated with this assignment are:
· Explain effective approaches to the broad spectrum of employee relations, including career development, fostering ethical behavior, discipline, labor relations, and dismissals.
· Use technology and information resources to research issues in human resource management.
· Write clearly and concisely about human resource management using proper writing mechanics.
Click here to view the grading rubric for this assignment.
Team Project Deliverable and Presentation
You team works for XYZ Company, which has a directional strategy focused on expanding the company through horizontal integration. Your team can determine the official name of the company and industry. The company does a great job keeping close watch on its cash position and consistently maintains a positive cash flow; is very solvent; controls its overhead expenses; has solid marketing and sales, production, and human resources performance metrics, and fosters a culture of strategic thinkers. Historically, your company has expanded through a combination of organic (new startups) and inorganic growth and feels it’s time to consider acquisition opportunities.
The Board is looking to engage in a friendly acquisition of a company that will not only increase its market share, but allow it to penetrate new markets and increase the company’s abilities to meet current and future consumer needs and expectations. Since management’s attitude is to pursue a friendly acquisition as opposed to a hostile takeover, your team may consider looking at conglomerates that have experienced significant growth through inorganic growth (acquisitions) and may now be looking to refocus on their core business and are willing to consider divesting some of its businesses that are within your industry. There could be other companies.
BUS308 – Week 1 Lecture 2 Describing Data Expected Out.docxcurwenmichaela
BUS308 – Week 1 Lecture 2
Describing Data
Expected Outcomes
After reading this lecture, the student should be familiar with:
1. Basic descriptive statistics for data location
2. Basic descriptive statistics for data consistency
3. Basic descriptive statistics for data position
4. Basic approaches for describing likelihood
5. Difference between descriptive and inferential statistics
What this lecture covers
This lecture focuses on describing data and how these descriptions can be used in an
analysis. It also introduces and defines some specific descriptive statistical tools and results.
Even if we never become a data detective or do statistical tests, we will be exposed and
bombarded with statistics and statistical outcomes. We need to understand what they are telling
us and how they help uncover what the data means on the “crime,” AKA research question/issue.
How we obtain these results will be covered in lecture 1-3.
Detecting
In our favorite detective shows, starting out always seems difficult. They have a crime,
but no real clues or suspects, no idea of what happened, no “theory of the crime,” etc. Much as
we are at this point with our question on equal pay for equal work.
The process followed is remarkably similar across the different shows. First, a case or
situation presents itself. The heroes start by understanding the background of the situation and
those involved. They move on to collecting clues and following hints, some of which do not pan
out to be helpful. They then start to build relationships between and among clues and facts,
tossing out ideas that seemed good but lead to dead-ends or non-helpful insights (false leads,
etc.). Finally, a conclusion is reached and the initial question of “who done it” is solved.
Data analysis, and specifically statistical analysis, is done quite the same way as we will
see.
Descriptive Statistics
Week 1 Clues
We are interested in whether or not males and females are paid the same for doing equal
work. So, how do we go about answering this question? The “victim” in this question could be
considered the difference in pay between males and females, specifically when they are doing
equal work. An initial examination (Doc, was it murder or an accident?) involves obtaining
basic information to see if we even have cause to worry.
The first action in any analysis involves collecting the data. This generally involves
conducting a random sample from the population of employees so that we have a manageable
data set to operate from. In this case, our sample, presented in Lecture 1, gave us 25 males and
25 females spread throughout the company. A quick look at the sample by HR provided us with
assurance that the group looked representative of the company workforce we are concerned with
as a whole. Now we can confidently collect clues to see if we should be concerned or not.
As with any detective, the first issue is to understand the.
BUS308 – Week 5 Lecture 1 A Different View Expected Ou.docxcurwenmichaela
BUS308 – Week 5 Lecture 1
A Different View
Expected Outcomes
After reading this lecture, the student should be familiar with:
1. What a confidence interval for a statistic is.
2. What a confidence interval for differences is.
3. The difference between statistical and practical significance.
4. The meaning of an Effect Size measure.
Overview
Years ago, a comedy show used to introduce new skits with the phrase “and now for
something completely different.” That seems appropriate for this week’s material.
This week we will look at evaluating our data results in somewhat different ways. One of
the criticisms of the hypothesis testing procedure is that it only shows one value, when it is
reasonably clear that a number of different values would also cause us to reject or not reject a
null hypothesis of no difference. Many managers and researchers would like to see what these
values could be; and, in particular, what are the extreme values as help in making decisions.
Confidence intervals will help us here.
The other criticism of the hypothesis testing procedure is that we can “manage” the
results, or ensure that we will reject the null, by manipulating the sample size. For example, if
we have a difference in a customer preference between two products of only 1%, is this a big
deal? Given the uncertainty contained in sample results, we might tend to think that we can
safely ignore this result. However, if we were to use a sample of, say, 10,000, we would find
that this difference is statistically significant. This, for many, seems to fly in the face of
reasonableness. We will look at a measure of “practical significance,” meaning the likelihood of
the difference being worth paying any attention to, called the effect size to help us here.
Confidence Intervals
A confidence interval is a range of values that, based upon the sample results, most likely
contains the actual population parameter. The “most likely” element is the level of confidence
attached to the interval, 95% confidence interval, 90% confidence interval, 99% confidence
interval, etc. They can be created at any time, with or without performing a statistical test, such
as the t-test.
A confidence interval may be expressed as a range (45 to 51% of the town’s population
support the proposal) or as a mean or proportion with a margin of error (48% of the town
supports the proposal, with a margin of error of 3%). This last format is frequently seen with
opinion poll results, and simply means that you should add and subtract this margin of error from
the reported proportion to obtain the range. With either format, the confidence percent should
also be provided.
Confidence intervals for a single mean (or proportion) are fairly straightforward to
understand, and relate to t-test outcomes simply. Details on how to construct the interval will be
given in this week’s second lecture. We want to understand how to interpret and understa.
BUS308 – Week 1 Lecture 1
Statistics
Expected Outcomes
After reading this lecture, the student should be familiar with:
1. The basic ideas of data analysis.
2. Key statistical concepts and terms.
3. The basic approach for this class.
4. The case focus for the class.
What we are all about
Data, measurements, counts, etc., is often considered the language of business. However,
it also plays an important role in our personal lives as well. Data, or more accurately, the
analysis of data answers our questions. These may be business related or personal. Some
questions we may have heard that require data to answer include:
1. On average, how long does it take you to get to work? Or, alternately, when do you
have to leave to get to work on time?
2. For budget purposes, what is the average expense for utilities, food, etc.?
3. Has the quality rejection rate on production Line 3 changed?
4. Did the new attendance incentive program reduce the tardiness for the department?
5. Which vendor has the best average price for what we order?
6. Which customers have the most complaints about our products?
7. Has the average production time decreased with the new process?
8. Do different groups respond differently to an employee questionnaire?
9. What are the chances that a customer will complain about or return a product?
Note that all of these very reasonable questions require that we collect data, analyze it,
and reach some conclusion based upon that result.
Making Sense of Data
This class is about ways to turn data sets, lots of raw numbers, into information that we
can use. This may include simple descriptions of the data with measures such as average, range,
high and low values, etc. It also includes ways to examine the information within the data set so
that we can make decisions, identify patterns, and identify existing relationships. This is often
called data analysis; some courses discuss this approach with the term “data-based decision
making.” During this class we will focus on the logic of analyzing data and interpreting these
results.
What this class is not
This class is not a mathematics course. I know, it is called statistics and it deals with
numbers, but we do not focus on creating formulas or even doing calculations. Excel will do all
of the calculations for us; for those of you who have not used Excel before, and even for some
who have, you will be pleasantly surprised at how powerful and relatively easy to use it is.
It is also not a class in collecting the data. Courses in research focus on how to plan on
collecting data so that it is fair and unbiased. Statistics deals with working on the data after it has
been collected.
Class structure
There are two main themes to this class. The first focuses on interpreting statistical
outcomes. When someone says, the result is statistically significant with a p-value of 0.01; we
need, as professionals, to know what it means. .
BUS308 Statistics for ManagersDiscussions To participate in .docxcurwenmichaela
BUS308
Statistics for Managers
Discussions
To participate in the following discussions, go to this week's
Discussion
link in the left navigation.
Language
Numbers and measurements are the language of business.. Organizations look at results, expenses, quality levels, efficiencies, time, costs, etc. What measures does your department keep track of ? How are the measures collected, and how are they summarized/described? How are they used in making decisions? (Note: If you do not have a job where measures are available to you, ask someone you know for some examples or conduct outside research on an interest of yours.)
Guided Response: Review several of your classmates’ posts. Respond to at least two of your classmates by providing recommendations for the measures being discussed.
Levels
Managers and professionals often pay more attention to the levels of their measures (means, sums, etc.) than to the variation in the data (the dispersion or the probability patterns/distributions that describe the data). For the measures you identified in Discussion 1, why must dispersion be considered to truly understand what the data is telling us about what we measure/track? How can we make decisions about outcomes and results if we do not understand the consistency (variation) of the data? Does looking at the variation in the data give us a different understanding of results?
Guided Response: Review several of your classmates’ posts. Respond to at least two classmates by commenting on the situations that are being illustrated.
.
BUS308 Week 4 Lecture 1
Examining Relationships
Expected Outcomes
After reading this lecture, the student should be familiar with:
1. Issues around correlation
2. The basics of Correlation analysis
3. The basics of Linear Regression
4. The basics of the Multiple Regression
Overview
Often in our detective shows when the clues are not providing a clear answer – such as
we are seeing with the apparent continuing contradiction between the compa-ratio and salary
related results – we hear the line “maybe we need to look at this from a different viewpoint.”
That is what we will be doing this week.
Our investigation changes focus a bit this week. We started the class by finding ways to
describe and summarize data sets – finding measures of the center and dispersion of the data with
means, medians, standard deviations, ranges, etc. As interesting as these clues were, they did not
tell us all we needed to know to solve our question about equal work for equal pay. In fact, the
evidence was somewhat contradictory depending upon what measure we focused on. In Weeks 2
and 3, we changed our focus to asking questions about differences and how important different
sample outcomes were. We found that all differences were not important, and that for many
relatively small result differences we could safely ignore them for decision making purposes –
they were due to simple sampling (or chance) errors. We found that this idea of sampling error
could extend into work and individual performance outcomes observed over time; and that over-
reacting to such differences did not make much sense.
Now, in our continuing efforts to detect and uncover what the data is hiding from us, we
change focus again as we start to find out why something happened, what caused the data to act
as it did; rather than merely what happened (describing the data as we have been doing). This
week we move from examining differences to looking at relationships; that is, if some measure
changes does another measure change as well? And, if so, can we use this information to make
predictions and/or understand what underlies this common movement?
Our tools in doing this involve correlation, the measurement of how closely two
variables move together; and regression, an equation showing the impact of inputs on a final
output. A regression is similar to a recipe for a cake or other food dish; take a bit of this and
some of that, put them together, and we get our result.
Correlation
We have seen correlations a lot, and probably have even used them (formally or
informally). We know, for example, that all other things being equal; the more we eat. the more
we weigh. Kids, up to the early teens, grow taller the older they get. If we consistently speed,
we will get more speeding tickets than those who obey the speed limit. The more efforts we put
into studying, the better grades we get. All of these are examples of correlations.
Correlatio.
BUS225 Group Assignment1. Service BlueprintCustomer acti.docxcurwenmichaela
BUS225 Group Assignment
1. Service Blueprint
Customer actions include the choice of visiting a Calvin Klein retail store, browsing clothes and asking for recommendations from a sales representative. Visible actions performed by Calvin Klein’s sales representative include greet customers upon arrival, check for inventory, bring clothes to customers and process payment. These actions are visible to customers and one invisible action performed by the sales representative would be finding customer clothes in the back room. The support processes include inventory-tracking system, inventory in the back room and POS systems, which allow the sales representative to deliver service smoothly.
2. Introduction
Calvin Klein is one amongst the leading fashion style and marketing studios within the world. It styles and markets women’s and men’s designer assortment attire and a variety of different products that area unit factory-made and marketed through an intensive network of licensing agreements and different arrangements worldwide.
2.1 Target Market
Calvin Klein targets male and female, and the millenials. The demographics of the people that would be receiving these messages from the “My Calvins” campaign would be men and women between the ages of 15-30, not married and have a median income.
Millenials believe that the next generation of robots are not going to replace people, but instead help to improve the effectiveness and service of industries. In today’s world, to suggest that automation will eliminate the need for human workers is proving to be as ridiculous as suggesting that tablets will replace laptops.
In the industrial world, robot design is pivoting from giant mechanical arms that take up factory floors, to smaller, more collaborative bots, that are designed to work alongside people. While these collaborative bots only make up 3% of the market today, they will make up 34% of the market by 2025.
3. Trend and importance of robotics
3.1. Role of robotics
The service sector is at an inflection point with regard to productivity gains and service industrialization similar to the industrial revolution in manufacturing that started in the eighteenth century. Robotics in combination with rapidly improving technologies like artificial intelligence (AI), mobile, cloud, big data and biometrics will bring opportunities for a wide range of innovations that have the potential to dramatically change service industries. The purpose of this paper is to explore the potential role service robots will play in the future and to advance a research agenda for service researchers (Wirtz et al. 2018).
Advancements in technology are radically transforming service, and increasingly providing the underlying basis for service strategy. Technological capabilities inevitably advance, firms will tend to move from standardized to personalized and from transactional to relational over time, implying that firms should be alert to technological opportunities to .
BUS301 Memo Rubric Spring 2020 - Student.docxBUS301 Writing Ru.docxcurwenmichaela
BUS301 Memo Rubric Spring 2020 - Student.docx
BUS301 Writing Rubric
Performance Dimensions
N/A
Not Met
Met
Comments
Organization (OABC)
Opening gets attention, provides context, and introduces topic
0
1
Agenda previews content of the document
0
1
Body
0
2
Sound paragraphing decisions (length and development)
Paragraphs limited to one topic per paragraph
Complete discussion of one topic before moving to next topic
Transitions and flow between paragraphs smooth
The overall flow/logic/structure of document is apparent
Closing summarizes and concludes, recommends, if appropriate
0
1
Content
The content of the document is relevant; information meaningful
0
2
The document is developed with adequate support and examples
0
2
The content is accurate and appropriate, with insightful analysis
0
2
Proofreading
The grammar and spelling are correct (proofread)
0
3
Punctuation—comma usage, capitalization, etc.—used correctly
0
3
The sentence structure and length are appropriate
0
1
Format
Appropriate formatting is used for type of document written
0
1
Good use of font, margins, spacing, headings, and visuals
0
1
[11/2016]
Example - Good - Corrected student example Spring 2020.docx
TO: Professor __________
FROM: Suzy Student
DATE: February 1, 2020
SUBJECT: Out of Class Experience – Cybersecurity Conference
Cybersecurity is a topic everyone should be concerned about, so I attended the 3rd Annual Cybersecurity Event held in the Grawn Atrium. I gained insight and knowledge from listening to the speakers that came from different kinds of industries. In this memo, I will discuss what I learned from the speaker and two takeaways: 1) cybersecurity is everywhere, 2) personal identifiable information, and 3) cybersecurity for the business student.
Cybersecurity is Everywhere
The conference was an opportunity to learn about cybersecurity. The first speaker talked about how companies are attacked in many different ways every day. The “bad guys” are trying to steal company information as well as employee information. Both kinds of information are valuable on the black market. The second speaker talked about the internet of things (IoT). These are things that are attached to the internet. The speaker talked about autonomous cars and medical equipment (heart) that talks to the internet. She talked about how cyber can and should influence designs. “Things” must be created with cybersecurity included in every step of the design. The last speaker talked about how my information has value. The “bad guys” steal my information and people want to buy it. Making money is one reason hackers steal millions of records.
Personal Identifiable Information
Personal Identifiable Information (PII) is any information relating to an identifiable person. There are laws in place to help make sure this information is secure. This topic is a takeaway for me because I had no idea my data had any value t.
BUS1431Introduction and PreferencesBUS143 Judgmen.docxcurwenmichaela
BUS143
1
Introduction and Preferences
BUS143: Judgment and Decision Making
Ye Li
All rights reserved ®
Why you decided to take this class
“Decisions are the essence of
management. They’re what
managers do—sit around all
day making (or avoiding)
decisions. Managers are judged
on the outcomes, and most of
them—most of us—have only
the foggiest idea how we do
what we do.”
Thomas Stewart
Former editor (2002-2008),
Harvard Business Review
BUS143
2
Decision Making: Two Questions
• Why is decision making difficult?
• What constitutes a good decision?
Decision Making: Good Process
• What is a decision?
– A costly commitment to a course of action.
• Outcomes versus Process
Outcomes
Good Bad
Process
Good
Bad
Bad “luck”
Good “luck”
BUS143
3
Components of a Good Decision
• I have considered my ABCs
– Alternatives
– Beliefs
– Consequences
• I am devoting an appropriate amount of
resources
• I have avoided major decision traps
Decision Making Components: The ABCs
• Alternatives
– Identification and articulation
– Construction/refinement
• Beliefs
– Identification and quantification of uncertainties
– Information collection/gathering
• Consequences
– Identification of consequences (and objectives
addressed by consequences)
– When possible, quantification of tradeoffs among
objectives
BUS143
4
Decision Making: Good Process
• Putting it all together (for now)…
Good decision making is choosing the
alternative that best meets your objectives
in the face of uncertainty about what
consequences will ensue.
3 Perspectives on Decision Making
• Normative
– How should people make decisions?
Related concepts: rational; optimizing; forward-looking
• Descriptive
– How do people make decisions?
Related concepts: boundedly rational; limited cognitive capacity;
heuristics or rule-based; myopic
• Prescriptive
– How can we help people make better decisions?
– Prescriptive advice via practical applications, in…
Management
Marketing
Finance
HR
Life!
BUS143
5
Example
• Problem
– Imagine two 1-mile-long (1.61km) pieces of railroad track, put
end to end, and attached to the ground at the extremes.
When it gets hot, each piece of track expands by 1 inch
(2.54cm), forcing the pieces to rise above the ground where
they meet in the middle.
How high will the track be in the middle?
• Normative rule:
– Pythagorean Theorem:
• Descriptive reality:
– Most people underestimate x. (We anchor on 1 inch.)
• Prescription:
– Use normative rule (geometry). Don’t rely on intuition.
More Examples
• Normative rule:
– Lighter objects should
be judged as lighter.
• Descriptive reality:
– Sometimes our vision
tricks us.
• Prescription:
– Use an outside reference
or instrument
– Note: Pilots have specific
strategies for
counteracting visual
illusions
Which box looks lighter?
BUS143
6
Class Philosophy
• Overarching goal:
– Help you to.
BUS210 analysis – open question codesQ7a01 Monthly OK02 Not .docxcurwenmichaela
BUS210 analysis – open question codes
Q7a
01 Monthly OK
02 Not trading hours
03 Every 2 weeks
05 Don’t know
Q8
01 More information wanted
02 More security/Police
03 More involvement from business
04 Inconvenient times
05 Street activation needs improvement
06 Too busy to be involved
08 More outside main areas
Q11
01 Toilets
02 Security/Police
03 Problems with access
04 Better parking needed
05 Has been positive improvement
Q14
01 Pedestrian flows
02 Tourist/visitor information
03 Business statistics – local and general
D2 Business Types
01 Accommodation/hospitality
02 Retail
03 Bank
04 Café/fast food
05 Professional services
06 Travel
07 NGO/Charity
08 Manufacturing
09 Media/art
Questionnaire
Introduce: We have been commissioned by the X Sydney Council to conduct independent research of its BID members. The research will be used to improve Council activities. Your comments will be confidential.
For the following statement, can you tell me whether you agree or disagree? Then ask: is that strongly/mildly agree/disagree?
1 = strongly agree 2 = mildly agree 3 = mildly disagree 4 = strongly disagree
5 = Don’t know (don’t say) 6 = N/A (don’t say) READ OUT AS INDICATED IN QUESTIONS BELOW
Write in rating
START QUESTIONS HERE: Firstly, some questions about Council BID membership and street activation groups
Q1 (read out scale options) I’m active in the Council BID
Q2 (read out scale options again) Local businesses support the BID
Q3 The BID should be doing more for businesses in X Sydney
Q4 I am satisfied with the street activation activities organised by the Council BID
Q5 I participate in the BID street activation groups (yes/no question) if yes go to Q7
Yes/No
Q6 I am interested in participating in a BID street activation group
Q7 Do you think BID member meetings should be more frequent?
If yes, how often (write in) ……………………………………………
YES/NO/Don’t know
Q8 Do you have any comments in relation to the questions I’ve just asked?
(write in)
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
(read out) Now, Just a few questions about safety and amenities
Q9 (Read out scale again) Being able to access safety, crime prevention tools information and reporting forms all in one place through the BID website is something I value
Q10 The public space and amenity quality is good in the Council area
Q11 Do you have any comments about safety and amenities
(write in)
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
And finally a few questions about communications (read out)
Q12 I a.
Bus101 quiz (Business Organizations)The due time is in 1hrs1 .docxcurwenmichaela
Bus101 quiz (Business Organizations)
The due time is in 1hrs
1/ Both socialism and communism are variations of:
Select one:
a. command economies.
b. competitive economies.
c. free-market economies.
d. plutocratic systems.
2 / To be effective, empowerment will require lower-level workers to :
Select one:
a. have more training.
b. accept less responsibility and lower wages.
c. receive less training.
d. have written policies regulating each aspect of their work.
3)
As a small business owner, Tanika can't afford to provide her employees with the high wages and benefits offered by big corporations. One way to retain her employees and create a high level of motivation would be to:
Select one:
a. threaten to fire her existing employees and hire new workers.
b. adopt a policy of promoting the workers who have been employed the longest.
c. empower her employees to develop their own ideas.
d. hire only family members, since they are more loyal.
4/
Anita is employed as plant manager for Mojo Industries, Incorporated. Though she spends some time performing all management functions, she is particularly concerned with tactical planning and controlling. Anita's position would be classified as part of Mojo's:
Select one:
a. top management.
b. lateral management.
c. supervisory management.
d. middle management.
5/
Which of the following policies would tend to foster entrepreneurship?
Select one:
a. establishing a currency that is tradable on world markets.
b. establishing more regulations to protect the environment.
c. developing policies to reduce corruption between individuals.
d. allowing public ownership of businesses.
6)
All else held equal, socially responsible firms:
Select one:
a. are viewed more favorably by consumers.
b. enjoy significantly higher profits.
c. often experience customer loyalty problems.
d. fail to earn sufficient profits for their owners.
7) After personal savings, the next largest source of capital for entrepreneurs is from:
Select one:
a. large multinational banks.
b. the Small Business Administration.
c. state and local governments.
d. friends and family.
8/
Patrick's Products has a manufacturing plant near Chicago. The plant specializes in compact washers and dryers for countries in which consumers have less living space. Patrick's Products participates in the global market through:
Select one:
a. importing.
b. dumping.
c. exporting.
d. balancing trade.
9/
Managers who listen to their subordinates and allow them to participate in decision-making are using the ____________ style of leadership.
Select one:
a. autocratic
b. free-rein
c. participative
d. bureaucratic
10/
Which of the following statements about partnerships is the most accurate?
Select one:
a. A partnership is simply a corporation with fewer than 100 owners.
b. A major advantage of a partnership is that it offers owners limited liability.
c. A major drawback of a partnership is that it is difficult to terminate.
d. Partnerships are taxed at the lowest corporate tax .
BUS 625 Week 4 Response to Discussion 2Guided Response Your.docxcurwenmichaela
BUS 625 Week 4 Response to Discussion 2
Guided Response: Your initial response should be a minimum of 300 words in length. Respond to at least two of your classmates by commenting on their posts. Though two replies are the basic expectation for class discussions, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you.
Below there are two of my classmate’s discussion that needs I need to response to their names are Umadevi Sayana
and Britney Graves
Umadevi Sayana
TuesdayMar 17 at 7:50am
Manage Discussion Entry
Twitter mining analyzed the Twitter message in predicting, discovering, or investigating the causation. Twitter mining included text mining that designed specifically to leverage Twitter content and context tweets. With the use of text mining, twitter was able to include analysis of additional information that associates to tweets, which include hashtags, names, and other related characteristics. The mining also employs much information as several tweets, likes, retweets, and favorites trying to understand the considerations better. Twitter using text mining was successful in capturing and reflecting different events that relate to other conventional and social media. In 2013, there were over 500 million messages per day for twitter and became impossible for any human to analyze. It became important than to develop computer-based algorithms, including data mining. Twitter implements text mining in analyzing the sentiment that associates with twitter messages. It based on the analysis of the keyword that words are having a negative, positive, or neutral sentiment (Sunmoo, Noémie& Suzanne, (Links to an external site.)n.d). Positive words, for example like great, beautiful, love, and negative words of stupid, evil, and waste, do regularly have lexicons. Using text mining, Twitter was able to capture sentiments by capturing many dictionary symbols. Moreover, the sentiment applied to abbreviations, emoticons, and repeated characters, symbols, and abbreviations.
The sentiments on topics of economics, politics, and security are usually negative, and sentiments related to sports are harmful. Twitter also used text mining to collect and analyze for topic modeling techniques over time. To pull out the data from Twitter, TwitterR used. “Someone well versed in database architecture and data storage is needed to extract the relevant information in different databases and to merge them into a form that is useful for analysis” ( Sharpe, De Veaux & Velleman, 2019, p.753). It provides the interface that connects to Twitter web API; retweetedby/ids also used combined with RCurl package in finding out several tweets that retweeted. Text mining is also used in Twitter to clean the text by taking out hyperlinks, numbers, stop words, punctuations, followed by stem completion. Text mining also implemented for social network analysis.
Web mining focus on data knowledge discovery .
BUS 625 Week 2 Response for Discussion 1 & 2Week 2 Discussion 1 .docxcurwenmichaela
BUS 625 Week 2 Response for Discussion 1 & 2
Week 2 Discussion 1 Response
Guided Response: Your initial response should be a minimum of 300 words in length. Respond to at least two of your classmates by commenting on their posts. In your response, provide your own interpretation of their distribution graph. Note any differences between your classmate’s interpretation and your own. Though two replies are the basic expectation for class discussions, for deeper engagement and learning you are encouraged to provide responses to any comments or questions others have given to you. Continuing to engage with peers and the instructor will further the conversation and provide you with opportunities to demonstrate your content expertise, critical thinking, and real-world experiences with the discussion topics.
Below there are two of my classmate’s discussion that needs I need to response to their names are Kristopher Wentworth and Ashley Thiberville
Kristopher Wentworth
This graph is a representation of single people versus married couples from the year 1950 to the year 2019. This information was gathered and presented by the U.S. Department of Commerce and the U.S. Census Bureau who have a good record of presenting accurate data and are highly credible. The U.S. Department of Commerce is responsible for promoting economic growth in the united states. The U.S. Census Bureau is an agency of the Federal government that is responsible for producing data about the people of America and the economy.
So, the graph that I chose to talk about is one showing the gap between how many people are married and how many people are single in the united states from 1950 - 2019. I chose this graph because it caught my attention right away because of the contrasting colors but also because of the information displayed. It is crazy to think that since 1950 the American population has more than doubled according to this graph and with the growing population, the numbers of married couples and singles rise too. However, if you look at the percentages of singles they haven't changed all too much. For example, the number of single Americans in 1950 was 37.3M and in 2019 it was 125.7M. Even with such a large population boom the percentage that was never married really hadn't changed going from 69% to 68%.
The presentation of this graph is excellent with the line graph being yellow and on a blue backdrop, it allows it to really stand out. The shape of the graph shows a sharp incline as the population in us explodes. Since this graph is focused on the single population of America it puts the focus on that with stats like "never been married, divorced, widowed" because there are multiple ways to be single and really only one way to be married.
Ashley Thiberville
The above histogram was compiled by the United States Census Bureau to show the rise of one-person households in the US. The Census Bureau is a branch of the Department of Commerce within the United States gov.
Bus 626 Week 6 - Discussion Forum 1Guided Response Respon.docxcurwenmichaela
Bus 626 Week 6 - Discussion Forum 1
Guided Response: Respond to at least two of your fellow students’ and to your instructor’s posts in a substantive manner and provide information or concepts that they may not have considered. Each response should have a minimum of 100 words. Support your position by using information from the week’s readings. You are encouraged to post your required replies earlier in the week to promote more meaningful and interactive discourse in this discussion forum. Continue to monitor the discussion forum until Day 7 and respond with robust dialogue to anyone who replies to your initial post.
Jocelyn Harnett
Egypt has a sizable trade deficit that has continued to grow through the 21st century. The country has imports that make up a third of GDP and exports that make up one tenth of GDP. Egypt has many critical trade partners that include China, the United States, and the Gulf Arab countries. Throughout history Egypt has had an unstable government which has led to an unstable economy. This is related to the fluctuations the country has experienced in tariffs and taxes. The country has stabilized in recent years, but the historic instability still remains a critical factor when considering the expansion of Wal-Mart into Egypt. The trade deficit would not be a concern under normal conditions due to the fact that this means money is flowing into the country and creating new opportunities, but because the government is not stable Wal-Mart would want to ascertain that money was being invested properly in the future. If money is not being utilized correctly than the trade deficit becomes a concern because future generations are inheriting a debt that had no payback associated with it. The exchange rate of the Egyptian pound has gotten stronger to the US Dollar, which is a good indicator the economy is heading in the correct direction. Wal-Mart expansion could benefit from getting into the market in Egypt at the right time to see major profits.
Egypt is a market that will continue to grow as the internal government becomes stabilized and the country continues to focus on improving the economic welfare of the people. Currently the market in Egypt is volatile and companies that select to make an investment here must be aware of the many different cultural aspects that will affect success. The government is working to “find solutions and solve difficulties for people and businesses” (Bawaba, 2019) and has seen success in the first half of 2019. “At the time of May 31, 2019, the whole country had 721,516 businesses doing business, increasing 23,921 enterprises (3.43 %) compared to the end of 2018.” (Bawaba, 2019). This sort of success validates a foreign company wanting to make an investment, but continued analysis of the country’s government stability will be needed before each new storefront is added.
References:
Bawaba, A. (2019). Egypt : "Reviewing tax policies, finding solutions to solve difficulties for people and .
BUS 499, Week 8 Corporate Governance Slide #TopicNarration.docxcurwenmichaela
BUS 499, Week 8: Corporate Governance
Slide #
Topic
Narration
1
Introduction
Welcome to Senior Seminar in Business Administration.
In this lesson we will discuss Corporate Governance.
Please go to the next slide.
2
Objectives
Upon completion of this lesson, you will be able to:
Describe how corporate governance affects strategic decisions.
Please go to the next slide.
3
Supporting Topics
In order to achieve these objectives, the following supporting topics will be covered:
Separation of ownership and managerial control;
Ownership concentration;
Board of directors;
Market for corporate control;
International corporate governance; and
Governance mechanisms and ethical behavior.
Please go to the next slide.
4
Separation of Ownership and Managerial Control
To start off the lesson, corporate governance is defined as a set of mechanisms used to manage the relationship among stakeholders and to determine and control the strategic direction and performance of organizations. Corporate governance is concerned with identifying ways to ensure that decisionsare made effectively and that they facilitate strategic competitiveness. Another way to think of governance is to establish and maintain harmony between parties.
Traditionally, U. S. firms were managed by founder- owners and their descendants. As firms became larger the managerial revolution led to a separation of ownership and control in most large corporations. This control of the firm shifted from entrepreneurs to professional managers while ownership became dispersed among unorganized stockholders. Due to these changes modern public corporation was created and was based on the efficient separation of ownership and managerial control.
The separation of ownership and managerial control allows shareholders to purchase stock. This in turn entitles them to income from the firm’s operations after paying expenses. This requires that shareholders take a risk that the firm’s expenses may exceed its revenues.
Shareholders specialize in managing their investment risk. Those managing small firms also own a significant percentage of the firm and there is often less separation between ownership and managerial control. Meanwhile, in a large number of family owned firms, ownership and managerial control are not separated at all. The primary purpose of most large family firms is to increase the family’s wealth.
The separation between owners and managers creates an agencyrelationship. An agency relationship exists when one or more persons hire another person or persons as decision- making specialists to perform a service. As a result an agency relationship exists when one party delegates decision- making responsibility to a second party for compensation. Other examples of agency relationships are consultants and clients and insured and insurer. An agency relationship can also exist between managers and their employees, as well as between top- level managers and the firm’s owners.
The sep.
BUS 499, Week 6 Acquisition and Restructuring StrategiesSlide #.docxcurwenmichaela
BUS 499, Week 6: Acquisition and Restructuring Strategies
Slide #
Topic
Narration
1
Introduction
Welcome to Business Administration.
In this lesson we will discuss Acquisition and Restructuring Strategies.
Please go to the next slide.
2
Objectives
Upon completion of this lesson, you will be able to:
Identify various levels and types of strategy in a firm.
Please go to the next slide.
3
Supporting Topics
In order to achieve this objective, the following supporting topics will be covered:
The popularity of merger and acquisition strategies;
Reasons for acquisitions;
Problems in achieving acquisition success;
Effective acquisitions; and
Restructuring.
Please go to the next slide.
4
The Popularity of Merger and Acquisition Strategies
The acquisition strategy has been a popular strategy among U.S. firms for many years. Some believe that this strategy played a central role in an effective restructuring of U.S. business during the 1980s and 1990s and into the twenty-first century.
An acquisition strategy is sometimes used because of the uncertainty in the competitive landscape. A firm may make an acquisition to increase its market power because of a competitive threat, to enter a new market because of the opportunity available in that market, or to spread the risk due to the uncertain environment.
The strategic management process calls for an acquisition strategy to increase a firm’s strategic competitiveness as well as its returns to shareholders. Thus, an acquisition strategy should be used only when the acquiring firm will be able to increase its value through ownership of the acquired firm and the use of its assets.
Please go to the next slide.
5
Mergers, Acquisitions, and Takeovers
A merger is a strategy through which two firms agree to integrate their operations on a relatively coequal basis. Few true mergers actually occur, because one party is usually dominant in regard to market share or firm size.
An acquisition is a strategy through which one firm buys a controlling, or one hundred percent, interest in another firm with the intent of making the acquired firm a subsidiary business within its portfolio. In this case, the management of the acquired firm reports to the management of the acquiring firm. Although most mergers are friendly transactions, acquisitions can be friendly or unfriendly.
A takeover is a special type of an acquisition strategy wherein the target firm does not solicit the acquiring firm’s bid. The number of unsolicited takeover bids increased in the economic downturn of 2001 to 2002, a common occurrence in economic recessions; because the poorly managed firms that are undervalued relative to their assets are more easily identified.
On a comparative basis, acquisitions are more common than mergers and takeovers.
Please go to the next slide.
6
Reasons for Acquisitions
There are a number of reasons firms decide to acquire another company. These are:
Increased market power;
Overcoming entry barriers;
Co.
BUS 499, Week 4 Business-Level Strategy, Competitive Rivalry, and.docxcurwenmichaela
BUS 499, Week 4: Business-Level Strategy, Competitive Rivalry, and Competitive Dynamics
Slide #
Topic
Narration
1
Introduction
Welcome to Senior Seminar in Business Administration.
In this lesson, we will discuss Business-Level Strategy, Competitive Rivalry, and Competitive Dynamics.
Next slide.
2
Objectives
Upon completion of this lesson, you will be able to:
Identify various levels and types of strategy in a firm.
Next slide.
3
Supporting Topics
In order to achieve this objective, the following supporting topics will be covered:
Customers: their relationship with business-level strategies;
The purpose of a business-level strategy;
Types of business-level strategies;
A model of competitive rivalry;
Competitor analysis;
Drivers of competitive actions and responses;
Competitive rivalry;
Likelihood of attack;
Likelihood of response; and
Competitive dynamics.
Next slide.
4
Customer Relationships
Strategic competitiveness results only when the firm is able to satisfy a group of customers by using its competitive advantages as the basis for competing in individual product markets. A key reason firms must satisfy customers with their business-level strategy is that returns earned from relationships with customers are the lifeblood of all organizations. The most successful companies try to find new ways to satisfy current customers and/or meet the needs of new customers.
The firm’s relationships with its customers are strengthened when it delivers superior value to them. Strong interactive relationships with customers often provide the foundation for the firm’s efforts to profitably serve customers’ unique needs.
The reach dimension of relationships with customers is concerned with the firm’s access and connection to customers. Richness is concerned with the depth and detail of the two-way flow of information between the firm and the customer. Affiliation is concerned with facilitating useful interactions with customers.
Deciding who the target customer is that the firm intends to serve with its business-level strategy is an important decision. Companies divide customers into groups based on differences in the customers’ needs to make this decision. Dividing customers into groups based on their needs is called market segmentation, which is a process that clusters people with similar needs into individual and identifiable groups.
Next slide.
5
Customer Relationships, continued
After the firm decides who it will serve, it must identify the targeted customer group’s needs that its good or services can satisfy. Successful firms learn how to deliver to customers what they want and when they want it. In a general sense, needs are related to a product’s benefits and features. Having close and frequent interactions with both current and potential customers helps firms identify those individuals’ and groups’ current and future needs.
As explained in previous lessons, core competencies are resources and capabilities that serve as a source of.
BUS 437 Project Procurement Management Discussion QuestionsWe.docxcurwenmichaela
BUS 437 Project Procurement Management Discussion Questions
Week 2 Discussion
“Effective Management.” There are three (3) recommendations for effective management of projects in concurrent multiphase environments: Organizational System Design, System Implementation, and Managing in Concurrent Engineering.· Which of these three (3) recommendations for effective management would you or do you use most often? Why?
Week 3 Discussion
Top of Form
“Managing Configuration and Data for Effective Project Management.” The process protocol model consists of thirteen (13) steps from Inception to Feedback.· What are the steps?· Can any be skipped in this process model? What are the steps?
Week 4 Discussion“Organizational Project Management Maturity Model.” Students will respond to the following:· What is the four-step process of innovation and learning and how can your organization apply these steps to manage a project?· Of the five (5) levels of an organizational project management maturity model, which level is often the most difficult to manage? Why?
INTEGRATED SEMESTER ASSIGNMENT
(FINC 300, INFO 300, MGMT 300, MKTG 300)
DUE: April 12, 2019
INSTRUCTIONS:
The objective of the integrated semester is to help you extend your knowledge of how the finance,
operations, management, and marketing disciplines work and how they integrate their functioning in
the real world of business. This assignment is an assessment of how well you understand this
integration. It is worth 10% of your course grade.
YOUR ASSIGNMENT IS TO ANSWER ALL OF THE QUESTIONS, IN A SINGLE DOCUMENT:
• The assignment should be prepared as a Word document, 12 -14 pages in length (approx. 3
pages for each discipline’s questions).
• The document should be double spaced, using Ariel font #12.
• Label each section (e.g., FINANCE) to indicate which discipline’s questions you are
answering.
• Add any Appendices at the end of the Word document.
• Upload the entire Word file through the link on Canvas to each of your Integrated Semester
courses by the due date.
Note: Your reference sources, in addition to the base case and question sets, should be online sites
and articles, Bloomberg terminals, your Integrated Semester textbooks and PowerPoint slides. Also
note, Turnitin, a software tool that improves writing and prevents plagiarism, will be used to assess
your sourcing of information. Do your own work.
FINANCE ASSIGNMENT
The objective of the integrated semester is to help you extend your knowledge of how the finance,
operations, management, and marketing disciplines work and how they integrate their functioning in
the real world of business. This assignment is an assessment of how well you understand this
integration. It is worth 10% of your course grade.
Use either the Bloomberg terminals located at the Feliciano School of Business or other reputable
sources such as finance.yahoo.com, morningstar.com or Wall Street Jo.
BUS 480.01HY Case Study Assignment Instructions .docxcurwenmichaela
BUS 480.01HY Case Study Assignment
Instructions
Instructions: Each of you have been assigned a company to complete a case study analysis report.
The case distribution can be found on BlackBoard (course content -> case study analysis - > case
study distribution). Complete a thorough research on your company in order to complete the
analysis. It is required for you to use scholarly journals and peer-reviewed articles, which can be
found on the University’s website in the library section. I have provided you with very detailed
information on how to complete a thorough case analysis report. I am available during my office
hours to discuss. I will also schedule a case analysis session during lunch time this week. If you are
able to make it, please attend for one-on-one assistance.
Your “draft is due this Thursday, October 11th. I am not looking for perfection here, but please do
your best in writing and researching. Your final product will be due on Thursday, October 18th.
BUS 480.01HY Case Study Assignment
Instructions
1. Format – please review the case study format guidelines placed on BlackBoard
The use of headers and sub-headers is strongly suggested
2. Submission
1. Submit to BlackBoard (course content -> case study analysis - > Case Study Analysis
Report). Failure to submit in proper area will result in a 0.
3. Introduction
In 3-4 paragraphs describe the case facts and background. This should include BRIEF
information about the firm, however do NOT simply duplicate what is in the case itself.
As things change quickly in business, you may wish to check the current status of the
firm and briefly discuss the most current information.
4. Body
This should be about 4-5 pages in length (minimum – this is only a guideline). Review
posted guidelines for more information/detail
a) State the Problem/Key Issues
What are the key marketing or business issues in the case? These might be problems,
opportunities or challenges the firm is facing. For example:
o Sales have declined by 10 percent in the last year.
o The competition has launched a new and innovative product.
o Consumer tastes have changed and the firm’s most successful product is at risk.
o The CEO made a public racial slur and has affected the company internally and
externally.
5. Conclusion (include recommendations in this section)
For the issues you identified above, you must identify potential solutions and analyze
each of them. For example, for the decline in sales noted above we might try any of the
following, among other options:
1. increase advertising
2. develop a new product
3. implement diversity training
4. launch a brand awareness campaign
For each of the alternatives, you should analyze the costs, benefits, resources required
and possible outcomes. Typically, you will have 3-4 of these alternatives. Any given
alternative solution might address multiple issues. If t.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
1. BSBHRM513 Manage workforce planning
Learner Instructions 2
(Implement actions in support of workforce
planning)Submission details
Students Name
Student ID
Group
Assessor’s Name
Assessment Date/s
The assessment task is due on the date specified by your
assessor. Any variations to this arrangement must be approved
in writing by your assessor.
Submit this document with any required evidence attached. See
specifications below for details.Performance objective
This task requires you to demonstrate skills and knowledge
necessary to implement initiatives to support workforce
planning.Assessment description
Using the workforce planning report you developed in
Assessment Task 1, you will develop a staffing action plan to
implement long-term strategies. You will then partially
implement the communication strategy developed in Assessment
Task 1 to support workforce planning objectives and facilitate
organisational change.
Workforce planning report
Communications strategy
Risk management and contingency plan
Assessment Task 1
Staffing action plan
2. Workforce planning presentation
Assessment Task 2
Organisational climate survey
Evaluation
report
Assessment Task 3
Procedure
1. Review the JKL simulated business documents provided by
your assessor and the scenario below.
You are an HR consultant contracted by JKL to review
workforce planning, implement activities to manage workforce
planning, and evaluate workforce planning effectiveness.
The broad recommendations proposed in your report to JKL
management have been accepted in principle. You now need to
plan the implementation of your proposed strategies over the
current financial year, 2014–15.
You will implement part of your communication plan by
presenting and explaining your implementation plan to senior
management to gain their acceptance and support.
It is now the beginning of Quarter 2 FY 2014–15. You will need
to plan and schedule activities to implement your management
strategies for workforce planning over the next six months.
2. Review the staffing information in Appendix 1 for FY 2014–
15.
3. Applying strategies developed in Assessment Task 1 (and
documented in a report, communication strategy and
contingency plan) and using the template provided in Appendix
2, prepare a staffing plan for FY 2014–15.
a. Ensure your plan includes implementation of strategies for:
i. recruitment and sourcing skilled labour
ii. retention of skilled labour
iii. promoting diversity
iv. succession planning
v. ensuring the workplace exemplifies and is promoted as an
Employer of Choice.
3. Note: Your staffing plan will need to be more detailed and
specific than your description of overall strategies in your
report in Assessment Task 1. For example, if your overall, long-
term retention strategies include promotion from within, you
will need to show how this will be implemented in the current
period to meet staffing needs, specify who will be responsible,
what resources may be required, dates, specific actions to
promote long-term strategies and reduce risk. To demonstrate
your ability to apply general and longer-term strategies and
objectives to current operational problems, your staffing action
plan should be broadly consistent with the strategies you
developed in Assessment Task 1.
4. Plan to deliver a presentation to senior management to
explain and gain support for your workforce planning and your
completed staffing action plan. Ensure your presentation:
a. exemplifies strategies to win support and overcome resistance
to change from managers
b. outlines approaches to overcoming resistance to change
approaches and managing change so that managers may use
these in turn among their own staff
c. explains the need for workforce planning with respect to:
i. external labour supply and characteristics
ii. specific present and future needs of the organisation for
skilled labour
d. explains staffing action plan and specific application of
broad, longer-term strategies in the current period.
5. Arrange with your assessor to deliver your presentation.
6. Deliver your presentation and:
a. use effective communication skills to build support from
senior management
b. be prepared to answer questions and defend your workforce
planning, staffing action plan and associated strategies.
7. Submit all documentation as per specifications below. Please
keep copies for your records.
Note: For Assessment Task 3, you will need to refer to work
submitted for this assessment task.Specifications
4. You must:
· submit your staffing action plan
· deliver your workforce planning and strategies presentation
· submit evidence of your presentation, for example,
presentation notes, slides, etc.
Your assessor will be looking for evidence of:
· communication and leadership skills to:
· explain the need for change
· gain senior management support for workforce planning
initiatives
· literacy skills to read and write reports and succinct workforce
plans
· technology skills to communicate with key stakeholders
· knowledge of current information about external labour supply
relevant to the specific industry or skill requirements of the
organisation.
Candidate: I declare that this work has been completed by me
honestly and with integrity and that I have been assessed in a
fair and flexible manner. I understand that the Institute’s
Student Assessment, Reassessment and Repeating Units of
Competency Guidelines apply to these assessment tasks.
Signature: ___________________
Date: ____/_____/_____
BSBHRM513 Manage workforce planning
9. Checklist
Position
Staffing target for FY 2014–15
Actual (as per staffing action plan)
Achieved
Senior manager
Branch manager
Line manager (service, sales)
Salesforce
10. Mechanic
BSBHRM513 Learner Instructions 2
Version 1.0 Page 5 of 7
PSYCH 105: Introductory Psychology
Due October 29th, 2018,
20 pts (10% of your course grade)
The Case Study Assignment
THE PURPOSE:
Knowledge:
After completing this assignment, you will understand:
1) How casual explanations of behavior made by the average
person compare to those made by psychologists.
2) How psychological principles can be used to explain human
behavior.
Skills:
After completing this assignment, you will be able to:
1) Adopt the mindset of a psychologist and form specific,
functional connections between the course material
(i.e., the science of human behavior) and your own
personal experience.
2) Use the information you have learned in this course
(i.e., psychological terminology, principles, concepts,
11. and/or theories) to explain behavior you observe in
the real world.
YOUR TASK:
You will need to recruit a friend or acquaintance to assist you
with this assignment. This individual should be a person who
has no formal training in psychology (i.e., has not taken a
psychology course or received some other form of training on
the topic). Ideally, this person will have the opportunity to
make a behavioral observation along with you. That way, you
are both witnessing the behavior in real time, under the same
conditions and circumstances. Be sure to explain this
assignment to your friend ahead of time and get permission to
use her/his input in your write-up (see below).
Over the next few days, your task is to pay attention to your
behavior and the behavior of others around you. You are
looking for situations and interactions that you and a friend can
collectively observe and then discuss, interpret, and analyze
together. Your friend will provide the perspective of the
“casual observer” (i.e., the average person). You will provide
the perspective of the “social scientist” and use the information
you have learned in this course (i.e., psychological terminology,
principles, concepts, and/or theories) to explain what you have
witnessed. For these reasons, you should focus on observations
you can link to any of the topics covered in the course thus far
in the semester.
Your behavior observation will be referred to as your “case
study.” Once you and your friend have completed the
observation, you will construct a “case study write-up” that
includes the following information:
1) Date of the behavioral observation (i.e., case study).
2) Location of the case study.
12. 3) Brief Case Description. This description should include any
and all details needed to provide a complete
description of the event/observation for someone who did not
witness it first-hand. Avoid specific personal identifying
details, such as names, to protect the privacy of the people you
observe but be sure to provide a comprehensive description of
the event itself and the behavior of the persons involved.
4) Casual Explanation. This explanation will be provided by
your friend/acquaintance. Ask your friend to
describe what she/he observed and to provide an explanation
for, or interpretation of, the behavior. How does the “average
person” view the behavior(s) observed? What explanation does
she/he give for those behaviors?
5) Psychological Application. This application will be provided
by you (the social scientist). In doing so, you will
seek to analyze/explain/interpret the behavior(s) you observed
using what you have learned in this course. You willprovide
functional connections between your observations and relevant
course material (i.e., a specific psychological concept,
principle, or theory). Be sure to discuss your case study using
appropriate psychological terminology. You must also
incorporate information from ONE academic source into your
analysis (this CANNOT be your textbook).Be sure to cite that
source both in text and in a Reference list at the end of your
assignment using APA editorial style. You should avoid
internet sources, with the exception of electronic versions of
articles from peer-reviewed journals.
6) Compare/Contrast. Compare and contrast the explanations
provided by your friend (the casual observer) and
you (the social scientist). Were the explanations similar or
different? In what ways? Did you focus on different aspects of
behavior when trying to explain it? If you focus on different
factors/variables when trying to explain the behavior? What did
13. you learn from this exercise about casual, everyday
explanations of behavior and those provided by the scientific
study of behavior?
7) Reference list. Provide a complete reference entry for any
source cited in your psychological application
discussion. The APA tutorial from Assignment 1 covers citation
and APA format for journal article references. You are
encouraged to use the APA resources posted in Blackboard for
help with APA format.
THE CRITERIA:
Review the grading criteria for this assignment on the attached
grading rubric (see page 3) to understand what you need to
address in your case study to earn points on this assignment.
Your Completed Assignment MUST Include:
1) ONE behavioral observation of events in your own life.
2) A 2-3 page write-up (12 point Times New Roman font,
double-spaced and 1 inch margins) in which
you summarize and then compare/contrast the two
perspectives/explanations specified in this assignment (i.e., a
causal/everyday explanation [provided by a third party] and the
explanation based on scientific investigation).
3) Full in-text and Reference list citation for the research
sources used to complete the assignment (in APA editorial
format).
4) A copy of the grading rubric (found at the end of this
assignment). Be sure to complete and sign the academic
integrity statement before submitting your assignment.
BACKGROUND INFORMATION FOR THE ASSIGNMENT:
Chances are you have made a lot of casual observations of
human behavior in your lifetime. You have probably also
speculated about the causes of many of those behaviors (i.e.,
asked yourself “why did so-and-so behave that way?”).
14. Psychologists are also keen observers of human behavior.
However, in contrast to the average person, psychologists are
interested in determining the causes of behavior using the
scientific method and using what they learn to explain other
instances of similar behavior. When we say psychology is an
“applied” science, we are highlighting how psychologists use
scientific inquiry to understand behavior and then apply what
they have learned to solve problems in the real world.
This assignment will teach you how to adopt the mindset of a
psychologist and form specific, functional connections between
the course material (i.e., the science of human behavior) and
your own personal experience.
REMEMBER: Your write-up should consist of complete,
understandable sentences with proper grammar, punctuation,
and spelling. Clearly label your work following the example
given above. Carefully proof-read your paper before submitting
it to avoid losing points.
PRINT THIS PAGE and staple it to your assignment for use
during grading.
The grading rubric below will be used to evaluate this
assignment. Addressing each element of the rubric well will
ensure that you have included all critical aspects of the
assignment.
Academic Integrity: Any student caught plagiarizing this
assignment will receive an F for the assignment and will be
formally reported to the Office of Student Conduct. To
reinforce academic integrity,insert your name in the statement
below and provide your signature prior to submission.
“I, ______________________________________________,
verify that this assignment is my original work.”
15. Your Signature:
_____________________________________________________
__________
THE GRADING RUBRIC
MECHANICS & STYLE (25% = 5 points)
1) Are there 3 or more errors in spelling, grammar, and/or
punctuation? If so, -2 pts
2) Are sentences logically related to one another? If not …
-1 pt
3) Is the paper’s overall organization consistent and logical? If
not . . . -2 pts
APA FORMAT (20% = 4 points)
1) Are the in-text citations in APA Format?
Only 1-2 errors
-1 pt
3 or more errors
-2 pts
2) Are the references on Reference page in APA
format?
Only 1-2 errors
-1 pt
3 or more errors
-2 pts
NOTE: Failure to include citations for references in your
assignment is considered plagiarism so
please be sure to cite all resources you use.
CONTENT (60% = 11 points)
1) Does the write up include a detailed description of an event
involving the behavior of
one or more individuals under “real world” conditions” Does
the description provide
16. sufficient details of all behaviors observed (including verbal
and nonverbal) so that
someone who has not witnessed it would still have a clear
understanding of what had
occurred?
____/3 pts
2) Does the write-up provide a critical analysis that compares
and contrasts two
potential explanations or interpretations of the behavior,
including:
a) one everyday, casual explanation provided by a third party
[i.e., a friend]
and
____/4 pts
b) another explanation that uses a psychological
principle/theory/concept to
explain the behavior(s)?
____/4 pts
Was the assignment late? _________
(2 pt deduction per/day including the due date if assignment
was submitted after class)
NOTE: Assignments submitted more than 3 days past their
deadline will not be accepted.
FINAL GRADE (Mechanics/Style + Format + Content minus
any late deductions): _______/20 points
Overall Comments:
Psychology 105: Introductory Psychology
Fall 2018 SSCI – 3 credits
Days/Time: M/W/F 9:10am-10:00am Location: Todd
17. Hall 230
Instructor: Julie Chrysosferidis, M.S. Email:
[email protected]
Office: Johnson Tower 307 Office Hours:
Wednesdays 1:30pm-3:30 pm
Required Materials:
Licht, D. M., Hull, M. G., and Ballantyne, C. (2014). Psych
105: Introductory Psychology. Worth Publishers. New York:
NY.
Course Overview:
Welcome to psychology! As a general introduction to
psychology, this course will provide a broad overview of the
basic terms, processes, principles, and theories related to the
scientific study of behavior and mental processes. A solid
understanding of research methodology and the biological basis
of behavior will be emphasized. Psychology is fundamentally a
science and material will be presented and evaluated from a
rigorous scientific perspective. This course is also an
opportunity to develop sensitivity to, and appreciation for, the
complexity of human behavior. You should come away with a
deeper understanding and appreciation of the diversity of
psychology and the importance of psychology in daily life.
18. Learning Goals:
The following table outlines how the course learning goals,
content, and assessment components align both with one another
and with specific university learning goals for the baccalaureate
degree.
University Learning Goals
At the end of the course, you should:
Course Topics That Advance Learning Goals
How is this assessed?
Critical & Creative Thinking
Diversity
-Be knowledgeable of key terms, concepts, principles, and
prominent theories within psychology
-Be able to explain how biological, psychological, and social
variable interact to produce individual differences in behavior
-Understand how psychology can be used to address personal,
social, and organizational problems
1) Biology & Behavior
2) Learning
3) Memory
4) Cognition
5) Social Behavior
6) Sex, Gender, and Sexuality
7) Personality
8) Psychological Disorders
9)Treatment
Exams
Writing Assignments
In-class participations
Scientific Literacy
19. Information Literacy
The understanding and ethical application of the statistical
analyses and research methods used in psychology
Exams
Writing Assignments
Expectations:
As a student, there are a number of actions that can both
increase your learning in the course and enable you to do well.
These are my expectations for you:
· Come to class prepared by reading the textbook, any assigned
outside reading, or preparing for any class activities
· Always be present in class, both physically and mentally.
Sitting idly by in class will not help either of us, neither is
playing on your phone/laptop
· Be an active participant in the course. This means asking and
answering questions in class and sending emails when questions
arise outside of class time
· Be respectful to both your classmates and me. Psychology is a
discipline where we discuss differing viewpoints and being
respectful of others and their views is necessary. Students who
are disrespectful will be asked to leave.
· Do your own work.
Specific Course Policies
· Technology: Research shows writing notes by hand (as
opposed to laptops) actually leads to better performance
(Mueller & Oppenheimer, 2014). Based on this, I do not allow a
laptop in my classroom. I also ask that cell phones be put away
and on silent during class time. If I see you on your cell phone I
will ask you to leave the classroom.
· Emails: Emailing is a form of professional communication. As
such, I have expectations for your email to me. When emailing
20. me, please include an appropriate greeting, a closing, and use
proper spelling/punctuation. Additionally, please check the
syllabus before sending an email.
· Lecture Notes: I will not post lecture notes on Blackboard. I
understand that, sometimes, you won’t be able to attend lecture
– life happens. If you are sick, please stay home. If you would
like to look over Power Point slides from a lecture, I welcome
that during office hours.
· Classroom Environment: There may be times when class
members share personal experiences and beliefs. Because we all
benefit from hearing each other’s perspectives, we must be
respectful of those who feel comfortable in sharing this personal
information. Therefore, we will have an understood policy that
nothing shared in class can be divulged outside of the class.
While you may discuss general issues with others, you cannot
share any information that may identify another member of the
class.
Course Format:
Exams:
This course consists of 4 exams, each worth 50 points for a total
of 200 points. These will take place on 9/10, 10/5, 10/29, and
12/12. Note that the last exam takes place during finals week
but is non-cumulative and structured the same as every other
exam. The exam during finals week will take place in our
regular class room from to 8am – 10am. The date and time of
the final exam is set in stone and will not change. All other
dates will be kept the same to the extent possible, though I
reserve the right to change them if something requires it. Exams
will consist of a combination of multiple choice and short
answer questions from the book that may not have been covered
during lecture.
Absences/Make-ups: Make-up exams will be allowed only if
your absence is deemed excusable. There are three general
reasons where an absence may be considered excusable: 1)
participation in a school sanctioned event; 2) an extended or
21. short-term illness that is severe enough to prevent you from
attending class; and 3) a death in the family. Note that make-up
exams must be taken within 1 week of the scheduled exam. If
you let me know at least 48 hours prior to the beginning of the
exam and it is an excused absence, no penalty will be applied. If
you let me know within 24 hours after the exam, there will be a
5 point deduction, but you will be allowed to take the exam. All
notification must be in written form (via email). Notifications
made after 24 hours of an exam will not be considered and will
result in a 0 on the exam. There will be no make-ups for make-
up exams. That is, if you have an approved reason to make-up
an exam and then miss that scheduled time, you will receive a 0
for that exam.
Writing Assignments: There will be 4 short writing assignments
throughout the semester, each worth 20 points for a total of 80
points. These writing assignments will be completed in the form
of case-based, journal writing assignments designed to help you
relate the course material to your experiences outside of the
course. The due dates for these assignments are included in the
schedule. Writing assignments need to be turned in *two
different ways*. You must turn in a hard copy in at the
beginning of class on the day indicated on the syllabus. It also
must be turned in by 9:10 am on the due date to the dropbox in
Blackboard. An assignment will only be graded if it is turned
into both locations. Assignments are considered late if they are
turned in past 9:10 am on the day that they are due, either in-
person or to the Dropbox. For every 24 hours past the due date,
an assignment will lose 2 points, up to 3 days past the due date
when they will no longer be accepted. Specific requirements for
these assignments will be conveyed when we discuss them in
class and are in Blackboard. In accordance with the expectation
of being respectful, I ask you to adhere to the following
recommendations for inclusive language in your assignments, as
well as in general interactions with me and your classmates.
http://www.apastyle.org/manual/related/nonhandicapping-
22. language.aspx
http://www.apaonline.org/?page=nonsexist
There are 10 points in this course allocated to revision of your
writing assignments. These are not extra credit points, and
count just the same as any other assignment. Think of each
revision as its own assignment: Assignment 1 and 2 revisions
are worth 3 points each, Assignment 3 and 4 revisions are worth
2 points each, for a total of 10 points. If you earn an 18/20 or
higher for your assignment, you need not complete a revision
and will automatically earn the associated points. If you receive
a 17/20 or lower, you need to submit a revision, based on
assignment feedback. In your revision, please highlight the
areas of concern that you have addressed. Assignment revisions
need to be submitted one week after your assignment is
returned, by the beginning of class, in hard-copy only. When
turning in your revision, you must also turn in the original
assignment with feedback – your revision will not be accepted
without the original assignment. Late revisions will not be
accepted.
Attendance: Attendance is not mandatory. You are all adults. If
you come to class, you will learn something and be better
prepared for exams. If you choose to not come to class then that
is your choice, but keep in mind I do not post my lectures, so
make your decision wisely.
Out-of-class Activities: 30 points in the course are devoted to
activities completed outside of the classroom. You need to
complete three to earn full credit. Submit via BB dropbox.
· Send me a question you think would be a good short-answer
choice for an exam
· Attend a meeting of Psi Chi or Psych Club (then tell me what
you learned via the dropbox in BlackBoard)
· Send me an interesting new research article related to class
discussions
· Find the answer to a question posed by a classmate in class
· Submit 5 questions for “Review Day”
23. Research Requirement: One objective of Psych 105 is to provide
students with a better understanding of the science of
psychology. To accomplish this objective, you are required to
complete 3 hours of engagement in a research‐related activity
for a total of 40 points.
The 3-hour requirement can be met in a number of different
ways: completing Option 1, Option 2, or a combination of
Options 1 and 2. You must complete all 3 hours (3 credits) of
research, research papers, or a combination of research and
research papers to complete this requirement. No partial credit
will be granted ‐ this is an “all or none” assignment.
**If you complete less than 3 credits, you receive 0 pts**
Option 1 ‐ Research Participation: You may serve as a research
participant in studies conducted by the Department of
Psychology. Research Study sign‐ups occur via the SONA
System: www.wsu.edu/psychology (click on the “Experiment
Sign‐Ups” link located under the “Undergraduate Studies” tab
of the Psychology Homepage).
-If you opt to complete the research credit by participating in
research (i.e., not writing any research paper, see Option 2
below), you must complete 3 research credits with at least one
credit coming from a live/in‐ person study (i.e., all credits
cannot be earned for participating in online studies).
-To cancel a session, you must notify the experimenters no later
than 24 hours before the appointment. You can cancel a session
online by clicking on the “Drop Registered Experiments”
option. Failure to do so will result in a “NO SHOW”. Two “no
shows” locks you out of the SONA system and eliminates you
from being able to participate in research to complete this
requirement.
-Please note that the SONA system closes on Friday, 12/9 at
5pm, so be sure to complete your research credits before that
time. That means that you must be signed up for studies 24
hours prior to that deadline. Also, you must specify to which
course the credits will be applied within your SONA
24. profile/account – failure to assign your research credits will
prevent me from knowing that you participated in research and
will result in a zero for the research participation requirement
(i.e., a loss of all 40 points).
Option 2 – Research Papers: If, for any reason, you do not wish
to serve as a research participant, you may write 3 critical
summaries of research articles selected from an approved list
(posted on Blackboard) to earn research credits.
-Each written assignment should take about 1 hour and is worth
1 research credit.
-Research assignments should be turned in using the same
protocol as outlined for the writing assignments (that is, turned
in both hard copy and via the Blackboard dropbox). Note that
there is only one dropbox in Blackboard, so you should turn all
of your assignments in using one file.
-Assignments must be two pages, double spaced, Times New
Roman, 12 point font, 1 inch margins. Failure to adhere to these
guidelines (trust me, I can tell) will result in your research
assignments not being graded.
-Assignments must address: (1) the question(s) the researchers
were attempting to answer (the hypotheses) (i.e., the purpose of
the study) (2) a description of the participants or subjects in the
study (3) the independent and dependent variables of the study
(what is being measured) (4) the important findings and if the
researchers’ hypothesis was supported (5) the implications of
the findings (what the results mean).
-Remember to use your own words to write these summaries and
avoid plagiarizing. No credit will be given if the summary is
inaccurate, unclear, or plagiarized.
-A list of approved articles that can be written about is posted
on Blackboard. Research papers must be submitted by 12/7 via
Blackboard in order to earn credit.
*Late submissions will NOT be accepted*
You are responsible for making sure that your submission(s)
was(were) successfully uploaded
Grades:
25. Exams (4) 50 x 4 = 200
points
Writing assignments (4) 20 x 4 = 80
points
Writing assignments revisions (4) 10
points
Out-of-class activities 30
points
Research 40 points
360 total points
Grades will be calculated using the following scale:
A (93-110%) B- (80-82.9%) D+ (67-69.9%)
A –(90-92.9%) C+ (77-79.9%) D (60-66.9%)
B+ (87-89.9%) C (73-76.9%). F (59.9% & lower)
B (83-86%) C- (70-72.9%)
Grade Disputes: If you have a concern regarding a grade that
has been posted, you have 72 hours after the grade is posted on
Blackboard to contact me. You may email me a written rationale
for the dispute, stop in during office hours, or make an
appointment to discuss the dispute.
Midterm grades will be posted on Wednesday of the 8th week of
the semester. These grades are merely advisory. They will give
you a sense of how you are doing in the course at that point in
the semester. Midterm grades do not appear on your official
university transcript
Tentative Course Schedule:
Date
Topic
Readings
Assignment Due
30. Media revision
10/22
10/24
10/26
Sex & Gender
Sex & Gender
REVIEW DAY
10/29
10/31
11/2
EXAM 3
Personality Theory
Personality Theory
pp. 465 - 484
pp. 484 - 493
Case study assignment
32. pp. 560 – 567
pp. 568 – 578
11/19 -
11/23 NO CLASSES THANKSGIVING BREAK
11/26
11/28
11/30
Review Disorders/Treatment
Treatment
Treatment
pp. 583 – 595
pp. 596 – 606
pp. 597 - 618
Integration
assignment
12/3
12/5
12/7
Careers in Psychology
REVIEW DAY
Integration Revision
12/12 – FINAL EXAM
33. 8:00AM – 10:00AM
Additional Course Policies
WSU Academic Integrity Statement: University instructors have
the authority to intervene in all situations where students are
suspected of academic dishonesty. In such instances,
responsible instructors retain the authority to assign grades to
students considering, from an academic standpoint, the nature
of the student action. All forms of academic dishonesty,
including cheating, plagiarism, fabrication, or knowingly
facilitating academic dishonesty, are strictly prohibited. You
may find definitions of academic dishonesty, including cheating
at http://app.leg.wa.gov/wac/default.aspx?cite=504-26-202. If
you are caught engaging in academic dishonesty, you will fail
the course and your case will be reported to the Office of
Student Conduct. This includes such infractions as using
multiple clickers during a class period to get participation
points for another student. Any student caught engaging in this
behavior will receive a letter grade deduction.
In addition, please be advised about the university’s policy
regarding commercial note-taking services: “Recent articles in
the Daily Evergreen have highlighted the increasing use of
commercial note-taking services. Below is a statement of
clarification regarding these services: any course-related
materials, presentations, lectures, etc. are the instructor’s
intellectual property and may be protected by copyright. Selling
class notes through commercial note taking services, without
the written advance permission of the course instructor, could
be viewed as copyright infringement and/or an academic
integrity violation, WAC 504-26-010 (3)(a,b,c,i). Further, the
use of University electronic resources (e.g., [Blackboard]) for
34. commercial purposes, including advertising to other students to
buy notes, is a violation of WSU’s computer abuses and theft
policy (WAC 504-26-218), a violation of WSU’s Electronic
Communication policy (EP 4), and also violates the terms of use
for the [Blackboard] software program.”
(http://academicintegrity.wsu.edu/resources/commercial-note-
taking-services/)
Accommodations for Students with Documented Disabilities: I
am committed to providing assistance to help you be successful
in this course. Reasonable accommodations are available for
students with a documented disability. If you have a disability
(even if it is temporary) and need accommodations to fully
participate in this class, please either visit or call the Access
Center (Washington Building 217; 509-335-3417) to schedule
an appointment with an Access Advisor
(http://accesscenter.wsu.edu). All accommodations MUST be
approved through the Access Center If you have already
contacted the Access Center and have the appropriate
documentation, please contact me immediately so that we can
discuss the accommodations I need to be aware of when
preparing your exams and/or writing assignments.
Campus Safety Plan & Emergency Management: Classroom and
campus safety are of paramount importance at Washington State
University, and are the shared responsibility of the entire
campus population. WSU urges students to follow the “Alert,
Assess, Act” protocol for all types of emergencies, and the
“Run, Hide, Fight” response for an active shooter incident at
http://police.wsu.edu/activeshooter.html. Remain ALERT
(through direct observation or emergency notification), ASSESS
your specific situation, and ACT in the most appropriate way to
assure your own safety (and the safety of others if you are able).
Please sign up for emergency alerts on your account at MyWSU.
For more information on this subject, campus safety, and related
topics, please view the FBI’s Run, Hide, Fight video and visit
the safety portal [https://faculty.wsu.edu/classroomsafety/].
35. » ORDER INFORMATION
Order ID
Academic_Level
Subject
Type of Paper
Sources
Paper Format
#1000481
Undergraduate
Other
Case study
2
APA
Type of Work
Deadline
Pages
Spacing
Order Date
Writer Type
Writing from Scratch
2018-10-29 16:29:39
2
Double Spacing
2018-10-29 04:29:39
Regular Writer
Need Abstract : (No)
Need Plagiarism Report: (No)
VIP customer service : (No)
Topic
Case study
English
USA
36. BSBHRM513 Manage workforce planning
Learner Instructions 1
(Research workforce requirements and develop workforce
planning)Submission details
Students Name
Student ID
Group
Assessor’s Name
Assessment Date/s
The assessment task is due on the date specified by your
assessor. Any variations to this arrangement must be approved
in writing by your assessor.
Submit this document with any required evidence attached. See
specifications below for details.Performance objective
This task requires you to demonstrate skills and knowledge
necessary to research workforce requirements within an
organisational context and to develop workforce
planning.Assessment description
In response to a simulated business, you will research
workforce requirements, review organisational strategic plans
and develop a report outlining your proposed workforce plan to
meet organisational strategic objectives.
Workforce planning report
Communications strategy
Risk management and contingency plan
Assessment Task 1
Staffing action plan
Workforce planning presentation
37. Assessment Task 2
Organisational climate survey
Evaluation
report
Assessment Task 3
Procedure
1. Review the JKL simulated business documents provided by
your assessor and the scenario below.
JKL Industries is an Australian-owned company selling
forklifts, small trucks and spare parts to industry, with a rental
division leasing forklifts and small trucks.
The company’s head office is in Sydney and JKL has branches
in Brisbane, Melbourne, Perth, Adelaide and Canberra.
After 12 years in business, focusing on forklifts and small
trucks, JKL has been offered the sales rights to a range of
medium and large trucks from an overseas supplier. This
opportunity will provide JKL with an advantage in range over
its competitors.
Sales results over the past five years have indicated strong
growth in forklift and truck sales, which have averaged 10%
sales growth per annum. The rental market has been in decline
for the past three years due to the reduced costs of these
vehicles and some taxation benefits for purchases of these
vehicles.
Taking the sales opportunity will, however, entail some
significant changes, including significant changes to company
structure and operations. The company will reposition itself to
focus solely on retail sales and service and exit the rentals
market, in which forces such as competition and consumer
choice reduce potential profitability.
The changes will necessarily impact workforce planning. The
company will need to ensure it has the right people with the
right skills at the right time to achieve objectives. JKL will
need to closely monitor turnover and recruitment and implement
strategies to retain skilled people and ensure critical roles are
38. filled. In accordance with the organisation’s values, JKL
intends (to the extent feasible) to recruit from within the
company and upskill or reskill existing rentals employees who
wish to remain with the company.
As an HR consultant, you have been contracted by JKL to
review workforce requirements and develop workforce
objectives and strategies. To complete this task, you will need
to assess factors that may affect workforce supply, such as
internal labour resources and the external labour market.
2. Using the information provided in Appendix 1, review:
a. current data on staff turnover and demographics
b. projections for future workforce needs.
3. Using appropriate sources, investigate the external
environment:
a. external factors that may affect workforce supply
b. relevant industrial relations information, such as modern
awards, conditions, rights and responsibilities of workers and
management
c. relevant government policy.
4. Using the results of your review of internal and external data
and simulated business documentation, such as strategic or
operational plans, develop a workforce planning report
containing:
a. An executive summary: a short summary of the contents of
the report.
b. A discussion of organisational need. including current and
future situation with respect to workforce capability:
i. a description of the organisation’s requirements for a skilled
and diverse workforce
ii. a discussion of the data you have considered and analysis of
the impact on organisational objectives, including:
(1) internal and external labour supply predictions
(2) external conditions, for example, government policy
(3) organisational future demand and predictive techniques
used.
c. Recommended actions:
39. i. Your proposed objectives for the modification of the
workforce and retention of the workforce in line with strategic
objectives through FY 2016–17. Ensure you develop objectives
for sourcing skilled labour and promoting from within by:
(1) developing skills and organisational capability
(2) retaining skilled labour
(3) promoting workforce diversity.
ii. Your proposed strategies for realising each of the objectives
above.
iii. Your proposed process for developing detailed targets
consistent with objectives in consultation with managers.
5. Develop a communication strategy using the template
provided in Appendix 2:
a. Plan communication and consultation activities to be
undertaken to communicate, and seek approval and endorsement
for, proposed workforce planning measures from stakeholders,
including:
i. senior management
ii. line management
iii. workers.
b. Include in your communication strategy a broad plan to
communicate implementation of the workforce plan to senior
management.
Note: This communication activity will be planned in detail and
undertaken in Assessment Task 2.
6. Develop a risk management and contingency plan using the
template provided in Appendix 3. Assess risk and develop
contingency planning for the three workforce objectives and
strategies discussed in your report.
7. Submit all documentation as per specifications below. Please
keep copies for your records.
Note: For Assessment Tasks 2 and 3, you will need to refer to
work submitted for this assessment task.Specifications
You must provide:
· a workforce planning report
· a communication strategy
40. · a risk management and contingency plan.
Your assessor will be looking for evidence of:
· communication and leadership skills to:
· explain the need for change
· gain senior management support for workforce planning
initiatives
· literacy skills to read and write reports and succinct workforce
plans
· numeracy skills to work with data and predictions about
labour supply information
· analytical skills to review data according to the needs of the
organisation
· technology skills to:
· communicate with key stakeholders
· support HR functions, including data collection and managing
information according to legislation and organisational policies
· knowledge of current information about external labour supply
relevant to the specific industry or skill requirements of the
organisation
· labour force analysis and forecasting techniques.
Candidate: I declare that this work has been completed by me
honestly and with integrity and that I have been assessed in a
fair and flexible manner. I understand that the Institute’s
Student Assessment, Reassessment and Repeating Units of
Competency Guidelines apply to these assessment tasks.
Signature: ___________________
Date: ____/_____/_____
Appendix 1 – Workforce data
The following staff turnover and demographics data was
gathered from the JKL accounting and payroll system and HR
management system.
41. Current HR workforce turnover and demographic dataTurnover
FY 2013–14 (29%)
Position
Number exits
Number staff
Reasons for leaving
Senior manager
1
4
1. Retirement
2. Other opportunities
Branch manager
2
6
1. Retirement
2. Other opportunities
Line manager
3
18
1. Lack of opportunity
2. Unhealthy work culture
3. Retirement
Salesforce and customer service
25
80
1. Lack of opportunity
2. Lack of recognition
3. Unhealthy work culture
Mechanic
10
32
1. Better opportunities elsewhere
2. Lack of recognition
3. Unhealthy work cultureDemographics FY 2013–14
Position
42. Number
Number women
Number Aboriginal or Torres Strait Islander
Senior manager
4
0
0
Branch manager
6
0
0
Line manager
12
2
0
Salesforce and customer service
80
70
0
Mechanic
32
3
0
Future needs FY 2014–15
Position
Number
Probability of successful filling of position
Senior manager
4
0.9
Branch manager
6
0.9
Line manager
12
43. 0.9
Salesforce
84
0.8
Mechanic
34
0.7FY 2015–16
Position
Number
Probability of successful filling of position
Senior manager
4
0.8
Branch manager
6
0.8
Line manager
12
0.8
Salesforce
90
0.7
Mechanic
36
0.6FY 2016–17
Position
Number
Probability of successful filling of position
Senior manager
4
0.8
Branch manager
6
0.8
Line manager
12
44. 0.8
Salesforce
102
0.7
Mechanic
38
0.5
Workforce requirements (historical data and projected
data)Salesforce
The salesforce is critical for achieving revenue targets. Revenue
is closely correlated with average staff levels at each location
(R2= 0.9782). Future staff requirements (x) have been
calculated by substitution into the regression equation
(y=0.3717x +0.2175)
Financial year
Numbers of sales/customer service personnel
Revenue
($ millions)
FY 2009–10
80 (5 locations)
32
FY 2010–11
85 (5 locations)
34
FY 2011–12
80 (5 locations)
32
FY 2012–13
80
36
FY 2013–14
78
29
45. FY 2014–15
84 required to support projected revenue across 6 locations
32*
FY 2015–16
90 required
35*
FY 2016–17
102 required
40*
*Projected sales Mechanics
As the business expands, more mechanics will be needed to
satisfy demand.
Financial year
Numbers mechanics required
FY 2009–10
25
FY 2010–11
30
FY 2011–12
30
FY 2012–13
30
FY 2013–14
32
FY 2014–15
38*
FY 2015–16
42*
FY 2016–17
45*
*Projected requirements
BSBHRM513 Manage workforce planning
46. The business has red-flagged sourcing skilled mechanics with
advanced IT and technical skills as a potential risk area for the
business.
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Appendix 2 – Communication strategy
Communication objectives:
(aligned to workforce objectives and organisational strategic
goals)
Audience: (characteristics/receptivity to message)
Message:
Strategy: media, approach, rationale:
(why it will communicate message and meet objectives)
Resources/budget: (if applicable, estimate)
Person:
47. Appendix 3 – Risk management and contingency plan
Workforce objectives:
Risk likelihood:
Risk consequence:
Workforce objective:
Risk mitigation strategy or contingency plan:
48. Workforce objective:
Risk mitigation strategy or contingency plan:
Workforce objective:
Risk mitigation strategy or contingency plan:
4.0 5.0 6.0 7.0 9.0 10.0 11.0 12.0 13.0 14.0 15.0 16.0
17.0 2.0 2.4 2.4 2.8 3.3 3.7 4.0 4.4 4.9 5.4
6.0 6.4 6.8
Number of staff at location
49. Sales ($M)
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BSBHRM513 Manage workforce planning
Learner Instructions 3
(Monitor and evaluate workforce planning)Submission details
Students Name
Student ID
Group
Assessor’s Name
Assessment Date/s
The assessment task is due on the date specified by your
assessor. Any variations to this arrangement must be approved
in writing by your assessor.
Submit this document with any required evidence attached. See
specifications below for details.Performance objective
This task requires you to demonstrate skills and knowledge
required to monitor and evaluate the implementation of
workforce planning.Assessment description
Using the workforce planning you developed in Assessment
Task 1, you will monitor and evaluate the effectiveness of your
workforce planning against your objectives. To perform this
task, you will develop an internal survey, and review and
analyse performance data.
Workforce planning report
50. Communications strategy
Risk management and contingency plan
Assessment Task 1
Staffing action plan
Workforce planning presentation
Assessment Task 2
Organisational climate survey
Evaluation
report
Assessment Task 3
Procedure
1. Review the JKL simulated business documents provided by
your assessor and the scenario below.
You are an external consultant contracted to develop, implement
and review workforce planning at JKL.
You now need to evaluate the implementation of your workforce
planning. You will need to review the effects of actual trends in
the JKL workforce, review the external environment, survey the
workforce and develop an evaluation report for senior
management.
2. Using the information provided in Appendix 1, review
workforce trends at JKL with regard to exiting employees.
3. Review the external environment for:
a. trends in labour supply that may affect demand
b. review relevant government policy
c. industrial relations and industrial relations legislation,
including identification of relevant modern awards, conditions,
and rights and responsibilities of workers and management.
4. Develop a survey to gauge organisational climate:
a. worker satisfaction and reasons for satisfaction levels
b. worker intentions to retire, exit, pursue internal and external
opportunities and reasons
Note: Design your survey to gather necessary data while
protecting privacy and fair treatment of individual employees
under relevant company policy and legislation. Include a short
51. statement on the intention of the survey, how the data will be
used and how it will be stored.
5. Submit your survey to your assessor. Your assessor will
supply organisational climate data.
6. Using information gathered from steps 2 through 5 and your
workforce plan strategies and objectives developed in
Assessment Task 1 and implemented in Assessment Task 2,
review and revise your objectives and strategies.
7. Prepare a report for senior management to:
a. evaluate the internal and external workforce trends and their
effect on organisational objectives
b. build support for your recommendations.
Include in your report:
a. An executive summary.
b. A discussion of internal and external data, including:
i. internal labour trends
ii. external supply
iii. government policy
iv. IR and modern awards
v. climate survey results.
c. Evaluation of the effectiveness of workforce planning and
change processes against objectives and targets. Use
information from Appendix 1 and refer to the objectives and
targets you developed and implemented in Assessment Tasks 1
and 2.
d. Recommendations for changes to objectives and strategies to
achieve organisational objectives or, if achieved, contribute to
continuous improvement. Ensure your recommendations are
supported by your discussion of internal and external data.
2. Submit documentation as per specifications below. Please
keep copies for your records.Specifications
You must provide:
· an organisational climate survey
· an evaluation report.
Your assessor will be looking for evidence of:
· communication and leadership skills to:
52. · explain the need for change
· gain senior management support for workforce planning
initiatives
· literacy skills to read and write reports and succinct workforce
plans
· numeracy skills to work with data and predictions about
labour supply information
· analytical skills to review data according to the needs of the
organisation
· technology skills to:
· communicate with key stakeholders
· support HR functions, including data collection and managing
information according to legislation and organisational policies
· knowledge of current information about external labour supply
relevant to the specific industry or skill requirements of the
organisation.
Candidate: I declare that this work has been completed by me
honestly and with integrity and that I have been assessed in a
fair and flexible manner. I understand that the Institute’s
Student Assessment, Reassessment and Repeating Units of
Competency Guidelines apply to these assessment tasks.
Signature: ___________________
Date: ____/_____/_____
Appendix 1 – Workforce data
Current HR workforce trends Turnover FY 2013–14 (29%)
Position
Number exits
Number staff
Reasons for leaving
Senior manager
1
53. 4
1. Retirement
2. Other opportunities
Branch manager
2
6
1. Retirement
2. Other opportunities
Line manager
3
18
1. Lack of opportunity
2. Unhealthy work culture
3. Retirement
Salesforce and customer service
25
80
1. Lack of opportunity
2. Lack of recognition
3. Unhealthy work culture
Mechanic
10
32
1. Better opportunities elsewhere
2. Lack of recognition
3. Unhealthy work cultureDemographics FY 2013–14
Position
Number
Number women
Number Aboriginal or Torres Strait Islander
Senior manager
4
0
0
Branch manager
6
54. 0
0
Line manager
18
2
0
Salesforce
80
70
0
Mechanic
32
3
0Turnover FY 2014–15 (20%)
Position
Number exits
Number staff
Reasons for leaving
Senior manager
1
4
1. Retirement
2. Other opportunities
Branch manager
2
6
1. Retirement
2. Other opportunities
Line manager
3
12
1. Other opportunities
2. Retirement
Salesforce
15
84
55. 1. Better opportunities
2. Pay
3. Lack of opportunity
Mechanic
8
38
1. Better opportunities elsewhere
2. Personal reasonsDemographics FY 2014–15
Position
Number
Number women
Number Aboriginal or Torres Strait Islander
Senior manager
4
1
0
Branch manager
6
1
0
Line manager
12
2
0
Salesforce
84
73
1
Mechanic
38
5
0
Mechanic’s apprentice
8
3
1
56. Workforce planning scorecard FY 2014–15
Objective
Targets
Result
Provide required training to meet workforce needs
Deliver training to upskill rental employees
See Assessment Task 2 staffing action plan
Recruit
Conduct workforce planning thru FY 2016–17
See Assessment Task 1 report
Complete implementation of staff planning for
FY 2014–15
See Assessment Task 2
Conduct skills audits and needs analysis for all roles to be filled
by recruitment strategy
Completed
Ensure all critical roles are filled to meet revenue targets
See Assessment Task 2 staffing action plan
Become an Employer of Choice
Provide personal development plans for all employees
60% completed
Retain managerial talent through rewards, promotion and
training
See Assessment Task 2 staffing action plan
Manage performance and adherence to organisational values
Complete twice-yearly performance reviews
75% managers compliant
Communicate organisational values and code of conduct
80% employees and managers state they are aware of values and
code
57. Build culture of excellence: eliminate discrimination and
promote diversity in workforce
Hiring practices reviewed
Manager training completed
Promote levels of diversity in workplace proportional to
percentage of population
Aboriginal representation in salesforce and mechanics
apprenticeships increased from 0 to 1 in each category;
3 of 8 mechanics apprenticeships are women
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