Calc 2012 pre work
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This document provides a pre-work checklist for participants in the Cornell University Diversity Alumni Leadership Track (CALC) program to establish a baseline for their organizations. The checklist includes submitting organizational documents, goals for 2012, an upcoming events calendar, details on 2011 partnerships and activities, and a list of leadership and organizational challenges and opportunities. Participants are asked to submit the requested information by January 23rd so the facilitator can incorporate it into the tailored training session.
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In order to complete this project, you will need to select a state to use as the basis for your research. You should select either the state in which you currently reside or the state in which you plan to practice.
Information regarding credentialing in the state you have selected can be gathered in one or more of the following ways. (These are options. You are not required to do all three of these.)
1. (Preferred) Reviewing the content of the state credentialing board website.
2. Attending a public meeting of the state credentialing board.
3. Interviewing a member of the state credentialing board.
Note: Please do not contact the board to get this information as most likely they will not get back to you in time to complete this assignment.
State Credentialing Board Research Project Paper
Using the information you gathered, write a 1,250-1,500-word paper on your state credentialing board. Include the following in your paper:
1. Identifying information about the state board (name, location, etc.)
2. Mission of the state board
3. Regulatory authority and scope (cite the statutes and rules that govern the board’s activities, describe the discipline(s) regulated by the board, and describe the scope of the board’s authority to regulate professional practice)
4. State board/committee structures through which the board performs its functions (committee names and responsibilities, frequency of meetings, topics included on board/committee agendas, and composition of board and committees)
5. Summary of the requirements for licensure or certification in the state
6. Description of the credentialing/licensing process, including the kinds of information reviewed to establish an applicant’s eligibility for certification or licensure for differing tier levels, and the typical number of applications processed per month
7. Description of the complaint process, from the initial receipt of a complaint to its final adjudication, and the typical number of complaints processed per month. What are some of the disciplinary outcomes cited? (Review the meeting notes to obtain this information).
8. Explain how the board refers legal issues that they cannot address to the appropriate agencies. If this information is not available, please describe the efforts you made to access it.
© 2014. Grand Canyon University. All Rights Reserved.
© 2014. Grand Canyon University. All Rights Reserved.
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Directions: The purpose of this project is to help you become familiar with the credentialing and regulatory processes that will govern your practice as a counselor.
In order to complete this project, you will need to select a state to use as the basis for your research. You should select either the state in which you currently reside or the state in which you plan to practice.
Information regarding credentialing in the state you have selected can be gathered in one or more of the following ways. (These are options. You are not required to do all three of these.)
1. (Preferred) Reviewing the content of the state credentialing board website.
2. Attending a public meeting of the state credentialing board.
3. Interviewing a member of the state credentialing board.
Note: Please do not contact the board to get this information as most likely they will not get back to you in time to complete this assignment.
State Credentialing Board Research Project Paper
Using the information you gathered, write a 1,250-1,500-word paper on your state credentialing board. Include the following in your paper:
1. Identifying information about the state board (name, location, etc.)
2. Mission of the state board
3. Regulatory authority and scope (cite the statutes and rules that govern the board’s activities, describe the discipline(s) regulated by the board, and describe the scope of the board’s authority to regulate professional practice)
4. State board/committee structures through which the board performs its functions (committee names and responsibilities, frequency of meetings, topics included on board/committee agendas, and composition of board and committees)
5. Summary of the requirements for licensure or certification in the state
6. Description of the credentialing/licensing process, including the kinds of information reviewed to establish an applicant’s eligibility for certification or licensure for differing tier levels, and the typical number of applications processed per month
7. Description of the complaint process, from the initial receipt of a complaint to its final adjudication, and the typical number of complaints processed per month. What are some of the disciplinary outcomes cited? (Review the meeting notes to obtain this information).
8. Explain how the board refers legal issues that they cannot address to the appropriate agencies. If this information is not available, please describe the efforts you made to access it.
© 2014. Grand Canyon University. All Rights Reserved.
© 2014. Grand Canyon University. All Rights Reserved.
BHR 3352, Human Resource Management 1
Course Description
Human Resource Management provides a management-oriented exploration of human resource management, structure,
functional applications, and labor management relations. Focus is placed on managers and leaders within organizations
and their responsibility to optimize performance and make decisions bas.
Embedding Employability Survey - Employers
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Applying for the Colorado Collaboration Award
The document provides information about applying for the 2013 Colorado Collaboration Award. It outlines the eligibility requirements to apply, including that collaborations must be based in Colorado, involve at least two organizations, include a 501(c)(3) lead organization, have begun operations by September 2011, have a collaborative structure evidenced by a written agreement dated September 2011 or earlier, and submit the lead organization's nondiscrimination policy expressly including sexual orientation and gender expression. It also provides examples of past award winners and finalists to illustrate successful applications.
The Grants Academy
The document provides an overview of a workshop on obtaining federal grants. It discusses assessing organizational capacity, developing goals and objectives, writing the proposal concept, needs assessment, evaluation measures, sustainability planning, developing a federal budget, and the grant writing process. Key areas covered include building the proposal based on requirements, developing timelines and partnerships, and qualitative and quantitative evaluation methods.
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Critique 1
You have great reflection. I could not concur more with you on the importance of involving students directly and indirectly in the learning procedure and how it will facilitate teachers to assess the learner performance in their developmental phases. You noted that the teacher should focus on developing the learners’ capacity to perceive and appreciate things from different learning perspectives. I do agree with you, but how can we do that? I would like to know your opinion on this point.
Regarding to the memorization strategy of learning, memorization is one of the most difficult way for me to deal with. I could not memorize a lot and I can spend a night to memorize one passage. Till today, I could not find a way that makes me able to memorize more. It is really important that teachers and instructors understand that memorization for some students, like me, is very hard and sometimes impossible to memorize.
Critique 2
Meaningful learning occurs when learners are ready, and the materials are appropriate to the learners. If we don' t have any information about the learners, the materials we prepare for the learners might be useless. So I think knowing the readiness of the leaners is very important, and all the learners have different needs, that's why teaching learning strategies is very important. Even the leaners have exposed different learning and cognitive environment, they can choose a strategy we teach , which helps them experience meaningful learning.
Critique 3
I really liked your reflection and the way you clearly stated your opinion. I noticed that you didn’t talk about both Bruner’s and Vygotsky’s theories mentioned by Driscoll (2005), in this week’s chapter. I would love to read more about your opinion regarding these two important theories by these two great figures and maybe compare them with the model of Collins and Stevens.
Critique 4
“The teacher involve students directly in the learning process because this will help them appreciate their weaknesses” I was wandering if the students involve in the learning process how they will appreciate their weakness? I think no one appreciate his\her weakness all of us could appreciate our hard work but not our weakness. What do you think? You said, “Learning should not be viewed as a class an in-class process alone rather a lifelong process that takes places everywhere” I believe that what we have learned in any educational place should we benefit from it to solve the problems outside of educational place. However, you mentioned, ”The process of meaningful learning is an outcome of interaction of the teaching process, and the way the learner is receiving and processing the information” but do you think also that culture and social play important role to produce meaningful learning process?
I have Chosen Wayne Metropolitan Community Action Agency for Assignment this must be used for the assignment. Their website is www.waynemetro.org/we-can-help
I have already prepared a .
Effective Communication Practices for Leaders
Slides for effective communication for leadership within organizations. The content explores best practices for digital communication, oral communication, establishing a strength based culture, and the role of Emotional Intelligence.
Committee Report of 2012 Action Plans
Presentation on the 2012 Action Plans for the four NCC committees. Presented at the 2012 National Chlamydia Coalition meeting.
MLT Career Prep 2012 Online Info Session Recording
This is a recording of the January 27th Online Info Session for MLT Career Prep.
If you are currently a sophomore in college, have strong grades and leadership experience, you should consider Career Prep. Career Prep provides participating undergraduates, Fellows, with the skills and roadmap they need to get on the career fast-track after college.
Promotion webinar recording
The document provides an overview of the faculty promotion process and timeline at a community college. It begins with the president publishing a list of faculty eligible for promotion based on years of service. Faculty can then apply for promotion by submitting applications that demonstrate how they have grown and contributed since their last promotion. Applications are due in January and are reviewed by a promotion committee, dean, and finally the president between March and April. The document outlines faculty rights in the appeal process and emphasizes assembling a strong professional file and application to support their case for promotion.
Promotion webinar recording
The document provides an overview of the faculty promotion process and timeline at a community college. It begins with the president publishing a list of faculty eligible for promotion based on years of service. Faculty can then apply for promotion by submitting applications that demonstrate how they have grown and contributed since their last promotion. Applications are due in January and decisions are made between March and April. The document outlines the promotion committee's and deans' review processes and faculty's right to appeal and reapply. It provides guidance on assembling promotion applications and materials to include.
Instructions and RubricBased upon class discussions, assigned
Instructions and Rubric
Based upon class discussions, assigned readings and reputable resources, agency information you will be developing a program evaluation plan based upon your work in your field placement setting.
Your research question should consider some aspect of client satisfaction..
You are not expected to collect the information you are discussing. Your work should reflect a basic understanding of (1) selecting questions for research purposes, (2) making sure your measurements are clearly linked to your research question (3) approaches used to collect data (4) the challenges in data collection and (5) the importance of disseminating the results of assessments. This assignment is worth 100 points.
Your answers must be addressed in FULL
The paper should include the following sections:
Section I-IV shouldbe at least 4-5 pages (Worth 30 points)
I: Provide the Name and Mission of your agency
II: Identify and discuss the specific program(s) you are working with at your agency. Provide the goals of the program you are working with. Describe your program in full.
III: What type of activities are you engaged in at your field placement? Who are the people that
you serve? (ex. Adolescent mothers, older adults). What are some of the challenges that you face providing services for your clients/organization? What are some of the challenges your clients face? (
This section should be at least 2 pages)
IV: Identify a specific research question pertaining to the program you are working with at the
agency. Note: The question should reflect an assessment of the program overall and not an
individual
VI: Background Information on your Program Evaluation Plan:
See below A-C
(15 points)
Background Information on your Program Evaluation Plan
20
What are the goals of the
program evaluation? What are the performance issues driving the evaluation?
Who are the critical partners, sponsors, and other stakeholders of the evaluation?
What are the desired results of the evaluation plan? What outputs or products are expected from the evaluation?
VI. Data Collection Form and Rationale
(See form below)
(10 points)
WORKSHEET: DEFINING DATA COLLECTION QUESTIONS
In the column on the left, write down the questions you desire to answer through data
collection. You should have at least
3 questions. The questions should focus on your overall
research question. On the right, please explain how each of the questions will generate data
that will help you with your need assessment.
Evaluation Questions to be answered through Data Collection
Rationale for the Question (How will the question generate data relevant to
the goal of your evaluation plan?)
21
VII: WORKSHEET: NEEDS ASSESSMENT DATA COLLECTION PLAN
...
Instructions and RubricBased upon class discussions, assigned
Instructions and Rubric
Based upon class discussions, assigned readings and reputable resources, agency information you will be developing a program evaluation plan based upon your work in your field placement setting.
Your research question should consider some aspect of client satisfaction..
You are not expected to collect the information you are discussing. Your work should reflect a basic understanding of (1) selecting questions for research purposes, (2) making sure your measurements are clearly linked to your research question (3) approaches used to collect data (4) the challenges in data collection and (5) the importance of disseminating the results of assessments. This assignment is worth 100 points.
Your answers must be addressed in FULL
The paper should include the following sections:
Section I-IV shouldbe at least 4-5 pages (Worth 30 points)
I: Provide the Name and Mission of your agency
II: Identify and discuss the specific program(s) you are working with at your agency. Provide the goals of the program you are working with. Describe your program in full.
III: What type of activities are you engaged in at your field placement? Who are the people that
you serve? (ex. Adolescent mothers, older adults). What are some of the challenges that you face providing services for your clients/organization? What are some of the challenges your clients face? (
This section should be at least 2 pages)
IV: Identify a specific research question pertaining to the program you are working with at the
agency. Note: The question should reflect an assessment of the program overall and not an
individual
VI: Background Information on your Program Evaluation Plan:
See below A-C
(15 points)
Background Information on your Program Evaluation Plan
20
What are the goals of the
program evaluation? What are the performance issues driving the evaluation?
Who are the critical partners, sponsors, and other stakeholders of the evaluation?
What are the desired results of the evaluation plan? What outputs or products are expected from the evaluation?
VI. Data Collection Form and Rationale
(See form below)
(10 points)
WORKSHEET: DEFINING DATA COLLECTION QUESTIONS
In the column on the left, write down the questions you desire to answer through data
collection. You should have at least
3 questions. The questions should focus on your overall
research question. On the right, please explain how each of the questions will generate data
that will help you with your need assessment.
Evaluation Questions to be answered through Data Collection
Rationale for the Question (How will the question generate data relevant to
the goal of your evaluation plan?)
21
VII: WORKSHEET: NEEDS ASSESSMENT DATA COLLECTION PLAN
...
COM 600 Final Project Guidelines and Rubric Overview
COM 600 Final Project Guidelines and Rubric
Overview
The final project for this course is the creation of a leadership communication analysis and leadership communication plan.
Can we learn from the past to prepare for the future? It is a common refrain in the business world. However, nowhere are the lessons of the past more helpful
than in the field of corporate communications. All of us have seen, at one time or another, a company failing to get out the proper message. Whether it is about a
product recall or an unforeseen corporate crisis, companies can be slow to react and their reactions are not always the most appropriate for the situation at
hand.
Being an effective leader is more than just making an impressive speech. The most important aspect of communication is not speaking, but listening. To be an
effective speaker, you have to know that your message is being received and is being received in the manner that is expected. This paradox is what leads to most
communications problems in the corporate world. In this course, you will explore examples of leadership communications and learn not only how they do or do
not effectively reach their audiences, but the impact leadership communications can have on an organization. This experience will expose you to appropriate
ways of communicating as a leader and proper strategies and approaches to leadership.
For the summative assessment in this course, you will review an example of a leadership communication, discern how the plan could be improved in reaching
internal and external audiences, and determine its impact on the organization responsible for the communication. Then you will develop a leadership
communication plan designed to inform future leadership communications of the organization. This summative assessment will prepare you to create future
leadership communications and take advantage of future leadership opportunities.
The project is divided into three 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 Two, Four, and Six. The final product will be submitted in Module Nine.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Evaluate the effectiveness of leadership communications of an organization for both internal and external audiences
Analyze the challenges and opportunities in creating a positive organizational culture for how they impact organizational growth
Develop strategies for developing future leadership communications directed to both internal and external audiences that are supported by systems
theory and best practices
Develop ethical frameworks for leadership for organizational decision-making regarding the development of leadership communications
Recommend improvements to leadership communications for guiding management on effectively delivering c ...
1. Individual Development Plan (IDP) Due 616The purpose of.docx
1. Individual Development Plan (IDP)
Due: 6/16
The purpose of this exercise is to:
Help you develop and improve goal-setting skills, a critical element for all facets of one’s personal and professional life;
Provide the opportunity for you to take personal responsibility for your development by helping you reflect on where you are and where you want to go for this term and beyond;
Serve as a guide for conversations between you and your mentors (internship supervisor and program advisor) to ensure that you are getting the help you need in achieving your goals.
Discuss your Individual Development Plan with your internship mentor so that he/she can provide appropriate assistance and guidance to you throughout the semester.
The plan has three parts that are described below. Each is a critical element of the goal-setting process.
Part 1: Analysis of Your Strengths and Areas for Improvement
In this section, you should answer a series of reflective questions as a way to assist you with identifying the strengths you should leverage, as well as areas of improvement. The format for responses to these questions can be in a narrative format or presented as a series of direct responses. Please review the questions in the Individual Development Plan Supplement at the end of this document for further guidance on this section.
Part 2: Summary of Goals and Action Steps
After you complete Part 1, you will create the goals section of your plan. The goals should be related to specific goals you want to accomplish this semester and should take into consideration your responses from Part 1. There are five areas we want you to consider. They include: Leadership, Professional Development, Civic Engagement, Academic Development, and Personal Growth. You should identify one to two (1-2) goals in each area, and then create two to three (2-3) specific action steps you will take to achieve each of the goals. You should have a total of eight to ten (8-10) goals. More guidance on each of the five areas is provided in the Individual Development Plan Supplement at the end of this document.
Part 3: Putting it all Together
After you have written your goals section, you will write a brief (100-200 word) summary explaining how the action steps you plan to take to achieve your short-term goals will enable you to ultimately accomplish your long-term plans as identified in Part 1. While writing your summary, be sure to indicate what resources you may need beyond this semester to accomplish your long-term plans.
II. Informational Interview
After the interview, write a reflection of your informational interview. Your reflection must address:
Who you interviewed (including the interviewee’s name, title and organization) and why you chose this person;
How the interview has helped guide your future career or academic choices;
How the interviewee’s process of understanding leadership impact your own definition and development of leadership;
How you prepared for this ...
Embedding Employability Survey - Students
Embedding Employability Survey - Students
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C5 e8 community partnerships
Community partnerships are an effective way to deliver services through collaboration. The key benefits are pooling resources to provide a full suite of services, advocacy, and consistency of services. Effective partnerships require clear goals and vision, well-defined roles, open communication, and evaluating progress towards goals. Overcoming challenges like competition requires networking, emphasizing mutual benefit, and delegating relationship building.
SyllabusPsychology 382582Human Resource ManagementWinterm.docx
Syllabus
Psychology 382/582
Human Resource Management
Winterm 2017
Introduction
This on-line course in Human Resource Management covers basic management skills and knowledge that are essential to run a Human Resource department and provides basic information for managers who might be working with staff members in a Human resource department. The emphasis of the course is on the 7 content areas that are generally considered to be the most frequently addressed by Human Resource professionals and also the most important applications for the success of the organization.
The course relies heavily on:
George Bohlander and Scott Snell, Managing Human Resources,16th ed. Thomson: Mason, Ohio, 2013.
The book is available on your webpage under Redshelf.
The modules
Module 1 Job Analysis, Employee Involvement and Flexible Work Schedules: Ch.4
Module 2 Employee Selection: Ch.6
Module 3 Appraising and Improving Performance: Ch.8
Module 4 Equal Employment Opportunity: Ch.3
Module 5 Training and Development: Ch.7
Module 6 Managing Compensation: Ch.9
Module 7 Pay for Performance, Incentive Rewards: Ch.10
The course modules can be found by clicking on “Content” and then “Course Documents”. Each module contains 3 sections:
1. Objectives Lists the general learning objectives of each topic and can give the student a helpful overview of the topic before beginning the readings.
1. Readings Required readings for each topic is listed in this section. The student should complete the reading before attempting the assignment.
1. Lecture Notes Classroom overheads that have been used in traditional Human Resource Management courses. You may find them helpful.
Each Module also will have an assignment or a quiz. The assignments can be found by clicking on the appropriate assignment at the bottom of the “Content” page
Assignments
Each module will require you to complete a written assignment or to take a quiz. Assignment due dates are posted on the Course Home page. These assignments should be placed in the drop box. Do NOT email them.
The course is available for both graduate and undergraduate students. Graduate student groups will be expected to provide more detailed and thoughtful responses to each topic and may occasionally be asked to respond to additional topic questions.
External Links
Helpful web sites can be found by clicking on “Links". You should check these when you do your assignments. They contain contains useful additional information for responding to your assignments.
Communication
I think we should spend the first few days or so making sure everyone is connected, has their textbook, is familiar with the course layout and most importantly knows how to communicate with the class using the web page.
If you click on “Email” at the top of the Home page you will find you can easily email your classmates and the instructor. You can participate in a discussions and chats by clicking on these icons on the top of the web pag ...
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