On behalf of the Safety Institute of Australia, we invite you to join us for an informative webinar at 2:30pm (AEST) on Wednesday 11 April 2018 titled: From Research to Best Practice in Workplace Health and Wellbeing.
This session takes attendees through the learning from current research and how that translates into practical workplace programs in the digital era.
The presentation will include case studies from building, construction and transport industries.
SPEAKER
James Mills, Director of Operations ,OzHelp | Director – National Workplace Wellness Symposium
James is passionate about using innovation and technology to drive operational and service excellence. James was the driving force behind the design and implementation of the Workplace Tune Up program in conjunction with the University of Wollongong Graduate School of Medicine. A program that gives organisations unprecedented capability in identifying and supporting their at risk employees whilst at the same time gaining an understanding of the impact of workplace practices on the mental health and wellbeing of employees.
James combines a degree in psychology from the Australian National University with experience in senior private sector leadership roles, small business and most recently in the mental health sector to bring innovative and effective solutions to employee health and wellbeing programs reaching over 30,000 employees per- annum.
On behalf of the Safety Institute of Australia, we invite you to join us for an informative webinar at 2:30pm (AEST) on Wednesday 11 April 2018 titled: From Research to Best Practice in Workplace Health and Wellbeing.
This session takes attendees through the learning from current research and how that translates into practical workplace programs in the digital era.
The presentation will include case studies from building, construction and transport industries.
SPEAKER
James Mills, Director of Operations ,OzHelp | Director – National Workplace Wellness Symposium
James is passionate about using innovation and technology to drive operational and service excellence. James was the driving force behind the design and implementation of the Workplace Tune Up program in conjunction with the University of Wollongong Graduate School of Medicine. A program that gives organisations unprecedented capability in identifying and supporting their at risk employees whilst at the same time gaining an understanding of the impact of workplace practices on the mental health and wellbeing of employees.
James combines a degree in psychology from the Australian National University with experience in senior private sector leadership roles, small business and most recently in the mental health sector to bring innovative and effective solutions to employee health and wellbeing programs reaching over 30,000 employees per- annum.
In any organization if they want to get best production and retain their employees, they have to
provide best organization culture to their employees. That culture should be satisfied by the employees to retain
them. The purpose of the present study is to analyze the organization culture factors influencing the job
satisfaction.
August White Paper 1/2017: Winning Through Better Organizational PerformanceAugust Associates
One of management’s key tasks is to keep improving the performance of their organization. This is particularly important, as markets expect continuous improvement in profitability and growth, but delivering such results is difficult in today’s stagnant economy. No wonder so many Finnish companies have told us that building a high-performing organization is at the top of their list of strategic priorities. But how should you go about it?
Why are corporates moving their way towards “ethically instilled workplace”.Ethics, what we already know is the moral philosophy which determines what is right and what is wrong. A prescribed code of conduct establishes the kind of and to what extent the ethics would be practiced in the organization. The need for ethics was felt when the organization faced the moral dilemmas in the workplace. Such dilemmas were complex and everyone bought their school of idea about ethics to the table. Also, the issue of business ethics has increased attention. Corporate research and watchdog groups such as the Ethics Resource Center and the Council on Economic Priorities brings out the number of organization that engage in ethics training.
The question arises why the corporates are now more diverted towards “being ethical”. This is what we founded in our research paper that why companies are moving towards ethical, to exist in long run why it is important to adopt ethical practises with the help of certain examples of companies and what happen to them when adopt ethical and unethical behaviour in their workplace.
HR policy in HRm at BIM (lecture_03 class)abir hossain
The differences between policies and procedures can be summarized as follows:
Policies guide of decision making, while procedures drive actions.
Policies leave some room for managerial discretion, while procedures are detailed and rigid.
Policies are an integral part of organizational strategies, while procedures are tactical tools.
Policies are generally formulated by top management, while procedures are laid down at lower organizational levels in line with policies.
Policies are more evergreen than procedures. Procedures change more frequently, because they should be adaptable to the changing operational environment and technological advancements.
Library and Information Centers Professionals Engagement: An Antecedent of Jo...RHIMRJ Journal
Library and Information Centers are increasingly recognizing the value of employee engagement – encompassing
volunteerism and employee giving – in bringing benefits to society and meeting the objectives of the organizations. Libraries
put more emphasis on the employee engagement aspect of community involvement; they can realize even stronger results. A
successful employee engagement strategy helps create a community at the workplace and not just a workforce. When
employees are effectively and positively engaged with their organization, they form an emotional connection with the company.
This affects their attitude towards their colleagues and the company‘s clients and improves customer satisfaction and
organizational welfare. The paper focuses on how LIS employee engagement is an antecedent of job involvement and what
should a company do to make the employees engaged. This paper also highlights on the various methods that can be practiced
in organizations for engaging the employees in productive work and creating an atmosphere of cooperation and trust between
them. The paper attempts to do an analysis of employee engagement strategies adopted by the organization on the basis of the
widely accepted Ten Cs Model of Employee Engagement.
Human Resources:
-- Know where to find resources to support you in your decision-making.
-- Demonstrate HR professionalism in your role.
Understand the value of good HR practice
1. What is HR?
2. What does the HR department do?
3. Different perceptions of HR.
4. Understanding the different views of HR.
5. What and who does HR represents?
6. HR roles in small organisations.
7. HR roles in large organisations.
8. The professional principles:
i) Work matters
ii) People matter
iii) Professionalism matters
9. Types of HR practices.
10. Importance of data.
11. HR analytics & Predictive Analytics.
12. Ethics of data collection.
13. Examples of how HR can use data more ethically.
People Science is a multidisciplinary and people-centric approach to understanding people in the world of work and the future of work. People Science is an emerging field focused on human behavior and performance. The awareness of psychological and social influences creates a deeper understanding of ourselves. People Science provides insights that help create positive, engaging, and thriving work environments. These insights help address employee attitudes, drives, capabilities, and behaviors at work. In turn, this creates a culture of self-awareness that frames fulfilling experiences.
CompetencyAnalyze how human resource standards and practices.docxbartholomeocoombs
Competency
Analyze how human resource standards and practices within the healthcare field support organizational mission, visions, and values.
Scenario
Wynn Regional Medical Center (WRMC) is the premier hospital in your area. The hospital has been in your city for over 100 years. Over the past decade, the hospital has been losing money for various reasons, though primarily due to uncompensated care. You were recently hired as the Vice President for Human Resources at WRMC, and part of your responsibilities include presenting historical information to participants of the new employee orientation.
Instructions
Create a PowerPoint presentation detailing the changing nature of the healthcare workforce. The presentation should contain speaker notes for each slide or voiceover narration. The presentation should address the following topics and questions:
Historical information on the changing healthcare workforce
How have legislation and policies changed in the past decade?
How have patient demographics changed in the past decade (baby boomers, generation X, millennials, ethnicities)?
How have patient centric approaches changed in the past decade (use of the Internet and social media to gather health information)?
Challenges associated with the changing healthcare workforce
What are some of the challenges associated with the policy and legislative changes?
What are some challenges associated with demographic changes?
What are some of the challenges associated with patients “researching” their own health instead of going to the doctor?
Current state of healthcare
What have been some of the improvements to the healthcare system over the last decade?
Resources
This
link
has information for creating a PowerPoint presentation.
Here is a
link
to information about adding speaker notes.
Here is a
link
to information about creating a voiceover narration using Screencast-O-Matic.
GRADING RUBRICS:
1.Clear and thorough explanation of the history of the changing healthcare workforce. Includes comprehensive descriptions with multiple supporting examples for each of the SUB-BULLET POINTS.
2. Clear and thorough discussion of the challenges associated with the changing healthcare workforce. Includes comprehensive descriptions with multiple supporting examples for each of the SUB-BULLET POINTS.
3. Comprehensive analysis of the current state of healthcare.
Includes a clear and thorough assessment of improvements to the healthcare system over the last decade and supports assertions with multiple supporting examples.
.
CompetencyAnalyze financial statements to assess performance.docxbartholomeocoombs
Competency
Analyze financial statements to assess performance and to ensure organizational improvement and long-term viability
.
Scenario
In an ongoing effort to explore the feasibility of expanding services into rural areas of the state, leadership at Memorial Hospital has determined that conducting a review of its financial condition will be essential to ensuring the organization’s ability to successfully achieve its expansion goals.
Instructions
The CFO has provided you with a copy of the organization’s
financial statements
. This information will be critical in evaluating the organization’s financial capacity to support the proposed expansion of services into the rural areas of the state.
You are asked to review these financial statements (which include the Income Statement, Statement of Cash Flows, and the Balance Sheet) and prepare an executive summary outlining the financial strength of the organization and evidence to support the expansion. Your executive summary should include the following:
An overview of the issue.
A review of critical financial ratios (Liquidity, Solvency, Profitability, and Efficiency) based on financial statements.
Inferences of forecasts, estimates, interpretations, and conclusions based on the key ratios.
Provide a recommendation based on ration analysis.
Resources
This
link
has information for creating an executive summary.
Grading Rubric:
1.
Comprehensive identification of summary of the issue. Includes multiple examples or supporting details.
2. Clear and thorough review of critical financial ratios--Liquidity, Solvency, Profitability, and Efficiency--based on financial statements. Includes multiple examples or supporting details per topic.
3. Clear and thorough inferences of forecasts, estimates, interpretations, and conclusions based on the key ratios. Includes multiple examples or supporting details per topic.
4. Comprehensive recommendation, based on ration analysis. Includes multiple examples or supporting details.
.
More Related Content
Similar to Comparing Individual-Related and StructuralCultural-Related Theor.docx
In any organization if they want to get best production and retain their employees, they have to
provide best organization culture to their employees. That culture should be satisfied by the employees to retain
them. The purpose of the present study is to analyze the organization culture factors influencing the job
satisfaction.
August White Paper 1/2017: Winning Through Better Organizational PerformanceAugust Associates
One of management’s key tasks is to keep improving the performance of their organization. This is particularly important, as markets expect continuous improvement in profitability and growth, but delivering such results is difficult in today’s stagnant economy. No wonder so many Finnish companies have told us that building a high-performing organization is at the top of their list of strategic priorities. But how should you go about it?
Why are corporates moving their way towards “ethically instilled workplace”.Ethics, what we already know is the moral philosophy which determines what is right and what is wrong. A prescribed code of conduct establishes the kind of and to what extent the ethics would be practiced in the organization. The need for ethics was felt when the organization faced the moral dilemmas in the workplace. Such dilemmas were complex and everyone bought their school of idea about ethics to the table. Also, the issue of business ethics has increased attention. Corporate research and watchdog groups such as the Ethics Resource Center and the Council on Economic Priorities brings out the number of organization that engage in ethics training.
The question arises why the corporates are now more diverted towards “being ethical”. This is what we founded in our research paper that why companies are moving towards ethical, to exist in long run why it is important to adopt ethical practises with the help of certain examples of companies and what happen to them when adopt ethical and unethical behaviour in their workplace.
HR policy in HRm at BIM (lecture_03 class)abir hossain
The differences between policies and procedures can be summarized as follows:
Policies guide of decision making, while procedures drive actions.
Policies leave some room for managerial discretion, while procedures are detailed and rigid.
Policies are an integral part of organizational strategies, while procedures are tactical tools.
Policies are generally formulated by top management, while procedures are laid down at lower organizational levels in line with policies.
Policies are more evergreen than procedures. Procedures change more frequently, because they should be adaptable to the changing operational environment and technological advancements.
Library and Information Centers Professionals Engagement: An Antecedent of Jo...RHIMRJ Journal
Library and Information Centers are increasingly recognizing the value of employee engagement – encompassing
volunteerism and employee giving – in bringing benefits to society and meeting the objectives of the organizations. Libraries
put more emphasis on the employee engagement aspect of community involvement; they can realize even stronger results. A
successful employee engagement strategy helps create a community at the workplace and not just a workforce. When
employees are effectively and positively engaged with their organization, they form an emotional connection with the company.
This affects their attitude towards their colleagues and the company‘s clients and improves customer satisfaction and
organizational welfare. The paper focuses on how LIS employee engagement is an antecedent of job involvement and what
should a company do to make the employees engaged. This paper also highlights on the various methods that can be practiced
in organizations for engaging the employees in productive work and creating an atmosphere of cooperation and trust between
them. The paper attempts to do an analysis of employee engagement strategies adopted by the organization on the basis of the
widely accepted Ten Cs Model of Employee Engagement.
Human Resources:
-- Know where to find resources to support you in your decision-making.
-- Demonstrate HR professionalism in your role.
Understand the value of good HR practice
1. What is HR?
2. What does the HR department do?
3. Different perceptions of HR.
4. Understanding the different views of HR.
5. What and who does HR represents?
6. HR roles in small organisations.
7. HR roles in large organisations.
8. The professional principles:
i) Work matters
ii) People matter
iii) Professionalism matters
9. Types of HR practices.
10. Importance of data.
11. HR analytics & Predictive Analytics.
12. Ethics of data collection.
13. Examples of how HR can use data more ethically.
People Science is a multidisciplinary and people-centric approach to understanding people in the world of work and the future of work. People Science is an emerging field focused on human behavior and performance. The awareness of psychological and social influences creates a deeper understanding of ourselves. People Science provides insights that help create positive, engaging, and thriving work environments. These insights help address employee attitudes, drives, capabilities, and behaviors at work. In turn, this creates a culture of self-awareness that frames fulfilling experiences.
CompetencyAnalyze how human resource standards and practices.docxbartholomeocoombs
Competency
Analyze how human resource standards and practices within the healthcare field support organizational mission, visions, and values.
Scenario
Wynn Regional Medical Center (WRMC) is the premier hospital in your area. The hospital has been in your city for over 100 years. Over the past decade, the hospital has been losing money for various reasons, though primarily due to uncompensated care. You were recently hired as the Vice President for Human Resources at WRMC, and part of your responsibilities include presenting historical information to participants of the new employee orientation.
Instructions
Create a PowerPoint presentation detailing the changing nature of the healthcare workforce. The presentation should contain speaker notes for each slide or voiceover narration. The presentation should address the following topics and questions:
Historical information on the changing healthcare workforce
How have legislation and policies changed in the past decade?
How have patient demographics changed in the past decade (baby boomers, generation X, millennials, ethnicities)?
How have patient centric approaches changed in the past decade (use of the Internet and social media to gather health information)?
Challenges associated with the changing healthcare workforce
What are some of the challenges associated with the policy and legislative changes?
What are some challenges associated with demographic changes?
What are some of the challenges associated with patients “researching” their own health instead of going to the doctor?
Current state of healthcare
What have been some of the improvements to the healthcare system over the last decade?
Resources
This
link
has information for creating a PowerPoint presentation.
Here is a
link
to information about adding speaker notes.
Here is a
link
to information about creating a voiceover narration using Screencast-O-Matic.
GRADING RUBRICS:
1.Clear and thorough explanation of the history of the changing healthcare workforce. Includes comprehensive descriptions with multiple supporting examples for each of the SUB-BULLET POINTS.
2. Clear and thorough discussion of the challenges associated with the changing healthcare workforce. Includes comprehensive descriptions with multiple supporting examples for each of the SUB-BULLET POINTS.
3. Comprehensive analysis of the current state of healthcare.
Includes a clear and thorough assessment of improvements to the healthcare system over the last decade and supports assertions with multiple supporting examples.
.
CompetencyAnalyze financial statements to assess performance.docxbartholomeocoombs
Competency
Analyze financial statements to assess performance and to ensure organizational improvement and long-term viability
.
Scenario
In an ongoing effort to explore the feasibility of expanding services into rural areas of the state, leadership at Memorial Hospital has determined that conducting a review of its financial condition will be essential to ensuring the organization’s ability to successfully achieve its expansion goals.
Instructions
The CFO has provided you with a copy of the organization’s
financial statements
. This information will be critical in evaluating the organization’s financial capacity to support the proposed expansion of services into the rural areas of the state.
You are asked to review these financial statements (which include the Income Statement, Statement of Cash Flows, and the Balance Sheet) and prepare an executive summary outlining the financial strength of the organization and evidence to support the expansion. Your executive summary should include the following:
An overview of the issue.
A review of critical financial ratios (Liquidity, Solvency, Profitability, and Efficiency) based on financial statements.
Inferences of forecasts, estimates, interpretations, and conclusions based on the key ratios.
Provide a recommendation based on ration analysis.
Resources
This
link
has information for creating an executive summary.
Grading Rubric:
1.
Comprehensive identification of summary of the issue. Includes multiple examples or supporting details.
2. Clear and thorough review of critical financial ratios--Liquidity, Solvency, Profitability, and Efficiency--based on financial statements. Includes multiple examples or supporting details per topic.
3. Clear and thorough inferences of forecasts, estimates, interpretations, and conclusions based on the key ratios. Includes multiple examples or supporting details per topic.
4. Comprehensive recommendation, based on ration analysis. Includes multiple examples or supporting details.
.
CompetencyAnalyze ethical and legal dilemmas that healthcare.docxbartholomeocoombs
Competency
Analyze ethical and legal dilemmas that healthcare workers may encounter in the medical field.
Instructions
You have recently been promoted to Health Services Manager at Three Mountains Regional Hospital, a small hospital located in a mid-size city in the Midwest. Three Mountains is a general medical and surgical facility with 400 beds. Last year there were approximately 62,000 emergency visits and 15,000 admissions. More than 6,000 outpatient and 10,000 inpatient surgeries were performed.
An important aspect of the provider/patient relationship pertains to open communication and trust. Patients want to know that their doctors and the support staff associated with their care understand their wishes and will abide by them. Ideally, these conversations happen well before an emergency or procedure takes place; however, often times this information is missing from a patient's file. As part of Three Mountains' initiative to build trust with their patients, an increased emphasis has been placed on obtaining living wills from the patient as part of the intake process to ensure that the healthcare team has written directives of the patient's wishes in case of incapacitation. You will be creating a living will for a patient and provide educational information as to why the patient should fill it out during the admission process before a procedure.
Introduction:
Explain the definition of a living will and its key components. This section will provide an educational overview of the document for the patient.
Living Will Template:
Create a living will that can serve as a template to the patients. This should cover the basic treatment issues such as resuscitation, feeding tubes, ventilation, organ and tissue donations, etc. Provide instructions in the template that can be easily altered, depending on each patient's wishes.
Summary:
In this section, you will discuss the importance of this document and encourage patients to complete it. Address how this document ensures that a patient's wishes are known and followed by the healthcare team.
NOTE
- APA formatting and proper grammar, punctuation, and form required. APA help is available
here.
.
CompetencyAnalyze ethical and legal dilemmas that healthcare wor.docxbartholomeocoombs
Competency
Analyze ethical and legal dilemmas that healthcare workers may encounter in the medical field.
Instructions
You have recently been promoted to Health Services Manager at Three Mountains Regional Hospital, a small hospital located in a mid-size city in the Midwest. Three Mountains is a general medical and surgical facility with 400 beds. Last year there were approximately 62,000 emergency visits and 15,000 admissions. More than 6,000 outpatient and 10,000 inpatient surgeries were performed.
An important aspect of the provider/patient relationship pertains to open communication and trust. Patients want to know that their doctors and the support staff associated with their care understand their wishes and will abide by them. Ideally, these conversations happen well before an emergency or procedure takes place; however, often times this information is missing from a patient's file. As part of Three Mountains' initiative to build trust with their patients, an increased emphasis has been placed on obtaining living wills from the patient as part of the intake process to ensure that the healthcare team has written directives of the patient's wishes in case of incapacitation. You will be creating a living will for a patient and provide educational information as to why the patient should fill it out during the admission process before a procedure.
Introduction:
Explain the definition of a living will and its key components. This section will provide an educational overview of the document for the patient.
Living Will Template:
Create a living will that can serve as a template to the patients. This should cover the basic treatment issues such as resuscitation, feeding tubes, ventilation, organ and tissue donations, etc. Provide instructions in the template that can be easily altered, depending on each patient's wishes.
Summary:
In this section, you will discuss the importance of this document and encourage patients to complete it. Address how this document ensures that a patient's wishes are known and followed by the healthcare team.
NOTE
- APA formatting and proper grammar, punctuation, and form required.
.
CompetencyAnalyze collaboration tools to support organizatio.docxbartholomeocoombs
Competency
Analyze collaboration tools to support organizational goals.
Scenario
You are a new manager at Elliot Building Supplies International who has seen huge success in managing your global team remotely. This success has been shown in the team outcomes/production and employee satisfaction and engagement. Senior leadership has taken notice of your success and has asked you to create a presentation to share with your peers, who also manage remotely, that explains the best collaboration tools for remote teams. Also, you will explain the best way to manage effectively and create a motivating and satisfying work environment that supports collaboration.
Instructions
You will need to include the following in your PowerPoint presentation.
Presentation welcome/introduction slide.
Collaboration tools that you have used to be successful.
This should include at least 4 different types of tools.
Each type should be explained in detail, along with the benefits it provides.
Critical skills to successfully manage remote employees.
Closing slide to share final thoughts and ideas.
.
Competency Checklist and Professional Development Resources .docxbartholomeocoombs
Competency Checklist and Professional Development Resources
An important and yet often overlooked function of leadership in an early childhood program is the ability to positively influence the people in the program. For this group assignment, consider the characteristics of a leader who can support and lead teachers in reflective teaching. This type of self-reflection is the first step to understanding how a supervisor supports teachers to accomplish their goals through mentoring. For this assignment, your group will need to address the following two components:
Part 1
: Consider the following question as your group completes the competency checklist below: What might be evidence that a teacher leader possesses the competence to also be a mentor? You are encouraged to evenly divide the competencies among your group, so that each member contributes to providing brief examples of interactions while highlighting the characteristic(s) that demonstrates each competency. While this portion can be completed independently, you should then collaborate to ensure that each group member provides feedback before submitting the full collaborative document.
Competency Checklist
Competency
Describe an example of a teacher-leader with children (when acting as a teacher)
Describe an example of a teacher-leader with adults (when acting as a supervisor)
Listens well, does not interrupt, and respects the pace of the other person
Is able to wait for others to discover solutions, form own ideas, and reflect
Asks questions that encourage details
Is aware of and comfortable with his or her feelings and the emotions of others
Is responsive to others
Guides, nurtures, supports, and empathizes
Integrates emotion and intellect
Fosters reflection or wondering by others
Is aware of how others’ reactions affect a process of dialogue and reflection, including sensitivity to bias and cultural context
Is willing to have consistent and predictable meeting times and places
Is flexible and available
Is able to form trusting relationships
Part 2:
Professional Development Resources Document
–Early childhood programs have numerous curriculum options which may contribute to a need to support teachers and staff in a curriculum context they are not familiar with. Therefore, as we prepare to support protégés, we can refer to the National Association of the Education of Young Children core standards for professional development, to promote the use of best practices. These six core standards, briefly describe what early childhood professionals should know and be able to do. After reading each of the
NAEYC Standards for Early Childhood Professional Preparation Programs (Links to an external site.)
, focus on the first four standards:
STANDARD 1.
PROMOTING CHILD DEVELOPMENT AND LEARNING
STANDARD 2.
BUILDING FAMILY AND COMMUNITY RELATIONSHIPS
STANDARD 3.
OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG CHILDREN AND FAMILIES
STANDARD 4.
US.
Competency 6 Enagage with Communities and Organizations (3 hrs) (1 .docxbartholomeocoombs
Competency 6: Enagage with Communities and Organizations (3 hrs) (1 to 2 Pages)
Behavior: use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies.
For this assignment, you are to explore how your community is addressing the needs of its citizens during the CoVID 19 situation. Explore how you can consult and connect with community leaders and organizations to be a part of solutions in your community. Provide a detailed account of your exploration of community needs, as well as how you participated at the community level to address the needs of your community.
.
Competency 2 Examine the organizational behavior within busines.docxbartholomeocoombs
Competency 2: Examine the organizational behavior within business systems
Provide the name of the corporation you will be using as the basis for this project.
Provide the organization’s purpose or mission statement.
Describe the organization's industry.
Provide the name and position of the person interviewed during this portion of the assignment (indicate as much pertinent information (e.g., length of service with company, previous roles in the company, educational background, etc.).
Provide the list of interview questions you asked the manager/executive.
Indicate which two - three of the following concepts from this competency that you intend to evaluate the organization/team on and describe the company’s/team’s current situation with each topic you’ve selected:
Motivational theories
Psychological contract
Job design
Use of evaluation, feedback and rewards
Misbehavior
Individual or organizational stress
Provide citations in APA format for any references
.
CompetenciesEvaluate the challenges and benefits of employ.docxbartholomeocoombs
Competencies
Evaluate the challenges and benefits of employing a diverse workforce.
Design a plan for conducting business and managing employees in a global society.
Critique the actions of organizations as they integrate diverse perspectives into their cultures.
Evaluate the role of identity, diverse segments, and cultural backgrounds within organizations.
Attribute different cultural perspectives to current social-cultural dimensions.
Analyze the importance of managing a diverse workforce.
Scenario Information
Your company has been nominated for a national diversity award associated with your efforts and dedication to diversity initiatives in the workplace and their impact on the organization and community. You have been asked to summarize your efforts for the year in a slide presentation for the diversity committee who selects the winner. Be sure to include details of the changes you made in your organization and the impact the changes made.
Instructions
As part of your nomination, you have been asked to create a slide presentation including a voice recording for your entry (Voice Recording not needed). Remember your audience when giving your presentation and include the following slides:
Title slide
Highlighting the importance of workplace diversity
Discussing the points that were included in your diversity plan
Describing how culture and inclusion impact your organization
Providing examples of how diverse workgroups work together in the workplace
Gives examples of strategies used to incorporate Hofstede's cultural dimensions in a global workforce
Provides best practices for managers associated with managing a diverse, global workforce
Conclusion slide that includes a summary of why you should win this award
Any additional, relevant information
References
.
CompetenciesDescribe the supply chain management principle.docxbartholomeocoombs
Competencies
Describe the supply chain management principles through the flow of information, materials, services, and resources.
Analyze the external and internal drivers that influence supply chain principles.
Evaluate supply chain management operational best practices.
Compare the nature of logistics operations and services in both international and domestic contexts.
Apply strategic supply chain management to logistics systems.
Analyze different software systems and technology strategies used in supply chain management.
Scenario
You have just been promoted to Senior Analyst at Mitchell Consulting, a firm that specializes in providing managerial expertise in supply chain management. After completing many assignments under the supervision of a Senior Analyst, your role now allows you to make selections for clients. You are assigned a new client, Scent
Solution
s. Your new manager, Partner Ronda Anderson, has directed you to work on this case and provide analysis and options to resolve the problems directly to the client.
Scent
.
CompetenciesABCDF1.1 Create oral, written, or visual .docxbartholomeocoombs
Competencies
A
B
C
D
F
1.1: Create oral, written, or visual communications appropriate to the audience, purpose, and context.
4 points
Key Criteria: Tailors communication to purpose, context, and target audience. Clearly articulates the thesis and purpose, and supports the thesis and purpose with authentic and appropriate evidence. Provides smooth transitions and leaves no awkward gaps from point to point. Shows coherent progress from the introduction to the conclusion with no unnecessary sections.
3 points
Key Criteria: Tailors communication to purpose, context, and target audience. Articulates the thesis and purpose, and supports the thesis and purpose with authentic and appropriate evidence. Generally provides smooth transitions and leaves few awkward gaps from point to point. Shows identifiable progress from the introduction to the conclusion with no unnecessary sections.
2 points
Key Criteria: Considers the purpose, context, and target audience. Articulates the thesis and purpose, and shows some evidence supporting both. Some transitions are not smooth, and there are occasional gaps or awkward connections from point to point. There is a sense of progress from the introduction through the conclusion, but the organization may not be completely clear.
1 point
Key Criteria: Does not tailor communication well in terms of purpose, context, and target audience. Provides a weak thesis, unclear purpose, and little or no evidence to support points. Transitions may be rough or nonexistent, and there are significant gaps or connections between points that leave sections incomprehensible. Progress from the introduction through the conclusion is difficult to decipher, and there may be some material that is unrelated to thesis and purpose.
0 points
Key Criteria: Does not tailor communication in terms of purpose, context, and target audience. Lacks a good thesis and has little or no evidence to support a thesis. Transitions are rough or nonexistent, and there are few discernable connections from point to point. There is no identifiable progress from the introduction through the conclusion, and/or there is substantial material that is unrelated to thesis and purpose.
1.2: Communicate using appropriate writing conventions, including spelling, grammar, mechanics, word choice, and format.
4 points
Uses a format that is highly appropriate to the writing task and carefully tailors the style and tone to the specific audience. Aligns both the writing style and grammar usage to standards appropriate to the task.
3 points
Uses a format that is appropriate to the writing task and tailors the style and tone to the specific audience. Aligns both the writing style and grammar usage to standards appropriate to the task.
2 points
Generally has a clear purpose, but there may be a gap between the format used and the writing task. Fails to fully align the style and tone to the audience, or fails to fully define the audience for the writing task. Has some style or grammar.
COMPETENCIES734.3.4 Healthcare Utilization and Finance.docxbartholomeocoombs
COMPETENCIES
734.3.4
:
Healthcare Utilization and Finance
The graduate analyzes financial implications related to healthcare delivery, reimbursement, access, and national initiatives.
INTRODUCTION
It is essential that nurses understand the issues related to healthcare financing, including local, state, and national healthcare policies and initiatives that affect healthcare delivery. As a patient advocate, the professional nurse is in a position to work with patients and families to access available resources to meet their healthcare needs.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
A. Compare the U.S. healthcare system with the healthcare system of Great Britain, Japan, Germany, or Switzerland, by doing the following:
1. Identify
one
country from the following list whose healthcare system you will compare to the U.S. healthcare system: Great Britain, Japan, Germany, or Switzerland.
2. Compare access between the
two
healthcare systems for children, people who are unemployed, and people who are retired.
a. Discuss coverage for medications in the two healthcare systems.
b. Determine the requirements to get a referral to see a specialist in the two healthcare systems.
c. Discuss coverage for preexisting conditions in the two healthcare systems.
3. Explain
two
financial implications for patients with regard to the healthcare delivery differences between the two countries (i.e.; how are the patients financially impacted).
B. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
C. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! - _ . * ' ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
A1:COUNTRY TO COMPARE
NOT EVIDENT
A country for comparison is not identified.
APPROACHING COMPETENCE
The identified country for comparison is not from the given list.
COMPETENT
The identified country for comparison is from the given list.
A2:ACCESS
NOT EVIDENT
A comparison of healthcare system access is not provided.
APPROACHING COMPETENCE
The comparison does not acc.
Competencies and KnowledgeWhat competencies were you able to dev.docxbartholomeocoombs
Competencies and Knowledge
What competencies were you able to develop in researching and writing the course Comprehensive Project? How did you leverage knowledge gained in the assignments (Units 1–4) in completing the Comprehensive Project? How will these competencies and knowledge support your career advancement in management
.
Competencies and KnowledgeThis assignment has 2 parts.docxbartholomeocoombs
Competencies and Knowledge
This assignment has 2 parts:
What competencies were you able to develop in researching and writing the course Comprehensive Project? How did you leverage knowledge gained in the intellipath assignments (Units 1- 4) in completing the Comprehensive Project? How will these competencies and knowledge support your career advancement in management?
Discuss the similarities and differences between shareholder wealth maximization and stakeholder wealth maximization.
.
Competencies and KnowledgeThis assignment has 2 partsWhat.docxbartholomeocoombs
Competencies and Knowledge
This assignment has 2 parts:
What competencies were you able to develop in researching and writing the course Comprehensive Project? How did you leverage knowledge gained in the intellipath assignments (Units 1- 4) in completing the Comprehensive Project? How will these competencies and knowledge support your career advancement in management?
Discuss the similarities and differences between shareholder wealth maximization and stakeholder wealth maximization.
.
Competences, Learning Theories and MOOCsRecent Developments.docxbartholomeocoombs
Competences, Learning Theories and MOOCs:
Recent Developments in Lifelong Learning
Karl Steffens
Introduction
We think of our societies as ‘knowledge societies’ in which lifelong learning is
becoming increasingly important. Lifelong learning refers to the idea that people
not only learn in schools and universities, but also in non-formal and informal
ways during their lifespan.The concepts of lifelong learning and lifelong education
began to enter the discourse on educational policies in the late 1960s (Tuijnman
& Boström, 2002). However, these are related, but distinct concepts. As Lee (2014,
p. 472) notes ‘the terminological change (from lifelong education, continuing
education and adult education, to lifelong learning) reflects a conceptual departure
from the idea of organised educational provision to that of a more individualised
pursuit of learning’.
One of the first important documents on lifelong learning was the report of the
International Commission on the Development of Education to UNESCO in
1972, titled ‘Learning to be. The world of education today and tomorrow’. In his
introductory letter to the Director-General of UNESCO, the chairman of the
Commission, Edgar Faure, stated that the work of the Commission was based on
four assumptions (see Elfert pp. and Carneiro pp. in this issue). The first was
related to the idea that there was an international community which was united by
common aspirations and the second was the belief in democracy and in education
as its keystones. The third was ‘that the aim of development is the complete
fulfilment of man, in all the richness of his personality, the complexity of his forms
of expression and his various commitments — as individual, member of a family
and of a community, citizen and producer, inventor of techniques and creative
dreamer’. The last assumption was that ‘only an over-all, lifelong education can
produce the kind of complete man, the need for whom is increasing with the
continually more stringent constraints tearing the individual asunder’ (Faure,
1972, p. vi).
Following the Faure Report, the UNESCO Institute for Education, which
was founded in Germany in 1951, started to focus on lifelong learning and
subsequently became the UNESCO Institute for Lifelong Learning (UIL, http://
uil.unesco.org/home/). It was under its leadership that a formal model of lifelong
education was developed and published in the book ‘Towards a System of Life-
long Education’ (Cropley, 1980). The concept of lifelong learning also became
manifest in the ‘Education for All’ (EFA) agenda that was launched at the World
Conference on Education for All which took place in Jomtien (Thailand) in
1990 (Inter-Agency Commission, 1990). Ten years later, at the World Education
Forum in Dakar (Senegal) in 2000, the Dakar Framework for Action was
designed ‘to enable all individuals to realize their right to learn and to fulfil their
responsibility to contribute to the development of their society’ (UNESCO,
2000, p..
Compensation & Benefits Class 700 words with referencesA stra.docxbartholomeocoombs
Compensation & Benefits Class 700 words with references
A strategic purpose for a well-blended compensation program, one that includes various types of direct compensation, is gaining employee commitment and productivity. One of the most effective tactics for this strategy is designing a process for linking individual achievement to organizational goals.
Prepare a report to senior leaders addressing the following:
·
Explain the concept of tying performance to organizational goals.
·
Describe the different types of individual and group-level performance measurements.
·
What are the advantages and disadvantages of individual versus group-level performance recognition?
·
Discuss the options an organization has to link individual or group monetary rewards to organizational success.
·
Develop recommendations for how to implement, monitor, and evaluate such a program.
.
Compensation, Benefits, Reward & Recognition Plan for V..docxbartholomeocoombs
Compensation, Benefits, Reward & Recognition Plan for V.P. Operations
Learning Team B
HRM 595
December 19, 2017
Rosalie M. Lopez
Running head: COMPENSATION, BENEFITS, REWARD & RECOGNITION PLAN
1
COMPENSATION, BENEFITS, REWARD & RECOGNITION PLAN
2
Compensation, Benefits, Reward & Recognition Plan for V.P. Operations
Introduction
Base Salary Range
For the position of VP of Operations, the National Average Salary is $122,624. In San Francisco, the average is higher and placed at $155,946. This amount is 16% higher than the National Average (Payscale, 2016). The reason for this increase is because of experience and geography. These are the two prime factors that impact the pay scale. Another major factor is the employer. Most employers base their decision to hire an individual on the experience they bring with them. Of course, with more experience, higher pay is required. With our company cutting cost a less experienced individual would be the best fit for the position.
Standard Employee Benefit
In many cases, your employee benefits could be the turning point for a prospective employee. This benefit is a vital portion of any employee packet. These valuable benefits are used as a blanket of security in the case of any sickness, injury, unemployment, old age, or death (Gomez-Mejia, Balkin & Cardy, 2015, p. 362). There is a significant difference between incentives and benefits: benefits are financial and nonfinancial compensations that are indirect to the employee. To have a competitive strategy Blossoms Up! must align their profits with the compensation package that has been already put in place. This action will help provide flexibility to the amount and the benefits available (Gomez-Mejia et al., 2015).
There are also some benefits that most companies are legally obligated to provide. Three benefits are required regardless of the number of employees that the company has. These interests involve social security, workers compensation, and unemployment insurance (Gomez-Mejia et al., 2015). Other laws must be adhered to when dealing with a certain number of individuals. When a company has 50 or more employee they must have the Family and Medical Leave Act in place and since its induction in 2015 the Affordable Care Act for Health Insurance for companies with 20 or more employees. For the health insurance to be considered standard medical, vision and dental plans must be made available to the business. These programs that must be regarded as being under the Health Maintenance Organization (HMO) or a Preferred Provider Organization (PPO) (Gomez-Mejia et al., 2015).
There are some voluntary benefits that we can include. We are already looking into adding a pension package using the Defined Contribution Plan as well as the 401(K) plan (Gomez-Mejia et al., 2015). Life insurance is another excellent benefit that could be added to the package as well as short-term and long-term disability insurance. Adding Vacation and PTO, and Holiday pay is .
Compete the following tablesTheoryKey figuresKey concepts o.docxbartholomeocoombs
Compete the following tables:
Theory
Key figures
Key concepts of personality formation
Explanation of the disordered personality
Scientific credibility
Comprehensiveness
Applicability
Attachment
Complete the following...200-300 words..
Is Freud's theory a viable theory for this century?
Provide reasons for
your
view.
.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Comparing Individual-Related and StructuralCultural-Related Theor.docx
1. Comparing Individual-Related and Structural/Cultural-Related
Theories
All theories, more or less, can be dissected into different
dimensions. In other words, all theories will tell you something
about the focus or unit of analysis. It will identify the major or
key concepts. It will also point to the definition and the cause
of the problem. This would then guide how the social worker
assesses and intervenes because the theory will also articulate
the role of the social worker and how change occurs.
Use this handout for the Week 2 Discussion. Select a theory that
focuses on the individual and a theory that focuses on the
structural or cultural level. Fill out the table to help you
complete your Discussion.
Individual-Related Theory
Structural/Cultural- Related Theory
Name of theory
Name of theorist
Focus or unit of analysis
Key concepts or terms
Explanation of the cause of the problem
26. Psychological Theories of Poverty
Kelly Turner
Amanda J. Lehning
ABSTRACT. Social work education, practice, and research are
heavily
influenced by theories developed by psychologists. A review of
the liter-
ature was conducted to identify theories of poverty emerging
from the
field of psychology. In general, until 1980, psychological
theories of
poverty emphasized the role of the individual or group to
explain the
causes and impact of poverty. Between 1980 and 2000,
psychologists
began to consider the structural and societal factors that
contribute to
poverty and moved beyond the explanations of individual
pathology.
At the beginning of the twenty-first century, an increasing
number of
psychological theorists acknowledge the role of social,
political, and
economic factors in the creation and maintenance of poverty.
Implica-
tions for social work education, practice, and future research are
dis-
cussed. doi:10.1300/J137v16n01_05 [Article copies available
for a fee from
The Haworth Document Delivery Service: 1-800-HAWORTH.
E-mail address:
<[email protected]> Website: <http://www.HaworthPress.com>
28. of social work incorporates the theories of a wide array of
social science
disciplines, including psychology. It is important, therefore, to
identify
and assess the various psychological theories used to explain
poverty.
How do these theories inform social work practice with
individuals and
communities struggling with poverty?
This literature review examines the theories of both the causes
and
impacts of poverty emerging from the field of psychology. The
first sec-
tion includes a historical look at theories concerned with the
study of the
mind and behavior of an individual or group. The next section
presents a
brief overview of the debates and changes within psychology
from 1980
to 2000, as the field of psychology sought to create more of a
balance
between the understanding of human behavior and the impact of
the
social environment of poverty. The third and final section
examines
psychological theories of poverty that have emerged from this
more bal-
anced point of view. The conclusion addresses some of the
implications
of these theories for the social work curriculum, especially
regarding
human behavior and social environment.
METHODOLOGY
29. This literature review included keyword searches in the most
popular
social science databases, including PsycINFO, PsycARTICLES,
PubMed,
Social Service Abstracts, Social Work Abstracts, and
Sociological Ab-
stracts. Each database was searched using the keywords
“poverty,”
“poor,” “socioeconomic,” “economic,” or “class” in
combination with the
terms “theory” or “analysis” and “psychology.” Once an article
or chap-
ter was selected, the reference section was searched to identify
addi-
tional sources.
The limitations of this literature review include the small
number of
articles devoted to theories of poverty within the psychology
literature,
the authors’ limited experience with psychological theories
related to
poverty, and a reliance upon published reviews of theories in
psychol-
ogy. A more comprehensive review of psychological theories of
pov-
erty is yet to be found in the literature.
58 JOURNAL OF HUMAN BEHAVIOR IN THE SOCIAL
ENVIRONMENT
PATHOLOGIZING THE POOR
Theories on the Causes of Poverty
30. Over the course of the second half of the twentieth century,
psycholo-
gists developed a number of theories that reflected either the
field’s bi-
ases about poor people (Carr, 2003; Allen, 1970) or its
tendencies to
view them in terms of their pathologies (Carr, 2003). These
theories
tend to locate the source of poverty within the individual (e.g.,
Pearl,
1970; Goldstein, 1973) or within an impoverished culture (e.g.,
Pearl,
1970; Rainwater, 1970), and do not address the larger societal
or struc-
tural forces affecting the poor.
One theory, known variously as the naturalizing perspective,
constitu-
tionally inferior perspective, or nativist perspective, holds that
intrinsic
biological factors lead directly to poverty, an argument often
supported
by psychologist-designed intelligence tests (Rainwater, 1970;
Pearl,
1970; Ginsburg, 1978). While this perspective has historically
reflected
public attitudes (Rainwater, 1970), it appears that this
perspective was
held by some psychologists as recently as the 1970s (Rainwater,
1970;
Pearl, 1970; Ginsburg, 1978). Although IQ tests produce
quantifiable
evidence that has been used to support this theory, many argue
that intel-
ligence is not a measurable construct (Pearl, 1970) and even
31. researchers
disagree about the exact definition of the word (see Ginsburg,
1978),
therefore calling into question the validity of these intelligence
test
results.
A related theory involves the role of language development and
the
accumulated environmental deficits that can lead to poor
academic
achievement and the continuation of the cycle of poverty (Pearl,
1970;
Ginsburg, 1978). Based on the inadequate development of the
language
skills poor children in comparison with their middle-class
counterparts,
researchers claim, have cognitive deficiencies (Pearl, 1970;
Ginsburg,
1978). There is very little research, however, that substantiate
any signifi-
cant class-based differences in language abilities (Ginsburg,
1978) and
this perspective has been denounced as based on middle-class
arrogance,
rather than science (Pearl, 1970; Ginsburg, 1978). As an
alternative the-
ory, Ginsburg (1978) proposed a developmental view that
acknowledges
that there may be class differences in cognition but that children
share
cognitive potentials and similar modes of language.
Intelligence-based psychological theories of are not the only
theories
that suggest that individual deficiencies contribute to an
32. individual’s in-
ferior social and economic status. For example, Carr (2003)
describes
Kelly Turner and Amanda J. Lehning 59
the McClelland approach, which gained popularity in the 1960s
and the
1970s. This approach suggests that the poor have not developed
a par-
ticular trait, called Need for Achievement (NAch), which
therefore pre-
vents them from improving their situation. This approach was
embraced
as a way to help the poor escape poverty, and researchers
sought to test
this theory on populations in third world countries (Carr, 2003).
Simi-
larly, in the 1980s psychologists viewed attribution theory as a
prom-
ising explanation of poverty (Carr, 2003); namely, the poor tend
to
attribute their failures to internal factors, while attributing
successes to
external, uncontrollable factors. On the other hand, the rich take
the op-
posite view. Both of these theories drew criticism for
maintaining the
status quo and failing to produce real results (Carr, 2003).
Other psychological theorists identified poverty as a
manifestation
of moral deficiencies (Rainwater, 1970) or psychological
sickness
33. (Rainwater, 1970; Goldstein, 1973). While a rare view among
profes-
sional psychologists, the moralizing perspective, labels the poor
as sin-
ners who need to be saved (Rainwater, 1970), and the
medicalizing
perspective views the behavior of poor people in terms of
psychological
disturbance (Rainwater, 1970). A number of studies reveal a
high con-
centration of schizophrenia and other psychopathologies among
the
poor. The social selection hypothesis posits that these mental
illnesses
actually determine one’s economic position (Goldstein, 1973;
Murali &
Oyebode, 2004). The social drift variant of this hypothesis
suggests that
most schizophrenics are born into middle- or upper-class
families, but
their illness prevents them from earning enough money to
maintain this
social status and they eventually drift into poverty (Goldstein,
1973).
There is considerable debate surrounding this hypothesis,
however, and
the author of one theoretical piece concludes that social
selection is one
of many different factors explaining the concentration of
schizophren-
ics in the lower class (Goldstein, 1973).
Many social service workers employed by public welfare
agencies in
the 1950s also relied on psychological theories to explain the
economic
34. dependence of the poor on the state (Curran, 2002). They
subscribed to
Freud’s theories regarding the ego and psychosexual
development by
perceiving welfare recipients as victims of psychologically
abusive his-
tories resulting in character disorders that kept them in poverty.
In
essence, inadequate socialization and broken homes led to a
poorly de-
veloped ego and low levels of self-sufficiency (Pearl, 1970).
Feeling
overwhelmed by sexual and aggressive drives, this theory
suggests that
the poor acted out this psychic conflict, much like a child
(Curran,
2002). The appropriate role of the caseworker was to act as a
parent
60 JOURNAL OF HUMAN BEHAVIOR IN THE SOCIAL
ENVIRONMENT
substitute, setting limits and assimilating welfare recipients into
the
dominant culture (Curran, 2002). This theory was embraced by
a pros-
perous postwar America concerned with the rising numbers of
African
Americans on the welfare rolls, and disinclined to entertain the
idea that
the same society that led to their own financial success could
also con-
tribute to poverty (Curran, 2002). Looking back almost 50 years
later,
35. Fraser commented that this approach reflected “the tendency of
espe-
cially feminine social welfare programs to construct gender-
political
and political-economic problems as individual, psychological
prob-
lems” (1989, p. 155, as quoted in Curran, 2002, p. 382).
Social work’s earlier characterization of the poor as children
seeking
to satisfy their aggressive and sexual urges (Curran, 2002)
supports the
once-popular culture of poverty thesis. Although the culture of
poverty
theory developed by Lewis (1975) emphasizes the role of the
social en-
vironment in “creating” a culture of poverty, he still “describes”
that
culture in pathological terms, claiming that the poor suffer from
flat
affect, family tension, a brutal nature, and a lack of refined
emotions
(Carr, 2003). The cultural-relativistic perspective suggests that
while
the poor have a different culture from the rest of society, it is
not neces-
sarily inferior or superior (Rainwater, 1970). Similarly, the
normalizing
perspective includes middle-class stereotypes that lead to pity
or con-
cern for the poor. For example, the poor were perceived as
having their
own culture that serves them quite well, and it would be best to
insulate
them from the outside world, rather than force them to integrate
with the
36. larger society (Rainwater, 1970). As noted in the next section,
the ten-
dency to emphasize the individual’s culpability for being poor
occurs
not only in theories of causation, but also in theories on the
impacts of
poverty.
Theories on the Impacts of Poverty
Historically, psychologists tended to neglect larger structural
forces
when exploring the impacts of poverty, especially when treating
psy-
chological distress (Goldstein, 1973; Javier & Herron, 2002;
Luthar,
1999). Some critics attribute this to the profession’s middle-
class bias
(Pearl, 1970; Javier & Herron, 2002).
One of the potential impacts of poverty is the prevalence and
incidence
of psychiatric disorders. Many studies have shown that
psychiatric dis-
orders, such as depression, alcoholism, anti-social personality
disorder,
and schizophrenia, are more common in urban, poverty-stricken
neigh-
borhoods than in more affluent communities (Murali &
Oyebode, 2004).
Kelly Turner and Amanda J. Lehning 61
A counter-argument to this social selection hypothesis is the
37. social causa-
tion hypothesis, which holds that a patient’s economic situation
actually
causes psychopathologies, rather than the other way around
(Goldstein,
1973; Murali & Oyebode, 2004). The conditions of poverty
produce in-
tolerable amounts of stress, which can lead to mental illness.
For exam-
ple, stress can occur when there is a wide gap between an
individual’s
achievements and their ambitions, a situation that is familiar to
those
living in poverty (Goldstein, 1973). While this hypothesis
places part of
the blame for the plight of the poor on society (i.e., not
providing suffi-
cient opportunities for achievement), Goldstein also suggests
that indi-
viduals play a role in their own psychopathology by noting that:
All of these dimensions of rearing, socialization, and
personality
development, which seem quite appropriate for adequate adjust-
ment to a lower-class environment, also ill-prepares the
individual
for adequate coping and development in an essentially middle-
class society–and especially for adequate coping with the
stresses
of this society. (Goldstein, 1973, p. 66)
In other words, lower-class individuals are perceived to have
fewer
coping skills compared to their middle-class counterparts.
While the au-
thor also calls for social legislation to improve the conditions of
38. pov-
erty, his primary recommendation for psychologists is to
improve the
social and personal skills of poor clients (Goldstein, 1973).
Psychoanalysts also view the poor through a middle-class lens,
which
could disrupt the therapeutic process (Javier & Herron, 2002).
Psycho-
analysis has historically been identified with white, middle
class, Anglo-
Saxon, male values, focusing on the nuclear family and intra-
psychic
conflict (Javier & Herron, 2002). Some therapists also believe
that poor
people do not have the proper skills to make use of insight and
other
therapeutic processes. This lack of understanding, often based
on lim-
ited contact with those living in poverty and a belief that certain
behav-
iors (e.g., discipline, hard work, and the ability to delay
gratification)
will necessarily lead to success, results in countertransference,
in which
the psychoanalyst’s personal feelings about the patient interfere
with
therapy and often discourage the patient from continuing with
treatment
(Javier & Herron, 2002). Some critics believe there are more
sinister
impulses at work, such as a fear that curing the poor of their
psychologi-
cal distress will hand them the tools to revolt against the middle
and up-
per classes (Javier & Herron, 2002). There is, however, an
39. effort among
psychoanalysts to provide better treatment of the poor, and the
first step
62 JOURNAL OF HUMAN BEHAVIOR IN THE SOCIAL
ENVIRONMENT
might be to acknowledge this countertransference before it
becomes
counterproductive in therapy (Javier & Herron, 2002).
Moreira (2003) expresses concern about what she calls the
“medi-
calization of poverty,” a process involving psychologists and
psychia-
trists prescribing psychotropic drugs to treat the impacts of
poverty,
while ignoring other socio-political factors in the process. She
accuses
the psychology profession of maintaining the status quo by
keeping the
poor drugged and therefore docile (Moreira, 2003). Without a
compre-
hensive view of the impacts of poverty that acknowledges
external,
structural factors, the poor will continue to suffer (Moreira,
2003). Psy-
chologists in the 1980s began to embrace this view, recognizing
the in-
tegral role that social, economic, and political forces play in the
causes
and impacts of poverty.
UNREST IN THE PROFESSION: 1980-2000
40. In the 1980s, psychologists began to criticize the overly
pathological
view of poverty held by their profession (Carr, 2003). They
argued that
applying McClelland’s NAch theory to poor people (i.e., they
remain in
poverty because they lack motivation) completely disregarded
the ex-
ternal, societal factors that contribute to the epidemic of
poverty (Carr,
2003). Similarly, various prominent psychologists also
disagreed with
the widespread application of Feagin’s popular attribution
theory as a
way to explain poverty, believing that it inappropriately blamed
a poor
person’s lack of self-esteem for his/her plight, without taking
external
factors into account (Carr, 2003). Mehryar, another prominent
psychol-
ogist of the 1980s, noted that psychological theories had no
effect on
reducing poverty and possibly had the opposite impact, namely
that
“psychologizing poverty was liable to pathologize the poor
rather than
the system that constrained them” (Carr, 2003, p. 5). Mehryar
went a
step further by blaming the individualistic view of psychology
towards
poverty as contributing to keeping the wealthy in power and the
poor in
poverty (Carr, 2003).
The psychologists of the 1980s, therefore, proposed a return to
41. the cul-
ture of poverty theory (Lewis, 1975) that suggests that
civilization it-
self (compared with pre-literate, tribal cultures) inevitably
creates two
cultures: one of wealth and one of poverty (Carr, 2003). While
some psy-
chologists in the 1980s rejected purely psychology-based
theories in fa-
vor of society-based ones, they did not discount psychology
entirely
(Carr, 2003). Rather, they believed that psychology could make
a positive
Kelly Turner and Amanda J. Lehning 63
contribution toward a new understanding of poverty “if” it was
used to
describe the psychological processes of the “wealthy” (i.e., not
the
poor) and how the biases of the wealthy helped to maintain the
condi-
tions of poverty (Carr, 2003).
IMPACT OF SOCIAL FORCES
Theories of the Causes of Poverty
Taking a broader perspective on the impact of the social
environment
on human behavior, Moreira (2003) sees globalization
(including the
spread of capitalism) as the major cause of both wealth and
poverty.
42. Specifically, she explains that, “globalization works in a
selective fash-
ion, including and excluding segments of economies and
societies from
information networks, giving us pockets of rich and poor”
(Moreira,
2003, p. 70). Moreira particularly condemns globalization for
dissemi-
nating Western culture’s greed for material goods, which she
considers
to be responsible for a particular kind of poverty called
“Consumerist
Poverty” or “Consumerist Syndrome.”
Drawing upon theories from other social science disciplines,
some
psychologists have adopted the Empowerment Theory of an
economist
(Sen, 1999) to explain the existence of poverty (Moreira, 2003;
Carr,
2003). Whereas traditional definitions of poverty use
“extremely low or
no income” as the sole criterion for the term, Sen proposes that
poverty
is more than just low income: It is a lack of political and
psychological
power (Sen, 1999). More specifically, Sen suggests that modern
society
deprives “certain” citizens of power and control, which then
results in
poverty for those citizens. In order to escape from such poverty,
Sen
believes that a society must provide all of its citizens with three
things:
(1) political, economic, and social freedom; (2) security and
protection;
43. and (3) transparent governmental activities (Sen, 1999).
The World Bank Development Report for 2000-2001 expanded
upon
Sen’s Empowerment Theory to develop a three-pillar theory of
poverty
related to the absence of security, empowerment, and
opportunity (World
Bank, 2001; Carr, 2003). Carr (2003) and other psychologists
view this
as an extremely solid theoretical foundation from which the
profession
of psychology can proceed to investigate poverty. As Carr
(2003) ex-
plains, “Without all three pillars together, there is no real
foundation for
concerted development out of poverty. One pillar does not carry
the
roof” (p. 8).
64 JOURNAL OF HUMAN BEHAVIOR IN THE SOCIAL
ENVIRONMENT
The World Bank’s concept of “security” includes factors such
as clean
water, adequate food and housing, and the reduction of
vulnerability to
natural disasters (World Bank, 2001). The concept of
“empowerment,”
similar to Sen’s definition, entails providing the poor with the
means
to acquire a greater voice to help them fight for justice within
their soci-
ety (World Bank, 2001). When applied to psychological
44. treatment,
“empowerment” encourages psychologists to work “with” the
poor, not
“for” them (World Bank, 2001; Carr, 2003). Of course, a society
in which
only a portion of its citizens (i.e., poor persons) lacks
empowerment im-
plies that discrimination and prejudice is at the root of the
problem
(Carr, 2003). Finally, the World Bank’s third concept is
“opportunity.”
Poverty exists, in part, because the poor are deprived of
opportunities to
participate independently in the global economy (World Bank,
2001).
Such opportunities range from a lack of an affordable education
to a dearth
of living-wage, entry-level jobs (World Bank, 2001). The World
Bank’s
three-pillar view of poverty seems to be a comprehensive theory
from
which psychologists can proceed with both research and
interventions.
Instead of focusing on empowerment, psychologist Lott (2002)
ap-
proaches poverty by focusing on discrimination linked to a
theory of
classism that explains the preservation of poverty in our
society. As she
defines it, classism is what results from the combination of
three nega-
tive sentiments: stereotypes, prejudice, and distancing. Similar
to dis-
crimination, “distancing” describes how the wealthy distance
themselves
45. emotionally and physically from poor people. Although classism
is
considered to be an impact of poverty, Lott also states that,
“Barriers
erected by classist bias maintain inequities and impede access to
the re-
sources necessary for optimal health and welfare” (Lott, 2002,
p. 100).
In other words, Lott sees class-based discrimination as both a
cause and
effect of poverty.
Lott (2002) bases her views on Williams’ 1993 theory that the
upper
class purposefully categorizes people into lower, middle, and
upper
classes “in order to maintain its power” and to prevent the lower
classes
from receiving an equal share of resources (Lott, 2002). This
approach
has been described as “social poverty” (Lummis, 1991), which
occurs
when the upper class purposefully keeps the lower class in
poverty via
economic control, thereby keeping themselves in power
(Moreira, 2003).
Lott (2002) describes two theories that examine the mechanisms
behind such unfair discrimination: Moral Exclusion Theory and
Dehu-
manizing Theory. Moral exclusion theory, developed by
Opotow, suggests
that upper-class citizens incorrectly assume that lower-class
citizens are
less moral than those in the upper classes, thereby causing or
passively
46. Kelly Turner and Amanda J. Lehning 65
allowing poverty to become more acceptable in the minds of
upper-
class citizens (Lott, 2002). Similarly, Bar-Tal, and Schwartz
and Struch
both propose that the upper classes dehumanize poor people,
believing
that lower-class citizens have different (i.e., unacceptable)
values and
emotional tendencies (Lott, 2002). This dehumanizing process
makes it
easier for upper-class citizens to reduce their empathy as well
as dis-
criminate against poor people (Lott, 2002).
The most recent comprehensive discussion of poverty within the
field of psychology is found in the Resolution on Poverty and
Socioeco-
nomic Status by the American Psychological Association (APA,
2000).
Intended to represent the collective opinion of psychologists
nation-
wide, it clearly states, “perceptions of the poor and of welfare–
by those
not in those circumstances–tend to reflect attitudes and
stereotypes that
attribute poverty to personal failings rather than socioeconomic
struc-
tures and systems” (APA, 2000, p. 2). Thus, the APA
acknowledges
that both structural forces in society as well as discriminatory
practices
47. contribute to the perpetuation of poverty.
Theories on the Impacts of Poverty
In 1979, Urie Bronfenbrenner, one of the field’s most
influential de-
velopmental psychologists, proposed his now-famous ecological
theory
about how an individual is influenced by “systems” of
interaction that
include family and friends, community, and society, and
constantly
change and influence each other over a lifetime
(Bronfenbrenner, 1979).
This was one of the first developmental theories that took into
account
the effects that the social environment can have on human
behavior and
life course development. This theory of interacting systems was
used to
explain the experiences of children and adults living in poverty,
espe-
cially the causes and impacts of poverty (Fraser, 1997).
For example, whereas psychologists of the 1960s and the 1970s
tended to attribute the relatively low IQ score or sub-standard
scholastic
achievement of the poor to inherent moral or genetic
deficiencies, most
psychologists today recognize that the multiple systems of a
person’s
life can have an impact on such scores or performance (Fraser,
1997).
As a result, psychologists have moved from blaming the
individual vic-
tims of poverty to incorporating the social environment into
48. their under-
standing of people in poverty.
Lott (2002) views discrimination directed toward poor people
by
the upper classes as yet another negative product of a poor
person’s
66 JOURNAL OF HUMAN BEHAVIOR IN THE SOCIAL
ENVIRONMENT
circumstances. Lott (2002) calls this particular type of
discrimination
“Distancing,” which she divides into the following three
subcategories:
1. Cognitive Distancing. Herein the upper classes hold onto
nega-
tive, unjustified stereotypes about poor people’s characteristics
and behavior by blaming the condition of poverty on a person’s
individual failings,
2. Institutional Distancing. This involves “punishing members
of
low-status groups by erecting barriers to full societal participa-
tion” (p. 104), such as the disparity between suburban and inner
city public schools.
3. Interpersonal Distancing. Herein the middle or upper class
indi-
viduals directly ignore, insult, or discriminate against lower-
class
individuals to their face (e.g., a shop owner forcing poor
children
49. to wait outside the store while their mothers shopped because
they
might steal if allowed to enter the store).
In summary, Lott (2002) views all these forms of distancing as
sig-
nificant in their negative impact on people living in poverty.
Moreira (2003) has identified other negative impacts such as the
loss of culture, whereby dominant Western culture obliterates
regional
cultures. For example, cultural rituals are disappearing from
poverty-
stricken areas, such as a community ceremony to grieve the
death of an
infant (often related to poverty and malnutrition). The loss of
such cul-
tural rituals that serve to ease the grief of the surviving mother
are re-
lated to increasing rates of depression among poor women who
have
lost children (Moreira, 2003).
In a similar vein, Moreira blames the invasion of Western
society’s
consumerist ideology (i.e., assigning great value to the
accumulation of
material goods) for causing consumerism syndrome in poor
people;
namely, an unrelenting desire to own more and more material
goods.
Since poor people do not have the financial resources to satisfy
such a
desire, she believes it unnecessarily exacerbates a self-
perception of be-
ing poor and can lead to mental health problems (such as
50. depression).
As Moreira (2003) explains, “it is more probable to find
someone who
thinks he is poor without really being poor, and who is, in fact,
just the
opposite” (p. 73, emphasis added). Lummis (1991) expands
upon this
view and notes that when consumerist ideologies dominate a
society,
people perceive that the only things of value are those that are
purchased
with money. For example, poor people from regional cultures no
longer
Kelly Turner and Amanda J. Lehning 67
want to plant vegetables because they prefer to buy them in
grocery
stores (Moreira, 2003).
Depression and misplaced low self-esteem resulting from a
consum-
erism syndrome are not the only psychological problems that
poor peo-
ple face (Moreira, 2003). Moreira (2003) notes that
globalization and
consumerist ideology can cause multiple psychopathologies,
ranging
from anhedonia (i.e., no longer taking pleasure in activities that
were
previously pleasurable) to nihilism and suicidal ideation. The
invasion
of Western culture is particularly damaging to a poor person’s
self-
51. esteem, since it imposes the belief that Western culture is
superior to the
cultures it is supplanting (Moreira, 2003). The APA supports
Moreira’s
view that the condition of poverty increases one’s chances of
experienc-
ing mental illness. As reported in the Resolution on Poverty that
“pov-
erty is detrimental to psychological well-being, with [National
Institute
of Mental Health] data indicating that low-income individuals
are 2-5
times more likely to suffer from a diagnosable mental disorder
than those
of the highest socio-economic-status group” (APA, 2000, p. 1).
While
psychologists have recognized that poverty can increase one’s
chances
of developing mental disorders, today they attribute such
illnesses to
broader societal forces as well as intrinsic, personal
characteristics.
While societal forces can overwhelm the poor, there are also
poverty-
stricken individuals who have overcome the negative impacts to
suc-
ceed in school or the workplace. Explanations for this form of
success
emerged from the study of risks, which Fraser (1997) defines as
any fac-
tor that: (1) increases the probability of a problem, (2) makes a
problem
more serious, or (3) helps maintain a problem. Not surprisingly,
poverty
is a risk factor for child abuse, illness, family stress, inadequate
52. social
support, depression, and delinquency (Fraser, 1997).
Furthermore, be-
cause poverty is typically long lasting, it accumulates and
magnifies
such risks, whereby problems like mental illness are magnified
(Fraser,
1997).
Despite all of the risks and negative consequences associated
with
poverty, some individuals succeed despite living amidst such
risks
(Garmezy, 1985). According to Fraser (1997), one of the first
theorists
to tackle that question was E. J. Anthony, who called such
individuals
“psychologically invulnerable” (p. 14). Subsequent theorists
criticized
this label, saying it gave the false impression that the successful
individ-
uals were completely unaffected by risk factors. As an
alternative, theo-
rists such as Garmezy (1985) suggested the term “resilience,”
which he
defined as “risk factors in combination with positive forces that
contrib-
ute to adaptive outcomes” (Fraser, 1997, p. 14). Garmezy and
others
68 JOURNAL OF HUMAN BEHAVIOR IN THE SOCIAL
ENVIRONMENT
went on to propose three different types of resilience: (1)
53. success de-
spite numerous risk factors, (2) sustained coping despite chronic
stress-
ors, and (3) recovery from a trauma (Fraser, 1997).
According to Garmezy (1985), a person achieves such resilience
with the help of positive forces or “protective factors” which
can be any
internal or external force in a person’s life that helps him/her
avoid risk.
Garmezy (1985) divides these protective factors into three
categories:
(1) dispositional attributes (e.g., positive temperament), (2)
family milieu
(e.g., solid family cohesion), and (3) extra-familial social
environment
(e.g., extended social supports). According to the theory of
resilience, a
protective factor can function in one of four ways: by reducing
the impact
of a risk, by reducing a negative chain reaction that might have
actualized
a risk, by developing a person’s self-esteem, or by creating
opportunities
through social reform (Fraser, 1997). It is not surprising that
resilience
theory is the most recent psychological theory to emerge, given
psychol-
ogy’s own self-criticism for having been previously too
disparaging of
the inherent abilities of the poor.
CONCLUSION
From this literature review on psychological theories of
poverty, two
54. themes emerged: those that emphasize the role of the individual,
and
those that emphasize the role of society. Theories that
emphasize the
role of the individual attribute poverty to one’s intrinsic
deficiencies,
while theories that focus on society find fault in its broader,
structural
forces. Based on this brief literature review, it appears that the
field
of psychology now favors the more ecologically-based theories
as re-
flected in the APA’s Resolution on Poverty (2000) calling for
more at-
tention to the social environment and the nature of resilient
human
behavior. For example, the APA (2001) calls for the support of
any pub-
lic policies that will help eradicate poverty, such as those that
provide
equal public education, living-wage jobs, and affordable
housing. The
APA (2000) also calls for further psychological research into
the causes
and impacts of poverty, especially economic disparity, classism,
and
prejudicial stereotypes.
The conceptual map found in Figure 1 illustrates the major
concepts
covered by this literature review. The map is divided into two
compo-
nents: The top half represents psychological theories of poverty
that
focus solely on human behavior and the bottom half contains
theories
55. Kelly Turner and Amanda J. Lehning 69
of poverty that address the social environment. The theories on
the
“causes” of poverty that focus on the individual include such
personal
failings as: inferior genes, the absence of a NAch, inherent
mental ill-
ness, sinister morals, and/or internal ego/superego conflict
stemming
from an unhealthy childhood. These theories focused primarily
on in-
ternal deficiencies, whereby individuals bring poverty upon
themselves
and contribute to their own mental illness.
The bottom half of the conceptual map illustrates an entirely
different
picture, where causes of poverty are attributed to aspects of the
social
70 JOURNAL OF HUMAN BEHAVIOR IN THE SOCIAL
ENVIRONMENT
FIGURE 1. Psychological Theories of Poverty
environment: Civilization itself, the spread of a consumerist
ideology,
structural forces of society (e.g., lack of living-wage jobs), lack
of power,
security, and opportunity for certain groups, and/or
56. discrimination by the
upper classes toward the lower classes. Such theories focus on
both the
behavioral impacts of poverty (mental illness, consumerism
syndrome,
or resilience) as well as the environmental impacts (a loss of
culture,
low-paying jobs, a risk-filled environment, and discrimination).
One of the implications for understanding human behavior and
the
social environment is to recognize the historical trajectory of
the devel-
opment of psychological theories and the recent efforts to
balance the
impact of societal forces with the resilient behaviors of poor
people.
Further research is needed in order to understand the interaction
be-
tween individuals and their social environment, and how this
interaction
is exacerbated by the condition of poverty. It is equally
important to
gain a more in-depth understanding of how psychological
theories were
used to explain poverty and thereby “blame the victim” while
ignoring
the impact of the social environment, which has been and will
be the pri-
mary arena for eliminating poverty.
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