Must be a substantive response. Please further conversation.

175 words minimum

Include at least 1 reference

APA format

Respond to the following:

Jessica Foster

9:02 AM

Hello Class!

A standard of care is described as the guideline for the appropriate status of care and treatment that should be established within the line of work. Standards of care are developed through the many laws and regulations that are in place, expecting organizations and individuals to perform up to the standards. Organizations can also tighten the standard even more, but it must not deviate out of the baseline standard. For example, state and local areas can establish a more customized standard of care.

These standards protect patients within the care they are receiving. It also ensures that medical practices, treatments, and diagnoses will be delivered in good quality. 

I personally feel as if standards are important. Without a standard, anything is accepted- which simply does not work in the health care industry. This is a way to maintain delivery of quality medical care, acting as a baseline, and it is pretty standardized anywhere in our nation. Some states even go a little further to increase their standard of care to make the care being delivered even better. Which is why there are some good medical facilities, and there are some great ones, and there are those that fail to meet the standard and end up in a mess of malpractice. 

Project Stakeholders and Communication

In any project, especially one where strategic planning is required, it is important to understand the need for communication throughout the project as well as the roles each stakeholder plays in the process. Failure to incorporate these two criteria in a project will often lead to project failure.

In a three-page essay, discuss the roles of management and leadership, specifically the chief executive officer (CEO), the board, and stakeholders. What role does each play in the planning process and during the project? In addition, discuss the need for communication throughout the project. Why is it important, and to whom are you communicating?

Be sure to include a title page and a reference page, which do not count toward the three-page requirement. Your essay, to include all references, will be formatted in APA style.
Harris, J. M. (Ed.). (2018). Healthcare strategic planning (4th ed.). Chicago, IL: Health Administration Press. 

Skill Assessment

Discuss your experiences taking the the Lesbian, Gay, and Bisexual Working Alliance Self-Efficacy Scale and the Arab-Muslim IAT:

• What strengths and weaknesses are revealed in the scale and assessment?
• Revisit your response to the Unit 1 discussion question “How does your identity align with the Thomas and Schwarzbaum discussion of oppression? Explain how your identity and experiences with oppression are connected to your scores on the scale and assessment.

Lesbian, Gay, and Bisexual Working Aliance Self-Efficacy Scales (LGB-WASES)

Acronym:LGB-WASESSource Used:The majority of metadata for this record was created from PsycINFO Record: 2009-01388-005Purpose:The Lesbian, Gay, and Bisexual Working Alliance Self-Efficacy Scales (LGB-WASES) was developed to provide reliable and valid measure designed to assess counselors’ LGB-affirmative self-efficacy beliefs with regard to their ability to form a working alliance with an LGB client.Description:The Lesbian, Gay, and Bisexual Working Alliance Self-Efficacy Scales (LGB-WASES, 2009) was constructed to provide reliable and valid measure designed to assess counselors’ LGB-affirmative self-efficacy beliefs with regard to their ability to form a working alliance with an LGB client. The development of the LGB-WASES was based on a synthesis of theory on the working alliance (Bordin, 1979, 1994) and LGB-affirmative counseling (APA, 2000; Fassinger, 1991; Fassinger & Richie, 1997; Perez et al., 2000). Items were developed by the authors for each of the three theorized components of the working alliance (i.e., goals, tasks, bond). An initial pool of 90 items was written for the experimental form of the LGB-WASES. Three doctoral-level counseling psychology graduate students and three licensed mental health professionals reviewed and then rated each item for fit with the hypothesized subscale. Additionally, graduate students and the mental health professionals provided feedback on the clarity of items, and indicated if items reflected the types of concerns that students may experience when learning to work with and form a working alliance with an LGB client. These procedures resulted in 19 items being rewritten and the deletion of six items. This item development process resulted in 84-items for the experimental version of LGB-WASES. Participants (303 psychology students) were asked to respond to the items on an 11-point scale ranging from 0 to 10 (0 = cannot do at all, 5 = moderately certain can do, 10 = certain can do). A Kaiser-Meyer-Olkin value of .98 was found, indicating that the sample size and distribution of values were appropriate for a factor analysis. The Test of Sphericity was also significant (p < .01), indicating multivariate normality and suggesting that the data set was appropriate for a factor analysis. Factor analyses resulted in the retention of 32 items for the final measure, and a three-factor solution accounted for 73% of the total variance. Factor 1 accounted for 60% of the variance and consisted of 13 items. This factor was named Emotional Bond. The second factor consisted of 13 items and accounted for 9% of the variance. This factor was named Task. Factor 3 consisted of six items and accounted for an additional 4% of the variance. This factor was named Goal. Using Cronbach’s alpha coefficients we computed internal reliability estimates, which were: Emotional Bond (.97), Task (.96), Goal (.94), and LGB-WASES total scale (.98). The total scale scores of the Counselor Activity Self-Efficacy Scales and Multicultural Counseling Inventory were used to examine convergent validity. Results indicated that both counselor general self-efficacy (correlations from .19 to .43) and multicultural counseling competency (correlations from .35 to .46) were positively and moderately related to LGB-WASES subscale and total scores. The LGB-WASES had moderate (r = -.39) to strong (r = -.63) inverse correlations with Attitudes Toward Lesbians and Gay Men subscales, indicating that less negative attitudes toward lesbians and gay men were associated with higher perceived abilities among counselor trainees in developing an emotional bond, developing counseling goals and identifying appropriate counseling tasks. (PsycTESTS Database Record (c) 2019 APA, all rights reserved)Test Year:2009Author:Burkard, Alan W.; Pruitt, Nathan T.; Medler, Barbara R.; Stark-Booth, Ann M.Email:Burkard, Alan W.: [email protected]Affiliation:Burkard, Alan W.. Marquette University, Department of Counseling and Educational Psychology, Milwaukee, Wisconsin, United States
Pruitt, Nathan T.. Marquette University, Department of Counseling and Educational Psychology, Milwaukee, Wisconsin, United States
Medler, Barbara R.. Private Practice, Ottawa, Ontario, Canada
Stark-Booth, Ann M.. North Dakota State University Counseling Center, Educational Counseling and Chemical Dependency Counseling Services, North Dakota, United StatesCorrespondence:Burkard, Alan W., Marquette University, Department of Counseling and Educational Psychology P. O. Box 1881Milwaukee, Wisconsin, United States, 53201-1881, [email protected] Instrument Type:Rating ScaleFormat:Thirty-two-item measure; 11-point scale ranging from 0 to 10 (0 = cannot do at all, 5 = moderately certain can do, 10 = certain can do).Language Present:EnglishLanguage Available:EnglishConstruct:Working Alliance; Self EfficacyTest File:Full text; 999900319_full_001.pdfCommercial Availability:NoPermissions:May use for Research/TeachingFee:NoTest Items Available:YesClassification:7900 Treatment, Rehabilitation, and Therapeutic ProcessesReliability:Internal consistency: Internal consistency coefficient alphas were .98, .97, .96, .94 for the total scale and Bond, Task, and Goals factors, respectively. Test-retest reliability: The stability coefficients were in the moderate to high range on Factors 1 (Bond; r = .90) and 2 (Task; r = .79), and total scale (r = .83), whereas Factor 3 was in the low range (Goal; r = .63).Validity:Convergent validity: Using the total scale scores of the CASES and MCI to examine convergent validity, both counselor general self-efficacy (correlations from .19 to .43) and multicultural counseling competency (correlations from .35 to .46) were positively and moderately related to LGB-WASES subscale and total scores. Discriminant validity: There were no strong associations between LGB-WASES scales and the SDS, although the Goal subscale had a statistically significant correlation of small magnitude (r = .23). Additionally, the LGB-WASES had moderate (r = -.39) to strong (r = -.63) inverse correlations with the ATLG subscales.Factor Analysis:No factor analysis indicated.Methodology:1000 Test Validity
1040 Convergent Validity
1060 Discriminant Validity
1100 Test Reliability
1110 Internal Consistency
1140 Test-Retest ReliabilityNumber of Test Items:The LGB-WASES consists of 32 items with a three-factor model: (a) Emotional Bond, (b) Establishing Tasks, and (c) Setting Goals.Administration Method:PaperAge Group:Adulthood (18 yrs & older); Young Adulthood (18-29 yrs); Thirties (30-39 yrs); Middle Age (40-64 yrs)Population Group:Human; Male; FemaleOther Population Details:Location: US
Sample: Counseling TraineesKeywords:Lesbian, Gay, and Bisexual Working Alliance Self-Efficacy Scales; Test Development; Lesbian; Gay; Bisexual; Working Alliance; Counseling Self EfficacyIndex Terms:Bisexuality; Counselor Characteristics; Factor Structure; Homosexuality; Lesbianism; Professional Competence; Test Construction; Test Reliability; Test Validity; Therapeutic AllianceSource Citation:Test Development
Burkard, Alan W. (2009). Validity and reliability of the Lesbian, Gay, Bisexual Working Alliance Self-Efficacy Scales. Training and Education in Professional Psychology, 3(1), 37-46. doi: 10.1037/1931-3918.3.1.37
PsycINFO Record: 2009-01388-005Test Release Date:20110912Test Correction Date:20151109Digital Object Identifier:http://dx.doi.org.library.capella.edu/10.1037/t00319-000 Accession Number:9999-00319-000

COLLAPSE

The Communication Landscape

Effective crisis communication planning requires having accurate demographic information. What languages are spoken in a particular area? Where do the more vulnerable populations live? Who is responsible for making decisions?

Effective communication strategies are typically rapid, accurate, and involve input from all those in decision-making positions. Understanding the cultural milieu and support systems may be challenging for responders from the area and even more so for responders from outside of the area. Overlay these obstacles with a technological inability to communicate inside or outside the region, and planning for communication before a crisis then takes on added importance. Additionally, without effective communication plans in place, disaster rumors and inaccurate or outdated information can in turn cause great chaos.

Furthermore, vulnerable populations can prove to be the most challenging people to assist after a disaster. As evidenced in the 2010 Haiti earthquake, relief was not immediate because of the existing impoverished pre-disaster conditions. Facilities such as airstrips and roads were in questionable repair, so aid coming in was not readily accessible. Most Haitians are low-income, existing on two U.S. dollars per day, and only 50% of the population is literate and able to read directions in order to find locations for food and water. Factors such as these contributed to difficulties in assisting this vulnerable population in the aftermath of the disaster.

To prepare for this Discussion:

• Review Chapter 2 in your course text, Crisis Intervention Strategies, paying particular attention to multicultural perspectives and considerations.
• Review the article, “Psychological Assessment of Children in Disasters and Emergencies,” and focus on the special issues related to assessing the needs of children and adolescents after a crisis. Also concentrate on the different psychological assessment tools that are appropriate for use with this population after a crisis.
• Review the article, “Natural Disasters that Reveal Cracks in Our Social Foundation.” Think about the ways in which a break down in services and communication can be avoided for the elderly population during crises like the 2003 France heat wave.
• Review the article, “The Transformation of Traditional Mental Health Service Delivery in Multicultural Society in California, USA That Can Be Replicated Globally,” paying particular attention to the necessity of mental health services as a top priority during crises.
• Review the article, “Vulnerable Populations in an American Red Cross Shelter After Hurricane Katrina,” and think about the ways in which the ‘Model of Vulnerable Populations’ helps address crises wherein people suffer from multiple losses in their communities. Also think about appropriate mental health obligations that should be taken into consideration when working with vulnerable populations during and after a crisis.
• Review the article, “Responding to Student or Teacher Death: Preplanning Crisis Intervention,” and focus on the importance of communicating with parents and students, as well as fostering a grieving process that facilitates healing after a student or teacher death.
• Reflect on your Application Assignment from this week and think about the alternative communication systems and strategies that can be used when assisting individuals who have experienced a crisis. Also think about the ways in which to reach and communicate with vulnerable populations in these same situations.
• Choose one alternative communication system/strategy and one strategy for communicating with and reaching vulnerable populations that you described in your Application Assignment from this week.

With these thoughts in mind:

Post by Day 5 a brief description of the alternative communication system/strategy that you chose and one example of how it was used during/after a crisis. Then provide a brief description of the strategy for reaching and communicating with vulnerable populations that you chose and one example of how it was effectively used during/after a crisis.

• Article: Balaban, V. (2006). Psychological assessment of children in disasters and emergencies. Disasters, 30(2), 178-198.
  Retrieved from the Walden Library databases.

• Article: Bolin, R., & Stanford, L. (1998). The Northridge earthquake: Community-based approaches to unmet recovery needs. Disasters, 22(1), 21-38.
  Retrieved from the Walden Library databases.

• Article: Langer, N. (2004). Natural disasters that reveal cracks in our social foundation. Educational Gerontology,30(4), 275-285.
  Retrieved from the Walden Library databases.

• Article: Massey, J. E., & Larsen, J. P. (2006). Crisis management in real time: How to successfully plan for and respond to a crisis. Journal of Promotion Management, 12(3/4), 63-97.
  Retrieved from the Walden Library databases.

• Article: Pir, T. (2009). The transformation of traditional mental health service delivery in multicultural society in California, USA, that can be replicated globally. Counseling Psychology Quarterly, 22(1), 33-40.
  Retrieved from the Walden Library databases.

• Article: Saunders, J. M. (2007). Vulnerable populations in an American Red Cross shelter after Hurricane Katrina. Perspectives in Psychiatric Care, 43(1), 30-37.
  Retrieved from the Walden Library databases.

• Article: Sorensen, J. R. (1989). Responding to student or teacher death: Preplanning crisis intervention. Journal of Counseling and Development, 67(7), 426-427.
  Retrieved from the Walden Library databases.

Assignment 3: Strategic Value of Employee Benefits Programs 
Due Week 8 and worth 170 points 

To attract, motivate, and retain good workers, companies need to define what an employee wants from the employment relationship. One way to define employee needs is to consider “total rewards,” which are everything an employee perceives to be of value resulting from working for the company. Benefits are a core element of total rewards and the ever-growing package of offerings have evolved. You must now work with the company to define precisely where the various programs will be categorized. 

Write a six to seven (6-7) page paper in which you: 

• Identify and discuss at least three (3) important variables that almost always should be considered by organizations when providing employee benefits programs. Be sure the response is specific and relevant.  
• Compare and contrast income protection programs and pay for time not worked programs, both of which are usual elements of benefits programs. How are the programs similar? Are they mandatory? 
• Research and discuss at least four to five (4-5) of what may be referred as “Other Benefits” that you could recommend to the management team as necessary elements for the benefits package. HINT: Flextime and product/service discounts are good examples. 
• Develop an employee benefits package for any exempt or non-exempt position level of your choosing, making sure you support the selection of your program elements. NOTE: The preferred method for presenting your benefits package information is using a table or exhibit, but either approach is not mandatory. HINT: http://www.isacs.org/uploads/file/Monographs/Business%20Operations/Benefits%20Plan.pdf 
  http://www.usbankhr.com/hr/docs/benefits/benefits-at-a-glance-next.pdf 
• Format your assignment according to these formatting requirements: 
  1. Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format. Check with your professor for any additional instructions. 
  2. Include a cover page containing the title of the assignment (with running head), the student’s name, the professor’s name, the course title, and the date. The cover page is not included in the required page length. 
  3. Include a reference page. Citations and references must follow APA format. The reference page is not included in the required page length. Use the Strayer University Library at https://research.strayer.edu to locate additional sources to support your work. 

The specific course outcome associated with this assignment is:  

• Establish the importance of compensation and benefits, and how they support business strategy. 

Prepare an essay response at least one page in length that answers the following questions:

• What is the European Union’s Social Charter?
• Why is it important for U.S. firms dealing with European unions to be aware of this

ASSIGNMENT 2: PROFESSIONAL DEVELOPMENT PROGRAM PROPOSAL

Due Week 6 and worth 190 points

In Assignment 1, you conducted a research analysis of the company and proposed strategic solutions to the CEO. As you continue your consulting role, the next task is to deliver a professional development program to the CEO of your chosen organization.

It is important that your program’s proposal be based on your research of emotional intelligence (EI) and specifically detail how a new incentive program, based on an EI management approach, will:

● Foster teamwork

● Strengthen interpersonal relationships

● Enhance communication

● Increase overall performance

● Benefit not only managers but the bottom-line

INSTRUCTIONS

Following SWS standards, write a 5 to 7 page, double-spaced proposal that includes the following components:

1. EI and Motivation

○ Which of the EI building blocks would impact management’s ability to enhance employee performance and job satisfaction?

○ Based on your research on motivational theory, describe which motivational theory you would utilize to influence the members of the organization and aid in helping to resolve the issue. Provide examples to support your solution.

2. EI and Social Skills and Decision Making

○ Explain how the core concepts of emotional intelligence would enhance the decision-making efficacy of the management team.

3. Effective Teams

○ Describe the core attributes of an effective team and the strategies you would implement to develop team dynamics that will benefit the organization.

4. Reward Systems

○ Create an effective reward system for this organization based on how you want to resolve the organizational issue. Determine the strategies you would incorporate to motivate employees and influence behavior.

5. References and Citations

○ Go to https://research.strayer.edu to locate two quality resources.

○ In-text citations are required when paraphrasing or quoting another source.

6. Formatting and Writing Standards

○ Formatting and writing standards are part of your grade. Align your formatting to the Strayer Writing Standards.

Assessment 2

• Write an analysis of the purchasing process conducted by a specific enterprise.

Just as consumers have a process by which they purchase products, every enterprise has a process by which it purchases products

• Questions to Consider 

To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.

• Many enterprises work to assist consumers through the pre-purchase phase, including the need recognition, the search, and the pre-purchase evaluation process. Toyota is an example of one such enterprise. Find the Toyota Web site by doing an Internet search. Once you access the site, evaluate the different ways that the company tries to assist the consumer in each step of the pre-purchase phase. How is the Toyota site innovative in its attempt to provide assistance during the pre-purchase processes?• In many cases, current marketing works by trying to get a customer to change his or her desired state in the need recognition step of the consumer decision process model. This means that the company tries to influence customers to want to purchase its product instead of a different product. Find an example of a current advertisement that is trying to convince customers that they need a particular product. Examples can come from television, magazines, radio, direct mail, or the Internet. o What is the desired state the advertisement is trying to encourage in customers?o How is the advertisement trying to change customers’ need recognition?o Do you think this ad is effective? Why or why not?• Reflect on a time when you were lured into a store or into consideration of purchasing a product by seeing a high-end price item. How did the high-end price on one item affect your own thoughts on a purchase?

Assessment Instructions 

• Write an analysis of the purchasing process conducted by a specific enterprise of your choice.

Complete the following:

• Select a current or previous employer and briefly describe the organization and its main business. You do not have to have been involved in the organization’s actual purchasing process and decisions to complete the assessment.• Analyze the purchasing process of the company by answering the following: o Assess and describe what it was like to acquire products within the company for use in your job. Do not include products that were for resale.o If possible, provide examples of both smaller items—such as office supplies or items needed to complete daily tasks—as well as larger items, such as a computer.• Describe the process required to obtain the products. Include such information as: o The time it took to obtain items.o The process, or processes, involved. For example, was the process time consuming or straightforward?• Explain any difficulty in obtaining products.• Describe how the process could have been improved.

Use proper APA style and formatting. The content of your assessment should determine the length.

Enterprise Purchasing Process Scoring Guide

Enterprise Purchasing Process Scoring Guide Grading Rubric

Criteria 

Non-performance 

Basic 

Proficient 

Distinguished 

Describe a business that acquires, consumes, and disposes of a product.

Does not identify a business that acquires, consumes, and disposes of a product. 

Identifies but does not describe a business that acquires, consumes, and disposes of a product. 

Describes a business that acquires, consumes, and disposes of a product. 

Describes a business that acquires, consumes, and disposes of a product and explains the process. 

Assess how the business acquires products or services, including the purchasing process.

Does not identify how the business acquires products or services, including the purchasing process. 

Identifies but does not assess how the business acquires products or services, including the purchasing process. 

Assesses how the business acquires products or services, including the purchasing process. 

Assesses how the business acquires products or services, including the purchasing process, and compares processes at similar businesses. 

Explain difficulties of obtaining products and how the process can be improved.

Does not identify difficulties of obtaining products and how the process can be improved. 

Identifies but does not explain difficulties of obtaining products and how the process can be improved. 

Explains difficulties of obtaining products and how the process can be improved. 

Explains difficulties of obtaining products and how the process can be improved and can judge the difficulty of implementing suggested solutions. 

 Each student is to prepare a PowerPoint presentation consisting of 7 slides including the cover slide and the reference slide. Every slide needs to include 75 words in the Notes section. 

Please, ensure that your name is on the cover slide. You must use at least one reference, in addition to your book. You need to use in-text citations. Your in-text citation and your reference (on your reference slide) must be in APA format.

Please, ensure every group member’s name is on the cover slide. You must use at least one reference, in addition to your book. You need to use in-text citations. Your in-text citation and your reference (on your reference slide) must be in APA format.

Topic for PowerPoint Presentation

Discuss best practices for hiring top talent and the process for developing top talent from within the organization.

A. ”Application of Learning” Project/Paper:

Description: Choose an HR driven company policy (e.g., No Smoking Policy) to analyze; preferably a policy where you work or have worked in the past.

1. Analyze and evaluate the policy.

a. Historical context (why the policy came about)

b. Nuts and bolts (i.e., specific details about the policy)

c. Implementation (i.e., training, etc.)

d. Expected outcomes

i. If good (how can the policy be enhanced)

ii. If bad (how can the policy be revised)

2. Using managerial concepts learned from this and other courses (including Statistics and MIS where applicable), take a comprehensive look at the impact of the policy outcomes and discuss the impact at each applicable level.

a. Levels of Impact

i. Company Level

ii. Employee Level

iii. Community level

iv. Other stakeholders; if applicable

3. Follow these formatting requirements:

a. 5 full pages (not including cover page and references)

b. Include charts and graphs if applicable

c. Times New Roman, 12-inch font, 1-inch margins, double-spaced.

d. Style guide: follow the APA reference style for citations.

e. The paper should look professional (e.g., cover page, table of contents, section headings, and page numbers).

f. The paper should be written in paragraph format, and there should be few bullets used in the paper.