Help with Board Question and Unit Case Study. APA Format Throughout to Include Reference Page.

In order to complete this task, you will need to write the first half of your final paper. To be successful, a minimum of five (5) pages of substantive content toward your final paper must be submitted in APA format 

Grading Rubric:

A structured performance management strategy is necessary at Sahara Oasis. As part of this strategy, a new performance appraisal tool needs to be developed for warehouse associates, as well as the management staff. Your recommendation must be presented to the vice president (VP) of human resources in a PowerPoint presentation for her review.

 research performance management and create a slide presentation that addresses the following:

• Review the different performance appraisal tools, and make a recommendation for a tool to be used with warehouse associates and a tool to be used with management personnel.
• Why did you choose the tools that you did? What impact will they have on the organization’s HR information systems (Internet, telecommunications and networks, software, hardware, data, simulations, e-learning)?
• How would the tools be introduced in the work environment?
• What role will these tools play in performance management?
• What role do they play in avoiding litigation?
• How would you assess the effectiveness of the tools?

Provide a reference list at the end of your presentation of at least 1 business article, and include in-text citations for the articles in APA format.

5–7 slides + title and reference slides; Speaker notes 200–250 words/slide

i need help on the case study attached

Substantive responses to peer. Please further discussion.

175 word minimum

APA format

At least 1 reference

Agnes Jimenez

9:01 AM

Some strategies to consider when delivering performance appraisal to health care employees, would be to commit. When delivering performance appraisals, as a manager you have to be committed to give your employee, your time and to be genuine in wanting to help the employee in areas that need improvement. As well as praising the employee. It is also essential for the manager to be transparent, and straight forward. There is always room for growth with employees. As a manager, helping employees grow is one of the main objectives. Be clear about what you will talk about and have goals to get the employee to where they need to be. Continuously, check in with the employee and ask for feedback. My last employer had a high turnover rate, we had 6 new managers in a year. So when we were evaluated we were given different goals and different areas to work on. This made it extremely stressful and eventually many of my coworkers felt like they were not ever going to be better than what they were. This caused a lack of motivation, and eventually many people left.

Union Representation Memo (Paper/Memo)
(25 points) 3-4 pages, not including cover or References pages

You have recently joined an organization in an entry level HR position. The organization is now subject to union representation. You have been asked by your supervisor to write a brief memo for your HR colleagues that provides an overview of the expectations for managing human resources in a unionized environment. Your memo must address the following:

1. The differences, from the organization’s perspective, in operating in a union-free environment versus a unionized environment
2. The rights of the union, management, and employees
3. The impacts of the union on human resource functions, including
   • Work restructuring  
   • Performance Management
   • Employee Discipline and Job Security
   • Wages and Benefits
   • Health and Safety
4. Any costs the organization may expect based upon these impacts

Use headings to separate the sections of the paper, double-space, and Times New Roman font, cover page, page numbers, and APA format.

Support your answers! In responding, you must use five references including three from the course materials. They should be from a scholarly journal or credible news source from within the past three years. At least three should be from course materials. 

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.