Create a discussion of the following post on APA 7 format:
While the concept of critical thinking is new to nursing, the concept has been around for decades and has been used by Socrates. Discuss the history and theoretical framework of decision-making and critical thinking.
The objective of this assignment is to apply the health education competencies and the student’s self-assessment to develop a career development plan.
Helpful Tips: As a graduate student, you are expected to produce quality, detailed work. You should not have bulleted points for any of these sections of your exam. All responses should be in complete sentences and in paragraph form. Include a cover page with HED 501 Final Exam, your name on it, and the semester.
Instructions:
Instructions:
Post a response including the following:
Doctoral Project Ethics Pledge
To meet the Doctor of Nursing Practice capstone requirement, the Doctoral Project will address a gap in practice or practice change in service of a partner organization’s needs. The Doctoral Project will include all components outlined in this checklist. A Project Approval Form has been signed by an Organization Leader and a Project Mentor at the Organization, as well as the Faculty Advisor at Walden University. The DNP student will initial each of the boxes below to document their commitment to the ethical standards of the DNP project:
__I will ensure that the Project Mentor and Faculty Advisor are both aware of all project activities before they occur.
__I understand that I am not permitted to collect any data from patients.
__I understand that I must adhere to all the guidelines set forth in the checklist for my project type (staff education, development of a clinical practice guideline, or evaluation of an existing quality improvement initiative).
__I understand that any site records I wish to analyze must be stripped of identifiers and explicitly approved for release by the Project Mentor.
__I understand that any permissions to use the site’s data pertain only to this doctoral project and not to my future scholarly projects or research.
__ I understand that I am required to mask the name of my partner organization in all of my drafts and reports shared with classmates and faculty. (The partner organization’s name will only be shared in the reports that I share with the Organization itself.)
__ I understand that this project is considered a Quality Improvement (QI) activity, not “research” (as per federal definitions). Therefore, this project cannot be shared in a research journal or research conference (unless I obtain IRB approval at that future date as well as approval to publish/present from the Partner Organization Leader).
__I understand that I am responsible for complying with the partner organization’s policies and requirements regarding quality improvement data collection.
Discussion 2: Discuss the Advantages of Open and Closed Internal Recruitment
Must post first.
Instructions
Initial Post
For your initial post, discuss the advantages of open and closed internal recruitment. Your initial post should be a fully developed essay with formal definitions of each term used, as well as proper APA citations. Cite the textbook using proper APA 7 citations. For each additional post, respond substantively to your colleagues’ essays.
Notes and Suggestions:
Issue 1 Many organizations have adopted a targeted recruitment strategy. For example, some organizations target workers 50 years of age and older in their recruitment efforts, which includes advertising specifically in media outlets frequented by older individuals. Other organizations target recruitment messages at women, minorities, or those with the desired skills. Do you think targeted recruitment systems are fair? Why or why not? Issue 2 Most organizations have in place job boards on their web page where applicants can apply for jobs online. What ethical obligations, if any, do you think organizations have to individuals who apply for jobs online?
Assignment Directions:
Assignment Title: Navigating Social, Labor, and Cultural Challenges in Global Supply Chain Management
Objective: To analyze domestic manufacturers’ social, labor, and cultural challenges when dealing with international suppliers in today’s globalized economy.
Submission Instructions:
Introduction: Begin with a brief overview of the globalized economy and the importance of international suppliers in domestic manufacturing.
Social and Labor Challenges: Identify and discuss the key social and labor challenges domestic manufacturers might encounter when dealing with international suppliers. Use real-world examples and case studies to illustrate these challenges.
Cultural Understanding: Explain why understanding the cultural nuances of foreign suppliers is critical in navigating these challenges. Discuss how cultural awareness can influence communication, negotiation, and overall relationship-building with international suppliers.
Case Study Analysis: Choose one or more real-world case studies of domestic manufacturers working with international suppliers. Analyze how these companies navigated social, labor, and cultural challenges. What strategies did they use? Were they successful? Why or why not?
Conclusion: Summarize your findings and propose strategies for domestic manufacturers to navigate these challenges effectively.
References: Cite all sources used in your research following the citation style preferred by our institution.
Length: Your paper should be approximately two (2) to three (3) pages, double-spaced, not including the title page and references.
You’ve debated, you’ve written argument papers, now you’ll practice persuasive speaking! Thinking about all of the different ways that you can apply sound argumentation to your life is incredibly useful as you move through your educational and professional careers. For this assignment, you’ll have 2 weeks to identity an issue, research solutions, organize your information in a persuasive way, and persuade your classmates to take action for your cause. Instructions for the Speech Identify a key issue plaguing the world currently that you would like to see drastically improve in the very near future. Do research to find out more about the issue and how you might contribute to a solution that the issue. Gather 5 credible, reliable sources, including 1 peer reviewed journal article Be sure to include your sources verbally in your speech, using in-text citations within your outline, and at the end of your outline in a Works Cited/References page. Use APA or MLA for your sources, I have no preference! Use the provided outline to make a 5-7 minute persuasive speech that outlines the issue, why we should want to solve it, and how we can help. Use your knowledge of building sound arguments to persuade us! Record a video of yourself delivering your speech Extemporaneous delivery (not directly reading from your script, but delivering with internalized knowledge from notes) is preferred, but content will be weighted significantly more than delivery. Respond to at least 2 peers with a compliment sandwich addressing your classmate’s use of argument, persuasion, delivery, and whether they have successfully persuaded you to support their cause. Submit Your Outline Here — Don’t Forget: Your outline should have some kind of clear outline structure, whether it be the exact structure given in the provided outline or otherwise, but it should be clear that you have an organizational strategy that scaffolds the speech. Your outline should include in-text citations of your 5 sources You should have a properly formatted Works Cited (MLA) or References (APA) page attached to your outline that meets the designations of whichever style guide you’ve chosen. Alphabetical by author’s last name, double spaced, hanging indent, etc. Please refer to Purdue Owl for questions regarding APA or MLA style guides. NOTE: You’ll submit your video recording & give peer reviews in Week 14 & 15 Assignment — Do Better Speech Video Submission Grading Please visit the rubric below to see grading criteria for the outline.
Final Exam (ENGL 103)
Essay Deadline: Wednesday, May 6th (11:59 p.m.)
Rubric: Modified ENGL 103 Rubric (Canvas)*
· This is the same rubric without the “Thesis” category.
· For this essay, introduction (with thesis) and conclusion paragraphs are not required.
Assignment Objectives:
· Evaluate your strengths and weaknesses as a writer;
· Reflect on the skills and knowledge gained over the course of the semester;
· Utilize either MLA (Modern Language Association) or APA (American Psychological Association) format;
· Utilize standard elements of academic writing including grammatical, stylistic, and mechanical formats and conventions appropriate for different audiences and writing situations.
Assignment Description:
In a minimum of 1-2 complete pages, write a short essay in which you reflect on your writing process this semester.
This essay should use either MLA (Modern Language Association) or APA (American Psychological Association) format. All paragraphs should contain a minimum of 5-8 sentences.
A true introduction and conclusion are not required for this response.
In your response, include at least 1 paragraph (a minimum of 5-8 sentences) for EACH of the topics listed below:
1) Include a discussion of your personal strengths in writing (in general, not just in the essays you wrote for this course). Why do you think these are strengths? Explain. Include a discussion of your perceived weaknesses in writing (any writing, not just for this class). Why do you think these are weaknesses? How can you improve these skills? Explain.
2) Open your final draft of Essay #1. What do you notice about it, positive or negative? Are there skills that you feel you did a particularly good job with at the beginning of the semester? Are there errors or aspects of the draft that you would do differently now? How has your writing, writing process, and knowledge of writing skills changed over the course of the semester? What do you think you have improved on? Why?
· Please Note: If you did not submit Essay #1, answer the last part of this question: How has your writing, writing process, and knowledge of writing skills changed over the course of the semester? What do you think you have improved on? Why?
3) Of the three essays you wrote for the course, which one do you think was the strongest essay? Why? Which essay did you find to be easiest? Why? Which essay did you find to be most challenging? Why? Which assignment do you feel you got the most out of? Explain.
You may use lecture note content or other course materials (available in the Canvas course shell) to help with your response, but do not use outside sources for this response. This assignment should be written in first person (“I”), as this is your explanation of your own unique experience. I will deduct points if outside sources are included.
Submit this assignment via the “Final Exam” submission link in the “Final Exam” module.
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| Unit title: | Organisational performance and culture in practice | |||||||||
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This unit assessment examines the connections between organisational structure and the wider world of work in a business context. It highlights the factors and trends, including the digital environment, that impact on business strategy and workforce planning, recognising the influence of culture, employee wellbeing and behaviour in delivering change and organisational performance.
We provide you with this information from our website to connect you with our research and insights on the topic, so you can explore our latest thinking. It is not intended to replace the learning and formative assessment provided by your Study Centre.
Organisational culture is an important aspect of organisational life and a term that has become a mainstay among business leaders. The work of HR, L&D and OD influences and is influenced by organisational culture because every organisation is made up of human relationships and human interactions. Despite its dominance, the language of culture is often unclear and difficult to define, meaning it is also hard to measure. Consequently, real culture change is near-impossible if we can’t actually pin down what we’re looking to change. Rather than culture, focusing on organisational climate – the meaning and behaviour attached to policies, practices and procedures employees experience – is a much more specific, tangible way to positively influence the workplace. This factsheet explores why organisational culture is a popular but limited construct, and why shifting to organisational climate is much more effective for employers.
Explore our viewpoint on organisational culture in more detail, along with actions for government and recommendations for employers.
https://www.cipd.org/uk/knowledge/factsheets/organisation-culture-change-factsheet/
In an ever evolving world of work, it’s important that organisations adapt to ensure businesses performance. This factsheet explains what organisation development (ODV) is, what areas of focus and expertise it involves, and explores what ODV looks like in practice.
There are many ways to describe ODV, all of which share common features despite their varied meanings. In this factsheet we will use the abbreviation ODV rather than OD to distinguish organisation development from organisation design.
https://www.cipd.org/uk/knowledge/factsheets/organisational-development-factsheet/
Preparation for the Tasks:
read the CIPD’s word count policy which your Study Centre will provide for you. Remember that your work will be referred if you go over the unit word count.
This task requires you to answer 12 questions, each relating to the case study. Your answers should respond accurately to the questions and should be informed by wider reading from key academic texts, articles and relevant publications. References should be included within your answers and full details presented in a bibliography at the end of your assessment.
Please ensure that your work is presented clearly, typically using sub-headings or AC references to link your responses to the questions, and that your work complies with the wordcount requirements stated at the end of the assessment brief. If you exceed the word count by more than 10% your work will be referred. References should be included within your answers (unless the question specifically states that these are not required) and full details presented in a reference list at the end of your assessment.
Calmere House provides respite and residential care for adults with care needs. Established in 1974 by David and Anna Calmere, Calmere House’s ethos is centred around high quality care with a personal touch. David and Anna’s daughter, Kirsten, took over the business in 2002 when David and Anna retired.
Kirsten’s consultative management style is similar to that of her parents. She values employee input into management decisions as employees have qualifications, skills, and experience in their specialist fields of work. Kirsten holds regular staff meetings as well as one to one checkins. The purpose of these meetings is to communicate information about the progress of Calmere House against its business goals and to gain the views of employees on the best way to achieve these goals. The nursing staff hold handover meetings at the end of each shift and work well as a team. Employee retention is high, and employees feel strong engagement and commitment to the residents, their co-workers and to Kirsten. When an employee leaves, co-workers participate in the selection process, with behaviours viewed as being as important as qualifications and experience. Onboarding includes details of the history of Calmere House, with Kirsten telling stories about how her parents founded the Company and sold their own home to raise the money needed. Policies and procedures are limited, with informal ad-hoc approaches in place. Calmere House has a flat organisational structure with all 42 employees reporting directly to Kirsten.
After more than two decades of running the care home, Kirsten has now decided that she would like to pursue her own, rather than her parents’ interests. In addition, Kirsten is worried about continuing increases in utility and staff costs and feel these may compromise residents’ care. Kirsten decides to sell the business and use the money raised to start her own new business, a spa and wellness centre.
After great deliberation, Kirsten decides to sell Calmere House to Chaffinch Group, a large care home company. Kirsten feels that Chaffinch Group have the resources to invest in much needed refurbishment of residents’ rooms and facilities and will provide her employees with greater job security.
The sale goes ahead. Kirsten advises the employees of the sale and explains why it was necessary. Employees are shocked and find it hard to believe that the sale will go ahead as Kirsten had managed the business with passion and Calmere House was the focus of her life. Chaffinch Group appoints a manager, Kath, who has worked for Chaffinch Group for five years, and the Company starts to refurbish rooms. Chaffinch Group change the organisational structure to a hierarchical, bureaucratic structure. The workforce reports to Kath, Kath reports to one of eight area managers, who reports to one of two general managers, who reports to an operations director. Kath’s management style is autocratic, she gives instructions and expects them to be followed without discussion. When challenged by employees she responds, “I know what Chaffinch wants, and they need to see a return on their investment”. Chaffinch Group introduces the same policies and procedures in Calmere House that are in place throughout the rest of the Group, advising employees of these by email. The People team at Chaffinch Group consists of a people manager, a recruitment advisor, an employment relations case advisor, and an administrator.
Residents are also becoming disgruntled. Initially, they welcomed the idea of room refurbishments but have found that the rooms now lack individual character, and all look the same. Previously, permanent residents could choose the colour schemes and decor of their rooms and great care was taken to ensure the residents preferences were actioned.
As time goes on, employees start to leave as they do not like the new culture; they are often replaced with agency workers. Kath notifies the Agency of the requirement for the roles, the agency workers’ qualifications and experience are checked by the Agency and an agency worker is offered the work. Chaffinch Group does not undertake any further assessment of their suitability. In addition to employee turnover increasing, sickness absence has also risen. Existing employees are starting to feel hopeless and are becoming more dissatisfied as they find that: their workloads have increased as they cover absences; they miss the support of co-workers who have left; they work longer hours to reduce the impact on residents; they feel their views and opinions are no longer sought or valued; and they no longer know what the business is planning or how plans will affect them. Overall, employees feel that the change in ownership is not positive and was not managed well.
Chaffinch Group is also unhappy. Calmere House is not generating the income anticipated due to long-term residents choosing to move to alternative care homes and difficulties in attracting new permanent residents and new respite care residents. Chaffinch Group are wondering why a previously stable workforce now has high employee turnover and why Calmere House has changed from the care home that had a waiting list of potential residents to one with empty rooms. Chaffinch Group have set a goal to fill 100% of resident rooms within six months.
Q1. Evaluate the extent to which the flat non-hierarchical structure was appropriate under Kirsten’s ownership and the extent to which the hierarchical bureaucratic structure is suitable under Chaffinch Group’s ownership. (AC 1.1)
Q2. Analyse how Chaffinch Group could use a rational approach to strategy formulation to ensure that services provided meet customer needs. (AC 1.2)
Q3. Analyse one external factor that is currently having a negative impact on the residential care industry and one external factor that is currently having a positive impact on the residential care industry. (AC 1.3)
Q4. Under Kirsten’s ownership of Calmere House, there was little investment in technology. Chaffinch Group want to change this approach and have decided to implement technology to deliver better patient care and employee experience. Assess how technology could be used by Chaffinch Group and how this would impact work at Calmere House. (AC 1.4)
Q5. Using theories and models which examine organisational and human behaviour, explain why problems have arisen following the takeover of Calmere House by Chaffinch Group. (AC 2.1)
Q6. Assess how changes to selection and employee voice have impacted organisational culture and behaviours at Chaffinch Group. (AC 2.2)
Q7. Explain how Chaffinch Group could have better managed the change from a small ownermanaged care home to Calmere House being part of a large organisation. (AC 2.3)
Q8. Explain the experience of change for the employees at Calmere House and examine how this is reflected through the stages of one model. (AC 2.4)
Q9. Assess two factors that could impact employee wellbeing at Calmere House including why it is important that these factors are addressed. (AC 2.5)
Q10. Discuss how the people manager, recruitment advisor and employment relations case advisor could support the retention stage of the employee lifecycle. (AC 3.1)
Q11. Analyse how people practices could help Chaffinch Group to fill 100% of resident rooms within six months. (AC 3.2)
Q12. Discuss how Kath could consult and engage with employees to understand why employee turnover at Calmere House has increased. (AC 3.3)
Your evidence must consist of:
Written answers to the assessment questions, approximately 4550 words (+/- 10%), refer to CIPD word count policy.
I can confirm that:
I understand the consequences of malpractice and accept that any violation of this agreement may result in disciplinary action.
Learner name:
Learner signature:
(This must be a true signature, so a handwritten signature, or a photo or scan of a handwritten signature, or an e-signature. A typed signature is not acceptable.)
Date of submission*
Date of first re-submission (if applicable) *
Date of second re-submission (if applicable) *
*This should be the date on which you submit your assessment for marking
You should mark in line with the marking descriptors set out on page 12 of this brief.
You must provide a mark from one to four for each question set. You must provide constructive, developmental feedback against each question where you award a mark of one, so refer/fail and rich summary feedback at the end of the feedback form, following the instructions provided there.
To pass the unit assessment learners must achieve a mark of two (Low Pass) or above for each of the questions. You must refer/fail them if you award a mark of one for any of the questions.
Please ensure that you use the correct terminology. Learners have three attempts at the assessment. They only ‘fail’ the assessment if they do not achieve a mark of two for any of the questions at their third attempt. Until then they are ‘referred’.
When you have marked each question, you should total the marks awarded and determine the unit outcome. The table below shows the marking bands for each outcome for this unit.
| Overall mark | Unit result |
| 0 to 23 | Refer/Fail |
| 24 to 30 | Low Pass |
| 31 to 39 | Pass |
| 40 to 48 | High Pass |
Please note that the unit outcome is provided:
The qualification is not graded and unit outcomes do not appear on learners’ certificates.
| Mark | Range | Descriptor |
| 1 | Refer/
Fail |
The response DOES NOT
• demonstrate the knowledge, understanding or skill required to meet the AC • include any, or appropriate examples, where these are required to support the answer • include evidence of the use of reading and research to inform the answer • include at least one appropriate reference for each assessment criteria (where this is required) * • refer to the case study • respond clearly to the question/task and is not well expressed • have an appropriate format or structure which meets the requirements set out in the brief. |
| 2 | Low Pass | The response DOES
• demonstrate the minimum level of knowledge, understanding or skill required to meet the AC. • include an appropriate example where this is required to support the answer. • include evidence of some reading and research to inform the answer. • include a reference for each assessment criteria (where this is required) * • refer to the case study • respond to the question or task although it could be clearer and/or better expressed • have an appropriate format or structure which meets the requirements set out in the brief |
| 3 | Pass
|
The response
• demonstrates a good level of the knowledge, understanding or skill required to meet the AC • includes use of a good example or examples where these are required to support the answer • includes evidence of a good level of reading and research to inform the answer • includes good use of at least one reference for each assessment criteria (where this is required). * • makes good reference to the case study • directly addresses the question/task and is well expressed • has a good format or structure which meets the requirements set out in the brief |
| 4 | High Pass | The response
• demonstrates an excellent level of the knowledge, understanding or skill required to meet the AC • includes use of an excellent example or examples where these are required to support the answer • includes evidence of extensive reading and research to inform the answer. • includes excellent use of at least one reference for each assessment criteria (where this is required) * • makes excellent reference to the case study • responds very clearly to the question/task and is particularly well expressed has an excellent format or structure which meets the requirements set out in the brief |
| *Not all ACs in each unit need a reference. If they don’t, the brief will say so. All ACs in Unit 5CO01 require a reference. References should be presented using a recognised form of referencing. For example, if using Harvard referencing, this would include in-text citations and a list of references or bibliography at the end of the assessment. | ||
| Unit 5CO01: Assessor Feedback to Learner | |
| Centre number | |
| Centre name | |
| Learner number (1st 7 digits of CIPD Membership number) | |
| Learner surname | |
| Learner other names (e.g.
first name and middle name(s)) |
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Note to Assessor – Please enter a mark for each AC. You need only provide feedback where you have awarded a mark of 1. This feedback should be developmental.
| TASK | ||
| Question Number | Question | Mark 1-4 |
| Q1. | Evaluate the extent to which the flat non-hierarchical structure was appropriate under Kirsten’s ownership and the extent to which the hierarchical bureaucratic structure is suitable under Chaffinch Group’s ownership. (AC 1.1) | |
| Assessor feedback first submission (if applicable) | ||
| Assessor feedback resubmission 1 (if applicable) | ||
| Assessor feedback resubmission 2 (if applicable) | ||
| Q2. | Analyse how Chaffinch Group could use a rational approach to strategy formulation to ensure that services provided meet customer needs. (AC 1.2) | |
| Assessor feedback first submission (if applicable) | ||
| Assessor feedback resubmission 1 (if applicable) | ||
| Assessor feedback resubmission 2 (if applicable) | ||
| Q3. | Analyse one external factor that is currently having a negative impact on the residential care industry and one external factor that is currently having a positive impact on the residential care industry. (AC 1.3) | |
| Assessor feedback first submission (if applicable) | ||
| Assessor feedback resubmission 1 (if applicable) | ||
| Assessor feedback resubmission 2 (if applicable) | ||
| Q4. | Under Kirsten’s ownership of Calmere House, there was little investment in technology. Chaffinch Group want to change this approach and have decided to implement technology to deliver better patient care and | |
| employee experience. Assess how technology could be used by Chaffinch Group and how this would impact work at Calmere House. (AC 1.4) | ||
| Assessor feedback first submission (if applicable) | ||
| Assessor feedback resubmission 1 (if applicable) | ||
| Assessor feedback resubmission 2 (if applicable) | ||
| Q5. | Using theories and models which examine organisational and human behaviour, explain why problems have arisen following the takeover of Calmere House by Chaffinch Group. (AC 2.1) | |
| Assessor feedback first submission (if applicable) | ||
| Assessor feedback resubmission 1 (if applicable) | ||
| Assessor feedback resubmission 2 (if applicable) | ||
| Q6. | Assess how changes to selection and employee voice have impacted organisational culture and behaviours at Chaffinch Group. (AC 2.2) | |
| Assessor feedback first submission (if applicable) | ||
| Assessor feedback resubmission 1 (if applicable) | ||
| Assessor feedback resubmission 2 (if applicable) | ||
| Q7. | Explain how Chaffinch Group could have better managed the change from a small owner-managed care home to Calmere House being part of a large organisation. (AC 2.3) | |
| Assessor feedback first submission (if applicable) | ||
| Assessor feedback resubmission 1 (if applicable) | ||
| Assessor feedback resubmission 2 (if applicable) | ||
| Q8. | Explain the experience of change for the employees at Calmere House and examine how this is reflected through the stages of one model. (AC 2.4) | |
| Assessor feedback first submission (if applicable) | ||
| Assessor feedback resubmission 1 (if applicable) | ||
| Assessor feedback resubmission 2 (if applicable) | ||
| Q9. | Assess two factors that could impact employee wellbeing at Calmere House including why it is important that these factors are addressed. (AC 2.5) | |
| Assessor feedback first submission (if applicable) | ||
| Assessor feedback resubmission 1 (if applicable) | ||
| Assessor feedback resubmission 2 (if applicable) | ||
| Q10. | Discuss how the people manager, recruitment advisor and employment relations case advisor could support the retention stage of the employee lifecycle. (AC 3.1) | |
| Assessor feedback first submission (if applicable) | ||
| Assessor feedback resubmission 1 (if applicable) | ||
| Assessor feedback resubmission 2 (if applicable) | ||
| Q11. | Analyse how people practices could help Chaffinch Group to fill 100% of resident rooms within six months. (AC 3.2) | |
| Assessor feedback first submission (if applicable) | ||
| Assessor feedback resubmission 1 (if applicable) | ||
| Assessor feedback resubmission 2 (if applicable) | ||
| Q12. | Discuss how Kath could consult and engage with employees to
understand why employee turnover at Calmere House has increased. (AC 3.3) |
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| Assessor feedback first submission (if applicable) | ||
| Assessor feedback resubmission 1 (if applicable) | ||
| Assessor feedback resubmission 2 (if applicable) | ||
| Total marks for TASK | ||
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| Total marks for TASK (resubmission 2 if applicable) | ||
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| Assessor Feedback Summary Please use this box to summarise your feedback on the assessment overall. This should highlight strengths and any areas for improvement, either referring to specific |
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| ACs or commenting more generally across the assessment. (Note:
developmental feedback on any ACs awarded a mark of 1 should have already been provided in the relevant box of the assessment form above. Please use a different font colour for any resubmission comments) |
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Industrial/Organizational Psyc – Sec 91 – 27539
The learning tool for this project is called AdobeSpark. Use this link to create a free account Adobe Spark is now Adobe Express. AdobeSpark is a great learning tool and has many different templates to help you maximize creativity for this final project. Please allow time for you to focus on the final project.
Here are a few examples of AdobeSpark presentations I have created myself in the past:
https://express.adobe.com/page/rfXw1b2MDexjJ/
https://express.adobe.com/page/4JMoJ1M9AdgNG/
https://express.adobe.com/video/rV6aaYRJ07HjO
Here are examples from PAST STUDENTS who received an A:
Module 7 presentation.pdf
https://new.express.adobe.com/id/urn:aaid:sc:VA6C2:4ad1c9df-3d98-57e7-afca-34cccf65e9db?invite=true&promoid=Z2G1FQKR&mv=other
https://new.express.adobe.com/id/urn:aaid:sc:US:08548010-0b7f-4c94-96f6-58522242bd53?invite=true&promoid=Z2G1FQKR&mv=other
You have just been promoted to Chief People Officer for a major corporation. Their employee handbook is outdated and has not been a central focus for the company. Many employees are unhappy with the culture of the company and feel it has not adapted to the times. Stress levels are high, retention is low, pay structure has not been looked at in years, and the teams feels their basic needs are not being met. The current CEO has a “if it is not broken, we do not need to fix it” attitude and has not been open to ideas from staff in the past. Employees are being overworked with only one day off per week, not to mention they work all major holidays leaving little time for family. There is no current employee recognition program or formal method of employee evaluation. Raises were last given out six years ago. The women in the company feel underdeveloped and unnoticed. Current company issues are investigated by the CEO, with no formal process for resolving employee concerns.
Create a formal 30-60-90 day plan to rectify these issues and develop a formal presentation to present to the CEO. Use your textbook as a resource to help you develop your thoughts and ideas. What new programs will you put into play? (20 points) How will you improve employee satisfaction? (10 points) Break your plan down into goals for 30 days, 60 days, and 90 days. (30 points) How quickly will this plan be implemented? (10 points) Who are the parties that will need to be involved? (10 points) What method will you use to conduct employee feedback? (10 points) How will you deliver the new programs to the team? (10 points) You have full creative control on this assignment. This project is worth 100 points of your final grade. Your presentation should not exceed more than 5-10 minutes of material (Time yourself doing a mock presentation). I will be looking for certain elements we have covered in the course in your presentations. The goal is to demonstrate understanding of the material and its’ application in the workplace. Use graphics, charts, narration, videos, or any tool that helps illustrate your plan to turn the companies people agenda around. Previous students have created pamphlets, flyers, slide presentations, or narrated videos as their presentation style of choice. AdobeSpark offers several options for you to play with.
You will notice there are 9 questions you need to answer within this project listed in the paragraph above. Addressing each of these questions counts toward your final grade
PHIL 2033 FINAL ESSAY Topics and Guidelines
General information:
All students will complete three original essays in conjunction with Module mastery Tests 2-4; these will be completed as in-class timed writing assignments. Near the end of the semester (see course schedule or BB) students will revise one of these essays for additional assessment. At that time, both content and formatting will be evaluated. Basic requirements for final essays are stated below.
Each paper topic has specific requirements that count for credit. Thus, students are encouraged to read the basic guidelines for their chosen topic carefully and make sure that their essay contains all the required elements as well as meets the stated general length and citation requirements. Substantive deductions will be taken if requirements are not met. It is your responsibility to check your work to make sure your paper meets all the requirements!
Essays must be 4-6 paragraphs and roughly 600-800 words. If this base length is not met, the maximum score (prior to any deductions for missing content or errors) is the % completed. 300 words = maximum 50%. All papers must include direct citations and a works cited. Students are expected to expand their treatment of the topic and address shortcomings noted in the initial draft. Students must include screen shots of their rough draft (the essay completed in conjunction with a module mastery test or their final paper will not be graded (ZERO will be entered). Papers should resemble the original and any suspected use of generative AI of any form will result in the immediate suspension of grading and an in-person interview to assess the authenticity of the work; if authenticity cannot be demonstrated, a zero will be entered for the grade. The only software students are allowed to use is Microsoft Editor (NOT Co-pilot) to identify spelling and grammatical errors.
All essays are expected to:
a. establish a clear focus through the presence of a topic statement or thesis
b. be clear, correct, and coherent in presentation of required central content
c. be organized in presentation and clearly written
d. use the required examples to substantiate exposition and/or argument
e. cite all authors names and ideas clearly; and in revision to cite direct/indirect citations correctly and to include a works cited (MLA format)
Example of required way to integrate and cite passage and works cited:
In the text, Plato explains the purpose of his cave allegory, stating that the figure is designed to show “how far our nature is enlightened or unenlightened” (Plato 1).
Plato. “The Myth of the Cave.” Sophia Project. http://www.sophiaproject.org/uploads/1/3/9/5/13955288/plato_cave.pdf. Accessed 12 May 2021.