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Unit 14: Investigating Customer Service

Unit in Brief

Learners will study how excellent customer service contributes to business success. The unit gives learners the opportunity to develop their customer service skills.

Unit Introduction

How is excellent customer service linked to business success? In this unit you will learn that attracting new customers costs a business more than keeping existing customers, so it is important to keep existing customers happy. You can do this by building relationships with internal and external customers and giving them excellent service that exceeds their needs and expectations.

When working in a customer service role you need to understand the procedures to follow when dealing with customer requests and complaints. This unit will help you develop communication and interpersonal skills when dealing with customers, and to understand the importance of having good product or service knowledge. You will explore how a business builds effective relationships with customers through identifying and confirming the customer’s needs. You will examine how businesses monitor and evaluate their level of customer service provision through obtaining feedback and see how this helps inform improvements to the level of service provided.

The unit will enable you to evaluate your own customer service skills and to create a development plan for improvement. The unit also supports further training, study or employment in a business environment.

Learning Aims

In this unit you will:

A. Explore how effective customer service contributes to business success

B. Investigate the methods used to improve customer service in a business

C. Demonstrate customer service in different situations, using appropriate behaviours to meet expectations.

Summary of Unit

Content

Learning aim A: Explore how effective customer service contributes to business success

A1 Customer service in business

• Definition of customer service.
• Customer service roles and importance of teamwork.
• Importance of following organisational rules and procedures.
• Different approaches to customer service across industries need different skills and knowledge, such as:
  • retail shops selling tangible goods, need for detailed product knowledge and effective selling skills
  • offices, such as those offering a non-tangible service, either face-to-face with customers, online, written or telephone customer contact
  • contact centres with telephone/online contact with customers, time limitations o hospitality industry, such as serving skills for food or drinks.

A2 Customer expectations and satisfaction

• Different types of customer, including:
  • internal and external customers and the differences between them o customer personalities, such as aggressive, quiet, demanding o customers with special requirements, e.g. different language or culture, age, gender, families, special needs such as visual, hearing or mobility.
• Customer complaints:
  • understanding the risk to the business of not dealing with complaints.
• Customer expectations and satisfaction, including:
  • anticipation of good service, reliable information or service, offering different options, impact of advertisements, reputation, word of mouth, recommendations from others
  • importance of responding to customer needs, exceeding customer expectations through providing additional help and assistance, dealing promptly with problems, offering discounts, offering additional products or services, providing exceptional help and assistance for customers with special requirements
  • balancing customer satisfaction with business goals, aims and objectives.

A3 Benefits of building customer relationships

• Enhanced reputation of business.
• Repeat business.
• Customer confidence in business.
• Job satisfaction for employees.

A4 Customer service legislation and regulations

• Industry and sector-specific codes of practice, ethical issues and standards.
• Implications for the business of not meeting all legal and regulatory requirements, including consumer rights, consumer protection (including distance selling), eCommerce regulations, health and safety, General Data Protection Regulations (GDPR), equality.

Learning aim B: Investigate the methods used to improve customer service in a business

B1 Monitoring and evaluating customer service provision

• Using research from customers to identify improvements and monitor complaints.
• Monitoring using:
  • customer profiles, data, e.g. types of customer, products or services provided, customer care and service
  • sources of information, e.g. customers, colleagues, management
  • methods, e.g. questionnaires, comment cards, quality circles, suggestion boxes, staff surveys, mystery shoppers, recording and sharing information.
• Evaluating customer service, including:
  • analyse responses, e.g. level of customer satisfaction, quality of product or service, meeting regulatory requirements, balancing cost and benefits
  • planning for change, resolving problems/complaints.

B2 Indicators in improved performance

• Reduction in numbers of complaints.
• Increase in profits.
• Reduction in turnover of staff.
• Repeat business from loyal customers.

Learning aim C: Demonstrate customer service in different situations, using appropriate behaviours to meet expectations

C1 Customer service skills and behaviours

• Communication skills:
  o face-to-face, written, email or other electronic media, telephone
  o verbal, e.g. pitch and tone of voice, open and closed questions, using the telephone
  o non-verbal, e.g. sign and body language, listening skills
  o barriers to communication.
• Interpersonal skills:
  • personal presentation approach, e.g. attitude, behaviour, hygiene, personality, conversation skills, giving a consistent and reliable response.
• Behaviours, e.g. being positive, offering assistance, showing respect.

C2 Dealing with customer service requests and complaints

• Customer service situations:
  • providing information, products or services, promoting additional products and services, giving advice, taking and relaying messages
  • limitations of role and authority, keeping records
  • dealing with problems, handling complaints, remedial measures, emergency situations, organisational policy.

C3 Individual skills audit and development plan

• Skills audit of customer service skills.
• Personal SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis to assess any gaps, e.g. interpersonal and communication skills – body language, listening skills, handling complaints, working with others.
• Set objectives to meet skills development goals for a specified customer services role by:
  • identifying resources and available support needed to meet the objectives o setting review dates
    o monitoring the plan to assess progress against targets.

Assessment Criteria

Essential information for assignments

The recommended structure of assessment is shown in the unit summary along with suitable forms of evidence. Section 6 gives information on setting assignments and there is further information on our website.

There is a maximum number of two summative assignments for this unit. The relationship of the learning aims and criteria is:

Learning aims: A and B (A.P1, A.P2, B.P3, A.M1, B.M2, A.D1, B.D2)

Learning aim: C (C.P4, C.P5, C.P6, C.M3, C.D3)

Further information for teachers and assessors

Resource requirements

For this unit, learners will need access to a range of current business information from websites and printed resources.

Essential information for assessment decisions

Learning aims A and B

For distinction standard, learners will prepare evidence based on research. Learners will give details of what is required to ensure that good customer service leads to business success. Examples of how to enhance customer service will be original and imaginative. The evidence will include references to legislation and how a business ensures that customer expectations are exceeded. There will be clear examples of monitoring and how effective customer service can be in ensuring that customers are happy.

For merit standard, learners will analyse examples of how legislation and regulation impact on customer service. Details of how to make improvements and monitor customer service will be included, with examples of good practice.  

For pass standard, learners will prepare evidence that covers the approaches that businesses take to customer service and will include details of how improvements can be made.

Learning aim C

This learning aim will be completed with a number of customer service situations or, if a learner is working part-time in customer service, real evidence from their employment can be included in the form of witness statements. Activities and role play will be developed to challenge learners and should include dealing with difficult situations.

For distinction standard, learners will produce a development plan after the customer service situations have taken place. The plan will give realistic details of how they need to work on their individual skill sets to enhance their customer service and communication skills. Learners will produce a clear critique, highlighting their strengths and weaknesses. They will have fully embraced the role-play scenarios, demonstrated their skills with confidence and used initiative when dealing with challenging situations.

For merit standard, learners will produce a clear analytical development plan showing how their skills should be improved. Participation in customer service situations will have been good with levels of confidence shown across the activities.

For pass standard, learners will show effective customer service and communication skills in the customer service situations and a realistic plan for addressing weaknesses will have been developed.

Links to other Units

This unit links to:

• Unit 1: Exploring Business
• Unit 15: Investigating Retail Business
• Unit 25: Aspects of Civil Law Affecting Business
• Unit 26: Aspects of Criminal Law Impacting on Business and Individuals.

Employer Involvement

This unit would benefit from employer involvement in the form of:

• guest speakers and interview opportunities
• work experience
• business material as exemplars

Unit 15 Investigating Retail Business Assessment Brief

Unit in Brief

Learners will explore the current structure of the retail sector and its supply chain through practical activities.

Unit Introduction

Retail is a broad sector and encompasses businesses of all sizes. You will probably already have some experience of the sector, either simply through purchasing goods, or selling them – perhaps while employed in a part-time capacity in a clothing or food outlet.

In this unit, you will carry out research into local and national retail businesses, exploring how the supply chain supports retailing. You will consider how the sector responds to change, the opportunities for employment in the sector, and the types of job roles available. You will apply your research and findings to current businesses in the sector.

Retail is important for the UK economy and trends in retail sales often mirror those of the country’s economy as a whole. It is a sector with good opportunities for your future career and there is a tradition amongst the larger employers of excellent in-house training schemes that support progression opportunities and career advancement for employees. The unit will provide a useful opportunity for you to consider whether you wish to pursue employment or further specialist study in retail management at higher education level.

Learning Aims

In this unit you will:

A. Explore the current structure of the sector through investigation of the local retail environment

B. Investigate how the retail sector has responded to change and trends

C. Examine the importance of the supply chain and stock control management to the success of retail business

Summary of Unit

Content

Learning aim A: Explore the current structure of the sector through investigation of the local retail environment

A1 The nature of retailing

• Definition of retailing, adding value to products and services, development of retailing, meeting customer needs through different retail formats and distribution channels, e.g. high street shopping, out-of-town shopping centres, direct delivery from internet orders, bricks and clicks.

A2 Classification of retailers

• Store based, non-store based, product/service retailing.
• Ownership, e.g. independents, multiples, chain stores, franchises, cooperatives, social enterprises
  • size, e.g. number of employees, sales area, number of branches, turnover, type of activity, product range
  • location, e.g. town centre, local, out of town, retail parks, regional centres, online o store formats, e.g. convenience stores, department stores, supermarkets, hypermarkets, specialist/niche, premium/value.

A3 Structure of retailing

• Retail sub-sectors, e.g. food, fashion, sports.
• Business models used by retail businesses: their advantages and disadvantages,

e.g. value stores, premium brand stores, artisan stores.

A4 Employment in retail

• Job roles, training and promotion prospects in both small and large businesses.

Learning aim B: Investigate how the retail sector has responded to change and trends

B1 The retail environment

• Macro- environment, e.g. external factors including political, legal, economic, sociocultural and technological factors.
• Response to external changes, e.g. new products, new online formats, government policy on store trading hours and planning permission.
• Tensions and competing priorities, e.g., reorganisation in response to changing circumstances, environmental issues, sustainability, fair trade, packaging.

B2 Impact of social change

• Demographics, household occupancy, mobility, new technologies, diverse communities, ageing population, migration, changing lifestyles, cultural differences, leisure time.

B3 Changes due to new technologies used in the sector

• Growth of online shopping.
• Mobile apps for shopping.
• Chip and PIN, contactless payment and payment technology apps.

B4 The competitive environment and trends

• Competitors, market position, barriers to entry, pricing, product development.
• New products and services, retailers’ power over manufacturers, new retail concepts, i.e. social enterprise stores.
• Global influences on UK retailing.

Learning aim C: Examine the importance of the supply chain and stock control management to the success of retail business

C1 Distribution channels

• Availability of products, e.g. time, place, quantity, movement of goods through the supply chain, different channels for different types of goods and services, the role of wholesalers, intermediaries, transport, storage, after- sales service.

C2 Retail supply chains and logistic processes

• Movement of goods and services, sourcing from the UK and internationally, suppliers, distributors, warehousing, transport, carriers, storage locations, disposal of unsold products, recycling, impact of ICT in supply chain management.
• Competing supply chain issues, e.g. communication, coordination, collaboration, costs, delays, targets, power issues in chains.

C3 Stock control

• Links to merchandising, business objectives.
• Types of stock control, e.g. manual and computerised.
• Factors affecting stock control, e.g. sales forecasts, planning, targets, risks.
• Stock management, e.g. total quality management (TQM), stock management systems: Just in Time (JIT), Last in, First out (LIFO) and First in, First out (FIFO).
• Stock control security systems, e.g. CCTV and tags.

C4 Impact of digital technology

• Information flows, supply and demand information between suppliers and customers, B2B and B2C, EDI, internet and electronic trading, networks, intranets, e- commerce, integrated systems.
• Customer Relationship Management (CRM) systems, Electronic Point of Sale (EPOS), Electronic Funds Transfer at the Point of Sale (EFT POS), stock control systems, hands- free ordering.

Assessment criteria

Essential information for assignments

The recommended structure of assessment is shown in the unit summary along with suitable forms of evidence. Section 6 gives information on setting assignments and there is further information on our website.

There is a maximum number of two summative assignments for this unit. The relationship of the learning aims and criteria is:

Learning aims: A and B (A.P1, A.P2, B.P3, A.M1, B.M2, AB.D1)

Learning aim: C (C.P4, C.P5, C.M3, C.D2, C.D3)

Further information for teachers and assessors

Resource requirements

For this unit, learners will need access to a range of current business information from websites and printed resources.

Essential information for assessment decisions

Learning aims A and B

For distinction standard, learners will select two different retail businesses and provide an individual evaluation on how developments and change in the UK and globally have impacted these two specific retail businesses. Clear examples of how and why should be evidenced. This could be, for example, linked to opening smaller stores in prime locations, going into partnerships, mergers or acquisitions, entering new markets or changes in employment patterns. At least two examples of change for each business would be expected in the evaluation.

For merit standard, learners will investigate and report on the structure of different retail businesses, they will select businesses from different sub sectors of the retail area and business models which would meet customer needs in that locality. Learners will assess how one retail business has responded to change. This will need to be assessed in depth with examples included relating to how it has enhanced its competitiveness. Some evidence may be drawn from an interview conducted with a member of the retail profession.

For pass standard, learners will clearly show the make- up of the local retail facilities. Evidence of employment and job roles in contrasting businesses in the sector will be included. Evidence will include an explanation on how the retail sector has responded to change and trends by perhaps streamlining its operations, expanding globally, looking at the size and location of its outlets or diversifying.

Learning aim C

It will be useful to use individual research from visits to retail businesses and interviews with employees to gain the information required for this assignment.

For distinction standard, learners will evaluate how important the management of the supply chain and stock control have been in one particular business. It is important that the right business is chosen to allow development of a detailed individual evaluation. The evaluation must be supported by appropriate examples. Learners will also evaluate how digital technology has impacted on the range of processes in a selected retail business.

For merit standard, learners will analyse, by reference to one sub- sector, how digital technology developments have impacted on retailing, the supply chain and how they are used for controlling stock and monitoring delivery to the end user.

For pass standard, learners will investigate the process of distribution from manufacture to end customer in two different businesses. The businesses need to be sufficiently different with the differences clearly explained. To give a contrast learners may select businesses from different sub sectors so that the processes are varied. Stock control methods in the different businesses will need to be explained. They will also need to explain the importance of digital technology on the retail and logistic process, and how integrated stock control systems are important.

Links to other units

This unit links to:

Unit 1: Exploring Business
Unit 14: Investigating Customer Service
Unit 16: Visual Merchandising
Unit 27: Work Experience in Business.

Employer involvement

This unit would benefit from employer involvement in the form of:

– guest speakers and interview opportunities
– work experience
– business material as exemplars
– participation in audience assessment of presentations
– visits to appropriate businesses.

Your  final project is a culmination of activities you have been working on  during class. The main objective of this final assignment is to teach  what you have learned about the Hospitality Management industry –  specifically careers available, skills and knowledge necessary, and how  to identify issues that are affecting the industry.

You  will be choosing one segment of the Hospitality Industry. Choose the one  in which you are most interested in pursuing a career, because you will  be identifying a career goal.

The  following is a list of topical slides that should be included in your  presentation. The overall presentation should be narrated and your voice  recorded and you will need to include a word document that is a  “script” or narration of your presentation (i.e. what you are saying in  your presentation, broken down by slide number). You should not simply  read what is on the slide – your slides should not be “wordy”, but  should be visually appealing and relevant to the topic you are  addressing. You will be attaching your narrated powerpoint presentation  as well as a word document of your script. (2 attachments)

Slide 1 – Title slide – just introduce yourself and the topic

Slide 2 – Industry Segment – Provide  a definition of the industry segment that interests you most,  presumably the one in which you will pursue a career. This may be  foodservice, lodging, travel & tourism, event planning or a segment  like recreation or casinos. The definition of the industry segment  should be in your own words, but you will be including a reference that  you used to help form that definition. This source should be from the  Trefry library and this slide should include an APA formatted reference  for that source on the bottom of the slide. You may use a source that  you identified in your Week 2 Assignment submission – just be sure to  apply any corrections to format that you may have received on your  feedback. This source needs to be an academic source – a peer-reviewed  journal or a textbook. This should not be a wiki page or an internet  source.

Slide 3 – Career Goal – Describe  your dream position within that industry segment and the steps you will  have to take to achieve that position. This goes back to your work on  your Week 4 Assignment. Describe the steps you will need to take to  become qualified for that position – in terms of education and  experience.

Slide 4 – Industry Issue – Using  an industry association source (such as the National Restaurant  Association, the American Hotel & Lodging Association, U.S. Travel  Association, The Events Industry Council, etc.) and their data,  legislative issues page, or current issues page – identify one major  industry issue that is currently having an impact on the state of the  industry and beyond just the industry (economy, environment, security,  etc.). Include a link to the page you used as a reference – this does  NOT have to be APA formatted. In your narration (and script), summarize  the issue, the stance the organization is taking on the issue, and what  it means for the future of the industry. You may use an issue you  identified in your Week 6 Assignment. 

Slide 5 – Application to Future Management Roles – Wrap  up your presentation with a summary of how you will utilize your  particular skills and talents – and your personality traits identified  early in class – to help you advance in your hospitality career and  solve issues such as the one identified in this project. Define one  specific theory or concept covered during class and relate how it will  impact your future role in Hospitality Management.

Be  sure you are submitting both your narrated recorded PowerPoint  presentation AND your written script as a word document. This means  there will be two attachments.

Do  not wait until the last moment of class to begin this project. If you  have any questions or concerns please contact your instructor through  email or post a public question in the Q&A discussion.

Refer to the grading rubric for details on how your project will be evaluated.

AI Guidance:  This presentation must be your own original creation. You may use AI  tools to generate images used within the presentation, but remember,  those must be cited properly – the source attribution should include the  AI tool and version used.

AI may  be used to help you organize your ideas or generate an outline for the  topics you cover in this presentation. Make sure you keep the transcript  from any AI tool you use, including the prompts and the output given to  you by the AI tool. Your instructor may ask for a copy to validate  originality.

AI tools  may NOT be used to generate the narration/script for the presentation,  nor should your narration be computer generated. AI is not considered an  academic resource and facts it gives you may or may not be accurate.  Use the resources from class or other valid academic resources for  supporting the facts you present in this presentation

Log In info EHRGo Clinical Reminder Data Visualization V (https://web21.ehrgo.com/activity/index/id/13403#!/step10 ) username: QuayCooper password: Beautiful1!!

The goal of data visualization is to extract meaningful insights from data to help identify trends, support decisions, and communicate findings clearly. In healthcare, data visualization can support clinical interpretation, mortality analysis, quality reporting, and organizational decision-making.

 Instructions:

Part 1: For this assignment, you will log back into your EHRGo [webpage] account. Navigate to the assignment titled Orientation to Data Visualization IV [webpage].

Use this activity to:

• review the patient case and associated diagnoses
• distinguish between causation and correlation
• identify the listed cause of death
• classify the patient’s death according to the CDC leading cause of death categories
• review and recreate the CDC age-adjusted death rate bar chart

⚠️ Important:
You will not submit screenshots, or files from EHRGo. The simulation is used only as your data source for the academic analysis below.

Part 2: Data Visualization and Analysis 

Using data from the EHRGo activity, prepare a PowerPoint presentation that includes the following components: 

Presentation Topics

1. Clinical Case Findings

• Identify the diagnosis that caused the admission
• Identify diagnoses that were correlated with the admission
• Explain the difference between causation and correlation using examples from the case

2. Cause of Death Interpretation

• State the listed cause of death
• Identify which CDC category the death falls under
• Briefly explain why this classification is appropriate

3. Data Visualization

Recreate a bar chart representing Age-adjusted Death Rates for Leading Causes of Death in the United States using Microsoft Excel and the provided CDC dataset excerpt.

Make sure the chart includes:

• proper labels
• accurate values
• clear visual presentation

4. Interpretation and Compliance Considerations

Interpret what the bar chart reveals about healthcare trends.

Explain how accurate data visualization supports:

• regulatory reporting
• audit readiness
• organizational decision-making

Discuss the importance of:

• data accuracy
• correction practices
• validation of healthcare data before presentation

5. Recommendations

Provide at least two data-driven recommendations based on your analysis.

Address how improved data visualization and reporting can:

• support compliance
• reduce reporting risk
• improve transparency and accountability

Part 3: Presentation Requirements

• Format: PowerPoint or similar presentation tool
• Slides Required: Minimum of 10 slides, excluding title and reference slides
• Visual Aids: Include your recreated bar chart and any additional visuals you create to support your analysis
• Explanation: Each slide should include concise explanations or speaker notes

Submission Guidelines

✔ Submit only:

• Your PowerPoint presentation

✖ Do not submit:

• EHRGo screenshots
• Raw simulation output
• EHRGo files or exports

2018 AHIMA Entry-Level Competencies Health Information Management Baccalaureate Degree

Domain I. Data Structure, Content, and Information Governance

Competency

I.2. Analyze strategies for the management of information.

I.5 Utilize classification systems, clinical vocabularies, and nomenclatures.

III.6. Manage data within a database management system.

Domain III. Informatics, Analytics, and Data Use

III.2. Analyze technologies for health information management.

III.3. Interpret statistics for health services.

CAHIIM Digital Health Professional Competency

Domain X Data Management and Analytics – Data Management and Analytics

10.2. The learner will be able to demonstrate effective use of data analysis tools for digital healthcare technology.

Assignment Description

Social justice problems may affect different populations in unique ways. Social workers must understand the special challenges that may arise when providing services and supports for these populations, as well as the policies that may address the social justice problems that impact them.

The purpose of this assignment is to explore a social justice problem that addresses a specific population or subgroup (for example, access to health care, social services, immigration, or veterans’ mental health and services). This should be a problem that presents current challenges for social workers providing services and support. You will need to investigate the various forms and mechanisms of oppression and discrimination within this social justice problem and identify policies that are currently enacted to address this problem. Ultimately, you will choose one of these policies as the topic for your policy analysis in the coming assignments in this course.

To ensure you choose a viable and scholarly topic, explore the literature in your area of interest by doing article and book searches through electronic resources, including government, educational, and organizational websites. Exploring scholarly, respected literature will be the preliminary work for this assignment. The United States Congress website— reading list—will be an invaluable resource for your research during this assignment if you are exploring a federal-level issue.

 

Assignment Instructions – 4 PAGES –   Apa format

To complete this assignment:

Choose a social justice problem that addresses the needs of a specific population or subgroup that interests you. Use the Internet, United States Congress website, or any relevant state or local website that provides policy and social justice information to help guide your research. Also, refer to the resources above as needed to help guide your search.

After you have chosen a problem, write a 4 PAGES exploration of the topic and address the following:

·        Analyze the forms and mechanisms of oppression and discrimination of your chosen population or subgroup that exist within this social justice topic (for example, based on race, religion, disabilities, gender orientation, socioeconomic status, or access to services).

o   In your analysis, describe how the oppression and discrimination impacted this population or subgroup.

§  Support this with data on the number of people affected that you have found during your research.

·        Analyze ethical problems associated with your selected social justice problem.

o   Use the NASW Code of Ethics web page, to guide your analysis:

§  What ethical considerations in your selected social justice problem must be addressed?

§  What are implications for social work practice and positive client outcomes?

·        Describe the current enacted policies for this social justice problem.

o   Research current enacted policies that seek to address this social justice problem. Important: These policies must be passed legislation currently in practice. Legislation can be at the local, state, or federal level.

·        Analyze how effective these policies are in addressing the needs of your chosen population or subgroup.

o   Do the policies effectively address the social justice problem? Provide a rationale that includes scholarly, peer-reviewed research.

·        Assess the impact these policies have had on your selected population or subgroup.

o   What policy constraints exist for this population or subgroup?

·        Compare advocacy methods for the selected social justice problem.

o   What are the strengths and challenges of advocacy methods? What additional steps could be taken to address the challenges?

Assignment Description

Social justice problems may affect different populations in unique ways. Social workers must understand the special challenges that may arise when providing services and supports for these populations, as well as the policies that may address the social justice problems that impact them.

The purpose of this assignment is to explore a social justice problem that addresses a specific population or subgroup (for example, access to health care, social services, immigration, or veterans’ mental health and services). This should be a problem that presents current challenges for social workers providing services and support. You will need to investigate the various forms and mechanisms of oppression and discrimination within this social justice problem and identify policies that are currently enacted to address this problem. Ultimately, you will choose one of these policies as the topic for your policy analysis in the coming assignments in this course.

To ensure you choose a viable and scholarly topic, explore the literature in your area of interest by doing article and book searches through electronic resources, including government, educational, and organizational websites. Exploring scholarly, respected literature will be the preliminary work for this assignment. The United States Congress website— reading list—will be an invaluable resource for your research during this assignment if you are exploring a federal-level issue.

 

Assignment Instructions – 4 PAGES –   Apa format

To complete this assignment:

Choose a social justice problem that addresses the needs of a specific population or subgroup that interests you. Use the Internet, United States Congress website, or any relevant state or local website that provides policy and social justice information to help guide your research. Also, refer to the resources above as needed to help guide your search.

After you have chosen a problem, write a 4 PAGES exploration of the topic and address the following:

·        Analyze the forms and mechanisms of oppression and discrimination of your chosen population or subgroup that exist within this social justice topic (for example, based on race, religion, disabilities, gender orientation, socioeconomic status, or access to services).

o   In your analysis, describe how the oppression and discrimination impacted this population or subgroup.

§  Support this with data on the number of people affected that you have found during your research.

·        Analyze ethical problems associated with your selected social justice problem.

o   Use the NASW Code of Ethics web page, to guide your analysis:

§  What ethical considerations in your selected social justice problem must be addressed?

§  What are implications for social work practice and positive client outcomes?

·        Describe the current enacted policies for this social justice problem.

o   Research current enacted policies that seek to address this social justice problem. Important: These policies must be passed legislation currently in practice. Legislation can be at the local, state, or federal level.

·        Analyze how effective these policies are in addressing the needs of your chosen population or subgroup.

o   Do the policies effectively address the social justice problem? Provide a rationale that includes scholarly, peer-reviewed research.

·        Assess the impact these policies have had on your selected population or subgroup.

o   What policy constraints exist for this population or subgroup?

·        Compare advocacy methods for the selected social justice problem.

o   What are the strengths and challenges of advocacy methods? What additional steps could be taken to address the challenges?

As a human resource manager in healthcare, it is crucial to develop innovative processes and strategies that improve workplace performance while staying current with trends and research. Your role requires analyzing these trends and determining how to effectively implement them within your organization to create meaningful improvements in employee productivity and satisfaction.

Assessment Preparation

Select a health care organization and a specific division within it, with which you work or are familiar.

Organization – Wellstar Health System

Specific Division- Patient Access Services

Assume you are the human resources director for your selected organization.

In a recent meeting, executive management has determined they would like to improve health care workforce performance levels within a specific division of your organization.

Management has asked you to research and select 3 diverse strategies or processes (e.g., implementing a performance management system, utilizing technology-enabled training programs, establishing cross-functional teams, etc.) that use innovative management techniques, operational practices, or technology that could be applied to improve workforce performance within the selected division at your health care organization.

As the human resource director, you are involved in these types of initiatives because it’s an important part of HR process management, which includes continuously observing and improving the workplace environment and employee life cycle.

Reference the Improvement Strategies Process Example for a step by step run through of an example strategy or process.

Assessment Deliverable

Create a 1,050- to 1,400-word summary of your 3 selected diverse strategies or processes to improve workforce performance. In your summary:

• Summarize the gaps or “fixable items” that you intend to improve with these strategies or processes.
• Identify 3 key strategies or processes to improve workforce performance for your organization and division to address the gaps you summarized.
• Analyze how your strategies or processes affect workforce needs for service delivery for your organization.
• Analyze how each strategy or process could be implemented within your division and organization to improve workforce performance.
• Explain the potential cost of each strategy or process implementation.
• Describe your communication strategies for implementing and evaluating your chosen strategies or processes.
• Create SMART goal(s) and action items to implement your strategies or processes.
• Describe the process you will use to analyze whether or not the SMART goal(s) are met.

Cite 3 reputable sources to support your assessment (e.g., trade or industry publications, government or agency websites, scholarly works, or other sources of similar quality.

Include a slide with APA-formatted references.

BMS5002 Infectious Diseases Assessment Two : Diagnostic Algorithm 2026 |

BMS5002 Infectious Diseases Word Count 1000 (+/-10%) Assessment Type Coursework Assessment Title Meningoencephalitis Algorithm Academic Year 2026 BMS5002 Infectious Diseases Assessment Two Assessment Brief Assessment Information

Assessment Task

This assessment is based upon diagnostic algorithms concerning the diagnosis of meningoencephalitis. This is supported by the lecture content provided within the module. Further support and information will be provided in the workshop and lab sessions. This assessment is based on case studies of meningoencephalitis. Each group will be given their own case study. Any deviation from the correct case study will result in a non-submission. CAREFULLY read the case report and write a report addressing the points provided, using the algorithm and Table provided.

You should write up to 1000 words +/- 10%. Assignments must be written using the Cadmus platform in Moodle. No other formats will be allowed. Cadmus contains a fully functioning editor that is very similar to using Microsoft Word. Avoid copying and pasting material into Cadmus from other programs, as this will be highlighted to the markers. Instead, write everything in your own words directly into Cadmus. You may include figures, tables and/or diagrams. In workshops, you will be shown how to use Cadmus to write your assignment. When writing your assignment, do not include the information provided in the case scenario that you have been sent, as you will use up your word limit.

Completion of this assessment will address the following learning outcomes:

Explain how the different systems within the body function to prevent infections occurring and how pathogens have evolved strategies to overcome the body’s defences. Summarise the key clinical tests for identifying a range of microbes and the associated therapeutic strategies. Submission Information    Present any written aspects of the assessment using font size 11 and using 1.5 spacing to allow for comments and annotations to be added by the markers.    Complete the appropriate cover sheet for this assessment and append your work.      This assessment will be marked anonymously and should show your student number only.      Submit this coursework assessment task via Moodle-

Meningoencephalitis Algorithm

Table 1: Expected CSF Findings in Bacterial versus Viral versus Fungal Meningitis

Case Study One – Groups 1-3

Using the flowchart and expected CSF findings in Table 1, trace a diagnostic pathway for a 65-year-old patient presenting with acute confusion, fever, and a new-onset seizure. The initial CSF analysis shows it is clear, has lymphocytic pleocytosis [ 265 WBC (cell/µl) ], raised protein (300 mg/dl), and glucose levels were at 65 mg/dL.

Flowchart Deconstruction: 25 marks

Justify the rationale behind the sample type chosen and primary testing (e.g., cell counts / Gram stain) From the flow chart/algorithm, analyse and explain which pathogen(s) may be responsible, and why you have excluded the others. Critically evaluate the test(s) chosen to identify the pathogen.  Initial test results indicated that the pathogen(s) listed from the algorithm and what you thought may have caused the infection are not correct. Additional information states that the patient has just come from a holiday in South America (Brazil), where there is an unusually high population of  Ae.egypti  and Culex spp.

Critically explain what pathogens could be responsible but are not listed in the algorithm, and where you would add these pathogens within the algorithm. What diagnostic tests would you recommend and why? 25 marks Algorithm Improvement Proposal: 20 Marks

Based on recent advances in diagnostic technology (e.g., multiplex PCR panels, metagenomic next-generation sequencing), propose a specific modification to the algorithm. Where would you incorporate the new technology? Justify your proposal by discussing how it would improve diagnostic speed, accuracy and cost-effectiveness

Pathogenicity of the disease:

Discuss and explain the viral tropism and pathophysiology of HSV encephalitic infection  20 marks References, Grammar, Scientific terminology: 10 Marks Case Study Two – Groups 4-6

Using the flowchart and expected CSF findings in table 1, trace a diagnostic pathway for a 29-year-old patient presenting symptoms such as neck pain, fever, nausea, photophobia and personality change. Complete blood work illustrated anaemia,  lymphopenia without leukopenia, and serology indicated HIV infection with viremia and decreased CD4 count (<20 cells/uL). CSF and blood were taken. CSF was clear, WBC was 462 (cell/µl), protein was 230 mg/dl, and glucose levels were at 45 mg/dL.

Flowchart Deconstruction: 25 Marks

Justify the rationale behind which algorithm was used. The sample type chosen, as well as primary testing (e.g., cell counts / Gram stain) From the flow chart/algorithm, analyse and explain which pathogen(s) may be responsible, and why you have excluded the others. Critically evaluate the test(s) chosen to identify the pathogen. Initial test results indicated that the pathogen (s) listed from the algorithm and what you thought may have caused the infection are not correct. However, the suspected organism is not a virus; blood cultures grew a fungus, and further information indicated IV drug

Critically explain what pathogen(s) could be responsible but are not listed in the algorithm,  and where you would add these pathogens within the algorithm. What diagnostic tests would you recommend and why; 25 Marks Algorithm Improvement Proposal: 20 Marks

Based on recent advances in diagnostic technology (e.g., multiplex PCR panels, metagenomic next-generation sequencing), propose a specific modification to the algorithm. Where would you incorporate the new technology? Justify your proposal by discussing how it would improve diagnostic speed, accuracy and cost-effectiveness Pathogenicity of the disease 20 Marks

Discuss and explain the infection and pathophysiology of Cryptococcus neoformans CNS infection  References, Grammar, Scientific terminology: 10 Marks Marking Criteria

This assessment addresses the following learning outcomes (LOs):

Explain how the different systems within the body function to prevent infections occurring and how pathogens have evolved strategies to overcome the body’s defences Summarise the key clinical tests for identifying a range of microbes and the associated therapeutic strategies

1-     In this week’s lecture we looked at hard data vs soft data. Demonstrate that you know the difference between the two by locating an example of one of each in conjunction with a project and post a link to it that we can all access. Make sure to tell us which is soft and which is hard and why. Be prepared to answer my questions if I am not sure if the example is correct.

Cite the sources for both examples in APA format at the bottom of your original post.

 

2-     After reviewing the lecture and reading the article on Conflict in Projects, I’d like you to formulate a question that is on your mind about conflict. It doesn’t have to be super analytical and you don’t need to cite a source. The goal is to see what’s on your mind about this topic and post your question prior to looking at what others have on their mind. The similarities may surprise you

Module 5: Discussion Forum – Epidemiology

After studying the material of this module, answer the following questions:

• Why do you think visual displays of data are important in epidemiology?
• Share an example of when you have used visual displays of data in the past or have seen visual displays of data used by another source.
• Was the visual display helpful? Why or why not?

After your original post, you are expected to provide a meaningful response to at least two other students.

General Instructions for the Discussion Forum 

1. Post your answer as established by your instructor on the course calendar. Your comments must be written in your own words. You can offer examples and quotes to support your proposals. Citations of other authors must be properly documented (author’s name, title, date, etc.).
2. Post your comments to the response of at least two (2) of your classmates on or before the day set by your instructor on the course calendar. Your reaction may be based on personal experiences, study material, or additional information obtained from the Online Library (Links to an external site.) or others and may include:

• Some understanding is received from what is published, synthesizing the information, and offering new perspectives or suggestions.
• The validation or rejection of the idea (supported by your experience or research).
• New information broadens, adds, or contrasts perspectives (based on reading and evidence).

1. Remember that your work must be original and not contain material copied from books or the internet. You must respect the intellectual property of the authors and not commit plagiarism.
2. Examine the criteria used to evaluate your assignment to find out how to get the highest grade for your work. The assignments are graded or evaluated through rubrics or the distribution of points.
3. Before submitting your entry, read your message several times. This will ensure that it contains the exact information you want to communicate.

Submission Instructions:

• Submit your initial discussion post by 11:59 PM Eastern on Wednesday.
• Contribute a minimum of 450 words for your initial post. It should include at least 2 academic sources, formatted and cited in APA.
• Respond to at least two of your classmates’ discussion posts by 11:59 PM Eastern on Sunday. Ask a question, and provide a different viewpoint.