In this assignment, compose an essay of 750–1,000 words examining the similarities and differences among health care delivery systems that currently exist in the United States. Include the following in your assessment: • Select two or three health care delivery systems to examine. • Provide a description and relevant details of the selected delivery systems. • Summarize the mission or philosophy statement for each of the health care delivery systems you selected. • Formulate your own mission or philosophy statement, with rationale as to why you chose these elements to include. Support your statements with appropriate and scholarly sources from the GCU Library or other qualified sources. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Blog
-
Walden University ANCOVA in SPSS Research Paper
Description
Assignment 1: ANCOVA in SPSS
Earlier this week, you practiced using ANCOVA models with SPSS and, ideally, used the Collaboration Lab to ask, answer, and otherwise address any questions you had. In this Assignment, you apply what you learned to answer a social research question using ANCOVA. Hopefully you are not yet tired of comparing means!
To prepare
- Review the datasets provided.
- Construct a research question based on one of those datasets.
- Pay attention to the assumptions of this test, and ask, “Does it make sense to interpret the mean of this dependent variable?”
By Day 7
The Assignment
Use SPSS to answer the research question you constructed. Write an analysis in APA format, including title page, references, and an appendix, that includes your data output and addresses each of the tasks listed below. The content should be 2–3 pages, including setup of the assignment, results, and interpretation of results. Your SPSS output should be included as an appendix.
- What is the null hypothesis for your question?
- What research design(s) would align with this question?
- What dependent variable was used and how is it measured?
- What independent variable is used and how is it measured?
- What is your covariate?
- What is the answer to your research question?
- What are the possible implications of social change?
Early in your Assignment, when you relate which dataset you analyzed, please include the mean of the following variables. If you are using the Afrobarometer Dataset, report the mean of Q1 (Age). If you are using the General Social Survey Dataset, report the mean of Age. If you are using the HS Long Survey Dataset, report the mean of X1Par1Edu. See pages 713 and 714 in your Warner textbook for an excellent APA-compliant write-up of an ANCOVA.
-
Earlier this week, you practiced using ANCOVA models with SPSS and, ideally, used the Collaboration Lab to ask, answer, and otherwise address any questions you had. In this Assignment, you apply what you learned to answer a social
**Description
Earlier this week, you practiced using ANCOVA models with SPSS and, ideally, used the Collaboration Lab to ask, answer, and otherwise address any questions you had. In this Assignment, you apply what you learned to answer a social research question using ANCOVA. Hopefully you are not yet tired of comparing means!
To prepare
Review the datasets provided.
Construct a research question based on one of those datasets.
Pay attention to the assumptions of this test, and ask, “Does it make sense to interpret the mean of this dependent variable?”
By Day 7
The AssignmentUse SPSS to answer the research question you constructed. Write an analysis in APA format, including title page, references, and an appendix, that includes your data output and addresses each of the tasks listed below. The content should be 2–3 pages, including setup of the assignment, results, and interpretation of results. Your SPSS output should be included as an appendix.
What is the null hypothesis for your question?
What research design(s) would align with this question?
What dependent variable was used and how is it measured?
What independent variable is used and how is it measured?
What is your covariate?
What is the answer to your research question?
What are the possible implications of social change?
Early in your Assignment, when you relate which dataset you analyzed, please include the mean of the following variables. If you are using the Afrobarometer Dataset, report the mean of Q1 (Age). If you are using the General Social Survey Dataset, report the mean of Age. If you are using the HS Long Survey Dataset, report the mean of X1SES. See pages 713 and 714 in your Warner textbook for an excellent APA-compliant write-up of an ANCOVA.REQUIRED READINGS
Warner, R. M. (2013). Applied statistics: From bivariate through multivariate techniques (2nd ed.). Thousand Oaks, CA: SAGE Publications.
Chapter 17, “Analysis of Covariance” (pp. 688–725)
This chapter equips you with the information to needed to assess nonequivalent comparison groups—a phenomenon often encountered in quasi-experimental research (and in Walden capstone studies).
DATASETS
In this course, your instructor will provide you with one dataset (Guided Sample Dataset: Statistics Anxiety) that will be used in several of the tutorial videos. You are encouraged to reproduce the analyses performed in the video using this dataset so you can compare your answers and check your understanding of how to do each analysis in SPSS. You will also be provided with three large datasets for you to use in application of the statistics you’re learning each week. The Statistics Anxiety dataset is not for use in your weekly Assignments. Your instructor may also recommend using a different dataset from the ones we have provided here, which is fine. Your instructor will share these datasets in the Doc Sharing section of the classroom and as an Announcement.
In this course, your instructor will provide you with one dataset (Guided Sample Dataset: Statistics Anxiety) that will be used in several of the tutorial videos. You are encouraged to reproduce the analyses performed in the video using this dataset so you can compare your answers and check your understanding of how to do each analysis in SPSS. You will also be provided with three large datasets for you to use in application of the statistics you’re learning each week. The Statistics Anxiety dataset is not for use in your weekly Assignments. Your instructor may also recommend using a different dataset from the ones we have provided here, which is fine. Your instructor will share these datasets in the Doc Sharing section of the classroom and as an Announcement.
REQUIRED MEDIA
Laureate Education (Producer). (2017h). Introduction to analysis of covariance [Video file]. Baltimore, MD: Author.
Note: The approximate length of this media piece is 2 minutes.
Begin each week of the course by viewing the Weekly Introduction video, in which experienced statistics Instructors, Dr. Matt Jones and Dr. Annie Pezalla, provide context for new learning, explain statistical methods in easy-to-understand language, and describe the learning activities you will need to complete. Accessible player
–Downloads–
Laureate Education (Producer). (2017c). ANCOVA [Video file]. Baltimore, MD: Author.
Note: The approximate length of this media piece is 7 minutes 15 seconds.
This video provides step-by-step instructions that explain how to perform the statistical test required in Assignment **
-
Eradication of Smallpox, Polio, and how they may help in Approaching Covid-19
Eradication of Smallpox, Polio, and how they may help in Approaching Covid-19
Some of the most notable epidemics include the bubonic plague in the 14th century, smallpox in the 18th century, influenza in the 20th century, and SARS-CoV-2 (COVID-19) in the 21st century. It is estimated that the bubonic plague caused 25 million deaths in Europe in the 14th century alone, and up to 200 million total deaths across centuries (Glatter & Finkelman, 2021). The COVID-19 pandemic spread at an unprecedented pace due to globalization and the mobility of society, killing millions worldwide. These are dramatic examples of the kinds of acute outbreaks that make epidemiology such an important field of study.
At the beginning of the 21st century, many epidemiologists and healthcare professionals were concerned about the next potential pandemic or epidemic—and then it arrived in early 2020. Globalization means that when these infectious outbreaks occur, they can spread quickly, but we also have more knowledge and better tools (e.g., vaccine technology) to fight them. For this Discussion, you will compare lessons learned from two successful eradication efforts, that of smallpox and polio, and consider how they may be applied to COVID-19.
Reference
Glatter, K. A., & Finkelman, P. (2021). History of the plague: An ancient pandemic for the age of COVID-19. American Journal of Medicine, 134(2), 176–181. https://doi.org/10.1016/j.amjmed.2020.08.019
Resources
Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources.
Learning Resources
· Friis, R. H., & Sellers, T. A. (2021). Epidemiology for public health practice (6th ed.). Jones & Bartlett.
· Chapter 12, “Epidemiology of Infectious Diseases
· Center for Global Development. (n.d.). Case 1: Eradicating smallpox Download Case 1: Eradicating smallpox. http://www.cgdev.org/doc/millions/MS_case_1.pdf Note: This article provides an overview of the eradication of smallpox.
· Wilson, N., Mansoor, O. D., Boyd, M. J., Kvalsvig, A., & Baker, M. G. (2021). We should not dismiss the possibility of eradicating COVID-19: Comparisons with smallpox and polioLinks to an external site.. BMJ Global Health, (8), e006810 . https://doi.org/10.1136/bmjgh-2021-006810
· World Health Organization. (n.d.). PoliomyelitisLinks to an external site. (polio). https://www.who.int/health-topics/poliomyelitis#tab=tab_1 Note: This page provides an overview of the eradication of polio, as well as symptoms and treatment.
· The Impact of COVID-19 on Epidemiology Time Estimate: 3 minutes
· Walden University, LLC. (2021). Infectious disease basicsLinks to an external site. [Interactive media]. Walden University Blackboard. https://waldenu.instructure.com
· Polio Global Eradication Initiative. (n.d.). GPEI strategy 2022–2026.Links to an external site. https://polioeradication.org/gpei-strategy-2022-2026/
To prepare:
· Review the Learning Resources, focusing on the smallpox and polio epidemics and how health organizations applied principles of epidemiology to eradicate (or in the case of polio, nearly eradicate) these diseases.
· In light of these examples, consider the benefits of addressing smallpox and polio at the population level. What were the population health strategies that were used in the efforts to eradicate smallpox and polio?
· Consider similarities and differences from an epidemiologic perspective among the smallpox and polio epidemics and that of COVID-19.
· Think about how principles of epidemiology are being applied—or could be applied—to address COVID-19.
· What lessons from the use of infectious disease epidemiology in the past might be applicable to controlling COVID 19?
· What are the benefits of addressing this issue at the population level as opposed to the individual level?
By Day 3 of Week 9
Post a cohesive response that addresses the following:
· Briefly summarize the epidemiologic differences among the three diseases and how principles of epidemiology are being applied—or could be applied—to address COVID-19.
· Are there any lessons learned from the use of epidemiology in the eradication of smallpox and polio that could be applied to COVID-19?
· Evaluate the benefits of addressing this health problem at the population level versus the individual level. Support your Discussion with information from this week’s Learning Resources and articles you have located in the Walden Library.
By Day 6 of Week 9
Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days and respond to at least two colleagues on two different days in one or more of the following ways:
· Ask a probing question, substantiated with additional background information, evidence, or research.
· Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.
· Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.
· Validate an idea with your own experience and additional research.
· Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.
· Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.
RESPOND TO THIS DISCUSSION POST
Nadine
Week 9 Initial Discussion Post
Epidemiologic Lessons from Smallpox and Polio Eradication for Addressing COVID-19
Introduction Epidemiology, a fundamental discipline in public health, plays a vital role in understanding the distribution, determinants, and control of diseases within populations (Friis & Sellers, 2021). By analyzing patterns of disease occurrence and exploring factors influencing health outcomes, epidemiologists identify risk factors, assess interventions, and inform health policy decisions (Friis & Sellers, 2021).
Epidemiologic Differences
COVID-19, smallpox, and polio, while all infectious diseases, exhibit distinct characteristics and epidemiological patterns. The novel coronavirus SARS-CoV-2 causes COVID-19 and spreads primarily through respiratory droplets, exhibiting rapid person-to-person transmission. (Friis & Sellers, 2021). In contrast, although highly contagious, smallpox, caused by the variola virus, spreads more slowly via respiratory secretions and direct contact (Friis & Sellers, 2021). Polio, caused by the poliovirus, primarily spreads through the fecal-oral route, and in severe cases, affects the nervous system, leading to paralysis (World Health Organization, n.d.).
Application of Epidemiology to COVID-19
Epidemiological principles are essential in addressing COVID-19, guiding public health interventions such as surveillance, case investigation, contact tracing, and vaccination campaigns (Friis & Sellers, 2021). Contact tracing helps identify and isolate infected individuals to prevent further transmission, while vaccination programs aim to achieve herd immunity and reduce disease spread (Friis & Sellers, 2021). Epidemiological modeling and data analysis enable public health authorities to predict outbreaks, assess the effectiveness of interventions, and inform policy decisions to control the pandemic (Friis & Sellers, 2021).
Lessons Learned from Smallpox and Polio Eradication
The eradication of smallpox and the near-eradication of polio offer valuable lessons for combating COVID-19. The successful smallpox eradication campaign highlighted the importance of global coordination, rapid response, mass vaccination strategies, and robust surveillance systems for containing and eliminating a deadly infectious disease (Center for Global Development, n.d.). Similarly, the polio eradication efforts underscore the need for sustained political commitment, community engagement, and vaccine innovation in achieving disease control and elimination (World Health Organization, n.d.).
Benefits of Addressing Health Problems in a Population vs. Individual Level
Addressing COVID-19 at the population level offers distinct advantages over individual-focused approaches (Friis & Sellers, 2021). Population-level interventions, such as public health campaigns, policy changes, and community-based initiatives, have a broader reach and can simultaneously impact entire communities or regions (Friis & Sellers, 2021). These strategies are crucial for controlling infectious diseases like COVID-19, as individual-level interventions alone may be insufficient to prevent widespread transmission and achieve population immunity (Friis & Sellers, 2021).
Conclusion Epidemiology principles have been pivotal in understanding and combating infectious diseases like COVID-19, smallpox, and polio. Insights from the successful eradication of smallpox and polio can inform strategies for managing the current pandemic, emphasizing the importance of coordinated global efforts, vaccination programs, and surveillance systems. Addressing COVID-19 at the population level through evidence-based interventions is essential for controlling disease spread, protecting public health, and achieving successful epidemic control outcomes.
References
Center for Global Development. (n.d.). Case 1: Eradicating smallpox. Retrieved from [http://www.cgdev.org/doc/millions/MS_case_1.pdf]
Friis, R. H., & Sellers, T. A. (2021). Epidemiology for public health practice (6th ed.). Jones & Bartlett.
Wilson, N., Mansoor, O. D., Boyd, M. J., Kvalsvig, A., & Baker, M. G. (2021). We should not dismiss the possibility of eradicating COVID-19: Comparisons with smallpox and polio. BMJ Global Health, (8), e006810. https://doi.org/10.1136/bmjgh-2021-006810Links to an external site.
World Health Organization . (n.d.). Poliomyelitis (polio). Retrieved from https://www.who.int/health-topics/poliomyelitis#tab=tab_1
Some of the most notable epidemics include the bubonic plague in the 14th century, smallpox in the 18th century, influenza in the 20th century, and SARS-CoV-2 (COVID-19) in the 21st century. It is estimated that the bubonic plague caused 25 million deaths in Europe in the 14th century alone, and up to 200 million total deaths across centuries (Glatter & Finkelman, 2021). The COVID-19 pandemic spread at an unprecedented pace due to globalization and the mobility of society, killing millions worldwide. These are dramatic examples of the kinds of acute outbreaks that make epidemiology such an important field of study.
At the beginning of the 21st century, many epidemiologists and healthcare professionals were concerned about the next potential pandemic or epidemic—and then it arrived in early 2020. Globalization means that when these infectious outbreaks occur, they can spread quickly, but we also have more knowledge and better tools (e.g., vaccine technology) to fight them. For this Discussion, you will compare lessons learned from two successful eradication efforts, that of smallpox and polio, and consider how they may be applied to COVID-19.
Reference
Glatter, K. A., & Finkelman, P. (2021). History of the plague: An ancient pandemic for the age of COVID-19. American Journal of Medicine, 134(2), 176–181. https://doi.org/10.1016/j.amjmed.2020.08.019
Resources
Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources.
Learning Resources
· Friis, R. H., & Sellers, T. A. (2021). Epidemiology for public health practice (6th ed.). Jones & Bartlett.
· Chapter 12, “Epidemiology of Infectious Diseases
· Center for Global Development. (n.d.). Case 1: Eradicating smallpox Download Case 1: Eradicating smallpox. http://www.cgdev.org/doc/millions/MS_case_1.pdf Note: This article provides an overview of the eradication of smallpox.
· Wilson, N., Mansoor, O. D., Boyd, M. J., Kvalsvig, A., & Baker, M. G. (2021). We should not dismiss the possibility of eradicating COVID-19: Comparisons with smallpox and polioLinks to an external site.. BMJ Global Health, (8), e006810 . https://doi.org/10.1136/bmjgh-2021-006810
· World Health Organization. (n.d.). PoliomyelitisLinks to an external site. (polio). https://www.who.int/health-topics/poliomyelitis#tab=tab_1 Note: This page provides an overview of the eradication of polio, as well as symptoms and treatment.
· The Impact of COVID-19 on Epidemiology Time Estimate: 3 minutes
· Walden University, LLC. (2021). Infectious disease basicsLinks to an external site. [Interactive media]. Walden University Blackboard. https://waldenu.instructure.com
· Polio Global Eradication Initiative. (n.d.). GPEI strategy 2022–2026.Links to an external site. https://polioeradication.org/gpei-strategy-2022-2026/
To prepare:
· Review the Learning Resources, focusing on the smallpox and polio epidemics and how health organizations applied principles of epidemiology to eradicate (or in the case of polio, nearly eradicate) these diseases.
· In light of these examples, consider the benefits of addressing smallpox and polio at the population level. What were the population health strategies that were used in the efforts to eradicate smallpox and polio?
· Consider similarities and differences from an epidemiologic perspective among the smallpox and polio epidemics and that of COVID-19.
· Think about how principles of epidemiology are being applied—or could be applied—to address COVID-19.
· What lessons from the use of infectious disease epidemiology in the past might be applicable to controlling COVID 19?
· What are the benefits of addressing this issue at the population level as opposed to the individual level?
By Day 3 of Week 9
Post a cohesive response that addresses the following:
· Briefly summarize the epidemiologic differences among the three diseases and how principles of epidemiology are being applied—or could be applied—to address COVID-19.
· Are there any lessons learned from the use of epidemiology in the eradication of smallpox and polio that could be applied to COVID-19?
· Evaluate the benefits of addressing this health problem at the population level versus the individual level. Support your Discussion with information from this week’s Learning Resources and articles you have located in the Walden Library.
By Day 6 of Week 9
Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days and respond to at least two colleagues on two different days in one or more of the following ways:
· Ask a probing question, substantiated with additional background information, evidence, or research.
· Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.
· Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.
· Validate an idea with your own experience and additional research.
· Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.
· Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.
RESPOND TO THIS DISCUSSION POST
Nadine
Week 9 Initial Discussion Post
Epidemiologic Lessons from Smallpox and Polio Eradication for Addressing COVID-19
Introduction Epidemiology, a fundamental discipline in public health, plays a vital role in understanding the distribution, determinants, and control of diseases within populations (Friis & Sellers, 2021). By analyzing patterns of disease occurrence and exploring factors influencing health outcomes, epidemiologists identify risk factors, assess interventions, and inform health policy decisions (Friis & Sellers, 2021).
Epidemiologic Differences
COVID-19, smallpox, and polio, while all infectious diseases, exhibit distinct characteristics and epidemiological patterns. The novel coronavirus SARS-CoV-2 causes COVID-19 and spreads primarily through respiratory droplets, exhibiting rapid person-to-person transmission. (Friis & Sellers, 2021). In contrast, although highly contagious, smallpox, caused by the variola virus, spreads more slowly via respiratory secretions and direct contact (Friis & Sellers, 2021). Polio, caused by the poliovirus, primarily spreads through the fecal-oral route, and in severe cases, affects the nervous system, leading to paralysis (World Health Organization, n.d.).
Application of Epidemiology to COVID-19
Epidemiological principles are essential in addressing COVID-19, guiding public health interventions such as surveillance, case investigation, contact tracing, and vaccination campaigns (Friis & Sellers, 2021). Contact tracing helps identify and isolate infected individuals to prevent further transmission, while vaccination programs aim to achieve herd immunity and reduce disease spread (Friis & Sellers, 2021). Epidemiological modeling and data analysis enable public health authorities to predict outbreaks, assess the effectiveness of interventions, and inform policy decisions to control the pandemic (Friis & Sellers, 2021).
Lessons Learned from Smallpox and Polio Eradication
The eradication of smallpox and the near-eradication of polio offer valuable lessons for combating COVID-19. The successful smallpox eradication campaign highlighted the importance of global coordination, rapid response, mass vaccination strategies, and robust surveillance systems for containing and eliminating a deadly infectious disease (Center for Global Development, n.d.). Similarly, the polio eradication efforts underscore the need for sustained political commitment, community engagement, and vaccine innovation in achieving disease control and elimination (World Health Organization, n.d.).
Benefits of Addressing Health Problems in a Population vs. Individual Level
Addressing COVID-19 at the population level offers distinct advantages over individual-focused approaches (Friis & Sellers, 2021). Population-level interventions, such as public health campaigns, policy changes, and community-based initiatives, have a broader reach and can simultaneously impact entire communities or regions (Friis & Sellers, 2021). These strategies are crucial for controlling infectious diseases like COVID-19, as individual-level interventions alone may be insufficient to prevent widespread transmission and achieve population immunity (Friis & Sellers, 2021).
Conclusion Epidemiology principles have been pivotal in understanding and combating infectious diseases like COVID-19, smallpox, and polio. Insights from the successful eradication of smallpox and polio can inform strategies for managing the current pandemic, emphasizing the importance of coordinated global efforts, vaccination programs, and surveillance systems. Addressing COVID-19 at the population level through evidence-based interventions is essential for controlling disease spread, protecting public health, and achieving successful epidemic control outcomes.
References
Center for Global Development. (n.d.). Case 1: Eradicating smallpox. Retrieved from [http://www.cgdev.org/doc/millions/MS_case_1.pdf]
Friis, R. H., & Sellers, T. A. (2021). Epidemiology for public health practice (6th ed.). Jones & Bartlett.
Wilson, N., Mansoor, O. D., Boyd, M. J., Kvalsvig, A., & Baker, M. G. (2021). We should not dismiss the possibility of eradicating COVID-19: Comparisons with smallpox and polio. BMJ Global Health, (8), e006810. https://doi.org/10.1136/bmjgh-2021-006810Links to an external site.
World Health Organization . (n.d.). Poliomyelitis (polio). Retrieved from https://www.who.int/health-topics/poliomyelitis#tab=tab_1
-
ERADICATION OF SMALLPOX, POLIO, AND HOW THEY MAY HELP IN APPROACHING COVID-19
ERADICATION OF SMALLPOX, POLIO, AND HOW THEY MAY HELP IN APPROACHING COVID-19
Some of the most notable epidemics include the bubonic plague in the 14th century, smallpox in the 18th century, influenza in the 20th century, and SARS-CoV-2 (COVID-19) in the 21st century. It is estimated that the bubonic plague caused 25 million deaths in Europe in the 14th century alone, and up to 200 million total deaths across centuries (Glatter & Finkelman, 2021). The COVID-19 pandemic spread at an unprecedented pace due to globalization and the mobility of society, killing millions worldwide. These are dramatic examples of the kinds of acute outbreaks that make epidemiology such an important field of study.
At the beginning of the 21st century, many epidemiologists and healthcare professionals were concerned about the next potential pandemic or epidemic—and then it arrived in early 2020. Globalization means that when these infectious outbreaks occur, they can spread quickly, but we also have more knowledge and better tools (e.g., vaccine technology) to fight them. For this Discussion, you will compare lessons learned from two successful eradication efforts, that of smallpox and polio, and consider how they may be applied to COVID-19.
Reference
Glatter, K. A., & Finkelman, P. (2021). History of the plague: An ancient pandemic for the age of COVID-19. American Journal of Medicine, 134 (2), 176–181. https://doi.org/10.1016/j.amjmed.2020.08.019
RESOURCES
Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources.
TO PREPARE:
· Review the Learning Resources, focusing on the smallpox and polio epidemics and how health organizations applied principles of epidemiology to eradicate (or in the case of polio, nearly eradicate) these diseases.
· In light of these examples, consider the benefits of addressing smallpox and polio at the population level. What were the population health strategies that were used in the efforts to eradicate smallpox and polio?
· Consider similarities and differences from an epidemiologic perspective among the smallpox and polio epidemics and that of COVID-19.
· Think about how principles of epidemiology are being applied—or could be applied—to address COVID-19.
· What lessons from the use of infectious disease epidemiology in the past might be applicable to controlling COVID 19?
· What are the benefits of addressing this issue at the population level as opposed to the individual level?
BY DAY 3 OF WEEK 9
Post a cohesive response that addresses the following:
· Briefly summarize the epidemiologic differences among the three diseases and how principles of epidemiology are being applied—or could be applied—to address COVID-19.
· Are there any lessons learned from the use of epidemiology in the eradication of smallpox and polio that could be applied to COVID-19?
· Evaluate the benefits of addressing this health problem at the population level versus the individual level. Support your Discussion with information from this week’s Learning Resources and articles you have located in the Walden Library.
-
Digital Strategy and Innovation Assignment Brief
Digital Strategy and Innovation Assignment Brief
In this assignment, titled Reflective Report (50% of total mark), you need to submit a single reflective report based on the specification below.
Assignment Description
In this assignment you are conducting a Learning Reflection (1500 words maximum), due in Week 12.
Learning Reflection (1500 words)
Reflection is an important part of making connections between theory and practice. When asked to reflect upon your experience, do not simply describe it – you need to make sure you evaluate your experience based on ideas from class (refer to the Week 1 – Week 11 materials).
You can assess a theory or approach based on your observations and practice, and evaluate your own knowledge and skills within your professional field.
This opportunity to take the time to think about your choices, actions, successes and failures is best done within a specific framework, which allows abstract concepts to become concrete and real to you. This is particularly true when considered within your own experiences – reflection on your experiences allows you to make plans for improvement.1
Assignment Structure
This assignment is structured as follows: Reflective Report (50%).
Submission Instructions
Please submit electronically as an MS Word document.
Make sure the submissions are submitted to the correct submission area. This will be the submission area for the assignment titled ‘Reflective Report’. DO NOT submit any parts of this particular assignment to any other submission area.
Finally, clearly title and name your assignments correctly so your tutor can identify which part of which assignment is being submitted. For instance, Reflective Report.
Assignment Word Count and Format
- The total word count for this assignment is 1500 words, which includes all content, excluding the reference list.
- Your work must use Calibri font, 12pt with 1.5 line spacing.
- Your work must be presented and referenced using the Harvard Reference System. Carefully read the University guidelines on how to present and submit an assignment. Additional information can also be found on the Student Hub.
- Do not use abbreviations in your assignments.
- If you are going to use acronyms, ensure you provide an initial explanation the first time you use it, for example: PA (people analytics).
Overlength Assignments
Please note: The following penalties will be applied to work that is over the specified limit.
- Up to 10% over the specified limit, no penalty applied.
- 10-20% over the specified limit, a penalty of 10% of the available marks for the assessment or reduction to pass mark, whichever is higher.
- 20-50% over the specified limit, the maximum mark awarded will be the pass mark.
- More than 50% over the specified limit, the work will not be marked and a mark of zero will be recorded.
Additional Assignment Best Practices
- You should not reference course content as it is unpublished. If a point is made in the context of the course content, you should seek an original source for this.
- Limit use of direct quotes – these count towards your word count. They generally just offer a description or definition, whereas you need to present analysis and synthesis.
- Ensure you proofread your work carefully before submission, for clarity and consistency.
Finally, you must ensure you pay close attention to the assignment guidelines. IT IS CRUCIAL you check you have answered what has been asked of you, and have met the learning outcomes for the module.
Criteria For Assessment
Please see the Marking and Assessment page of the Course Hub for more information on marks and outcomes.
For the Learning Reflection
Our marking of the personal reflection will be guided by:
Ash, S. L. and Clayton, P. H., 2004. The articulated learning: An approach to guided reflection and assessment. Innovative Higher Education, 29(2), pp.137-154.
The authors describe the structure of a reflective essay as follows:
Students
- Describe the experience.
- Analyse the experience(s) from different categories of perspectives based on the learning objective:
- Personal
- Academic
- Civic / professional
- Identify learning in each category
- Articulate learning by developing a well-developed statement of learning, using the four guiding questions that structure articulated learning:
- What did I learn?
- How, specifically, did I learn it?
- Why does this learning matter, or why is it significant?
- In what ways will I use this learning?
- Analyse / revise articulated learning statements by applying standards of critical thinking through:
- Student self-assessment
- Instructor feedback
- Finalise the articulated learning statements, aiming to fulfil all learning objectives in each categories and meet standards of critical thinking.
- Undertake new learning experiences, including when feasible, taking action on articulated learning statements to test the initial conclusions reached.
- Continue the reflection process, articulating additional complexity of the learning in articulated learning statements, when possible.
Ash and Clayton provide the top level of achievement for the critical thinking rubric they use for assessing articulated learning statements:
Element Description Mechanics Consistently avoids typographical, spelling and grammatical errors -> of course Connection to Experience Makes clear the connection(s) between the experience and the dimension being discussed -> avoid stream of consciousness writing; order your thoughts Accuracy Makes statements of fact that are accurate and supported with evidence; for academic articulated learning statements, accurately identifies, describes and applies appropriate academic principle(s) -> make evidence-based statements and share the evidence Clarity Consistently expands on and expresses ideas in alternative ways, provides examples / illustrations. Relevance Describes learning relevant to the articulated learning statement category and keeps the discussion specific to the learning being articulated -> focus on strategy and digital transformation Depth Addresses the complexity of the problem; answers important question(s) that are raised; avoids over-simplifying when making connections. Breadth Gives meaningful consideration to alternative points of view and interpretations. Logic Demonstrates a line of reasoning that is logical, with conclusions or goals that follow clearly from it -> this is VERY important, connect your dots and arrive at an overall consistent discussion towards the end. Significance Draws conclusions, sets goals that address a (the) major issue(s) raised by the experience. -
Term Paper Students are required to write a term paper on a disaster /event by focusing on a social issue or a specific vulnerable population in the context of the event. [For example, The impact of Hurricane Katrina on disadvantaged
Term Paper
Students are required to write a term paper on a disaster /event by focusing on a social issue or a specific vulnerable population in the context of the event. [For example, The impact of Hurricane Katrina on disadvantaged population of New Orleans. The child victims of 1995 Oklahoma Bombings, 2004 Indian Ocean Tsunami and the Tourist population]. Topic should contain the name of the disaster and the group/social issue that is being studied. The topic should be emailed for approval before the due date (See Course Schedule for the due date).Based on the instructor’s approval of your topic you are required to write a term paper. You will be provided with the grading rubric and further instruction via Blackboard.
The paper should be 10-12 pages double-spaced, 12-point Times New Roman font, 1” margin all around. Be sure to cite at least 6 peer reviewed sources (APA 7th edition format). Note that clarity of writing and paper format will also be considered in grading. Papers will be graded based on the depth in which the issue was covered; the degree to which assigned and other readings, and personal opinions were incorporated into the assignment; and overall presentation (e.g. Level of reflection, clarity, detail, grammar, sentence structure, spelling, citations)
Your paper should include (but not limited to) the following:
• Overview of the event/disaster
• Discussion of the social issue or the vulnerable population that is being studied.
• How the disaster impacted/influenced the vulnerable population? / Discussion of the social issue in relation to the disaster.
• Needs and challenges related to the vulnerable population impacted by the disaster
• Problems experienced by the emergency managers while dealing with the social issue or addressing the needs of the vulnerable population.
• Why is the issue important to resolve? / Why is it important to incorporate the needs of the vulnerable population?
• Finally, how can emergency managers address the issue/ the needs and challenges of the population to enhance disaster resilience (recommendations)? -
BTEC Level 3 Unit 9 Team Building in Business Assessment Brief 2026
Unit 9 Team Building in Business Assessment Brief
Qualification Pearson BTEC Level 3 National Extended Diploma in Business (601/7160/1) Unit Number 9 Unit Title Team Building in Business Unit Level 3 Unit Type Internal Guided learning hours 60 Unit in Brief
Learners study the dynamics of team building, examine the underpinning theory and participate in team activities.
Unit Introduction
The importance of teams that perform well cannot be underestimated. It is generally accepted that successful businesses have effective teams in place. An effective team is one that is led and managed well. The team is also motivated, well-briefed, and communicates well.
In this unit you will learn how successful businesses draw on effective teams, for example Formula One® motor racing relies on excellent teamwork that is modelled by many businesses. A team allows its members to use their collective strength and to share ideas, perspectives and experiences. You will learn that nearly all individuals in a business belong to one or more groups or teams that contribute to the overall corporate strategy of the business. In this unit you will get to work in, and lead a team.
The unit and the team activities will give you the practical tools you need to support and lead a team. It develops key employability skills and will be useful both in the workplace and in your studies.
Learning Aims
In this unit you will:
A. Examine the benefits of teams in a business setting
B. Investigate techniques and theories used for the development of an effective business team
C. Develop effective team skills through practical activities.
Summary of Unit
Learning aim Key content areas Recommended assessment approach A Examine the benefits of teams in a business setting A1 The difference between a group and a team A2 Types and purposes of business teams
A3 Characteristics and benefits of an effective
team
A report that examines teams in business settings. It should consider types of teams and their purpose, and the benefits of these teams to the businesses. A report that examines the effectiveness of a real team in
B Investigate techniques and theories used for the development of an effective business team B1 Team-building techniques B2 Theories of team development
B3 Causes of team conflict
a business setting. It should reflect on team theories, and make recommendations for improvements to the team. C Develop effective team skills through practical activities C1 Being an effective team member C2 Being an effective team leader
The evidence will focus on what went well and what did not in the team activities. Learners should evaluate and self-critique their performance in a team, the development of their skills, and evaluate the effectiveness of the team.
Content
Learning aim A: Examine the benefits of teams in a business setting
A1 The difference between a group and a team
Definitions of a group and a team.
A2 Types and purposes of business teams
Structure: formal, informal. Size: small, large. Type: temporary, permanent, remote/virtual, horizontal or vertical. Purpose: to achieve goals, increase efficiency and productivity, to be innovative.
A3 Characteristics and benefits of an effective team
Characteristics:
– sense of purpose
– prioritisation of team goal
– members have clear roles
– clear lines of authority and decision making
– conflict dealt with openly
– personal traits appreciated and utilised
– group norms set for working together
– success shared and celebrated
– trained and skilled members
– good interpersonal relationships
– all have opportunity to contribute.Benefits:
– contribution to the productivity and effectiveness of the business
– development of a common purpose
– clarification of roles
– reduction of alienation
– sharing of expertise
– identification and development of talent
– increased motivation
– fostering innovation
– stretching people’s talents.Learning aim B: Investigate techniques and theories used for the development of an effective business team
B1 Team-building techniques
Team membership and roles: team members have the required technical and role- based skills, leadership is established, clear lines of authority.
Purpose and goal: purpose is communicated and agreed, all team members working towards a common goal, collaborative decision- making, responsibility for tasks.
Communication:
– vision/objectives/targets are shared
– work proceeds more smoothly and efficiently
– cooperation among team members is enhanced
– feedback is encouraged
– openness and trust are promoted
– good work ethics and mutual respect are established
– team is led by example
– members are encouraged to deal with challenges without complaining
– members support and respect each other.B2 Theories of team development
– Belbin’s nine team roles: identification of people’s behavioural strengths and weaknesses in the workplace to provide a balanced team, contributions and allowable weaknesses of each role.
– Tuckman’s four stages of team development: the link between the relationships in the group and the focus on the task.B3 Causes of team conflict
– Importance of group/team dynamics.
– Bell and Hart’s eight causes of conflict: conflicting resources, conflicting work styles, conflicting perceptions, conflicting goals, conflicting pressures, conflicting roles, different personal values, unpredictable policies.
– Non- compliance with rules and policies: personal non- compliance or disregard for company policy by colleagues (discriminatory behaviour, unacceptable language, poor attendance and timekeeping).
– Misunderstandings: poor communication leading to misunderstandings.
– Competition/rivalry: competition instead of collaboration, anti- productive behaviour.Learning aim C: Develop effective team skills through practical activities
C1 Being an effective team member
Skills:
– objective setting, common purpose
– trust and respect for all
– feedback: to be able to give and receive
– interpersonal and communication
– motivation
– responsibility
– clarifying objectives, agreeing tasks, working towards a common purpose.C2 Being an effective team leader
Skills:
– objective setting, common purpose
– motivation of others
– integrity
– managing aspirations and talent
– resolution of conflict
– leadership style.Assessment Criteria
Pass Merit Distinction Learning aim A: Examine the benefits of teams in a business setting A.D1 Justify how and why a given team will benefit a chosen business.
B.D2 Evaluate the effectiveness of an existing business team, including overall team performance, individual performance and leadership linking to theory.
A.P1 Explain the purpose of a given team in a chosen business. A.P2 Explain the characteristics of a given team in a chosen business.
A.M1 Assess how and why a given team will benefit a chosen business. Learning aim B: Investigate techniques and theories used for the development of an effective business team B.P3 Discuss the roles in an existing team at a chosen business, giving clear links and references to a recognised theorist. B.P4 Discuss the dynamics of an existing team and how they work towards their goals.
B.M2 Analyse the roles and dynamics of an existing business team and make recommendations for improvements to its cohesiveness. Learning aim C: Develop effective team skills through practical activities C.D3 Demonstrate initiative, self-management and creativity in the professional development of team skills. C.P5 Show the ability to work as a team leader and team member through active participation in team activity. C.P6 Reflect on your own effectiveness in team activities and use feedback to plan improvement in performance.
C.M3 Work efficiently as a member of a team and as a team leader and use feedback to assess how conflict was managed. 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, B.P4, A.M1, B.M2, A.D1, B.D2)
Learning aim: C (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
Learners will individually select a team of their choice.
Learning aims A and B
For distinction standard, learners will give examples of the types and purposes of business teams and the challenges in building an effective team. To support the evaluation, learners will use examples from their chosen and from other businesses. They will evaluate the performance and leadership of their chosen team, linking relevant theory and including how the team works together.
For merit standard, learners will demonstrate clear analysis of the range of techniques used to build effective teams. Some of this analysis should be gained from a visit or interview. The report will analyse how the roles in a team support the outcomes of the effective team and this should be referenced to theory.
For pass standard, learners will explain the purpose and characteristics of the chosen team and they will discuss the roles and dynamics of a team in their chosen business, and how teams are used in a variety of ways. This will include reference to different types of teams. Team- building techniques and the theory of team development will be included in the report.
Learning aim C
Learners will participate in substantial team activities. Team activities will be full- day events or carried out in several sessions over a short time. Learners will have an opportunity to both lead a team and be a team member. Detailed peer and assessor observation/feedback sheets and an individual learner logbook will be completed so that information is available for review.
For distinction standard, learners will demonstrate a professional approach throughout the unit; they will have shown self- management together with initiative and creativity in their research and teamwork. An independent approach is one where a learner develops their own ideas or develops ideas in distinctive ways. They will demonstrate a professional approach to teamwork, and an attention to detail and precision throughout their work. A witness statement will be needed to support this.
For merit standard, learners will assess their individual performance both as team members and as team leaders. Learners will need to explain how conflict was managed.
For pass standard, learners will reflect on their skills, both as team members and as team leaders. Learners will explain how they dealt with situations that arose during the activities in which they participated.
Links to other units
This unit links to:
Unit 4 Managing an Event
Unit 6 Principles of Management
Unit 8 Recruitment and Selection Process
Unit 21 Training and Development.
Employer involvement
This unit would benefit from employer involvement in the form of:
– guest speakers
– design/ideas to contribute to unit assignment/case study/project materials
– work experience
– business materials as exemplars
– support from local business staff as mentors. -
BTEC Level 3 Unit 8 Recruitment and Selection Process Assessment Brief 2026
Unit 8 Recruitment and Selection Process Assessment Brief 2026
Qualification Pearson BTEC Level 3 National Extended Diploma in Business (601/7160/1) Unit Number 8 Unit Title Recruitment and Selection Process Unit Level 3 Unit Type Internal Guided learning hours 60 Unit in Brief
Learners explore how the recruitment process is carried out in a business. The unit gives learners the opportunity to participate in selection interviews and review their performance.
Unit Introduction
Recruiting the right people is essential to the success of a business. It is important that the processes and procedures involved in recruitment and selection meet the needs of the business and comply with current regulations. You will learn that successful recruitment is key to maintaining the success of a business, as people are often considered to be the most valued resource. You will explore the various selection tools and the enhanced use of technology in this area. Businesses with an effective recruitment process in place are more likely to make successful appointments.
In a competitive labour market this is a major advantage and will support business success.
This unit gives you the opportunity, through role play, to take part in selection interviews. They will need to be organised and prepared so that they demonstrate your communication skills in this work-related competence.
This unit will give you a foundation for progression to employment, for example in a human resources role, or to higher education. Through undertaking recruitment activities the unit will help you to develop the skills needed in an interview situation. You will have an opportunity to review your individual performance and analyse your skills for development.
Summary of Assessment
This unit is assessed under supervised conditions. The supervised assessment period is a maximum of three- hours single session timetabled by Pearson. Learners will complete and submit a set task on a case study/business scenario released at the start of the supervised assessment period. The set task is provided and marked by Pearson
The number of marks for the set task is 70.
The assessment availability is twice a year in December/January and May/June. The first assessment is available in January 2018.
Sample assessment materials will be available to help centres prepare learners for assessment.
Learning Aims
In this unit you will:
- Examine how effective recruitment and selection contribute to business success
- Undertake a recruitment activity to demonstrate the processes leading to a successful job offer
- Reflect on the recruitment and selection process and your individual performance.
Summary of Unit
Learning aim Key content areas Recommended assessment approach A Examine how effective recruitment and selection contribute to business success A1 Recruitment of staff A2 Recruitment and selection process
A3 Ethical and legal considerations in the recruitment process
A report that examines the recruitment process in a large business. B Undertake a recruitment activity to demonstrate the processes leading to a successful job offer B1 Job applications B2 Interviews and skills
Learners must participate in a recruitment and selection activity. They will need to interview and be interviewed, and complete the appropriate documentation. Learners will need to evidence all the documents created.
Ability to self-critique performance, including what could have gone better and what skills need to be developed, so that learners can enhance their employability.
SWOT analysis on performance in their interviewing activity linked to their personal future.
C Reflect on the recruitment and selection process and your individual performance C1 Review and evaluation C2 SWOT analysis and action plan
Content
Learning aim A: Examine how effective recruitment and selection contribute to business success
A1 Recruitment of staff
- Workforce planning: in a large 250+ staff business, e.g. retail, a production company or financial business, look at the reasons for recruiting new staff, such as:
- growth of the business: locally, nationally, globally o changing job roles o systems change o filling new vacancies created by more space or product development o vacancies caused by leavers/turnover of staff o internal promotions o new office or branch and need for additional staff o seasonal fluctuations leading to the requirement for temporary staff.
- Use of jobcentres and agencies, internal advertisements versus external advertisements, online recruitment and traditional methods.
- How the recruitment process links to business success.
- How a professional recruitment process leads to efficient staff integration.
A2 Recruitment and selection process
- Recruitment process – the purpose of the documents for internal and external recruitment:
- job advertisement – placing of the advertisement, internal/external, journal/website o job analysis o job description – the content of the tasks and responsibilities of the job o person specification and skills the position requires – are they essential or desirable?
- CV versus application forms o letter of application
- online recruitment and how the application process can be more cost-effective when using technology.
- Selection, including assessment centres and psychometric testing, group/team activity interviews (by telephone, face-to-face, group and panel), presentations in interviews, short tests at interviews:
- interview protocol, type of selection and how it contributes to the process – advantages and disadvantages
- initial selection processes with telephone screening interviews or short, online tests, appreciation that different processes are appropriate for different roles in a business
- use of technology in the process, online applications, uploaded CVs or use of post o communication with prospective employees: are the channels easy to access, can the process be monitored?
- quality of the process and the documents o linking the process to efficiency and business success.
A3 Ethical and legal considerations in the recruitment process
- Why recruitment processes have to be ethical and adhere to equal opportunities legislation; what the ethical responsibilities and the current legislation relating to equal opportunities are.
- Ethical considerations, including: o being honest in an advertisement o the maintenance of confidentiality
- ensuring the same questions are asked to all candidates interviewed o same criteria used for all applicants o disclosure if family or friends work for the same business.
- Current equal opportunities legislation with regard to gender, age, race, disability, minimum wage all impact on the recruitment process; issues can arise if all current law is not adhered to in this area.
- Current right-to-work legislation, document check.
Learning aim B: Undertake a recruitment activity to demonstrate the processes leading to a successful job offer
B1 Job applications
Selection of a job role for the business as above and then preparation of all the relevant documents:
- a job advertisement giving suitable examples of where it could be placed
- job analysis
- job description
- person specification
- application form
- personal CV
- letter of application.
B2 Interviews and skills
- Communication skills required for interview situations: body language and listening skills, professional approaches, formal language, skills and attitudes of both interviewer and interviewee, role play, body language, dress, interview questions.
- Designing interview questions.
- Interview feedback form.
- Observation form.
- Reviewing applications from peer group.
- Submitting applications to peer group.
- Demonstration of a work-related competence (interviewing and being interviewed), analysis of how the activity worked, if the correct questions were asked to achieve the desired outcome, if the advertisement, job description and person specification led to the application form and covering letter being completed with the right level of information; adherence to equal opportunities legislation.
- Evaluation of documentation produced for the process: was it prepared to select the right candidate? Did the interview process forms/questions ensure the candidates demonstrated their skills effectively? Could it have been improved?
Learning aim C: Reflect on the recruitment and selection process and your individual performance
C1 Review and evaluation
- Role-play activity.
- Individual appraisal of own roles in being interviewed, interviewing and observing.
- Review of communication skills.
- Review of organisational ability.
- Assessment of how the skills acquired support the development of employability skills.
C2 SWOT analysis and action plan
- SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis on individual performance in the role-play activities.
- Self-critique of the events and documentation prepared, and how it supported the activity.
- Review if the process was effective and how a learner feels they may need to develop skills further to be able to conduct and participate in interviews more effectively.
- Action plan to highlight how to address any weaknesses in skill set.
Assessment Criteria
Pass Merit Distinction Learning aim A: Examine how effective recruitment and selection contribute to business success A.D1 Evaluate the recruitment processes used and how they contribute to the success of the selected business. A.P1 Explain how a large business recruits and selects giving reasons for their processes. A.P2 Explain how and why a business adheres to recruitment processes which are ethical and comply with current employment law.
A.M1 Analyse the different recruitment methods used in a selected business. Learning aim B: Undertake a recruitment activity to demonstrate the processes leading to a successful job offer B.D2 Evaluate how well the documents prepared and participation in the interview activities supported the process for a job offer. C.D3 Evaluate how well the recruitment and selection process complied with best practice, drawing reasoned conclusions as to how it will support your future career.
B.P3 Prepare appropriate documentation for use in selection and recruitment activities. B.P4 Participate in the selection interviews, as an interviewer and interviewee.
B.M2 In recruitment interviews, demonstrate analytical responses and questioning to allow assessment of skills and knowledge. Learning aim C: Reflect on the recruitment and selection process and your individual performance C.P5 Complete a SWOT analysis on your performance in the interviewing activities. C.P6 Prepare a personal skills development plan for future interview situations.
C.M3 Analyse the results of the process and how your skills development will contribute to your future success. 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 aim: A (A.P1, A.P2, A.M1, A.D1)
Learning aims: B and C (B.P3, B.P4, C.P5, C.P6, B.M2, C.M3, B.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 aim A
Learners will write a report that includes information about how a business recruits employees. A large business of 250+ employees will be used as not all small businesses have a transparent easily accessible recruitment system. To ensure the material they require is available, learners could research a few businesses before they select one for study.
Recent and relevant ethical and legal considerations must be stated in the report. The individual report must be written in appropriate business language.
For distinction standard, learners will evaluate the recruitment processes, reach a reasoned conclusion and make insightful reference to how it is linked to the success of a selected business. The report will consider the problems that can impact on a business if there are staff shortages or if unsuitable employees are selected because of ineffective recruitment systems.
For merit standard, learners will analyse the different recruitment methods, looking at the strengths and weaknesses of the systems in place.
For pass standard, learners will examine the factors for workforce planning and the reasons for businesses having to recruit additional employees. The report must demonstrate an understanding of the recruitment methods and why the different processes are used. Learners will indicate whether external bodies and/or agencies contribute to the process of assessment or interviewing, highlighting their specific contribution to the practice. The report will show a clear understanding of the importance of sequencing in the recruitment process and the use of technology/new technologies in this field.
Learning aims B and C
Learners will form part of an interview panel and be interviewed to enable skills to be developed for both roles. Witness statements will need to be completed by the teacher, recording participation and including feedback that the learner can use to help develop their SWOT analysis.
Learners will demonstrate effective communication skills. They will design interview questions that clearly relate to the job role and which allow skills and competencies to be assessed. Learners will develop a fair system for monitoring answers in the interviews, selecting the most appropriate candidate. Documents should be included in their learner portfolios.
For distinction standard, learners will make an individual detailed evaluation of the documents used. The report will reach a reasoned conclusion on whether or not the interview documents were effective and if they fully supported the interview activity. It will also include a balanced evaluation, highlighting how well the processes were related to professional best practice. Learners will offer a detailed conclusion as to how this will support career progression.
For merit standard, learners will offer an individual analysis of the effectiveness of the interview questions in assessing skills and knowledge. A report will include clear analysis of the interview activity. Learners will show clear links between skills development and enhancement of their career prospects.
For pass standard, learners will use the business studied in learning aim A to create the relevant recruitment selection documents for a specific job role. In order to contribute to the development of employability skills, the role selected will be realistic to the learner’s current skills. These documents could be shared among learners so that they can then apply for a position created by someone else, and then be interviewed for the role. Documents will be fit for purpose, professional and written in appropriate business language. Job application forms must be completed in full. Evidence will include a detailed SWOT analysis of the individual performance in the interview task that then leads to a development plan showing how a learner plans to enhance weaknesses and build confidence in the interview process. Details of any other personal experiences of employment interviews may be referred to here and used to support the development plan.
Links to other units
This unit links to:
- Unit 1: Exploring Business
- Unit 6: Principles of Management
- Unit 9: Team Building in Business
- Unit 21: Training and Development.
Employer involvement
This unit would benefit from employer involvement in the form of:
- guest speakers
- participation in audience assessment of presentations
- designing/offering ideas to contribute to unit assignment/case study/project materials
- work experience
- business materials as exemplars
- support from local business staff as mentors.