BUSINESS LAW

Question 1 is a brief fact pattern which will allow you to demonstrate your understanding of and ability to apply the rules of contract law: formation, defense to formation, performance, breach and damages.

Question 2 is a brief fact pattern which will allow you to demonstrate your understanding of and ability to apply the rules of business organizations law.

Tips: Use correct legal terms. Define every legal term you use. Do not limit your answers to conclusions. Explain all of your answers using rules of law we have discussed and studied. Support all of your answers and conclusions with detailed explanations of the rules of law.

*Each of your arguments or conclusions should be supported by actual language from a case, a statute or a rule of law. If you use a legal term define the legal term you use. You will have four (4) hours to answer both questions. Use the time provided. Do not write a brief answer consisting solely or mostly of conclusions or arguments not supported by cases, statutes or rules of law. Your Contracts answer should address as many contract formation, defenses, performance, breach and damages issues as possible in the time allowed. Your Business Organizations answer should define and also compare and contrast as many of the business forms we have studied as possible in the time allowed.

Case Study,

The purpose of this assignment is for you to:

  • Develop and write a case study based on one of four mental health disorders
  • Complete a Mental Status Exam (MSE)/Mental Status Checklist (textbook version of MSE)
  • Complete a narrative summation of the Mental Status Checklist
  • Locate various samples of the MSE by completing an internet search
  • Review/complete Beck Depression Inventory (BDI) and Beck Anxiety Inventory (BAI)
  • Discuss the importance of assessments in diagnosis and treatment planning
  • Discuss the MSE
  • Discuss the BDI and BAI
  • Discuss the value of using assessments to assist in the evaluation of mental health clients and the many reasons that assessments do not provide enough information to determine the necessary plan of action to assist mental health clients

Part A: Case Study, Mental Status Checklist, Narrative, Sample of MSE, BDI, BAI

Directions:

  1. Case Study (Minimum: 150 words): Develop a 150-word case study and describe–in detail–a client who presents to an agency with one of the following mental health issues. Choose one:
    • Panic Disorder
    • Schizophrenia
    • Bi-polar Disorder
    • Dual Diagnosis: Major Depression with Alcohol Abuse

Use the definitions/descriptions of the disorders and case study examples found throughout the textbook to assist you in developing/creating your case study. Be sure to give your client an age, name, etc. You must create your own case study. Record word count at the bottom of the case study. (You will attach your case study following the reference page of your paper.)

  1. Mental Status Checklist: After writing the case study, “conduct” an initial assessment of the case study client by completing the Mental Status Checklist (one version of a Mental Status Exam (MSE) is in your textbook on page 83).
  2. Narrative (Minimum 200-250 words): Next, using the narrative example in Sands and Gellis (p 81-82) as a guide, write a narrative of the client’s Mental Status Checklist results. Your narrative must follow the example on pps. 81-82, and must be based on the information you recorded on the Mental Status Checklist. The combination of these two components becomes your initial clinical assessment. Based on the disorder used in your case study, your mental status checklist results, and the narrative write up of your mental status checklist, use information provided in the textbook to suggest a plan of action to assist your case study client. Provide in-text citations for the material used from the text.(You will attach the narrative following the reference page of your paper.)
  3. Sample MSE: The next component of this assignment is to search the internet for various examples of a Mental Status Exam (MSE). Choose an example that you can support with evidence provides valuable information that assists HUS professionals complete an MSE. You will be discussing your example in the paper component of the assignment.
    • Note: you will find a significant number of MSE examples on the internet. It is suggested that you compare three different examples to make your choice
  4. BDI and BAI: Next, review the Beck Depression Inventory and Beck Anxiety Scale. Print out a copy of each. The links are found in Module 5. Make sure you include website/link information to indicate where you located the assessments. The web link information may be hand written at the bottom of your BDI and BAI copies.
    • As you review each self-administered inventory, consider how the textbook readings and your research has informed you about the use of self assessments in diagnosis and treatment planning. Using your references for support, provide two or three specific reasons why self assessments are beneficial and then discuss two or three limitations of self assessment tools.
      • As noted, in Sands & Gellis Chapter 4, there is an example narrative MSE (pps. 81-82) and a Mental Status Checklist (p. 83). As a reminder, print a copy of the Mental Status Checklist and complete it using your case study.
  5. Prepare these documents for submission
    • the completed Mental Status Checklist
    • the sample MSE
    • the BDI and BAI
    1. All documents must be submitted as pdf files, separate from your paper. You may choose to create one pdf file in which the documents are ordered as listed.
    2. After your reference page in your paper that is described below, include your case study and the narrative MSE
    3. All assignments are submitted to TURNITIN to check for plagiarism.

Part B: Paper

Directions

(Minimum 750 words, 3 scholarly references, one must be the textbook)

  • Begin with an introduction to the assignment and then proceed with an in-depth, detailed discussion of the importance of using assessments in diagnosis and treatment planning for mental health clients in HUS professional settings.
    • Remember, you are using neutral, impersonal language here. You are not using the pronoun “I” in this component, ie, you are not indicating why you think assessments are important. You are explaining the reasons that assessments are important tools for HUS professionals and using evidence from your references to support the reasons.
  • Next, explain the merits, in particular, of conducting a MSE. Include the value of completing a narrative MSE.
  • Next, provide three reasons you chose the particular MSE you located on the internet. Support your choice with scholarly evidence that your example provides significant and useful information HUS professionals need to gather and understand to appropriately assess the client’s mental status.
  • In this component of the paper you are allowed to use the pronoun “I” to explain your choice. However, this is the only component of the paper where using a personal pronoun is allowed.
  • Next, discuss the reasons that HUS professionals need to comprehensively assess clients in order to properly assist them and may use a variety of assessments in this process. (Please note: You are not allowed to use material from Aaron Beck website to support your information. You must use a scholarly reference(s).)
  • In the final component of the paper, provide a detailed explanation of the reasons the MSE/Mental Status Checklist and other assessments are valuable tools but only provide some of the important components of a comprehensive assessment.
  • Include a detailed discussion of additional important and necessary information that needs to be collected in order to complete a comprehensive assessment of a client so that a reasoned and supported plan of action can be determined. Specifically discuss the diagnosis used in your case study and elaborate on other information that is needed to properly assess a client with this disorder.

The paper must be formatted using APA 6th ed. guidelines, including title page, running head, abstract, introduction, in-text citations, scholarly references, etc.

Under NO circumstances can websites, blogs, Wikipedia, dictionaries, .edu, or .org sites, etc. be used as references in the paper. You must use the course textbook and other scholarly published books; or scholarly, peer-reviewed articles.

Be fully advised: Students who use websites, blogs, Wikipedia, dictionaries or any other non-scholarly references in the paper component of this assignment will earn a ZERO on this assignment.

Human Resource Management

This is a REQUIRED assignment and is DUE by the date indicated in the Calendar of Activities.

Directions

This assignment is structured to evidence your personal resourcefulness. Locating a mental health agency to visit is a major component of the assignment. To complete this assignment, you are going to do the legwork to find a local mental health agency and you must make an actual in-person visit to the agency. There are two caveats: 1) If you are currently completing an internship, or 2) have already completed an internship, you are not allowed to use that agency for this assignment.

For this assignment, you are to complete the following process to locate an agency to visit:

A. Begin this assignment by thinking about what kind of mental health agency you would like to visit. For example, if you are interested in dual diagnosis agencies be sure to include this in your search. Additionally, research local agencies that provide mental health services of any description for any age group. These can include mental health counseling agencies, community agencies that provide services for mental health clients, hospitals, clinics, and drug treatment facilities that treat patients with dual diagnosis–mental health conditions in combination with substance abuse problems. (If you live in the FSCJ vicinity, you will research Duval, Clay, St. Johns and Nassau Counties. If you live in another area, search for the agencies in your area.) Look up the UNITED WAY website and search for agencies serving community members in Duval, Clay, St. Johns and Nassau Counties. If you live in a different area, search for your local UNITED WAY website. Also, complete a web search to locate additional agencies.

  1. Once you find a minimum of three agencies you would like to visit that provide mental health and/or mental health/dual diagnosis treatment for any age group, search for each agency website and locate the phone number. You must call all three of these agencies directly to request an on-site visit. In the assignment, you will discuss the outcome of the phone calls and how you made your decision to visit a specific agency
  2. For local FSCJ students, visit the FSCJ student services/student activities office at any campus and request the list of service learning agencies available in the area. This list should include agencies that work with community members who struggle with mental health issues and or mental health/dual diagnosis issues. You may also be able to get a copy of local agencies from the HUS Academic Director.

B. Make an in-person visit to one of the local agencies that you contacted. As a reminder, the agency you visit can include a counseling agency or counseling office, free standing hospital, or other agency that works with clients/community members who struggle with a mental health challenge or mental health/dual diagnosis challenge (mental health and substance use/addiction challenge). The agency can work with any age group.

  1. When you call the agency, inform the person who answers the phone that you are a student at FSCJ who is completing an assignment for a Human Services class on diagnosis and treatment planning and mention that the assignment requires that you make an in-person visit to an agency that works with clients who have a mental health/ dual diagnosis issue.
  2. Set up an appointment with the agency that you want to visit. Please note, not all agencies will agree to a visit. That is not an issue because you are contacting a minimum of three agencies. If you have to call four to get permission to visit, then you have to call four, and so forth. If you are a local student, show your FSCJ student ID when you visit the agency and take a copy of the assignment with you. If you are not a local student and do not have a student ID, be sure to bring your driver’s license as well as a copy of this assignment.
  3. As a refresher, the agency:
    1. must have a mental health component, including services such as counseling, support, referral, case management, medication management, detox, in-patient treatment, day treatment, etc.
    2. can be a public or private agency
    3. can work with any age group
    4. can be outpatient only, or can offer in-patient and out-patient services, counseling, medication management, case management
    5. can take insurance, and/or be self-pay
    6. You must actually make an in-person site visit. This means you will need to call the agency and ask if they allow visitors to the facility
    7. You must ask if you need to make an appointment to visit the agency
    8. You must ask if you can have blank copies of any agency paperwork that you can submit with the assignment. Any paperwork that is provided by the agency will be submitted as part of the PowerPoint, along with the reflection paper required for the assignment.

C. If possible, attempt to set up a short interview with any person staff member who works with clients at the agency. If possible, ask to speak to the agency director, explain the assignment and ask if there is a possibility to spend 10-15 minutes with a staff member who works directly with clients so you can ask questions about the agency purpose, who their clientele are, and what kind of services they offer. All of this information will be written about anonymously because you will not provide names of any staff members.

This assignment has two separate components: A PowerPoint presentation and a paper.

Part A: PowerPoint Presentation

The PowerPoint presentation must have a minimum of 10 slides, must be designed using a pleasing color format and type face, and must include the information below. The information for SLIDE 1 is specifically designated and it is recommended that students use the order outlined below to create the presentation. (Please note: if the staff declines to provide any information, just make a note of this. Hopefully this information is easily gathered from your visit, and that much of it can be obtained from the front office staff/website.)

  • Slide 1: The name of the agency with a complete address/location of the agency, hours of operation, website link, and mission statement of the agency (this may be on the website)
  • A slide/or slides are dedicated to:
    • A description of why you chose this particular agency to visit.
    • This/these slide(s) includes the reasons this particular area of mental health is of interest to you.
    • This/these slide(s) also includes a description of how you went about the process of locating the agency you visited, as well as how you located the two other agencies you did not visit.
  • An image/picture or pictures of the outside of the agency (if allowed, also include pictures of the inside. Some agencies will allow this, many will not). Additionally, you may include brochures and other paperwork that you obtain at the agency. Provided documents can be placed on additional slide(s) or submitted as separate pdf documents.
  • The services the agency offers, outlined in detail (this may require multiple slides). Is there currently a wait-list for services?
  • The population and age group(s) they serve
  • Payment options (Insurance and types accepted, private pay, self/pay, sliding scale)
  • Titles/qualifications/roles of agency staff and number of staff. Set this up in a way that makes the most sense (this may require multiple slides)
    • For example: Agency XX has 20 staff members who interact with agency clients. The staff members include:
      • 1 Psychiatrist: MD/in patient client care, medication management
      • 1 Nurse/ARNP/medication management
      • 3 Nurses: RN, AS/BS degree/in-patient client care
      • 3 Case Managers: Bachelors degree/housing and job placement
      • 2 Clinical Social Workers, LSCW: Masters degree, licensure required/counseling
      • 3 Mental Health Counselors, LMHC: Masters degree, licensure required/Counseling
      • Agency Director, Masters degree
      • Front desk staff member/checks-in clients/sets appointments/supports staff
  • The average number of clients served in one year and the number of years the agency has been in existence. Also include the number of offices and locations– if there is more than one office.
  • Detailed information about the other two agencies contacted, including:
    • the name of each agency with a complete address/location of the agency
    • hours of operation
    • population served
    • website link
    • mission statement of the agency (if available on the website)

Part B: Mental Health Agency Paper

Along with use of APA 6th edition guidelines, including running head, title page, abstract, reference page, in-text citations, the written component of the assignment requires 3 scholarly references. You may use your textbook as one reference.  The paper must be a MINIMUM of 750 words, double spaced, Times New Roman, size 12 font, and including what is noted on the rubric, must include ALL of the information below for an exemplary score.

Important: Present your information in the same order as outlined below.

A. (Minimum 250 words) Begin your paper by discussing the overall significance of mental health agencies in local communities and the value of the services they provide to mental health, dual diagnosis clients and their families. This should include the types of services they offer. Then outline, in detail, the reasons that it is important and necessary for HUS professionals to be able to locate and have direct experience making site visits at local mental health agencies—experience that is separate from their internship. Discuss the value of an agency like the one you visited and how this agency evidenced that they provide meaningful and important services to the community. Be sure to utilize your 3 scholarly references in this first component of the assignment. As 250 words is about one page, you may find that you need more than one page to discuss all of this information.

B. (Minimum 250 words) Describe in detail what you experienced as you walked into the agency and what kinds of experiences you had while there by:

  1. Describing the front office, including the shape of the furniture (looks clean and neat or is messy and unkempt?
  2. Did the waiting area feel inviting or uninviting?
  3. Was it clean and neat or not clean and neat?
  4. Did you feel comfortable or uncomfortable?
  5. Did you feel comfortable or uncomfortable with your interactions with staff?
  6. Describe the interactions you had with any staff members (remember you ARE NOT to provide any names. Note: front office staff, etc.)
  7. Explain if you would refer a friend, family member, or client to the agency and explain why or why not.
  8. Discuss in detail the reasons this is or is not an agency you would like to volunteer for, intern with, work for.

C. (Minimum 250 words) Discuss the value of in-person agency visit and what an HUS student/professional can learn from engaging in the process of:

  1. Locating agencies that provide mental health services.
  2. Calling three agencies to discuss making an in-person visit.
  3. Describe in detail the aspects were most challenging about engaging in this process.
  4. Describe in detail what aspects were most enlightening about this process.
  5. Provide at least three detailed reasons HUS students/professionals need to make site visits to understand the kinds of agencies located in the community and that they may be working for, and the reasons they need to be cognizant of the kinds of mental health services that are available in their community.
  6. Discuss three important things you learned from engaging in this assignment.

A detailed rubric will be used to score this assignment. Students must fully address all aspects of the instructions, along with meeting the rubric requirements.

RESOURCE MANAGER AND VARIATION

 Write a page answering the questions below in APA format include intext citation.

  • what are some of the significant challenges that resource managers face when such managers or team members are required to multitask?
  • How might resource managers better control resources when faced with simultaneous projects?
  • Identify some of the differences between common cause variation and special cause variation.
  • Why is understanding the differences in common cause variation and special cause variation so important in an organizational system?

POWER POINT PRESENTATION ON THE BELOW TOPIC

Topic:

Utilizing the below link, discuss the areas of employee safety that are most important to you. Do you feel the organization has the same concerns as you? Why?

 https://www.pcg-services.com/human-resource-risk-management-increases-productivity/ 

PowerPoint presentations requirement: 

· 40 slides of PowerPoint presentation not including the cover slide and the reference slide.

· Every slide needs to include 100 words in the Notes section. You must use at least 8 references.

· You need to use in-text citations.

· In-text citation and your reference (on your reference slide) must be in APA format.

DISCUSSION

Topic 1:

Discuss the following statement: “Health care costs are out of control in the United States, and increasing conflicts between employers and employees are likely as employers try to reduce their health benefits costs.
Topic 2:

What should be included in disaster planning for a large employer in Annapolis, Maryland, that is concerned about natural disasters such as floods and snowstorms that might shut down the company and parts of the city?
—————-

  1. More than 200 words for each Topic
  2. NO plagiarism
  3. Always cite your sources using APA format
  4. Always use in-text citations
  5. 2 References must.

WEEK 4 PROJECT

Instructions

The project assignment provides a forum for analyzing and evaluating relevant topics for this week on the basis of the course competencies covered.

Introduction:

In the project for week three, you developed a plan to link the performance management system with an organization’s strategic goals. Now, it is time to evaluate the following concepts: coaching, coaching styles, coaching process, and performance review.

Tasks:

  • Evaluate the components of coaching.
  • Integrate coaching styles with the Hersey-Blanchard Situational Leadership Theory.
  • Analyze the coaching process.
  • Evaluate each element of the performance review meetings.

To support your work, use your course and text readings and also use the South University Online Library. As in all assignments, cite your sources in your work and provide references for the citations in APA format.

Submission Details:

  • Create a 2-3 page Microsoft word document.
  • Name your file as SU_HRM5050_W4_Project_LastName_FirstName.

HUMAN RESOURCE

Before you begin your Assignment, watch a brief video introduction.

Instructions: Write a short (500 words or fewer) memo to the board of trustees that describes why you believe the organization should triple its investment in training and development this year.

Requirements:

  • Memo describes how the healthcare organization can use training and development to improve employee performance.
  • Memo outlines the basic elements of training needs assessment, design, implementation, and evaluation for the organization.
  • Memo provides fact based information by utilizing the textbook and a minimum of two outside sources to support the information presented in your memo.

Course Outcome addressed in this Assignment:

HR DISCUSSION

Evaluate the effectiveness of both team-based performance management and individual-based performance management. Suggest three pros and three cons of each type of management. Justify your response.

  • Next, choose three of the best practices for addressing the facets of team-based performance management. Recommend a strategy for your current or past organization to incorporate the identified practices. Provide a rationale for your response.
  • see  notes below

Introduction

Welcome   to Performance Management. In this   lesson, we will be discussing managing team performance in complex settings   and CEO performance management.

Please   go to the next slide.

 

2

Objectives

Upon completion of this lesson, you will   be able to:

Evaluate   performance management processes and best practices for teams within an   organization.

Please go to the next slide.

 

3

Supporting Topics

Specifically,   we will discuss the following topics:

Defining   a team;

The   facets of team performance management; and,

21   best practices for addressing the facets of team performance management

Please   go to the next slide.

 

4

Team Defined

You   are likely to already know what a team is and chances are you have been a   team member several times in your career. It is “a distinguishable set of two or more people interacting   toward a common goal with specific roles and boundaries on tasks that are independent   and are completed within a larger organizational context.”

Teams are an everyday part   of the twenty-first century workforce. One of the challenges for organizations is designing teams that   measure the outputs of a combined effort of two or more people, while   retaining individual accountability of each member of the team. If a team does not meet its desired   outcomes, does the organization terminate every member of the team? This is why individual performance   measurements are critical in creating, evaluating, motivating and sustaining   teamwork in the workplace.

Please go to the next slide.

 

5

Facets of Team Performance   Management

One   way to look at team effectiveness is through a team’s ability to utilize and   cultivate four key capacities. They   are:

Adaptive;

Leadership;

Management;   and

Technical.

First,   the adaptive capacity is a team’s ability to deal with external   stimulus. This may be people outside   the team, but within the organization, which include events happening inside   the organization which do not directly affect the team, or even current events   occurring outside the organization. If   a team adapts well to the outside environment, chances are the team will stay   on task to reach its goals and deadlines. Teams can cultivate this capacity through paying attention to   assessments, collaborating, networking and planning.

Second   is the team’s ability to set direction and guide activities towards the goal   or goals, both by a formal or assigned leader and the team members   themselves. This capacity can be   nurtured through visioning, establishing goals, directing, motivating, making   decisions and solving problems.

Third   is the management capacity, or the team’s ability to administer its resources   efficiently and effectively. This can   be cultivated through careful development and coordination of resources,   including people, money and facilities.

Fourth   is the technical capacity, which is the team’s ability to design and operate   products and services effectively and efficiently deliver services to   customers. Cultivating technical   capacity varies from team to team. It   depends largely on the nature of the organization and the work the team is   responsible for. It may include such   things as operating software or machinery, or creating processes or   procedures that equate to satisfied customers.

Please   go to the next slide.

 

6

Adaptive Capacity Best Practices

On   the few slides are the best practices associated with each of the key   capacities.

Let   us start with the adaptive capacity. These six best practices allow an   organization to capitalize on a team’s ability to handle outside influences   that do not directly affect the team, yet, can disrupt or interrupt the   team’s focus.

They   are:
Build flexible and adaptable team players. Individual team members who posses the flexibility to change focus   will lead the group to being able to do the same.

Build   a big play book of task strategies. Every good sports coach has a playbook, or those actions or plays that   will fit for a particular situation. If a team possesses the same type of playbook in the area of task   strategies, teams will benefit by being able to choose from and employ   strategies that fit particular situations best.

Create   teams that know themselves and their work environment. Being able to adapt   quickly means the team possesses a high level of awareness of environmental   changes, its task demands, its ability to adapt.

Build   teams that can tell when the usual answer isn’t the right answer. While standard processes often result in   efficiencies, changes in the environment can result in complexities that   teams need to reach outside the standard processes to solve. Being able to know when the standard is not   feasible, is an adaptive capacity teams can learn through guided error   training.

Develop   self-learning teams means teams rely on themselves to learn from mistakes and   successes. They then respond to these   mistakes and successes with new cultural insights and tools.

Finally,   build teams that take advantage of their resources. Effective teams take inventory of the   transactive memory the team possesses. This is an inventory of who on the team knows what, whether it be task   driven or organizational history, to name just two items.

Please   go to the next slide.

 

7

Leadership Capacity Best   Practices

Next   are the best practices for leadership capacity.

First,   articulate and cultivate a shared vision. Aligning the team’s goals to the higher goals of the organization is   motivating in seeing the team’s efforts tied to a larger goal.

Second,   create goals that teams can grow with. Goals should be flexible for teams to make adjustments when called to   do so. Goals should also be within   reach of the team. Goals that are too   easy for the team does not benefit the organization overall. Creating stretched goals, or those goals   that will require effort to achieve, results in individual and team growth,   which does benefit the organization.

Third,   build motivation into the performance management process. Teams should make clear connections among   their actions, evaluations, and outcomes. When teams take these steps, individuals tend to feel more motivated   and satisfied with their team experience.

Fourth,   team leaders must champion coordination, communication and cooperation. Without coordination, communication and   cooperation, teams are not likely to succeed. A team leader must always be practicing, modeling and cultivating   these behaviors in order for other team members to feel comfortable to do the   same.

Lastly,   teams must take the time to examine both failures and successes. It may be easy to justify skipping if other   activities or tasks are seen as priorities. Yet, good leaders recognize taking the time to have these team   conversations results in fruitful examination that can be used towards future   success.

Please   go to the next slide.

 

8

Management Capacity Best   Practices

Remember   that team management involves effective use of human and material   capital. In the area of management   capacity, there are four best practices.

One,   clearly define what to measure. Since   teams are made up of individuals, it is important to measure outcomes from   both a team and individual perspective.

Two,   develop measures that are diagnostic of performance. Since performance management is concerned   with optimal performance, it would follow that knowing how to reach optimal   performance is critical for all teams. Measurements that help explain why something did or did not work,   assists in diagnosing performance issues that can then be further   investigated or solved.

Third,   measure typical team performance continuously. An annual measure is only one snapshot of   performance. Taking six or seven   snapshots reduce any variance and gives a more inclusive picture of the   team’s actual performance.

Lastly,   include teamwork competencies in formal performance evaluations. Individuals need to know that teamwork is   valued in the organization. One way to   do this is to build teamwork competencies into the individual performance   evaluation. This allows individuals to   receive formal feedback and documentation of his or her ability to work with   and on a team. This also paves the way   for formal development plans, which may result in training in teamwork   competencies that are missing or need to be further developed.

Please   go to the next slide.

 

9

Technical Capacity Best Practices

Technical   capacity involves individual competencies in assigned tasks and individual’s   ability to work in a team setting. This category has two best practices.

First,   plan and execute the integration of new team members. New members will   undoubtedly be added to the team. By   having a workable plan to getting new members up-to-speed, time is not lost   figuring things out when it happens.

Second,   assess and foster shared mental models. A mental model is a explanation of   someone’s thought process about how something works in the real world. When applied to a team, a mental model is a   group effort to explain how to do something. An example would be a document that outlines the tasks associated with   getting a new team member onboard.

Please   go to the next slide.

 

10

Multi-team Membership Best   Practices

Research   indicates that workers are becoming more involved with teams in the   workplace. Instead of being on just   one team, today’s workplace is constructed such that individual contributions   are crossing organizational departments as needed. It is becoming commonplace for workers to   be on multiple teams at once. This led   to the development of multi-team membership best practices.

The   first best practice is to develop or select for individual personal   discipline and organizational skills. For individuals to successfully juggle multi-team roles and responsibilities,   individuals must possess not only expertise to complete the tasks, but also   organizational and time management skills. Individuals without these skill sets can receive training to develop   them.

The   next best practice is to communicate the big picture of competing goals and   deadlines for all teams is essential in individual awareness of how each team   is affected by individual absences. When one or more members of a team must   tend to activities on other teams, it can cause a ripple effect on several   other teams. Flexibility of all other   team members must be practiced in order to keep tasks on track. Back-up plans are also useful to have for   such circumstances.

Next,   recognize that a multi-team framework works best for mature projects. New projects tend to require team member’s   full-time attention. When a project is   up-and-running this may be the best time to capitalize on the multi-team   approach.

Lastly,   foster trust by cultivating a culture of information sharing stems from the   asynchronous nature of multi-team membership. When working remotely, members need to trust that tasks are being done   outside the absence of a formalized team gathering. The best way to foster trust is through a   constant stream of communication to assure deadlines are met.

Please   go to the next slide.

 

11

Check Your Understanding

 

12

Summary

We   have now reached the end of this lesson. Let’s take a look at what we’ve covered.

We   first discussed the definition of a team. A team is “A distinguishable set of two or more people interacting   toward a common goal with specific roles and boundaries on tasks that are independent   and that are completed within a larger organizational context.”

Then   we looked at facets of team performance management. They are:

Adaptive;

Leadership;

Management;   and

Technical.

This   was followed by the 21 best practices of team performance management,   including a fifth facet called multiple-team membership.

Let’s   recap each of these best practices categorized by its facet of team   performance management.

The   best practices for the adaptive facet are:

One,   build flexible and adaptable team players;

Two,   build a big play book of task strategies;

Three,   create teams that know themselves and their work environment;

Four,   build teams that can tell when the usual answer isn’t the right answer;

Five,   develop self-learning teams; and,

Six,   build teams that take advantage of their resources.

There   are five best practices in the area of leadership:

One,   articulate and cultivate a shared vision;

Two,   create goals the team can grow with;

Three,   build motivation into the performance management process;

Four,   team leaders must champion coordination, communication and cooperation; and,

Five,   examine both failures and successes.

In   the area of management, these were the four best practices that were   discussed:

One,   clearly define what to measure;

Two,   develop measures that are diagnostic of performance;

Three,   measure typical team performance continuously; and,

Four,   include teamwork competencies in formal performance evaluations.

Next,   we discussed two technical capacity best practices. They were:

One,   plan and execute the integration of new team members;

Two,   assess and foster shared mental model.

And   lastly, the fifth category we discussed were the four best practices for   multi-team membership best practices:

One,   develop or select for individual personal discipline and organizational   skills;

Two,   communicate the “big picture”;

Three   , recognize that a multi-team framework works best for mature projects; and,

Four,   foster trust by cultivating a culture of information sharing.

This   completes this lesson.

EMPLOYEE DEVELOPMENT AND PERFORMANCE

Employee Development and Performance

Scenario

Continuing from the Strategy, Planning, and Selection assignment, you were selected as the new HR director for the retail company and now have been in the position for approximately six months. Your approach to strategy, planning, and selection have been quite successful thus far, and now it is time to address the organization’s expectation for performance and development of employees since these components of HR strategy are critical in achieving business outcomes and success.

Instructions

Write a four- to five-page paper in which you do the following:

  • Critically analyze and discuss any researched (web or textbook) training process model you may consider for use in developing employees (Here’s an idea:The Addie Model or exhibit 7-1, page 230 in the textbook). Then, identify and discuss some possible challenges that might be faced in implementing a new training process in the company.
  • List and briefly discuss at least three types or methods of training that can be used for employee training. Of the three, which would you select to train the retail employees, and why? Be specific.
  • Differentiate the concepts of performance management and performance appraisal with three to four key points. Then, make your case to leadership for or against using annual performance appraisals in the organization. Be specific with your perspective.
  • Use at least four quality academic resources in this assignment, one of which must be the assigned textbook.

NOTE: You are not allowed to use non-academic websites except for those listed in the course resources list, or SHRM, ASTD, HCI, or WorldatWork. There are no exceptions to this requirement.  You may also use Strayer University Library to locate additional sources to support your work.