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Tag: Homework Solution

  • [Solved] week 4 a

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) need done by tommow – [\ \ IMG_1130.png](https://www.sweetstudy.com/files/img-1130-png-10504417 "IMG_1130.png") – [\ \ IMG_1132.png](https://www.sweetstudy.com/files/img-1132-png "IMG_1132.png") – [\ \…

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    Assignment Prompt & Instructions

    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    need done by tommow

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  • [Solved] research report

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) Write a two to three-page single-spaced memo of your findings (or four to six-pages, double-spaced). Take the position of a global strategy consultant to the firm’s board of directors. You can append two pages…

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    Assignment Prompt & Instructions

    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    Write a two to three-page single-spaced memo of your findings (or four to six-pages, double-spaced). Take

    the position of a global strategy consultant to the firm’s board of directors. You can append two pages of

    attachments (e.g., your PESTEL, SWOT analysis, other data). Be sure to use evidence to support your

    analysis. The country analysis is due as a file upload to Carmen on or before the due date please. We will

    discuss your results in our last class

  • [Solved] PRR

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    Assignment Prompt & Instructions

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  • [Solved] astro

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    [>Astronomy homework help](https://www.sweetstudy.com/fields/physics-astronomy) Please upload your Constellation Project in the folder as a Word File. For the first project you will research a constellation of your choice with some guidelines. Find out about the following for your constellation and …

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    Assignment Prompt & Instructions

    [>Astronomy homework help](https://www.sweetstudy.com/fields/physics-astronomy)

    Please upload your Constellation Project in the folder as a Word File.

    For the first project you will research a constellation of your choice with some guidelines. Find out about the following for your constellation and write a typed minimum 750 word paper, double spaced, with New Times Roman # 12 font. **Include your sources**. Be sure you answer the following questions:

    1. Select a constellation visible in the winter/spring months by using the phone app SkyView Lite, Stellarium for computers, or a planisphere.
    2. What is the mythology surrounding your constellation?
    3. Is there an asterism in your constellation? What is it? Include pictures of the asterism and the constellation in your report.
    4. What are the names of some of the brightest stars in your constellation?
    5. Are there any other objects of interest in your constellation (Galaxies, star clusters, binary stars). Describe what some of the more interesting ones are and include pictures.
    6. What terms were foreign to you? **Make a glossary and look up the definitions** .
    7. Actually go out and look at your constellation. What did you see? How many of the stars could you see in the constellation or asterism? Is light pollution a problem? Okay to use SkyView Lite to help you out.

  • [Solved] Business Management

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    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management) Becoming a leader, values-based **files (1)** – ## V1.docx **## V1.docx** **3109.1.1** : **Develops Self-Awareness and Personal Values** The learner identifies their personal values, incl…

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    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management)

    Becoming a leader, values-based

    **files (1)**

    – ## V1.docx

    **## V1.docx**

    **3109.1.1** :
    **Develops Self-Awareness and Personal Values**

    The learner identifies their personal values, including honesty, integrity, respect, emotional intelligence, and ethical responsibility, to develop self-awareness through self-assessment.

    **3109.1.2** :
    **Describes How Interpersonal Skills Are Applied in Leadership**

    The learner describes how interpersonal skills are applied to effectively collaborate, communicate, and lead within a team and across an organization.

    **3109.1.4** :
    **Explains Leadership of Cultures**

    The learner explains how the leadership of cultures fosters diversity, inclusion, ethics, and problem-solving.

    Introduction

    Values-based leaders consider their values in every facet of leadership. Values dictate how they lead, govern culture, make decisions, develop employees, and measure performance, as well as a variety of other applications. Yet challenges arise that can sometimes entice leaders to compromise their values. For this task, you will use the provided scenario in which you assume the role of the newly promoted customer service manager for Corollary Marketing Inc. and complete tasks that will help you to develop as an effective values-based leader.

    **Corollary Marketing Inc. Company Values:**

    •
    **Excellence:** In character, decision-making, and service to our clients and customers, we strive for distinction and actions of which we can be proud. Each of the following values contributes to this overriding charge.

    •
    **Integrity:** We do the right thing, regardless of whether someone is watching. Our word is our bond; we carry a duty of care and responsibility to act ethically.

    •
    **Humility:** We conduct our work without our egos. Our actions embody respect, humility, authenticity, and openness and invite feedback and input. We actively seek ideas and feedback from employees and value every voice and contribution.

    •
    **Trust:** We extend the belief and feeling that others can be relied upon. We strive to be trustworthy by showing compassion and consistency and by communicating with care and truthfulness. We are authentic and transparent.

    •
    **Growth:** Our best today may not be good enough tomorrow, and we continually seek to improve. Both personally and professionally, we aim to accelerate employee learning so that we can become better able to meet customer and company needs.

    •
    **Respect:** We believe that each person (employee, customer, vendor, etc.) has value and rights. We act based on facts and always assume positive intent. We celebrate the differences in people and seek to utilize each person’s unique knowledge, skills, abilities, and perspectives.

    Scenario

    Refer to the "D253 Task 1 Scenario" supporting document to complete this performance assessment.

    Requirements

    Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation.

    **Grammarly Note:**
    Professional Communication will be automatically assessed through Grammarly for Education in most performance assessments before a student submits work for evaluation. Students are strongly encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as the overall submission will not pass without this aspect passing.

    **Microsoft Files Note:**
    Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc.  All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file.

    _You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course._

    A. Complete the VIA Character Strengths Survey using the "VIA Character Strengths Survey" web link and use the results of the survey to complete the following:

    _Note: Remember that this VIA Character Strengths Survey is not a test but rather a feedback tool. There is no wrong answer, so respond genuinely. If you download a copy of your survey results, you will receive a list of 24 items in order of your personal strengths, with the first five being your signature strengths and the last five being your lesser strengths. Refer to the attached "D253 VIA Character Strength Survey Instructions" supporting document for additional information on accessing the survey._

    1. Describe an experience in which you used
    **one** of your five signature strengths (i.e., the first five) from the survey results to overcome a challenge.

    _Note: Consider experiences from a school, volunteer, personal, or professional setting._

    a. Explain how you could apply the strength identified in part A1 as a values-based leader in your new position as the customer service manager from the scenario.

    2. Describe an experience in which being stronger in
    **one** of your five lesser strengths (i.e., the last five) from the survey results could have positively influenced the outcome.

    _Note: Consider experiences from a school, volunteer, personal, or professional setting._

    a. Explain how improving the lesser strength identified in part A2 will help accelerate your values-based leadership abilities in your new position as the customer service manager.

    b. List
    **three** actions you can take to grow in the area identified in part A2.

    B. To set the tone for your new team, explain to them who you are as a values-based leader by doing the following:

    1. List your top
    **three** values as a values-based leader from the "
    [List of Values](https://lrps.wgu.edu/provision/523806204)" web link.

    _Note: When listing your top three values, consider those values you hold most important._

    a. Explain how you will demonstrate
    _each_ of the values listed in part B1 to serve
    _both_ the team and the organization in the scenario.

    C. Based on your understanding of who you are as a leader after completing parts A and B, do the following:

    1. Discuss
    **one** leadership challenge relevant to ethics and values that you could face as the new customer service manager regarding selecting and announcing the new team lead.

    _Note: Consider your purpose as a new leader, ethical principles, relevant stakeholders, your expectations and point of view, and any assumptions you have made._

    2. Discuss how you, as the customer service manager, would use
    **one** of your top three values from part B1 and
    **one** of the company’s values in a conversation about the hiring decision with the person who was not selected as the team lead.

    _Note: Consider values, ethical responsibility, and personal and professional consequences._

    D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

    E. Demonstrate professional communication in the content and presentation of your submission.

    **File Restrictions**

    File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ' ( )
    File size limit: 200 MB
    File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

    **## V1.docx**

    **3109.1.1** :
    **Develops Self-Awareness and Personal Values**

    The learner identifies their personal values, including honesty, integrity, respect, emotional intelligence, and ethical responsibility, to develop self-awareness through self-assessment.

    **3109.1.2** :
    **Describes How Interpersonal Skills Are Applied in Leadership**

    The learner describes how interpersonal skills are applied to effectively collaborate, communicate, and lead within a team and across an organization.

    **3109.1.4** :
    **Explains Leadership of Cultures**

    The learner explains how the leadership of cultures fosters diversity, inclusion, ethics, and problem-solving.

    Introduction

    Values-based leaders consider their values in every facet of leadership. Values dictate how they lead, govern culture, make decisions, develop employees, and measure performance, as well as a variety of other applications. Yet challenges arise that can sometimes entice leaders to compromise their values. For this task, you will use the provided scenario in which you assume the role of the newly promoted customer service manager for Corollary Marketing Inc. and complete tasks that will help you to develop as an effective values-based leader.

    **Corollary Marketing Inc. Company Values:**

    •
    **Excellence:** In character, decision-making, and service to our clients and customers, we strive for distinction and actions of which we can be proud. Each of the following values contributes to this overriding charge.

    •
    **Integrity:** We do the right thing, regardless of whether someone is watching. Our word is our bond; we carry a duty of care and responsibility to act ethically.

    •
    **Humility:** We conduct our work without our egos. Our actions embody respect, humility, authenticity, and openness and invite feedback and input. We actively seek ideas and feedback from employees and value every voice and contribution.

    •
    **Trust:** We extend the belief and feeling that others can be relied upon. We strive to be trustworthy by showing compassion and consistency and by communicating with care and truthfulness. We are authentic and transparent.

    •
    **Growth:** Our best today may not be good enough tomorrow, and we continually seek to improve. Both personally and professionally, we aim to accelerate employee learning so that we can become better able to meet customer and company needs.

    •
    **Respect:** We believe that each person (employee, customer, vendor, etc.) has value and rights. We act based on facts and always assume positive intent. We celebrate the differences in people and seek to utilize each person’s unique knowledge, skills, abilities, and perspectives.

    Scenario

    Refer to the "D253 Task 1 Scenario" supporting document to complete this performance assessment.

    Requirements

    Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation.

    **Grammarly Note:**
    Professional Communication will be automatically assessed through Grammarly for Education in most performance assessments before a student submits work for evaluation. Students are strongly encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as the overall submission will not pass without this aspect passing.

    **Microsoft Files Note:**
    Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc.  All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file.

    _You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course._

    A. Complete the VIA Character Strengths Survey using the "VIA Character Strengths Survey" web link and use the results of the survey to complete the following:

    _Note: Remember that this VIA Character Strengths Survey is not a test but rather a feedback tool. There is no wrong answer, so respond genuinely. If you download a copy of your survey results, you will receive a list of 24 items in order of your personal strengths, with the first five being your signature strengths and the last five being your lesser strengths. Refer to the attached "D253 VIA Character Strength Survey Instructions" supporting document for additional information on accessing the survey._

    1. Describe an experience in which you used
    **one** of your five signature strengths (i.e., the first five) from the survey results to overcome a challenge.

    _Note: Consider experiences from a school, volunteer, personal, or professional setting._

    a. Explain how you could apply the strength identified in part A1 as a values-based leader in your new position as the customer service manager from the scenario.

    2. Describe an experience in which being stronger in
    **one** of your five lesser strengths (i.e., the last five) from the survey results could have positively influenced the outcome.

    _Note: Consider experiences from a school, volunteer, personal, or professional setting._

    a. Explain how improving the lesser strength identified in part A2 will help accelerate your values-based leadership abilities in your new position as the customer service manager.

    b. List
    **three** actions you can take to grow in the area identified in part A2.

    B. To set the tone for your new team, explain to them who you are as a values-based leader by doing the following:

    1. List your top
    **three** values as a values-based leader from the "
    [List of Values](https://lrps.wgu.edu/provision/523806204)" web link.

    _Note: When listing your top three values, consider those values you hold most important._

    a. Explain how you will demonstrate
    _each_ of the values listed in part B1 to serve
    _both_ the team and the organization in the scenario.

    C. Based on your understanding of who you are as a leader after completing parts A and B, do the following:

    1. Discuss
    **one** leadership challenge relevant to ethics and values that you could face as the new customer service manager regarding selecting and announcing the new team lead.

    _Note: Consider your purpose as a new leader, ethical principles, relevant stakeholders, your expectations and point of view, and any assumptions you have made._

    2. Discuss how you, as the customer service manager, would use
    **one** of your top three values from part B1 and
    **one** of the company’s values in a conversation about the hiring decision with the person who was not selected as the team lead.

    _Note: Consider values, ethical responsibility, and personal and professional consequences._

    D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

    E. Demonstrate professional communication in the content and presentation of your submission.

    **File Restrictions**

    File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ' ( )
    File size limit: 200 MB
    File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

  • [Solved] Business Management

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) Develops an Employee Selection Strategy **files (1)** – ## T3.docx **## T3.docx** **3114.4.3** : **Develops an Employee Selection Strategy** The learner develops a strategy for selecting and onboarding employe…

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    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    Develops an Employee Selection Strategy

    **files (1)**

    – ## T3.docx

    **## T3.docx**

    **3114.4.3** :
    **Develops an Employee Selection Strategy**

    The learner develops a strategy for selecting and onboarding employees.

    Introduction

    Human resources (HR) professionals enable current and future organizational competitiveness by maintaining an adequate supply of people with the knowledge, skills, abilities, and other characteristics needed to produce these resources. As a human resources professional, your ability to effectively identify your organization’s need for employees, as well as plan and implement employee recruitment and selection strategies, will demonstrate solid talent acquisition practices that will directly contribute to your organization’s success. This performance assessment will give you the opportunity to demonstrate these critical talent acquisition skills.

    Task 3 addresses the final step in the talent acquisition process: selection. This includes identifying an interview strategy, writing effective interview questions, identifying appropriate selection methods and tests, performing background checks, extending a job offer, and initiating the onboarding process, all while taking legal and ethical issues into consideration.

    _Note: The same scenario applies to all three tasks. Additionally, the tasks of this performance assessment should be completed in numerical order. So Task 1 should be completed before Task 2, and Task 2 should be completed before Task 3._

    Scenario

    You are the newly appointed human resources director at Pruhart Tech, a midsize high-tech company located in the southeastern United States. The company is preparing for growth due to an increase in demand for its new smart home tech products.

    The company’s computer programmers play a key role in the development of new smart home tech products. Currently, the company employs 20 computer programmers. The CEO wants to create a new position of senior programmer and wants to fill 10 of these roles within the next three months to lead new product development. HR has begun drafting a job description for the senior programmer position but has not been able to complete it without conducting a formal job analysis.

    Recruiting 10 senior programmers is no easy task. There is a competitive market and a shortage of qualified labor in the area. To source qualified candidates, both internal and external recruitment methods will need to be utilized. The CEO values strong teamwork and holds a belief that in-person work is the best way to achieve that. However, the CEO has agreed to reclassify the 20 current computer programmers and the 10 new senior programmers into remote positions yet wants to ensure that the newly hired employees will be able to work well within the team in a remote setting.

    Requirements

    Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation.

    **Grammarly Note:**
    Professional Communication will be automatically assessed through Grammarly for Education in most performance assessments before a student submits work for evaluation. Students are strongly encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as the overall submission will not pass without this aspect passing.

    **Microsoft Files Note:**
    Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc.  All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file.

    _You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course._

    **Interview Strategy**

    A. Create an interview strategy by doing the following:

    1. Discuss
    **two** benefits of using structured interviews for the senior programmer role.

    2. Create
    **one** behavioral-based or situation-based interview question designed to assess one’s ability to work within a team.

    a. Provide a rationale for the interview question.

    **Selection Strategy**

    B. Create a selection strategy by doing the following:

    1. Recommend
    **one** selection method for the senior programmer position.

    a. Provide a rationale for the recommended selection method.

    2. Recommend
    **one** selection assessment for the senior programmer position.

    a. Provide a rationale for the recommended selection assessment.

    3. Discuss
    **one** legal or ethical consideration for selection assessment.

    **Postselection Hiring Plan**

    C. Create a postselection hiring plan by doing the following:

    1. Recommend
    **one** type of background check for the senior programmer position.

    a. Provide a rationale for the recommended background check.

    2. Identify
    **one** relevant component to include in the job offer letter for the senior programmer position.

    a. Explain why the component is important to include.

    3. Identify
    **one** component to include in the onboarding program.

    a. Explain how the component will set up employees for success during their first 90 days as a senior programmer at the organization.

    D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

    E. Demonstrate professional communication in the content and presentation of your submission.

    **File Restrictions**

    File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ' ( )
    File size limit: 200 MB
    File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

    **## T3.docx**

    **3114.4.3** :
    **Develops an Employee Selection Strategy**

    The learner develops a strategy for selecting and onboarding employees.

    Introduction

    Human resources (HR) professionals enable current and future organizational competitiveness by maintaining an adequate supply of people with the knowledge, skills, abilities, and other characteristics needed to produce these resources. As a human resources professional, your ability to effectively identify your organization’s need for employees, as well as plan and implement employee recruitment and selection strategies, will demonstrate solid talent acquisition practices that will directly contribute to your organization’s success. This performance assessment will give you the opportunity to demonstrate these critical talent acquisition skills.

    Task 3 addresses the final step in the talent acquisition process: selection. This includes identifying an interview strategy, writing effective interview questions, identifying appropriate selection methods and tests, performing background checks, extending a job offer, and initiating the onboarding process, all while taking legal and ethical issues into consideration.

    _Note: The same scenario applies to all three tasks. Additionally, the tasks of this performance assessment should be completed in numerical order. So Task 1 should be completed before Task 2, and Task 2 should be completed before Task 3._

    Scenario

    You are the newly appointed human resources director at Pruhart Tech, a midsize high-tech company located in the southeastern United States. The company is preparing for growth due to an increase in demand for its new smart home tech products.

    The company’s computer programmers play a key role in the development of new smart home tech products. Currently, the company employs 20 computer programmers. The CEO wants to create a new position of senior programmer and wants to fill 10 of these roles within the next three months to lead new product development. HR has begun drafting a job description for the senior programmer position but has not been able to complete it without conducting a formal job analysis.

    Recruiting 10 senior programmers is no easy task. There is a competitive market and a shortage of qualified labor in the area. To source qualified candidates, both internal and external recruitment methods will need to be utilized. The CEO values strong teamwork and holds a belief that in-person work is the best way to achieve that. However, the CEO has agreed to reclassify the 20 current computer programmers and the 10 new senior programmers into remote positions yet wants to ensure that the newly hired employees will be able to work well within the team in a remote setting.

    Requirements

    Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation.

    **Grammarly Note:**
    Professional Communication will be automatically assessed through Grammarly for Education in most performance assessments before a student submits work for evaluation. Students are strongly encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as the overall submission will not pass without this aspect passing.

    **Microsoft Files Note:**
    Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc.  All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file.

    _You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course._

    **Interview Strategy**

    A. Create an interview strategy by doing the following:

    1. Discuss
    **two** benefits of using structured interviews for the senior programmer role.

    2. Create
    **one** behavioral-based or situation-based interview question designed to assess one’s ability to work within a team.

    a. Provide a rationale for the interview question.

    **Selection Strategy**

    B. Create a selection strategy by doing the following:

    1. Recommend
    **one** selection method for the senior programmer position.

    a. Provide a rationale for the recommended selection method.

    2. Recommend
    **one** selection assessment for the senior programmer position.

    a. Provide a rationale for the recommended selection assessment.

    3. Discuss
    **one** legal or ethical consideration for selection assessment.

    **Postselection Hiring Plan**

    C. Create a postselection hiring plan by doing the following:

    1. Recommend
    **one** type of background check for the senior programmer position.

    a. Provide a rationale for the recommended background check.

    2. Identify
    **one** relevant component to include in the job offer letter for the senior programmer position.

    a. Explain why the component is important to include.

    3. Identify
    **one** component to include in the onboarding program.

    a. Explain how the component will set up employees for success during their first 90 days as a senior programmer at the organization.

    D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

    E. Demonstrate professional communication in the content and presentation of your submission.

    **File Restrictions**

    File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ' ( )
    File size limit: 200 MB
    File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

  • [Solved] World Civilization

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    [>World history homework help](https://www.sweetstudy.com/fields/history-world-history) Throughout this course, you have studied civilizations from around the globe that span thousands of years of human history. For this assignment, you will choose two of these civilizations to compare. Instructions…

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    [>World history homework help](https://www.sweetstudy.com/fields/history-world-history)

    Throughout this course, you have studied civilizations from around the globe that span  thousands of years of human history. For this assignment, you will choose two of these  civilizations to compare.  Instructions:  • Choose one civilization from List A and one civilization from list B below. Please  do not choose a civilization that you included in your Unit 5 Assignment.  o List A:  ▪ Mayans  ▪ Incans  ▪ Aztecs  ▪ France (800-1400)  ▪ England (800-1400)  o List B  ▪ China (800-1400)  ▪ Japan (800-1400)  ▪ The Mongols  ▪ Renaissance Italy  • Answer the following questions about each civilization:  o Who rules the civilization? How are the leaders chosen, and what powers  do those leaders have?  o What did people in the civilization believe? Did they worship one god or  many gods? Did they try to impose their religion on other groups, or did  they tolerate the multiplicity of beliefs?  o How was the civilization’s society organized? Did religion play a role in  defining a person’s role? Was it possible to change your position in  society?  • To answer the questions above, return to the textbook and review the relevant  sections.   o In addition to your textbook, you should use at least two outside  resources.

    – [\
    \
    Unit8Assignment.pdf](https://www.sweetstudy.com/files/unit8assignment-pdf-10504343 "Unit8Assignment.pdf")

  • [Solved] Business Management

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    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management) Evaluates Workforce Planning Responsibilities **files (1)** – ## T2.docx **## T2.docx** **3114.4.2** : **Develops a Recruitment Plan** The learner develops a plan for recruiting qualified…

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    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management)

    Evaluates Workforce Planning Responsibilities

    **files (1)**

    – ## T2.docx

    **## T2.docx**

    **3114.4.2** :
    **Develops a Recruitment Plan**

    The learner develops a plan for recruiting qualified employees to meet organization needs and goals.

    Introduction

    Human resources (HR) professionals enable current and future organizational competitiveness by maintaining an adequate supply of people with the knowledge, skills, abilities, and other characteristics needed to produce these resources. As a human resources professional, your ability to effectively identify your organization’s need for employees, as well as plan and implement employee recruitment and selection strategies, will demonstrate solid talent acquisition practices that will directly contribute to your organization’s success. This performance assessment will give you the opportunity to demonstrate these critical talent acquisition skills.

    Task 2 addresses the second step in the talent acquisition process: recruiting. This includes identifying recruitment methods, establishing recruitment objectives, creating job postings, and ensuring a diverse candidate pool.

    _Note: The same scenario applies to all three tasks. Additionally, the tasks of this performance assessment should be completed in numerical order. So Task 1 should be completed before Task 2, and Task 2 should be completed before Task 3._

    Scenario

    You are the newly appointed human resources director at Pruhart Tech, a midsize high-tech company located in the southeastern United States. The company is preparing for growth due to an increase in demand for its new smart home tech products.

    The company’s computer programmers play a key role in the development of new smart home tech products. Currently, the company employs 20 computer programmers. The CEO wants to create a new position of senior programmer and wants to fill 10 of these roles within the next three months to lead new product development. HR has begun drafting a job description for the senior programmer position but has not been able to complete it without conducting a formal job analysis.

    Recruiting 10 senior programmers is no easy task. There is a competitive market and a shortage of qualified labor in the area. To source qualified candidates, both internal and external recruitment methods will need to be utilized. The CEO values strong teamwork and holds a belief that in-person work is the best way to achieve that. However, the CEO has agreed to reclassify the 20 current computer programmers and the 10 new senior programmers into remote positions yet wants to ensure that the newly hired employees will be able to work well within the team in a remote setting.

    Requirements

    Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation.

    **Grammarly Note:**
    Professional Communication will be automatically assessed through Grammarly for Education in most performance assessments before a student submits work for evaluation. Students are strongly encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as the overall submission will not pass without this aspect passing.

    **Microsoft Files Note:**
    Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc.  All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file.

    _You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course._

    **Recruitment Plan**

    A. Create a recruitment plan by doing the following:

    1. Recommend
    **one** recruitment metric.

    a. Explain how you would calculate the recruitment metric from part A1.

    b. Explain how the recruitment metric from part A1 is useful.

    c. Create
    **two** recruitment objectives for the recruitment metric from part A1.

    _Note: You may create two recruitment objectives (goals) around more than one metric._

    2. Recommend
    **one** _internal_ recruitment method that the organization can use to recruit for the senior programmer role.

    a. Explain the benefits of the recommended internal recruitment method from part A2.

    3. Recommend
    **one** _external_ recruitment method that the organization can use to recruit for the senior programmer role.

    a. Explain the benefits of the recommended external recruitment method from part A3.

    **Job Posting**

    B. Using the attached “Organizational Memo on the Proposed Hiring Plan” and “Pruhart Tech Job Descriptions,” write an appealing external
    job posting (
    _suggested length of approximately_ _1 page, single-spaced_) for the senior programmer position by doing
    _all_ of the following:

    1. Write a concise summary (
    _suggested length of_ _approximately 100 words_) of the organization designed to attract candidates to apply for the position and promote why someone would want to work for the company.

    2. Include
    **three** knowledge areas, skills, abilities, or other characteristics (KSAOs).

    3. Include
    **three** essential duties and responsibilities.

    4. Explain
    **four** benefits, tangible or intangible, provided by the organization.

    C. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

    D. Demonstrate professional communication in the content and presentation of your submission.

    **File Restrictions**

    File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ' ( )
    File size limit: 200 MB
    File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

    **## T2.docx**

    **3114.4.2** :
    **Develops a Recruitment Plan**

    The learner develops a plan for recruiting qualified employees to meet organization needs and goals.

    Introduction

    Human resources (HR) professionals enable current and future organizational competitiveness by maintaining an adequate supply of people with the knowledge, skills, abilities, and other characteristics needed to produce these resources. As a human resources professional, your ability to effectively identify your organization’s need for employees, as well as plan and implement employee recruitment and selection strategies, will demonstrate solid talent acquisition practices that will directly contribute to your organization’s success. This performance assessment will give you the opportunity to demonstrate these critical talent acquisition skills.

    Task 2 addresses the second step in the talent acquisition process: recruiting. This includes identifying recruitment methods, establishing recruitment objectives, creating job postings, and ensuring a diverse candidate pool.

    _Note: The same scenario applies to all three tasks. Additionally, the tasks of this performance assessment should be completed in numerical order. So Task 1 should be completed before Task 2, and Task 2 should be completed before Task 3._

    Scenario

    You are the newly appointed human resources director at Pruhart Tech, a midsize high-tech company located in the southeastern United States. The company is preparing for growth due to an increase in demand for its new smart home tech products.

    The company’s computer programmers play a key role in the development of new smart home tech products. Currently, the company employs 20 computer programmers. The CEO wants to create a new position of senior programmer and wants to fill 10 of these roles within the next three months to lead new product development. HR has begun drafting a job description for the senior programmer position but has not been able to complete it without conducting a formal job analysis.

    Recruiting 10 senior programmers is no easy task. There is a competitive market and a shortage of qualified labor in the area. To source qualified candidates, both internal and external recruitment methods will need to be utilized. The CEO values strong teamwork and holds a belief that in-person work is the best way to achieve that. However, the CEO has agreed to reclassify the 20 current computer programmers and the 10 new senior programmers into remote positions yet wants to ensure that the newly hired employees will be able to work well within the team in a remote setting.

    Requirements

    Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation.

    **Grammarly Note:**
    Professional Communication will be automatically assessed through Grammarly for Education in most performance assessments before a student submits work for evaluation. Students are strongly encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as the overall submission will not pass without this aspect passing.

    **Microsoft Files Note:**
    Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc.  All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file.

    _You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course._

    **Recruitment Plan**

    A. Create a recruitment plan by doing the following:

    1. Recommend
    **one** recruitment metric.

    a. Explain how you would calculate the recruitment metric from part A1.

    b. Explain how the recruitment metric from part A1 is useful.

    c. Create
    **two** recruitment objectives for the recruitment metric from part A1.

    _Note: You may create two recruitment objectives (goals) around more than one metric._

    2. Recommend
    **one** _internal_ recruitment method that the organization can use to recruit for the senior programmer role.

    a. Explain the benefits of the recommended internal recruitment method from part A2.

    3. Recommend
    **one** _external_ recruitment method that the organization can use to recruit for the senior programmer role.

    a. Explain the benefits of the recommended external recruitment method from part A3.

    **Job Posting**

    B. Using the attached “Organizational Memo on the Proposed Hiring Plan” and “Pruhart Tech Job Descriptions,” write an appealing external
    job posting (
    _suggested length of approximately_ _1 page, single-spaced_) for the senior programmer position by doing
    _all_ of the following:

    1. Write a concise summary (
    _suggested length of_ _approximately 100 words_) of the organization designed to attract candidates to apply for the position and promote why someone would want to work for the company.

    2. Include
    **three** knowledge areas, skills, abilities, or other characteristics (KSAOs).

    3. Include
    **three** essential duties and responsibilities.

    4. Explain
    **four** benefits, tangible or intangible, provided by the organization.

    C. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

    D. Demonstrate professional communication in the content and presentation of your submission.

    **File Restrictions**

    File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ' ( )
    File size limit: 200 MB
    File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

  • [Solved] Assigment .Apa seven . All instructions attached.

    ✓ Verified Academic Solution Available

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    **files (2)** – ## Articles.pdf – LiteratureReview.docx **## Articles.pdf** References 1. Aboraya, A., Elswick, D., Berry, J., Chandran, D., Hill, C., Zheng, W., Hustead, J. D., Van Oppen, D., Patel, V., Berzingi, S., Wang, K., Grimes, D., Gallucci, G., Mishra, D., Shrestha, R., Justice, J., Chumbe…

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    Assignment Prompt & Instructions

    **files (2)**

    – ## Articles.pdf

    – LiteratureReview.docx

    **## Articles.pdf**

    References

    1. Aboraya, A., Elswick, D., Berry, J., Chandran, D., Hill, C., Zheng, W., Hustead, J. D.,

    Van Oppen, D., Patel, V., Berzingi, S., Wang, K., Grimes, D., Gallucci, G., Mishra, D.,

    Shrestha, R., Justice, J., Chumber, P., Rizvi, A., Yadava, D., … Hyacinthe, J. (2025).

    Measurement-based care training curriculum in psychiatry residency programs: Four-year

    implementation experience and future directions. Innovations in Clinical Neuroscience,

    22(4–6), 20–26.

    2. Aldis, R., Rosenfeld, L. C., Mulvaney-Day, N., Lanca, M., Zona, K., Lam, J. A., Asfour,

    J., Meltzer, J. C., Leff, H. S., Fulwiler, C., Wang, P., & Progovac, A. M. (2024).

    Determinants of remote measurement-based care uptake in a safety-net outpatient

    psychiatry department. Learning Health Systems, 8(S1), e10416.

    3. Askari, N., Gupta, R., Hussain-Shamsy, N., Barker, L. C., Champagne, T., Lam, R. W.,

    Bishop, K., Pirmohamed, J., Michalowska, M., Shah, V., Katzman, H., Jalan, A.,

    Shanmuganathan, A., Wang, V., & Vigod, S. N. (2025). Electronic measurement-based

    care for perinatal depression and anxiety. BMC Psychiatry, 25(1), 437.

    4. Azizian Kia, S., Wittkampf, L., van Lankeren, J., & Janse, P. (2025). Motives of

    therapists for using routine outcome monitoring. Administration and Policy in Mental

    Health, 52(1), 159–170.

    5. Barkham, M., Broglia, E., & The SCORE Consortium. (2024). Routine outcome

    monitoring and feedback in university mental health services. Counselling and

    Psychotherapy Research, 24(2), 459–471.

    6. Bear, H. A., Dalzell, K., Edbrooke-Childs, J., & Wolpert, M. (2022). Applying behaviour

    change theory to routine outcome monitoring. British Journal of Clinical Psychology,

    61(3), 557–578.

    7. Borgnolo, L. J., McKenna, S., Hickie, I. B., Varidel, M., Turner, A., Gorban, C.,

    LaMonica, H. M., Chong, M. K., Capon, W., Dimitropoulos, G., Battisti, R., Whitwell,

    B., Hamilton, B., Scott, E. M., & Iorfino, F. (2025). Engagement with digital mental

    health technology. Journal of Medical Internet Research, 27(3), e67597.

    8. Bugatti, M., Owen, J., Richardson, Z., Rasmussen, W., & Newton, D. (2024). Therapist

    engagement in measurement-based care. Clinical Psychology & Psychotherapy, 31(1).

    9. Cheung, B. S., Murphy, J. K., Michalak, E. E., Liu, J., Yang, X., Wang, X., Chen, J., &

    Lam, R. W. (2023). Barriers to technology-enhanced MBC for depression. Journal of

    Affective Disorders, 320, 1–6.

    10. Cuperfain, A. B., Hui, K., Berkhout, S. G., Foussias, G., Gratzer, D., Kidd, S. A.,

    Kozloff, N., Kurdyak, P., Linaksita, B., Miranda, D., Soklaridis, S., Voineskos, A. N., &

    Zaheer, J. (2021). Views of measurement-based care in early psychosis. BJPsych Open,

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    11. de Beurs, E., Carlier, I., & van Hemert, A. (2022). Patient-reported psychopathology and

    quality of life. Quality of Life Research, 31(5), 1461–1471.

    12. El Hussein, M. T., & Bal, R. (2025). Pharmacotherapy for major depressive disorder.

    Journal for Nurse Practitioners, 21(8), 105458.

    13. Gaine, G. S., Nealis, L. J., Zhou, H., Purdon, S. E., & Abba-Aji, A. (2021). Inpatient

    recovery trajectories using ROM. Psychiatry Research, 302, 114000.

    14. Halford, W. K., & Frost, A. D. J. (2021). Depression Anxiety Stress Scale-10. Behaviour

    Change, 38(4), 221–234.

    15. He, Y., Wang, X., Wang, Z., Zhang, P., Huang, X., Yu, M., Murphy, J., Michalak, E.,

    Liu, J., Yang, T., Yang, X., Fang, Y., Lam, R., & Chen, J. (2024). Standard vs enhanced

    MBC for depression. Neuropsychiatric Disease and Treatment, 20, 1465–1473.

    16. Helldin, L., Mohn, C., Olsson-Tall, M., van Dijk-Härd, I., & Olsson, A. (2024).

    Measurement-based care in schizophrenia. Archives of Psychiatric Nursing, 53, 151–157.

    17. Hoenders, R., Bartels, A., Castelein, S., Visser, E., & Booij, S. (2021). Integrative

    outpatient mental health clinic outcomes. European Psychiatry, 64(S1).

    18. Huffman, L. G., Lawrence-Sidebottom, D., Huberty, J., Roots, M., Roots, K., Parikh, A.,

    Guerra, R., & Weiser, J. (2023). Digital MBC for youth anxiety and depression. JMIR

    Pediatrics and Parenting, 6, e46154.

    19. Ibrahim, H. M., & Jha, M. K. (2023). Measurement-based care for depression.

    Psychiatric Annals, 53(9), 395–399.

    20. Jonášová, K., Čevelíček, M., Doležal, P., & Řiháček, T. (2025). In-session use of ROM.

    Administration and Policy in Mental Health, 52(1), 106–122.

    21. Jones, S. B., Ko, H., Gatto, A. J., Kablinger, A. S., Sharp, H. D., Cooper, L. D., Tenzer,

    M. M., O’Brien, V. C., & McNamara, R. S. (2024). COVID-19 impacts using MBC.

    Journal of Patient-Reported Outcomes, 8(1), 135.

    22. Khau, M., Tabbane, K., Bloom, D., Abadi, S., Villemus, C., Rabinovitch, M., Shah, J. L.,

    Veillette, A., Iyer, S. N., Boksa, P., & Joober, R. (2022). MBC in first-episode psychosis.

    Journal of Psychiatric Research, 150, 8–16.

    23. Korsen, N., & Gerrish, S. (2022). PHQ-9 use in integrated care. Annals of Family

    Medicine, 20(Suppl 1).

    24. Kumar, M., Paz, C., Falkeström, F., & Castonguay, L. (2025). Strengthening systems

    with ROM. JAMA Psychiatry, 82(10), 953–954.

    25. Lam, R. W., Michalak, E. E., Murphy, J. K., et al. (2025). EMBED trial protocol. Cureus,

    17(8), e90395.

    26. Lampis, J., & Rocca, G. (2024). ROM use in Italian public services. Clinical Psychology

    & Psychotherapy, 31(6).

    27. Lewis, C. C., Boyd, M. R., Marti, C. N., & Albright, K. (2022). Mediators of MBC

    implementation. Implementation Science, 17(1).

    28. Lui, J. H. L., Brookman-Frazee, L., Smith, A., Lind, T., Terrones, L., Rodriguez, A.,

    Motamedi, M., Villodas, M., & Lau, A. S. (2022). Implementation facilitation strategies.

    Psychological Services, 19(2), 343–352.

    29. Machleid, F., Michnevich, T., Huang, L., Schröder-Frerkes, L., Wiegmann, C., Muffel,

    T., & Kaminski, J. (2024). Remote measurement-based care. PLOS One, 19(2),

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    LLMs. Journal of Affective Disorders, 381, 270–274.

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    33. Patel, Z. S., Jensen-Doss, A., & Lewis, C. C. (2022). Attitudes toward MBC.

    Administration and Policy in Mental Health, 49(1), 13–28.

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    37. Sales, C. M. D., Ashworth, M., Ayis, S., et al. (2023). I-PROMs position paper. Journal

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    38. She, Z., Xu, H., Cormier, G., Drapeau, M., & Duncan, B. L. (2024). Culture and face in

    ROM. Psychotherapy Research, 34(3), 311–322.

    39. Smits, H. J. H., Seelen-de Lang, B. L., Penterman, E. J. M., Nijman, H. L. I., &

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    42. Timman, R., & Arrindell, W. A. (2022). SCL-3/7 for ROM. Acta Psychiatrica

    Scandinavica, 145(4), 397–411.

    43. Valdiviezo-Oña, J., Montesano, A., Evans, C., & Paz, C. (2023). Practice-based evidence

    via ROM. BMJ Open, 13, e071875.

    44. Van Wert, M. J., Malik, M., Memel, B., Moore, R., Buccino, D., Hackerman, F., Kumari,

    S., Everett, A., & Narrow, W. (2021). Barriers to ROM integration. Journal of Evaluation

    in Clinical Practice, 27(4), 767–775.

    45. van Sonsbeek, M. A. M. S., Hutschemaekers, G. J. M., Veerman, J. W., Vermulst, A., &

    Tiemens, B. G. (2023). Clinician-focused MBC strategies. BMC Health Services

    Research, 23(1), 326.

    46. van Sonsbeek, M. A. M. S., Hutschemaekers, G. J. M., Veerman, J. W., Vermulst, A.,

    Kleinjan, M., & Tiemens, B. G. (2021). ROM feedback challenges. Child & Youth Care

    Forum, 50(2), 307–332.

    47. Victor, S. E., Salk, R. H., Porta, G., et al. (2023). Measurement-based care for suicidal

    youth. PLOS One, 18(4), e0284073.

    48. Wiebe, D. E., Remers, S., Nippak, P., & Meyer, J. (2021). Online ROM system

    evaluation. JMIR Mental Health, 8(12), e29243.

    49. Williams, N. J., Ehrhart, M. G., Aarons, G. A., et al. (2024). Organizational climate and

    MBC. Implementation Science, 19(1), 29.

    50. Woodard, G. S., Lane, E., Ehrenreich-May, J., Ginsburg, G. S., & Jensen-Doss, A.

    (2025). Predictors of MBC fidelity. Journal of Clinical Child & Adolescent Psychology,

    54(3), 346–357.

    51. Zavaglia, E., Joober, R., Iyer, S. N., et al. (2025). Digital MBC in early psychosis.

    Schizophrenia Research, 282, 141–149.

    52. Zhou, J., Wang, X., Yang, J., Zhu, X., Xiao, L., Feng, L., & Wang, G. (2022).

    Optimization of MBC for depression. Trials, 23(1), 367.

    53. Progovac, A. M., Fulwiler, C., Lanca, M., Wang, D., Zona, K., Mulvaney-Day, N., Aldis,

    R., Leff, H. S., Wang, P., & Rosenfeld, L. C. (2025). Provider experiences with RMBC

    rollout. JMIR Formative Research, 9, e71570.

    54. Rush, A. J., Trivedi, M. H., Wisniewski, S. R., et al. (2006). Acute and longer-term

    outcomes in STAR*D. American Journal of Psychiatry, 163(11), 1905–1917.

    55. Zimmerman, M., McGlinchey, J. B., Posternak, M. A., Friedman, M., Boerescu, D., &

    Attiullah, N. (2008). How should remission be defined using the PHQ-9? Journal of

    Clinical Psychiatry, 69(12), 1856–1861.

    56. Kroenke, K., Spitzer, R. L., & Williams, J. B. W. (2001). The PHQ-9. Journal of General

    Internal Medicine, 16(9), 606–613.

    57. Spitzer, R. L., Kroenke, K., Williams, J. B. W., & Löwe, B. (2006). The GAD-7.

    Archives of Internal Medicine, 166(10), 1092–1097.

    58. Fortney, J. C., Unützer, J., Wrenn, G., Pyne, J. M., Smith, G. R., Schoenbaum, M., &

    Harbin, H. T. (2017). A tipping point for MBC. Psychiatric Services, 68(2), 179–188.

    59. Lewis, C. C., Fischer, S., Weiner, B. J., Stanick, C., Kim, M., & Martinez, R. G. (2015).

    Outcomes for implementation science. Implementation Science, 10, 1–13.

    60. Zimmerman, M., & Mattia, J. I. (2001). Psychiatric diagnosis in clinical practice.

    American Journal of Psychiatry, 158(4), 589–595.

    **LiteratureReview.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/literaturereview-docx-10504709)

    **LiteratureReview.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/literaturereview-docx-10504709)

    **## Articles.pdf**

    References

    1. Aboraya, A., Elswick, D., Berry, J., Chandran, D., Hill, C., Zheng, W., Hustead, J. D.,

    Van Oppen, D., Patel, V., Berzingi, S., Wang, K., Grimes, D., Gallucci, G., Mishra, D.,

    Shrestha, R., Justice, J., Chumber, P., Rizvi, A., Yadava, D., … Hyacinthe, J. (2025).

    Measurement-based care training curriculum in psychiatry residency programs: Four-year

    implementation experience and future directions. Innovations in Clinical Neuroscience,

    22(4–6), 20–26.

    2. Aldis, R., Rosenfeld, L. C., Mulvaney-Day, N., Lanca, M., Zona, K., Lam, J. A., Asfour,

    J., Meltzer, J. C., Leff, H. S., Fulwiler, C., Wang, P., & Progovac, A. M. (2024).

    Determinants of remote measurement-based care uptake in a safety-net outpatient

    psychiatry department. Learning Health Systems, 8(S1), e10416.

    3. Askari, N., Gupta, R., Hussain-Shamsy, N., Barker, L. C., Champagne, T., Lam, R. W.,

    Bishop, K., Pirmohamed, J., Michalowska, M., Shah, V., Katzman, H., Jalan, A.,

    Shanmuganathan, A., Wang, V., & Vigod, S. N. (2025). Electronic measurement-based

    care for perinatal depression and anxiety. BMC Psychiatry, 25(1), 437.

    4. Azizian Kia, S., Wittkampf, L., van Lankeren, J., & Janse, P. (2025). Motives of

    therapists for using routine outcome monitoring. Administration and Policy in Mental

    Health, 52(1), 159–170.

    5. Barkham, M., Broglia, E., & The SCORE Consortium. (2024). Routine outcome

    monitoring and feedback in university mental health services. Counselling and

    Psychotherapy Research, 24(2), 459–471.

    6. Bear, H. A., Dalzell, K., Edbrooke-Childs, J., & Wolpert, M. (2022). Applying behaviour

    change theory to routine outcome monitoring. British Journal of Clinical Psychology,

    61(3), 557–578.

    7. Borgnolo, L. J., McKenna, S., Hickie, I. B., Varidel, M., Turner, A., Gorban, C.,

    LaMonica, H. M., Chong, M. K., Capon, W., Dimitropoulos, G., Battisti, R., Whitwell,

    B., Hamilton, B., Scott, E. M., & Iorfino, F. (2025). Engagement with digital mental

    health technology. Journal of Medical Internet Research, 27(3), e67597.

    8. Bugatti, M., Owen, J., Richardson, Z., Rasmussen, W., & Newton, D. (2024). Therapist

    engagement in measurement-based care. Clinical Psychology & Psychotherapy, 31(1).

    9. Cheung, B. S., Murphy, J. K., Michalak, E. E., Liu, J., Yang, X., Wang, X., Chen, J., &

    Lam, R. W. (2023). Barriers to technology-enhanced MBC for depression. Journal of

    Affective Disorders, 320, 1–6.

    10. Cuperfain, A. B., Hui, K., Berkhout, S. G., Foussias, G., Gratzer, D., Kidd, S. A.,

    Kozloff, N., Kurdyak, P., Linaksita, B., Miranda, D., Soklaridis, S., Voineskos, A. N., &

    Zaheer, J. (2021). Views of measurement-based care in early psychosis. BJPsych Open,

    7(5).

    11. de Beurs, E., Carlier, I., & van Hemert, A. (2022). Patient-reported psychopathology and

    quality of life. Quality of Life Research, 31(5), 1461–1471.

    12. El Hussein, M. T., & Bal, R. (2025). Pharmacotherapy for major depressive disorder.

    Journal for Nurse Practitioners, 21(8), 105458.

    13. Gaine, G. S., Nealis, L. J., Zhou, H., Purdon, S. E., & Abba-Aji, A. (2021). Inpatient

    recovery trajectories using ROM. Psychiatry Research, 302, 114000.

    14. Halford, W. K., & Frost, A. D. J. (2021). Depression Anxiety Stress Scale-10. Behaviour

    Change, 38(4), 221–234.

    15. He, Y., Wang, X., Wang, Z., Zhang, P., Huang, X., Yu, M., Murphy, J., Michalak, E.,

    Liu, J., Yang, T., Yang, X., Fang, Y., Lam, R., & Chen, J. (2024). Standard vs enhanced

    MBC for depression. Neuropsychiatric Disease and Treatment, 20, 1465–1473.

    16. Helldin, L., Mohn, C., Olsson-Tall, M., van Dijk-Härd, I., & Olsson, A. (2024).

    Measurement-based care in schizophrenia. Archives of Psychiatric Nursing, 53, 151–157.

    17. Hoenders, R., Bartels, A., Castelein, S., Visser, E., & Booij, S. (2021). Integrative

    outpatient mental health clinic outcomes. European Psychiatry, 64(S1).

    18. Huffman, L. G., Lawrence-Sidebottom, D., Huberty, J., Roots, M., Roots, K., Parikh, A.,

    Guerra, R., & Weiser, J. (2023). Digital MBC for youth anxiety and depression. JMIR

    Pediatrics and Parenting, 6, e46154.

    19. Ibrahim, H. M., & Jha, M. K. (2023). Measurement-based care for depression.

    Psychiatric Annals, 53(9), 395–399.

    20. Jonášová, K., Čevelíček, M., Doležal, P., & Řiháček, T. (2025). In-session use of ROM.

    Administration and Policy in Mental Health, 52(1), 106–122.

    21. Jones, S. B., Ko, H., Gatto, A. J., Kablinger, A. S., Sharp, H. D., Cooper, L. D., Tenzer,

    M. M., O’Brien, V. C., & McNamara, R. S. (2024). COVID-19 impacts using MBC.

    Journal of Patient-Reported Outcomes, 8(1), 135.

    22. Khau, M., Tabbane, K., Bloom, D., Abadi, S., Villemus, C., Rabinovitch, M., Shah, J. L.,

    Veillette, A., Iyer, S. N., Boksa, P., & Joober, R. (2022). MBC in first-episode psychosis.

    Journal of Psychiatric Research, 150, 8–16.

    23. Korsen, N., & Gerrish, S. (2022). PHQ-9 use in integrated care. Annals of Family

    Medicine, 20(Suppl 1).

    24. Kumar, M., Paz, C., Falkeström, F., & Castonguay, L. (2025). Strengthening systems

    with ROM. JAMA Psychiatry, 82(10), 953–954.

    25. Lam, R. W., Michalak, E. E., Murphy, J. K., et al. (2025). EMBED trial protocol. Cureus,

    17(8), e90395.

    26. Lampis, J., & Rocca, G. (2024). ROM use in Italian public services. Clinical Psychology

    & Psychotherapy, 31(6).

    27. Lewis, C. C., Boyd, M. R., Marti, C. N., & Albright, K. (2022). Mediators of MBC

    implementation. Implementation Science, 17(1).

    28. Lui, J. H. L., Brookman-Frazee, L., Smith, A., Lind, T., Terrones, L., Rodriguez, A.,

    Motamedi, M., Villodas, M., & Lau, A. S. (2022). Implementation facilitation strategies.

    Psychological Services, 19(2), 343–352.

    29. Machleid, F., Michnevich, T., Huang, L., Schröder-Frerkes, L., Wiegmann, C., Muffel,

    T., & Kaminski, J. (2024). Remote measurement-based care. PLOS One, 19(2),

    e0297929.

    30. McCoy, T. H., Castro, V. M., & Perlis, R. H. (2025). Estimating depression severity with

    LLMs. Journal of Affective Disorders, 381, 270–274.

    31. Meyer-Kalos, P., Owens, G., Fisher, M., et al. (2024). Putting MBC into action. BMC

    Psychiatry, 24(1), 871.

    32. Moltu, C., McAleavey, A. A., Helleseth, M. M., Møller, G. H., & Nordberg, S. S. (2021).

    Developing feedback systems. International Journal of Mental Health Systems, 15(1), 43.

    33. Patel, Z. S., Jensen-Doss, A., & Lewis, C. C. (2022). Attitudes toward MBC.

    Administration and Policy in Mental Health, 49(1), 13–28.

    34. Progovac, A. M., Fulwiler, C., Lanca, M., et al. (2025). Remote MBC rollout

    experiences. JMIR Formative Research, 9, e71570.

    35. Roebroek, L., Bruins, J., Roe, D., et al. (2021). Care needs in psychosis. Epidemiology

    and Psychiatric Sciences, 30.

    36. Rush, A. J., Gore-Langton, R. E., Bart, G., et al. (2024). Tools to implement MBC for

    OUD. Addiction Science & Clinical Practice, 19(1), 14.

    37. Sales, C. M. D., Ashworth, M., Ayis, S., et al. (2023). I-PROMs position paper. Journal

    of Clinical Psychology, 79(3), 596–621.

    38. She, Z., Xu, H., Cormier, G., Drapeau, M., & Duncan, B. L. (2024). Culture and face in

    ROM. Psychotherapy Research, 34(3), 311–322.

    39. Smits, H. J. H., Seelen-de Lang, B. L., Penterman, E. J. M., Nijman, H. L. I., &

    Noorthoorn, E. O. (2023). Quality of life outcomes in SMI. Journal of Applied Research

    in Intellectual Disabilities, 36(1), 58–67.

    40. Solstad, S. M., Kleiven, G. S., Castonguay, L. G., & Moltu, C. (2021). Clinical dilemmas

    of ROM. Psychotherapy Research, 31(2), 200–210.

    41. Solstad, S. M., Kleiven, G. S., & Moltu, C. (2021). Complexity of clinical feedback.

    Quality of Life Research, 30(11), 3117–3125.

    42. Timman, R., & Arrindell, W. A. (2022). SCL-3/7 for ROM. Acta Psychiatrica

    Scandinavica, 145(4), 397–411.

    43. Valdiviezo-Oña, J., Montesano, A., Evans, C., & Paz, C. (2023). Practice-based evidence

    via ROM. BMJ Open, 13, e071875.

    44. Van Wert, M. J., Malik, M., Memel, B., Moore, R., Buccino, D., Hackerman, F., Kumari,

    S., Everett, A., & Narrow, W. (2021). Barriers to ROM integration. Journal of Evaluation

    in Clinical Practice, 27(4), 767–775.

    45. van Sonsbeek, M. A. M. S., Hutschemaekers, G. J. M., Veerman, J. W., Vermulst, A., &

    Tiemens, B. G. (2023). Clinician-focused MBC strategies. BMC Health Services

    Research, 23(1), 326.

    46. van Sonsbeek, M. A. M. S., Hutschemaekers, G. J. M., Veerman, J. W., Vermulst, A.,

    Kleinjan, M., & Tiemens, B. G. (2021). ROM feedback challenges. Child & Youth Care

    Forum, 50(2), 307–332.

    47. Victor, S. E., Salk, R. H., Porta, G., et al. (2023). Measurement-based care for suicidal

    youth. PLOS One, 18(4), e0284073.

    48. Wiebe, D. E., Remers, S., Nippak, P., & Meyer, J. (2021). Online ROM system

    evaluation. JMIR Mental Health, 8(12), e29243.

    49. Williams, N. J., Ehrhart, M. G., Aarons, G. A., et al. (2024). Organizational climate and

    MBC. Implementation Science, 19(1), 29.

    50. Woodard, G. S., Lane, E., Ehrenreich-May, J., Ginsburg, G. S., & Jensen-Doss, A.

    (2025). Predictors of MBC fidelity. Journal of Clinical Child & Adolescent Psychology,

    54(3), 346–357.

    51. Zavaglia, E., Joober, R., Iyer, S. N., et al. (2025). Digital MBC in early psychosis.

    Schizophrenia Research, 282, 141–149.

    52. Zhou, J., Wang, X., Yang, J., Zhu, X., Xiao, L., Feng, L., & Wang, G. (2022).

    Optimization of MBC for depression. Trials, 23(1), 367.

    53. Progovac, A. M., Fulwiler, C., Lanca, M., Wang, D., Zona, K., Mulvaney-Day, N., Aldis,

    R., Leff, H. S., Wang, P., & Rosenfeld, L. C. (2025). Provider experiences with RMBC

    rollout. JMIR Formative Research, 9, e71570.

    54. Rush, A. J., Trivedi, M. H., Wisniewski, S. R., et al. (2006). Acute and longer-term

    outcomes in STAR*D. American Journal of Psychiatry, 163(11), 1905–1917.

    55. Zimmerman, M., McGlinchey, J. B., Posternak, M. A., Friedman, M., Boerescu, D., &

    Attiullah, N. (2008). How should remission be defined using the PHQ-9? Journal of

    Clinical Psychiatry, 69(12), 1856–1861.

    56. Kroenke, K., Spitzer, R. L., & Williams, J. B. W. (2001). The PHQ-9. Journal of General

    Internal Medicine, 16(9), 606–613.

    57. Spitzer, R. L., Kroenke, K., Williams, J. B. W., & Löwe, B. (2006). The GAD-7.

    Archives of Internal Medicine, 166(10), 1092–1097.

    58. Fortney, J. C., Unützer, J., Wrenn, G., Pyne, J. M., Smith, G. R., Schoenbaum, M., &

    Harbin, H. T. (2017). A tipping point for MBC. Psychiatric Services, 68(2), 179–188.

    59. Lewis, C. C., Fischer, S., Weiner, B. J., Stanick, C., Kim, M., & Martinez, R. G. (2015).

    Outcomes for implementation science. Implementation Science, 10, 1–13.

    60. Zimmerman, M., & Mattia, J. I. (2001). Psychiatric diagnosis in clinical practice.

    American Journal of Psychiatry, 158(4), 589–595.

    **LiteratureReview.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/literaturereview-docx-10504709)

    **## Articles.pdf**

    References

    1. Aboraya, A., Elswick, D., Berry, J., Chandran, D., Hill, C., Zheng, W., Hustead, J. D.,

    Van Oppen, D., Patel, V., Berzingi, S., Wang, K., Grimes, D., Gallucci, G., Mishra, D.,

    Shrestha, R., Justice, J., Chumber, P., Rizvi, A., Yadava, D., … Hyacinthe, J. (2025).

    Measurement-based care training curriculum in psychiatry residency programs: Four-year

    implementation experience and future directions. Innovations in Clinical Neuroscience,

    22(4–6), 20–26.

    2. Aldis, R., Rosenfeld, L. C., Mulvaney-Day, N., Lanca, M., Zona, K., Lam, J. A., Asfour,

    J., Meltzer, J. C., Leff, H. S., Fulwiler, C., Wang, P., & Progovac, A. M. (2024).

    Determinants of remote measurement-based care uptake in a safety-net outpatient

    psychiatry department. Learning Health Systems, 8(S1), e10416.

    3. Askari, N., Gupta, R., Hussain-Shamsy, N., Barker, L. C., Champagne, T., Lam, R. W.,

    Bishop, K., Pirmohamed, J., Michalowska, M., Shah, V., Katzman, H., Jalan, A.,

    Shanmuganathan, A., Wang, V., & Vigod, S. N. (2025). Electronic measurement-based

    care for perinatal depression and anxiety. BMC Psychiatry, 25(1), 437.

    4. Azizian Kia, S., Wittkampf, L., van Lankeren, J., & Janse, P. (2025). Motives of

    therapists for using routine outcome monitoring. Administration and Policy in Mental

    Health, 52(1), 159–170.

    5. Barkham, M., Broglia, E., & The SCORE Consortium. (2024). Routine outcome

    monitoring and feedback in university mental health services. Counselling and

    Psychotherapy Research, 24(2), 459–471.

    6. Bear, H. A., Dalzell, K., Edbrooke-Childs, J., & Wolpert, M. (2022). Applying behaviour

    change theory to routine outcome monitoring. British Journal of Clinical Psychology,

    61(3), 557–578.

    7. Borgnolo, L. J., McKenna, S., Hickie, I. B., Varidel, M., Turner, A., Gorban, C.,

    LaMonica, H. M., Chong, M. K., Capon, W., Dimitropoulos, G., Battisti, R., Whitwell,

    B., Hamilton, B., Scott, E. M., & Iorfino, F. (2025). Engagement with digital mental

    health technology. Journal of Medical Internet Research, 27(3), e67597.

    8. Bugatti, M., Owen, J., Richardson, Z., Rasmussen, W., & Newton, D. (2024). Therapist

    engagement in measurement-based care. Clinical Psychology & Psychotherapy, 31(1).

    9. Cheung, B. S., Murphy, J. K., Michalak, E. E., Liu, J., Yang, X., Wang, X., Chen, J., &

    Lam, R. W. (2023). Barriers to technology-enhanced MBC for depression. Journal of

    Affective Disorders, 320, 1–6.

    10. Cuperfain, A. B., Hui, K., Berkhout, S. G., Foussias, G., Gratzer, D., Kidd, S. A.,

    Kozloff, N., Kurdyak, P., Linaksita, B., Miranda, D., Soklaridis, S., Voineskos, A. N., &

    Zaheer, J. (2021). Views of measurement-based care in early psychosis. BJPsych Open,

    7(5).

    11. de Beurs, E., Carlier, I., & van Hemert, A. (2022). Patient-reported psychopathology and

    quality of life. Quality of Life Research, 31(5), 1461–1471.

    12. El Hussein, M. T., & Bal, R. (2025). Pharmacotherapy for major depressive disorder.

    Journal for Nurse Practitioners, 21(8), 105458.

    13. Gaine, G. S., Nealis, L. J., Zhou, H., Purdon, S. E., & Abba-Aji, A. (2021). Inpatient

    recovery trajectories using ROM. Psychiatry Research, 302, 114000.

    14. Halford, W. K., & Frost, A. D. J. (2021). Depression Anxiety Stress Scale-10. Behaviour

    Change, 38(4), 221–234.

    15. He, Y., Wang, X., Wang, Z., Zhang, P., Huang, X., Yu, M., Murphy, J., Michalak, E.,

    Liu, J., Yang, T., Yang, X., Fang, Y., Lam, R., & Chen, J. (2024). Standard vs enhanced

    MBC for depression. Neuropsychiatric Disease and Treatment, 20, 1465–1473.

    16. Helldin, L., Mohn, C., Olsson-Tall, M., van Dijk-Härd, I., & Olsson, A. (2024).

    Measurement-based care in schizophrenia. Archives of Psychiatric Nursing, 53, 151–157.

    17. Hoenders, R., Bartels, A., Castelein, S., Visser, E., & Booij, S. (2021). Integrative

    outpatient mental health clinic outcomes. European Psychiatry, 64(S1).

    18. Huffman, L. G., Lawrence-Sidebottom, D., Huberty, J., Roots, M., Roots, K., Parikh, A.,

    Guerra, R., & Weiser, J. (2023). Digital MBC for youth anxiety and depression. JMIR

    Pediatrics and Parenting, 6, e46154.

    19. Ibrahim, H. M., & Jha, M. K. (2023). Measurement-based care for depression.

    Psychiatric Annals, 53(9), 395–399.

    20. Jonášová, K., Čevelíček, M., Doležal, P., & Řiháček, T. (2025). In-session use of ROM.

    Administration and Policy in Mental Health, 52(1), 106–122.

    21. Jones, S. B., Ko, H., Gatto, A. J., Kablinger, A. S., Sharp, H. D., Cooper, L. D., Tenzer,

    M. M., O’Brien, V. C., & McNamara, R. S. (2024). COVID-19 impacts using MBC.

    Journal of Patient-Reported Outcomes, 8(1), 135.

    22. Khau, M., Tabbane, K., Bloom, D., Abadi, S., Villemus, C., Rabinovitch, M., Shah, J. L.,

    Veillette, A., Iyer, S. N., Boksa, P., & Joober, R. (2022). MBC in first-episode psychosis.

    Journal of Psychiatric Research, 150, 8–16.

    23. Korsen, N., & Gerrish, S. (2022). PHQ-9 use in integrated care. Annals of Family

    Medicine, 20(Suppl 1).

    24. Kumar, M., Paz, C., Falkeström, F., & Castonguay, L. (2025). Strengthening systems

    with ROM. JAMA Psychiatry, 82(10), 953–954.

    25. Lam, R. W., Michalak, E. E., Murphy, J. K., et al. (2025). EMBED trial protocol. Cureus,

    17(8), e90395.

    26. Lampis, J., & Rocca, G. (2024). ROM use in Italian public services. Clinical Psychology

    & Psychotherapy, 31(6).

    27. Lewis, C. C., Boyd, M. R., Marti, C. N., & Albright, K. (2022). Mediators of MBC

    implementation. Implementation Science, 17(1).

    28. Lui, J. H. L., Brookman-Frazee, L., Smith, A., Lind, T., Terrones, L., Rodriguez, A.,

    Motamedi, M., Villodas, M., & Lau, A. S. (2022). Implementation facilitation strategies.

    Psychological Services, 19(2), 343–352.

    29. Machleid, F., Michnevich, T., Huang, L., Schröder-Frerkes, L., Wiegmann, C., Muffel,

    T., & Kaminski, J. (2024). Remote measurement-based care. PLOS One, 19(2),

    e0297929.

    30. McCoy, T. H., Castro, V. M., & Perlis, R. H. (2025). Estimating depression severity with

    LLMs. Journal of Affective Disorders, 381, 270–274.

    31. Meyer-Kalos, P., Owens, G., Fisher, M., et al. (2024). Putting MBC into action. BMC

    Psychiatry, 24(1), 871.

    32. Moltu, C., McAleavey, A. A., Helleseth, M. M., Møller, G. H., & Nordberg, S. S. (2021).

    Developing feedback systems. International Journal of Mental Health Systems, 15(1), 43.

    33. Patel, Z. S., Jensen-Doss, A., & Lewis, C. C. (2022). Attitudes toward MBC.

    Administration and Policy in Mental Health, 49(1), 13–28.

    34. Progovac, A. M., Fulwiler, C., Lanca, M., et al. (2025). Remote MBC rollout

    experiences. JMIR Formative Research, 9, e71570.

    35. Roebroek, L., Bruins, J., Roe, D., et al. (2021). Care needs in psychosis. Epidemiology

    and Psychiatric Sciences, 30.

    36. Rush, A. J., Gore-Langton, R. E., Bart, G., et al. (2024). Tools to implement MBC for

    OUD. Addiction Science & Clinical Practice, 19(1), 14.

    37. Sales, C. M. D., Ashworth, M., Ayis, S., et al. (2023). I-PROMs position paper. Journal

    of Clinical Psychology, 79(3), 596–621.

    38. She, Z., Xu, H., Cormier, G., Drapeau, M., & Duncan, B. L. (2024). Culture and face in

    ROM. Psychotherapy Research, 34(3), 311–322.

    39. Smits, H. J. H., Seelen-de Lang, B. L., Penterman, E. J. M., Nijman, H. L. I., &

    Noorthoorn, E. O. (2023). Quality of life outcomes in SMI. Journal of Applied Research

    in Intellectual Disabilities, 36(1), 58–67.

    40. Solstad, S. M., Kleiven, G. S., Castonguay, L. G., & Moltu, C. (2021). Clinical dilemmas

    of ROM. Psychotherapy Research, 31(2), 200–210.

    41. Solstad, S. M., Kleiven, G. S., & Moltu, C. (2021). Complexity of clinical feedback.

    Quality of Life Research, 30(11), 3117–3125.

    42. Timman, R., & Arrindell, W. A. (2022). SCL-3/7 for ROM. Acta Psychiatrica

    Scandinavica, 145(4), 397–411.

    43. Valdiviezo-Oña, J., Montesano, A., Evans, C., & Paz, C. (2023). Practice-based evidence

    via ROM. BMJ Open, 13, e071875.

    44. Van Wert, M. J., Malik, M., Memel, B., Moore, R., Buccino, D., Hackerman, F., Kumari,

    S., Everett, A., & Narrow, W. (2021). Barriers to ROM integration. Journal of Evaluation

    in Clinical Practice, 27(4), 767–775.

    45. van Sonsbeek, M. A. M. S., Hutschemaekers, G. J. M., Veerman, J. W., Vermulst, A., &

    Tiemens, B. G. (2023). Clinician-focused MBC strategies. BMC Health Services

    Research, 23(1), 326.

    46. van Sonsbeek, M. A. M. S., Hutschemaekers, G. J. M., Veerman, J. W., Vermulst, A.,

    Kleinjan, M., & Tiemens, B. G. (2021). ROM feedback challenges. Child & Youth Care

    Forum, 50(2), 307–332.

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