Tag: Human Resource Management

  • [Solved] Week 10 final need in a PowerPoint slide rephrased

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    **Planning to Manage a Crisis: Tornado Disaster Response in Rural Alabama** **Slide 1: Title Slide** **Planning to Manage a Crisis: Tornado Disaster Response in Rural Alabama** **Slide 2: Crisis Identification and Categorization** **•** **EF-3 tornado impacting Abbeville, Alabama** **•** **Crisis Ca…

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    **Planning to Manage a Crisis: Tornado Disaster Response in Rural Alabama**

    **Slide 1: Title Slide**

    **Planning to Manage a Crisis: Tornado Disaster Response in Rural Alabama**

    **Slide 2: Crisis Identification and Categorization**

    **•** **EF-3 tornado impacting Abbeville, Alabama**

    **•** **Crisis Category: Ecosystemic**

    **•** **Community-wide disruption affecting individuals, families, infrastructure, and services**

    **Slide 3: Readiness and Preparedness**

    **•** **Foundational crisis intervention training**

    **•** **Experience with disaster-affected populations**

    **•** **Familiarity with Alabama emergency management systems**

    **•** **Growth areas: advanced disaster mental health, FEMA/VOAD coordination**

    **Slide 4: Influence of Values, Beliefs, and Cultural Identity**

    **•** **Commitment to service, dignity, and equity**

    **•** **Faith-informed compassion and community-centered approach**

    **•** **Rural Southern cultural attunement**

    **•** **Awareness of personal worldview and communication style**

    **Slide 5: Cultural Humility or Reflexivity Challenge**

    **•** **Challenge: Assuming survivors prefer formal agencies over informal supports**

    **•** **Importance: Rural communities may prioritize privacy and self-reliance**

    **•** **Need for ongoing self-reflection to avoid misinterpretation**

    **Slide 6: Initial Crisis Reactions**

    **•** **Shock, confusion, disorientation**

    **•** **Grief and loss**

    **•** **Heightened anxiety and fear**

    **•** **Survivor guilt**

    **•** **Overwhelm due to disrupted housing, employment, and transportation**

    **Slide 7: Treatment Model (Part 1)**

    **Psychological First Aid (PFA)**

    **•** **Evidence-based and flexible**

    **•** **Prioritizes safety, stabilization, and immediate needs**

    **•** **Supports diverse populations without requiring diagnosis**

    **Slide 8: Treatment Model (Part 2)**

    **Roberts’ Seven-Stage Crisis Intervention Model**

    **•** **Assess lethality and safety**

    **•** **Establish rapport**

    **•** **Identify major problems**

    **•** **Explore feelings**

    **•** **Generate coping strategies**

    **•** **Develop action plan**

    **•** **Follow-up**

    **Slide 9: Resource List (Local Resources)**

    **•** **Henry County EMA**

    **•** **Wiregrass United Way 2-1-1**

    **•** **Southeast Alabama Mental Health Center**

    **Slide 10: Resource List (Regional/National Resources)**

    **•** **American Red Cross – Alabama Region**

    **•** **FEMA Disaster Assistance**

    **•** **Alabama VOAD**

    **Slide 11: Team Wellness and Burnout Prevention**

    **•** **Structured debriefing and rotation schedules**

    **•** **Clear role assignments**

    **•** **Access to supervision and peer consultation**

    **•** **Encouraging boundaries and time off**

    **•** **Monitoring for compassion fatigue**

    **Slide 12: Leadership Characteristics and Social Change**

    **•** **Trauma-informed, culturally responsive leadership**

    **•** **Transparent communication**

    **•** **Strength-based team empowerment**

    **•** **Advocacy for equitable disaster recovery**

    **•** **Modeling cultural humility**

    **Slide 13: References (Part 1)**

    **•** **James, R. K., & Gilliland, B. E. (2017).** _**Crisis intervention strategies**_ **(8th ed.). Cengage Learning.**

    **•** **Aradhya, U. (2018). 10 tips to effective time management.** _**Human Capital, 22**_ **(6).**

    **Slide 14: References (Part 2)**

    **•** **Chaneski, W. S. (2017). Time management: How effective are you?** _**Manufacturing Engineering.**_

    **•** **FEMA. Disaster assistance resources.**

    **•** **American Red Cross. Alabama Region disaster services.**

    **Slide 15: Appendix (Resource List Summary)**

    **•** **Summary of agencies and services for survivors.**

  • [Solved] Help Needed!

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    Help Needed by February 13th!!! – [\ \ IMG_6153.jpeg](https://www.sweetstudy.com/files/img-6153-jpeg "IMG_6153.jpeg") – [\ \ IMG_6154.jpeg](https://www.sweetstudy.com/files/img-6154-jpeg "IMG_6154.jpeg") – [\ \ IMG_6155.jpeg](https://www.sweetstudy.com/files/img-6155-jpeg "IMG_6155.jpeg") -…

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    Help Needed by February 13th!!!

    – [\
    \
    IMG_6153.jpeg](https://www.sweetstudy.com/files/img-6153-jpeg "IMG_6153.jpeg")
    – [\
    \
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    – [\
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    – [\
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    – [\
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  • [Solved] Business

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    **Developing a Balanced Scorecard** A _balanced scorecard_ is used by managers to help them identify and translate the company’s strategic goals into tangible performance objectives. The data in the tool are used to allow managers to monitor and measure the status of the objectives and alert them if…

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    **Developing a Balanced Scorecard**

    A _balanced scorecard_ is used by managers to help them identify and translate the company’s strategic goals into tangible performance objectives. The data in the tool are used to allow managers to monitor and measure the status of the objectives and alert them if changes are needed to improve their ability to meet their strategic goals.

    Watch this video on the steps to using a balanced scorecard: [Balanced Scorecard: A Step-by-Step Example](https://www.youtube.com/watch?v=W1i59QkU-Ss).

    Read this article: [Uber Case Study](https://idea-usher.medium.com/uber-case-study-success-story-and-swot-analysis-5a323a918fd).

    Read this article for balanced scorecard examples: [Seven Balanced Scorecard Examples](https://boardmix.com/examples/balanced-scorecard/).

    For this assignment, select a company to analyze.

    You may choose a company of your choice, or choose from the following list:

    – [Citibank](https://www.citi.com/)
    – [Ford Motor Company](https://www.ford.com/)
    – [Mobil](https://www.mobil.com/)
    – [Verizon](https://www.verizon.com/)
    – [UPS](https://www.ups.com/)

    Based on your analysis, address the following:

    – Develop a balanced scorecard for the company that you selected. It should include at least 2 clear objectives and associated metrics under each of the four perspectives (learning and growth, customer, internal processes, and financial) of the scorecard.
    – List at least 1 advantage and disadvantage associated with using a balanced scorecard.
    – What ethical considerations arise when utilizing the balanced scorecard to help a company compete?

    3-5gs

  • [Solved] human resources

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    This course is the capstone to CTU's BSBA HR concentration. Using what you have learned in the program as well as the resources provided, this assignment will seek to assess your knowledge by asking questions that a HR professional may face working in the global environment. Using the resources and …

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    This course is the capstone to CTU's BSBA HR concentration. Using what you have learned in the program as well as the resources provided, this assignment will seek to assess your knowledge by asking questions that a HR professional may face working in the global environment. Using the resources and CTU Library, please answer the following questions:

    – How might HR apply the accounting principle of [auditing](https://www.fylehq.com/blog/auditing-expense-reports) to uncover financial mismanagement on an employee's expense reports?
    – How can a HR manager use the [PLUS Model](https://www.globalmanagementacademy.com/the-plus-model/) for ethical decision making to solve a problem with employees who are not appropriately using information technology for business operations?
    – Companies often use [marketing principles](https://www.forbes.com/sites/forbesagencycouncil/2020/05/28/12-marketing-based-techniques-for-attracting-new-talent/) to advertise open positions. What marketing principles and HR policies could be used to ensure that recruiting practices reflect diversity and inclusion?
    – How do [positive employee relations](https://www.linkedin.com/pulse/building-positive-employee-relations-strategic-success-sara-elnaggar-myihf) contribute to successful [strategic management](https://www.youtube.com/watch?v=icqu2Kl1Imc)?

    [Access the assignment template by clicking on this link](https://resources.careered.com/LCMSFileSharePreview/Resources/MSWordDocument/HRMT485_U4_IP_Template.docx).

    3-5pgs

  • [Solved] behavior case study

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    In-depth study guidance and analytical solution covering behavior case study.

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] HRM310 Milestone One

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    In-depth study guidance and analytical solution covering HRM310 Milestone One.

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] HRM 360 Milestone 2

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    In-depth study guidance and analytical solution covering HRM 360 Milestone 2.

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Human Resource Management Assignment 1

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    Discussion Questions: Back from the Abyss by Laurie Willis 1. What is the main message the author wants readers to take away about athletes and mental health? 2. Which statistics, stories, or examples stood out to you as most persuasive or surprising? 3. Have you witnessed or experienced the idea…

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    Discussion Questions: Back from the Abyss by Laurie Willis

    1. What is the main message the author wants readers to take away about athletes and mental health?

    2. Which statistics, stories, or examples stood out to you as most persuasive or surprising?

    3. Have you witnessed or experienced the idea that athletes should be “tough” and hide emotional struggles? How does this shape the way players seek help?

    4. How do expectations from fans, family, or coaches affect an athlete’s sense of identity?

    5. What specific changes (policy, training, media portrayal) might reduce mental-health stigma in athletics?

    6. What roles should teammates, schools, or professional leagues play in supporting athletes’ mental well-being?

    7. Do you see parallels between the pressures athletes face and those experienced by students or workers in other high-performance environments?

    8. How does media coverage of athlete mental health—positive or negative—shape public attitudes? Provide an example of a professional athlete where social media coverage shaped their attitude.

  • [Solved] Reflection 3

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    see attached **files (3)** – ## Chapter9powerpoint.ppt – ## Reflection3.docx – ## Chapter8powerpoint.ppt **## Chapter9powerpoint.ppt** [removed] **## Reflection3.docx** Pick a time this week when you will be talking with someone. Without this person knowing, practice as many of the following atten…

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    see attached

    **files (3)**

    – ## Chapter9powerpoint.ppt

    – ## Reflection3.docx

    – ## Chapter8powerpoint.ppt

    **## Chapter9powerpoint.ppt**

    [removed]

    **## Reflection3.docx**

    Pick a time this week when you will be talking with someone.  Without this person knowing, practice as many of the following attending behaviors as you can.

           *sitting forward in an open, relaxed way

           *maintain appropriate eye contact

           *have appropriate facial expressions

           *minimize distracting behaviors (such as tapping your foot)

           *offer words of encouragement

           *how did you handle moments of silence?

    After the conversation, write down how you felt and what you were thinking as you practiced these behaviors.  Which behaviors came more naturally?  Which behaviors were harder to do and why?  Which behaviors did you forget to use?   What are your hunches on how this person felt as they tried to convey a message to you?

    Note: You will lose significant points each week if the reflection assignments are not substantive. References are required for all written assignments. The general rule for references is 1.5 references per page submitted. The reference requirement means a 2-page paper requires a minimum of 3 references.

    This assignment serves as a targeted approach to fulfill CSWE Competency 6, emphasizing the practical application of skills and knowledge acquired throughout the course.

    Use PowerPoint 8 & 9

    **## Chapter8powerpoint.ppt**

    Expressing Understanding

    – Connecting with clients through attuning to their thoughts and feelings.

    – The meaning that they give to their experiences is individual and important.

    – Empathy is seeing, feeling, understanding and grasping the assumptions a person has about his/her experiences.

    – Being understood is essential to establishing a relationship.

    – Communicating an understanding of another person’s experience, behavior, viewpoint, meanings and feelings specifically is essential.
    – Accepting and validating the client’s point of view is part of empathic understanding.
    – Practitioners need to respond with a clear indication that they have heard and understood what the client has said.

    – Restating what the client has said using either exact or near words to assure the client that you have heard what s/he said:

    – “What I hear you saying…”

    – “It sounds like…”

    – “As I understand it…”

    – Attunement to the emotional experiences of the client requires the use of empathy.

    – Communicating this understanding can be done through reflecting feelings.

    – Separate what you are feeling about what the client is saying from what s/he is feeling.

    – Feelings may be discerned through body language, tone of voice, and/or facial expressions.

    – Reflecting feelings allows the client to be understood at a core level.

    – Even if the practitioner has not had similar feelings, s/he needs to reflect what the client is feeling.

    – Congruent facial expressions and voice tone are important in reflecting.

    – Clients may need to be taught to name their feelings.

    – Be alert to clients’ thinking they are expressing feelings when they are expressing thoughts.

    – Express hunches about feelings tentatively and receive corrections willingly.

    – Important part of groups and family interactions is to notice and reflect feelings of various members.

    – Model empathy for each member.

    – You can demonstrate empathy and a willingness to be corrected to group members.

    – Both can be reflected in the same sentence and can demonstrate a deeper understanding of the client.
    – Sometimes a practitioner will express what has not been explicitly stated by the client.
    – Moving beyond what the client has stated helps in gaining new understanding and insight.

    – Involves listening to considerable information provided by the client and communicating understanding of that information.
    – It is okay to interrupt occasionally to summarize if client provides extensive information.
    – The end of a meeting with any size group can be augmented by summarizing the content of the meeting.

    – Not as straightforward as understanding content or feelings.
    – Have to listen for the meaning the client gives to a situation, action, thought or feeling.
    – When client background is different it is particularly important to express meanings tentatively.
    – The meaning attached depends on culture, education, age, family, experience, etc.

    – Understanding the client’s worldview is essential and can be more important than differences in diversity.
    – Language differences present particular challenges.
    – When client is from a different ethnic, age, gender, religious, or other group, empathy is particularly important.

    – The goal is to understand how the client feels by reflecting content, feelings, and meaning.

    – Stating “I totally understand” is rarely accurate or useful.

    – Empathic understanding increases the client’s sense of being understood.

    – It takes considerable courage to openly discuss concerns with a stranger.

    – Level 1: Once during the meeting the practitioner communicated an understanding of the client’s experience and feelings with enough clarity that the client indicated agreement.
    – Level 3: Three times during the meeting the practitioner communicated an understanding of the client’s experience with enough clarity that the client indicated agreement.
    – Level 5: Five times during the meeting the practitioner communicated an understanding of the client’s experience with enough clarity that the client indicated agreement.

    **## Chapter8powerpoint.ppt**

    Expressing Understanding

    – Connecting with clients through attuning to their thoughts and feelings.

    – The meaning that they give to their experiences is individual and important.

    – Empathy is seeing, feeling, understanding and grasping the assumptions a person has about his/her experiences.

    – Being understood is essential to establishing a relationship.

    – Communicating an understanding of another person’s experience, behavior, viewpoint, meanings and feelings specifically is essential.
    – Accepting and validating the client’s point of view is part of empathic understanding.
    – Practitioners need to respond with a clear indication that they have heard and understood what the client has said.

    – Restating what the client has said using either exact or near words to assure the client that you have heard what s/he said:

    – “What I hear you saying…”

    – “It sounds like…”

    – “As I understand it…”

    – Attunement to the emotional experiences of the client requires the use of empathy.

    – Communicating this understanding can be done through reflecting feelings.

    – Separate what you are feeling about what the client is saying from what s/he is feeling.

    – Feelings may be discerned through body language, tone of voice, and/or facial expressions.

    – Reflecting feelings allows the client to be understood at a core level.

    – Even if the practitioner has not had similar feelings, s/he needs to reflect what the client is feeling.

    – Congruent facial expressions and voice tone are important in reflecting.

    – Clients may need to be taught to name their feelings.

    – Be alert to clients’ thinking they are expressing feelings when they are expressing thoughts.

    – Express hunches about feelings tentatively and receive corrections willingly.

    – Important part of groups and family interactions is to notice and reflect feelings of various members.

    – Model empathy for each member.

    – You can demonstrate empathy and a willingness to be corrected to group members.

    – Both can be reflected in the same sentence and can demonstrate a deeper understanding of the client.
    – Sometimes a practitioner will express what has not been explicitly stated by the client.
    – Moving beyond what the client has stated helps in gaining new understanding and insight.

    – Involves listening to considerable information provided by the client and communicating understanding of that information.
    – It is okay to interrupt occasionally to summarize if client provides extensive information.
    – The end of a meeting with any size group can be augmented by summarizing the content of the meeting.

    – Not as straightforward as understanding content or feelings.
    – Have to listen for the meaning the client gives to a situation, action, thought or feeling.
    – When client background is different it is particularly important to express meanings tentatively.
    – The meaning attached depends on culture, education, age, family, experience, etc.

    – Understanding the client’s worldview is essential and can be more important than differences in diversity.
    – Language differences present particular challenges.
    – When client is from a different ethnic, age, gender, religious, or other group, empathy is particularly important.

    – The goal is to understand how the client feels by reflecting content, feelings, and meaning.

    – Stating “I totally understand” is rarely accurate or useful.

    – Empathic understanding increases the client’s sense of being understood.

    – It takes considerable courage to openly discuss concerns with a stranger.

    – Level 1: Once during the meeting the practitioner communicated an understanding of the client’s experience and feelings with enough clarity that the client indicated agreement.
    – Level 3: Three times during the meeting the practitioner communicated an understanding of the client’s experience with enough clarity that the client indicated agreement.
    – Level 5: Five times during the meeting the practitioner communicated an understanding of the client’s experience with enough clarity that the client indicated agreement.

    **## Chapter9powerpoint.ppt**

    [removed]

    **## Reflection3.docx**

    Pick a time this week when you will be talking with someone.  Without this person knowing, practice as many of the following attending behaviors as you can.

           *sitting forward in an open, relaxed way

           *maintain appropriate eye contact

           *have appropriate facial expressions

           *minimize distracting behaviors (such as tapping your foot)

           *offer words of encouragement

           *how did you handle moments of silence?

    After the conversation, write down how you felt and what you were thinking as you practiced these behaviors.  Which behaviors came more naturally?  Which behaviors were harder to do and why?  Which behaviors did you forget to use?   What are your hunches on how this person felt as they tried to convey a message to you?

    Note: You will lose significant points each week if the reflection assignments are not substantive. References are required for all written assignments. The general rule for references is 1.5 references per page submitted. The reference requirement means a 2-page paper requires a minimum of 3 references.

    This assignment serves as a targeted approach to fulfill CSWE Competency 6, emphasizing the practical application of skills and knowledge acquired throughout the course.

    Use PowerPoint 8 & 9

    **## Chapter8powerpoint.ppt**

    Expressing Understanding

    – Connecting with clients through attuning to their thoughts and feelings.

    – The meaning that they give to their experiences is individual and important.

    – Empathy is seeing, feeling, understanding and grasping the assumptions a person has about his/her experiences.

    – Being understood is essential to establishing a relationship.

    – Communicating an understanding of another person’s experience, behavior, viewpoint, meanings and feelings specifically is essential.
    – Accepting and validating the client’s point of view is part of empathic understanding.
    – Practitioners need to respond with a clear indication that they have heard and understood what the client has said.

    – Restating what the client has said using either exact or near words to assure the client that you have heard what s/he said:

    – “What I hear you saying…”

    – “It sounds like…”

    – “As I understand it…”

    – Attunement to the emotional experiences of the client requires the use of empathy.

    – Communicating this understanding can be done through reflecting feelings.

    – Separate what you are feeling about what the client is saying from what s/he is feeling.

    – Feelings may be discerned through body language, tone of voice, and/or facial expressions.

    – Reflecting feelings allows the client to be understood at a core level.

    – Even if the practitioner has not had similar feelings, s/he needs to reflect what the client is feeling.

    – Congruent facial expressions and voice tone are important in reflecting.

    – Clients may need to be taught to name their feelings.

    – Be alert to clients’ thinking they are expressing feelings when they are expressing thoughts.

    – Express hunches about feelings tentatively and receive corrections willingly.

    – Important part of groups and family interactions is to notice and reflect feelings of various members.

    – Model empathy for each member.

    – You can demonstrate empathy and a willingness to be corrected to group members.

    – Both can be reflected in the same sentence and can demonstrate a deeper understanding of the client.
    – Sometimes a practitioner will express what has not been explicitly stated by the client.
    – Moving beyond what the client has stated helps in gaining new understanding and insight.

    – Involves listening to considerable information provided by the client and communicating understanding of that information.
    – It is okay to interrupt occasionally to summarize if client provides extensive information.
    – The end of a meeting with any size group can be augmented by summarizing the content of the meeting.

    – Not as straightforward as understanding content or feelings.
    – Have to listen for the meaning the client gives to a situation, action, thought or feeling.
    – When client background is different it is particularly important to express meanings tentatively.
    – The meaning attached depends on culture, education, age, family, experience, etc.

    – Understanding the client’s worldview is essential and can be more important than differences in diversity.
    – Language differences present particular challenges.
    – When client is from a different ethnic, age, gender, religious, or other group, empathy is particularly important.

    – The goal is to understand how the client feels by reflecting content, feelings, and meaning.

    – Stating “I totally understand” is rarely accurate or useful.

    – Empathic understanding increases the client’s sense of being understood.

    – It takes considerable courage to openly discuss concerns with a stranger.

    – Level 1: Once during the meeting the practitioner communicated an understanding of the client’s experience and feelings with enough clarity that the client indicated agreement.
    – Level 3: Three times during the meeting the practitioner communicated an understanding of the client’s experience with enough clarity that the client indicated agreement.
    – Level 5: Five times during the meeting the practitioner communicated an understanding of the client’s experience with enough clarity that the client indicated agreement.

    **## Chapter9powerpoint.ppt**

    [removed]

    **## Reflection3.docx**

    Pick a time this week when you will be talking with someone.  Without this person knowing, practice as many of the following attending behaviors as you can.

           *sitting forward in an open, relaxed way

           *maintain appropriate eye contact

           *have appropriate facial expressions

           *minimize distracting behaviors (such as tapping your foot)

           *offer words of encouragement

           *how did you handle moments of silence?

    After the conversation, write down how you felt and what you were thinking as you practiced these behaviors.  Which behaviors came more naturally?  Which behaviors were harder to do and why?  Which behaviors did you forget to use?   What are your hunches on how this person felt as they tried to convey a message to you?

    Note: You will lose significant points each week if the reflection assignments are not substantive. References are required for all written assignments. The general rule for references is 1.5 references per page submitted. The reference requirement means a 2-page paper requires a minimum of 3 references.

    This assignment serves as a targeted approach to fulfill CSWE Competency 6, emphasizing the practical application of skills and knowledge acquired throughout the course.

    Use PowerPoint 8 & 9

    **## Chapter8powerpoint.ppt**

    Expressing Understanding

    – Connecting with clients through attuning to their thoughts and feelings.

    – The meaning that they give to their experiences is individual and important.

    – Empathy is seeing, feeling, understanding and grasping the assumptions a person has about his/her experiences.

    – Being understood is essential to establishing a relationship.

    – Communicating an understanding of another person’s experience, behavior, viewpoint, meanings and feelings specifically is essential.
    – Accepting and validating the client’s point of view is part of empathic understanding.
    – Practitioners need to respond with a clear indication that they have heard and understood what the client has said.

    – Restating what the client has said using either exact or near words to assure the client that you have heard what s/he said:

    – “What I hear you saying…”

    – “It sounds like…”

    – “As I understand it…”

    – Attunement to the emotional experiences of the client requires the use of empathy.

    – Communicating this understanding can be done through reflecting feelings.

    – Separate what you are feeling about what the client is saying from what s/he is feeling.

    – Feelings may be discerned through body language, tone of voice, and/or facial expressions.

    – Reflecting feelings allows the client to be understood at a core level.

    – Even if the practitioner has not had similar feelings, s/he needs to reflect what the client is feeling.

    – Congruent facial expressions and voice tone are important in reflecting.

    – Clients may need to be taught to name their feelings.

    – Be alert to clients’ thinking they are expressing feelings when they are expressing thoughts.

    – Express hunches about feelings tentatively and receive corrections willingly.

    – Important part of groups and family interactions is to notice and reflect feelings of various members.

    – Model empathy for each member.

    – You can demonstrate empathy and a willingness to be corrected to group members.

    – Both can be reflected in the same sentence and can demonstrate a deeper understanding of the client.
    – Sometimes a practitioner will express what has not been explicitly stated by the client.
    – Moving beyond what the client has stated helps in gaining new understanding and insight.

    – Involves listening to considerable information provided by the client and communicating understanding of that information.
    – It is okay to interrupt occasionally to summarize if client provides extensive information.
    – The end of a meeting with any size group can be augmented by summarizing the content of the meeting.

    – Not as straightforward as understanding content or feelings.
    – Have to listen for the meaning the client gives to a situation, action, thought or feeling.
    – When client background is different it is particularly important to express meanings tentatively.
    – The meaning attached depends on culture, education, age, family, experience, etc.

    – Understanding the client’s worldview is essential and can be more important than differences in diversity.
    – Language differences present particular challenges.
    – When client is from a different ethnic, age, gender, religious, or other group, empathy is particularly important.

    – The goal is to understand how the client feels by reflecting content, feelings, and meaning.

    – Stating “I totally understand” is rarely accurate or useful.

    – Empathic understanding increases the client’s sense of being understood.

    – It takes considerable courage to openly discuss concerns with a stranger.

    – Level 1: Once during the meeting the practitioner communicated an understanding of the client’s experience and feelings with enough clarity that the client indicated agreement.
    – Level 3: Three times during the meeting the practitioner communicated an understanding of the client’s experience with enough clarity that the client indicated agreement.
    – Level 5: Five times during the meeting the practitioner communicated an understanding of the client’s experience with enough clarity that the client indicated agreement.

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    Statistical Analysis **files (1)** – ## InstructionsRubric.docx **## InstructionsRubric.docx** Instructions Select one of the two scenarios provided below: Healthcare Operations or Business Logistics. In this summative assignment, you will analyze time-series data in Excel, apply forecasting models,…

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    Assignment Prompt & Instructions

    Statistical Analysis

    **files (1)**

    – ## InstructionsRubric.docx

    **## InstructionsRubric.docx**

    Instructions

    Select one of the two scenarios provided below: Healthcare Operations or Business Logistics. In this summative assignment, you will analyze time-series data in Excel, apply forecasting models, assess model accuracy, and make data-informed recommendations for operational planning. Your work should demonstrate your understanding of forecasting principles and your ability to communicate your analysis clearly and professionally.

    **Scenario 1: Healthcare – Emergency Department Staffing**

    **Context**:

    You are a healthcare operations analyst at RiverView Medical Center. Hospital leadership is reviewing weekend staffing patterns for the Emergency Department (ED). You have been provided with historical Saturday patient visit data and are tasked with forecasting visit volumes for the next four Saturdays. Your analysis will help determine appropriate staffing levels and improve patient care outcomes.

    **Data Provided (past 12 Saturdays – number of patient arrivals):**

    92, 88, 95, 100, 104, 98, 91, 87, 90, 102, 106, 99

    **Scenario 2: Business Operations – Logistics Delivery Forecasting**

    **Context**:

    You are a logistics planner for a national supply chain firm. Warehouse managers have reported inconsistent Monday delivery volumes, which has led to staffing inefficiencies and delayed outbound shipping. You have been given delivery volume data for the past 12 Mondays and are tasked with forecasting the number of deliveries expected in the next four weeks. Your forecast will inform labor scheduling and logistics resource planning.

    **Data Provided (past 12 Mondays – number of delivery orders):**

    145, 148, 152, 150, 157, 160, 162, 158, 165, 170, 172, 175

    **Tasks:**

    **1. Analyze Data Patterns (CLO5):**

    · Enter the weekly data into Excel and create a time-series plot.

    · Describe any observed trends, cycles, or irregularities in the data.

    · Explain whether the data appears appropriate for short-term forecasting and justify your reasoning.

    **2. Apply Forecasting Models (CLO5):**

    · Apply
    **two forecasting methods** (e.g., 3-period moving average, exponential smoothing, linear trendline) to the historical data.

    · Generate forecasts for the next four periods using both methods.

    · Include Excel calculations or screenshots showing your models and forecast outputs.

    **3. Evaluate Forecast Accuracy (CLO5):**

    · Choose an accuracy metric such as
    **Mean Absolute Deviation (MAD)** or
    **Mean Squared Error (MSE)**.

    · Compare the two forecasting models using your selected accuracy metric.

    · Identify which model provides the most reliable forecast and explain why.

    **4. Recommend and Interpret (CLO2, CLO5):**

    · Based on your analysis, recommend which forecast should be used for operational planning.

    · Clearly explain the practical implications of your forecast in the selected scenario (e.g., adjusting staff schedules, reallocating logistics resources).

    · Acknowledge any limitations in the data or model and discuss how decision-makers should account for uncertainty.

    Submission Requirements:

    · Your written report should be 500–750 words in length, submitted as a
    **Word document**.

    · Include your
    **Excel file** with the time-series data, forecasting models, and accuracy calculations.

    · Use clear, concise, and professional language appropriate for executive or operational decision-makers.

    · Clearly label each section of your submission in accordance with the four tasks above.

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | **Criteria** | **Exemplary** | **Proficient** | **Developing** | **Needs Improvement** | **Not Submitted** | **Criterion Score** |
    | Analyze Data Patterns | 30 points<br>Explicitly completes 3 elements: (1) correct time-series plot created, (2) explicitly describes trends/cycles/irregularities, and (3) clearly explains data suitability explicitly. (30 pts) | 24 points<br>Clearly completes 2 of 3 elements explicitly. (24 pts) | 18 points<br>Clearly completes 1 of 3 elements explicitly. (18 pts) | 12 points<br>Vague, unclear, or minimal effort on required elements. (12 pts) | 6 points<br>Not addressed.<br>(0 pts) | Score of Analyze Data Patterns,<br>/ 30 |
    | Apply Forecasting Models | 35 points<br>Explicitly completes 3 elements: (1) accurately applies two appropriate forecasting methods, (2) clearly generates forecasts for 4 future periods for both methods, and (3) provides Excel evidence explicitly (screenshots or calculations). (35 pts) | 28 points<br>Explicitly completes 2 of 3 elements clearly. (28 pts) | 21 points<br>Explicitly completes 1 of 3 elements clearly. (21 pts) | 14 points<br>Incomplete or incorrect methods applied; unclear or missing Excel evidence. (14 pts) | 7 points<br>Not addressed.<br>(0 pts) | Score of Apply Forecasting Models,<br>/ 35 |
    | Evaluate Forecast Accuracy | 30 points<br>Explicitly completes 3 elements: (1) selects and explicitly applies appropriate accuracy metric (MAD or MSE), (2) clearly compares accuracy of two models, and (3) explicitly identifies and clearly justifies most reliable model. (30 pts) | 24 points<br>Explicitly completes 2 of 3 elements clearly. (24 pts) | 18 points<br>Explicitly completes 1 of 3 elements clearly. (18 pts) | 12 points<br>Minimal effort or unclear/incomplete accuracy evaluation. (12 pts) | 6 points<br>Not addressed.<br>(0 pts) | Score of Evaluate Forecast Accuracy,<br>/ 30 |
    | Recommend and Interpret | 30 points<br>Explicitly completes 3 elements: (1) clearly recommends specific forecast model explicitly, (2) explicitly explains practical implications aligned clearly to scenario, and (3) explicitly acknowledges and describes limitations/uncertainties. (30 pts) | 24 points<br>Explicitly completes 2 of 3 elements clearly. (24 pts) | 18 points<br>Explicitly completes 1 of 3 elements clearly. (18 pts) | 12 points<br>Unclear, vague, or incomplete recommendation or interpretations provided. (12 pts) | 6 points<br>Not addressed.<br>(0 pts) | Score of Recommend and Interpret,<br>/ 30 |
    | Professional Communication & Formatting | 10 points<br>Explicitly meets all 4 criteria clearly: professional language and tone, clearly labeled sections matching assignment tasks, within required word count (500–750), Excel file provided explicitly. (10 pts) | 8 points<br>Explicitly meets 3 of 4 criteria clearly. (8 pts) | 6 points<br>Explicitly meets 2 of 4 criteria clearly. (6 pts) | 4 points<br>Meets 1 of 4 criteria clearly; formatting or communication significantly impacts clarity. (4 pts) | 2 points<br>Not addressed or substantially incomplete.<br>(0 pts) | Score of Professional Communication & Formatting,<br>/ 10 |
    | Skills | 15 points<br>The student skillfully and consistently integrates relevant skills into the assignment. Application is accurate, contextually appropriate, and enhances the depth or originality of the assignment. Demonstrates mastery through insightful use of skills.<br>(15 pts) | 12 points<br>The student applies relevant skills accurately and appropriately. The use of skills supports key ideas or analysis and demonstrates a strong understanding. Integration is effective but may lack the depth or originality of a mastery-level response.<br>(12 pts) | 9 points<br>The student applies relevant skills inconsistently or with partial success. Connections to the assignment may be unclear, generalized, or only loosely aligned with the topic. Demonstrates a basic understanding but with limited integration.<br>(9 pts) | 6 points<br>The student attempts to apply relevant skills but with evident inaccuracies, oversimplifications, or weak alignment with the assignment content. Demonstrates limited awareness or understanding. | | |

    **## InstructionsRubric.docx**

    Instructions

    Select one of the two scenarios provided below: Healthcare Operations or Business Logistics. In this summative assignment, you will analyze time-series data in Excel, apply forecasting models, assess model accuracy, and make data-informed recommendations for operational planning. Your work should demonstrate your understanding of forecasting principles and your ability to communicate your analysis clearly and professionally.

    **Scenario 1: Healthcare – Emergency Department Staffing**

    **Context**:

    You are a healthcare operations analyst at RiverView Medical Center. Hospital leadership is reviewing weekend staffing patterns for the Emergency Department (ED). You have been provided with historical Saturday patient visit data and are tasked with forecasting visit volumes for the next four Saturdays. Your analysis will help determine appropriate staffing levels and improve patient care outcomes.

    **Data Provided (past 12 Saturdays – number of patient arrivals):**

    92, 88, 95, 100, 104, 98, 91, 87, 90, 102, 106, 99

    **Scenario 2: Business Operations – Logistics Delivery Forecasting**

    **Context**:

    You are a logistics planner for a national supply chain firm. Warehouse managers have reported inconsistent Monday delivery volumes, which has led to staffing inefficiencies and delayed outbound shipping. You have been given delivery volume data for the past 12 Mondays and are tasked with forecasting the number of deliveries expected in the next four weeks. Your forecast will inform labor scheduling and logistics resource planning.

    **Data Provided (past 12 Mondays – number of delivery orders):**

    145, 148, 152, 150, 157, 160, 162, 158, 165, 170, 172, 175

    **Tasks:**

    **1. Analyze Data Patterns (CLO5):**

    · Enter the weekly data into Excel and create a time-series plot.

    · Describe any observed trends, cycles, or irregularities in the data.

    · Explain whether the data appears appropriate for short-term forecasting and justify your reasoning.

    **2. Apply Forecasting Models (CLO5):**

    · Apply
    **two forecasting methods** (e.g., 3-period moving average, exponential smoothing, linear trendline) to the historical data.

    · Generate forecasts for the next four periods using both methods.

    · Include Excel calculations or screenshots showing your models and forecast outputs.

    **3. Evaluate Forecast Accuracy (CLO5):**

    · Choose an accuracy metric such as
    **Mean Absolute Deviation (MAD)** or
    **Mean Squared Error (MSE)**.

    · Compare the two forecasting models using your selected accuracy metric.

    · Identify which model provides the most reliable forecast and explain why.

    **4. Recommend and Interpret (CLO2, CLO5):**

    · Based on your analysis, recommend which forecast should be used for operational planning.

    · Clearly explain the practical implications of your forecast in the selected scenario (e.g., adjusting staff schedules, reallocating logistics resources).

    · Acknowledge any limitations in the data or model and discuss how decision-makers should account for uncertainty.

    Submission Requirements:

    · Your written report should be 500–750 words in length, submitted as a
    **Word document**.

    · Include your
    **Excel file** with the time-series data, forecasting models, and accuracy calculations.

    · Use clear, concise, and professional language appropriate for executive or operational decision-makers.

    · Clearly label each section of your submission in accordance with the four tasks above.

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | **Criteria** | **Exemplary** | **Proficient** | **Developing** | **Needs Improvement** | **Not Submitted** | **Criterion Score** |
    | Analyze Data Patterns | 30 points<br>Explicitly completes 3 elements: (1) correct time-series plot created, (2) explicitly describes trends/cycles/irregularities, and (3) clearly explains data suitability explicitly. (30 pts) | 24 points<br>Clearly completes 2 of 3 elements explicitly. (24 pts) | 18 points<br>Clearly completes 1 of 3 elements explicitly. (18 pts) | 12 points<br>Vague, unclear, or minimal effort on required elements. (12 pts) | 6 points<br>Not addressed.<br>(0 pts) | Score of Analyze Data Patterns,<br>/ 30 |
    | Apply Forecasting Models | 35 points<br>Explicitly completes 3 elements: (1) accurately applies two appropriate forecasting methods, (2) clearly generates forecasts for 4 future periods for both methods, and (3) provides Excel evidence explicitly (screenshots or calculations). (35 pts) | 28 points<br>Explicitly completes 2 of 3 elements clearly. (28 pts) | 21 points<br>Explicitly completes 1 of 3 elements clearly. (21 pts) | 14 points<br>Incomplete or incorrect methods applied; unclear or missing Excel evidence. (14 pts) | 7 points<br>Not addressed.<br>(0 pts) | Score of Apply Forecasting Models,<br>/ 35 |
    | Evaluate Forecast Accuracy | 30 points<br>Explicitly completes 3 elements: (1) selects and explicitly applies appropriate accuracy metric (MAD or MSE), (2) clearly compares accuracy of two models, and (3) explicitly identifies and clearly justifies most reliable model. (30 pts) | 24 points<br>Explicitly completes 2 of 3 elements clearly. (24 pts) | 18 points<br>Explicitly completes 1 of 3 elements clearly. (18 pts) | 12 points<br>Minimal effort or unclear/incomplete accuracy evaluation. (12 pts) | 6 points<br>Not addressed.<br>(0 pts) | Score of Evaluate Forecast Accuracy,<br>/ 30 |
    | Recommend and Interpret | 30 points<br>Explicitly completes 3 elements: (1) clearly recommends specific forecast model explicitly, (2) explicitly explains practical implications aligned clearly to scenario, and (3) explicitly acknowledges and describes limitations/uncertainties. (30 pts) | 24 points<br>Explicitly completes 2 of 3 elements clearly. (24 pts) | 18 points<br>Explicitly completes 1 of 3 elements clearly. (18 pts) | 12 points<br>Unclear, vague, or incomplete recommendation or interpretations provided. (12 pts) | 6 points<br>Not addressed.<br>(0 pts) | Score of Recommend and Interpret,<br>/ 30 |
    | Professional Communication & Formatting | 10 points<br>Explicitly meets all 4 criteria clearly: professional language and tone, clearly labeled sections matching assignment tasks, within required word count (500–750), Excel file provided explicitly. (10 pts) | 8 points<br>Explicitly meets 3 of 4 criteria clearly. (8 pts) | 6 points<br>Explicitly meets 2 of 4 criteria clearly. (6 pts) | 4 points<br>Meets 1 of 4 criteria clearly; formatting or communication significantly impacts clarity. (4 pts) | 2 points<br>Not addressed or substantially incomplete.<br>(0 pts) | Score of Professional Communication & Formatting,<br>/ 10 |
    | Skills | 15 points<br>The student skillfully and consistently integrates relevant skills into the assignment. Application is accurate, contextually appropriate, and enhances the depth or originality of the assignment. Demonstrates mastery through insightful use of skills.<br>(15 pts) | 12 points<br>The student applies relevant skills accurately and appropriately. The use of skills supports key ideas or analysis and demonstrates a strong understanding. Integration is effective but may lack the depth or originality of a mastery-level response.<br>(12 pts) | 9 points<br>The student applies relevant skills inconsistently or with partial success. Connections to the assignment may be unclear, generalized, or only loosely aligned with the topic. Demonstrates a basic understanding but with limited integration.<br>(9 pts) | 6 points<br>The student attempts to apply relevant skills but with evident inaccuracies, oversimplifications, or weak alignment with the assignment content. Demonstrates limited awareness or understanding. | | |