Category: Human relations

Based on your analysis of Jean’s case, research and select the most appropriate research-based strategies to use with this client. What are the most effective strategies used with the client populations that Jean represents? Provide a strengths-based focus to identify client needs represented in the context of the case.
Note that Jean is facing a number of issues. She is suffering from the effects of a debilitating stroke. She has been diagnosed with PTSD and is struggling to recover from an incident of terrible violence. She is also aging and working to adjust to giving up some of her treasured independence. What strategies would you suggest for each condition, and how may they fit together? What evidence supports you?
Case Study
Jean is an 87-year-old woman who was admitted to Manchester Community Hospital, in Manchester, New Hampshire, after having a debilitating stroke that paralyzed the left half of her body. She is a widow, and her three adult children live in different states. She needs assistance eating, transferring to her wheelchair, and most other activities of daily living. Her medical issues related to the stroke are quickly being resolved, and it is time to begin assessing her needs for discharge and post-discharge. It is important to note that Jean’s savings have been totally depleted and her medical bills are mounting since her healthcare insurance has proven to be inadequate to cover her medical expenses. Her limited pension and social security barely covered her living expenses prior to her stroke and are unlikely to cover the escalating expenses that she will undoubtedly encounter based on her medical condition. Moreover, Jean has been clinically diagnosed with PTSD after being raped by a neighbor in her home two years ago. She is still grappling with the effects of the trauma, even as the criminal case against the perpetrator slowly moves forward. Although her family modified the home to make it more secure and less vulnerable to intrusion, her current lack of mobility is weighing heavily on her psychologically. Despite her current issues, Jean derives great comfort from her faith as a devout Catholic. She typically has a wonderful sense of humor and is highly organized, having worked as an elementary school teacher during her earlier years. She participates regularly in the local garden club and on her neighborhood welcoming committee. She has a wide circle of friends with whom she interacts. Her children are currently staying in Manchester to oversee her care and to contribute to the development of her post-discharge care plan. It is unclear whether any of the children will stay on after her discharge to help care for Jean, but this seems unlikely unless considered essential by the medical team. An interdisciplinary team is being developed to design a comprehensive plan for Jean’s post-discharge care.

You are to write a 7-page paper in proper APA 7th Edition format. For your paper, you will create a fictional character for a movie. The character should be in a management position. Your paper should utilize appropriate course material (and material from your research).
Ensure you address the following topics in your paper:
Describe the personality of your character (this is to help the reader understand the challenges your leader faces).
How did your character develop their management traits?
Identify three management traits the leader possesses, and explain why they are necessary for a successful manager.
Discuss how you can develop each skill or trait in your own life. Training, education, experience, etc. – but be specific (if you create goals, they should be SMART).
What are the possible disadvantages of having these traits?
How have you seen the selected traits utilized effectively in your own experiences in life?
How can you market the traits (for this, I would like to see resume bullets for each of the traits)? Put yourself in your character’s shoes, as if they were writing a resume.
How do you relate to your character? Could you be managed by him/her/it?
The paper must include the following (all in proper APA 7th edition format):
Cover Page
Body
Reference Page
Attached to these instructions, you will find a sample APA paper to give you some visual clues for proper formatting.
Two additional resources from APUS online library
Two additional resources from the internet
Wikipedia or similar sites are NOT acceptable sources for this paper.
Have fun writing this and developing a character; I like imaginative papers!

This case study allows students to summarize considerations when designing incentive pay programs by applying analytical thinking and application of knowledge. It also allows students to explain the practice of individual incentive pay plans by applying ethical understanding and reasoning.
Read the assigned case analysis and answer the questions that follow.
Research in the university’s electronic library to find your references from journals, books, websites, and so forth, and use them in your case study analysis.
Which Should We Recommend: Individual or Team Reward?
Companies often consider incentive pay plans to reward employees for their performance. A well-designed incentive pay plan can help a company achieve objectives through improved productivity, quality, and customer service. In order to accomplish this, the incentive pay plan must be appropriate for the particular objective. At Metropolitan Furniture, there is a need for high individual productivity and also a level of teamwork that allows the company to meet delivery dates for furniture sets that involve the effort of multiple workers. These differing needs create a challenge for management to determine the right approach in designing an incentive pay plan. Be sure to read Chapter 4 to prepare yourself for answering the case study questions.
What are some advantages of offering an individual piece-rate pay plan to the furniture builders at Metropolitan Furniture?
What are some advantages of offering a team-based incentive pay plan?
Ethics Dilemma: Incentive Pay Gone Wrong
Often, incentive pay plans can encourage undesirable workplace behaviors. The U.S. Veteran Administration instituted an incentive plan for managers to improve the efficiency of hospital operations. To reduce time in the waiting room, they started limiting the daily number of appointments. This action resulted in increased wait times to get an appointment, which led to patients waiting up to 20 weeks for an appointment and resulted in dozens dying from their illnesses while waiting for an appointment. In this case, managers either did not know how to reduce waiting room times or believed that limiting daily appointments was the easiest strategy. The incentive plan likely did not have enough specific requirements related to maintaining quality of care. Be sure to read Chapter 4 to prepare yourself for answering the case study questions.
As a compensation professional, what would you do?
What factors in this ethical dilemma might influence a person to make a less-than-ethical decision?
Rubric
AR20_HRM430 WK2 CASE STUDY
MAR20_HRM430 WK2 CASE STUDY
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeTitle Page
Title page must contain:
Course number and name
Week and assignment title
Student’s full name
Professor’s name
Date assignment submitted
5 pts
Full Marks
0 pts
No Marks
5 pts
This criterion is linked to a Learning OutcomeUnderstanding
Demonstrated a strong grasp of the problem at hand. Demonstrated understanding of how the course concepts apply to the case study problem.
20 pts
Full Marks
0 pts
No Marks
20 pts
This criterion is linked to a Learning OutcomeAnalysis
Applied original thought to questions asked. Applied concepts from the course material correctly towards answering case study questions. Each question response was at least 1 full, succinct paragraph
25 pts
Full Marks
0 pts
No Marks
25 pts
This criterion is linked to a Learning OutcomeExecution
Wrote answers clearly and succinctly, using strong organization and proper grammar. Demonstrated effective written communication that is free from errors in punctuation, syntax, spelling, and grammar. Final report is at least 1page, not including title page, graphics, and references.
20 pts
Full Marks
0 pts
No Marks
20 pts
This criterion is linked to a Learning OutcomeReference Page
Used at least three (2) scholarly sources correctly, and a reference page all in APA format.
10 pts
Full Marks
0 pts
No Marks
10 pts
Total Points: 80
PreviousNext

Scenario
Each of us has directly or indirectly been impacted by a natural disaster or severe weather event. For this assignment you will be required to recall a personal, real-world experience about the power of one of the Earth’s four spheres that you have experienced in your lifetime, creating a mixed media PowerPoint presentation that brings this event to life. The goal is to illustrate the interconnectedness of the Earth’s four spheres to human health and safety, to the current state of our climate, and to the mitigation of such disasters in the future as the consequences of climate change continue to worsen.
Instructions
In a well-organized presentation using PowerPoint, you will construct a visual presentation that illustrates the power of a natural disaster/geologic event in history from the standpoint of a personal experience. Consider a time in your life when you have been impacted, either directly or indirectly, by a natural disaster or severe weather event. 
Your presentation should include the following elements as well as a robust discussion of each in the slides’ speaker notes section:
Discuss background, history, and location of your chosen event/disaster. (Where did this event occur? How many people were impacted by this event?)
Specify measures taken to mitigate the event/disaster. (What was the response of the community/state/country to this event?)
Discuss how we might mitigate a similar event/disaster in the future. (How can we mitigate disasters to more fully protect human health and safety?)
Be sure to include images/maps/statistical information from your chosen event/disaster.

What do you see as the main differences between an inpatient care plan and a discharge plan? What might be included in one but not the other?
Which sections of the inpatient care plan and discharge plan might contain the most relevant information for human services professionals and why?

.Read Chapter 1, Need for a Learning Culture, in the eBook Developing a Learning Culture in Nonprofit Organizations. Explore other chapters on culture as necessary. Consider different organizational cultures you have been exposed to through perhaps school, your work, or your participation in some other institution (e.g., volunteer, religion). Then, come to this discussion prepared to share relevant examples from your experiences related to organizational culture in a nonprofit organization that you were involved in or one that you read about online. Specifically, in your initial post, address the following:
Describe the organizational culture in your situation or agency, and explain how this type of culture could impact service delivery in the nonprofit environment.
Do you think the organizational culture from your own example could occur in the for-profit environment? Why or why not?
Provide examples and support with the readings, where applicable.
The article below is chapter 1 resource fot this discussion post
Expectations for the performance of nonprofits are increasing dramatically. Nonprofits are being held accountable for, at the same time, solving all the ills of our society, showing measurable results, and being financially solvent. Politicians, funders, boards of trustees, clients, and nonprofit managers are all demanding more from these organizations.
The increased attention on the sector is inevitable. Nonprofit organizations have become key players in the social and economic development of communities. Nonprofits fill service gaps that are not being addressed by local government and private business. Nonprofits form the backbone for the development of any community’s social capital, and they make a significant, direct contribution to quality of life. In many communities, a nonprofit organization is the largest employer.
Nonprofits are critical to the maintenance of a democratic society. According to the Peter F. Drucker Foundation for Nonprofit Management, a healthy society requires three vital sectors: a public sector of effective governments, a private sector of effective businesses, and a social sector of effective community organizations. This last group is the primary focus of this book, with government being secondary.
Lester Salamon and his associates at the Center for Civil Society Studies, which is part of the Johns Hopkins University Institute for Policy Studies, have concluded that the nonprofit sector is “a major economic force” around the world (Salamon, 1992). As recipients of more than $200 billion in charitable giving in the United States, the nonprofit sector accounts for 5% to 10% of the nation’s economy (O’Neill, 2002). More than 1.1 million nonprofits (charities and private foundations) were registered with the U.S. government in 2007, a 4% increase over 2006 (Chronicle of Philanthropy, 2008). We can only conclude that the health of nonprofit organizations and their effectiveness in building the social capital of our communities is of vital interest to our nation and the world.
The rapid increase in size and economic impact of the nonprofit sector in the United States means that there will be greater demand for accountability. O’Neill (2002) writes in Nonprofit Nation:
The new size of the nonprofit sector—11 million employees, $1 trillion in revenue, 1.8 million organizations—makes it inevitable that there will be more scandals, more negative press coverage, and more political attention. These developments will likely lead to more government oversight and regulation. How extensive and hostile this will be probably depends greatly on nonprofits’ ability to work with government to make these changes as palatable as possible. (p. 247)
Negative articles by the media have created interest in nonprofit management reform like never before. According to Paul Light (2000),
The nonprofit sector has never been under greater stress, as evidenced by doubts about its performance and ethical conduct. Federal budget cuts and private competition have affected already thin operating margins, while the highly publicized United Way and Salt Lake City Olympics scandals have sparked a broad debate about the effectiveness and legitimacy of nonprofit organizations. (p. 11)
He goes on to say,
Despite all the warnings about reform, the pressure to get better is unlikely to abate and the number of reform efforts is unlikely to decline. To the contrary, the reform pressure seems to be increasing for the nonprofit sector. All the pieces are in place: growing demand from funders, rising expectations from clients, increased pressure from advocates both inside the sector and outside, burgeoning competition from other providers also both inside and outside the sector, and an apparent explosion in the number of organizational consultants ready to help the nonprofit sector identify problems and implement solutions. (p. 16)
The pressure from funders is especially acute. Foundations are looking for ways to ensure that their money is being invested wisely in these nonprofits. Foundations desire to make better decisions about where the money goes and want greater accountability for how the recipient uses the money. These philanthropies want to know that even if they are taking a risk on a new social venture, that grantee is managing the money well. The United Way of America’s promotion of outcomes measures, the formation of Grantmakers for Effective Organizations, the W. K. Kellogg Foundation’s Building Bridges programming effort, and articles on nonprofit management appearing in business journals such as Harvard Business Review are all evidence of this intensifying interest.
Prompted in part by a few of the more notorious scandals and by the amount of money that is controlled by a few very large nonprofit organizations, the media have taken special notice of what is happening in the sector. Harvard Business Review has published articles that put a microscope on private foundations and 501(c) (3) organizations (Bradley, Jansen, & Silverman, 2003; Porter & Kramer, 1999). The Washington Post ran a series of articles examining the Nature Conservancy’s practices related to for-profit ventures (Stephens & Ottaway, 2003). Even Fast Company magazine has covered management practices at some of the most successful nonprofits (Hammonds, 2003) and has brought attention to an effort to track the financial performance of U.S. nonprofits by using data from the Internal Revenue Service’s 990 tax filing form (Overholt, 2003).
At the same time that nonprofits are coming under greater scrutiny, they are being put under more pressure to plug gaps in the life of our communities. Stakeholders are expecting more from nonprofits and being vocal about it.
Nonprofit board members want to feel confident that things are being done right and that they are not going to be embarrassed in the press.
Nonprofit staff and volunteers want to be part of a well-functioning organization that provides needed services, is respected in the community, and will be around for a long time.
Customers of nonprofits want responsive, timely services, and they want their needs met.
Private donors want confidence that they have invested their money in a worthwhile and trustworthy organization.
Foundations want to know that their money is being managed well, is being used for the purposes intended, and is making a difference.
Legislators want to know that the tax-exempt status of nonprofits is not being abused.
Change does not come easy for nonprofits. Unlike for-profit businesses, nonprofits are driven by a social and educational mission, tax exempt because of this mission, accountable to the wider community, reliant on fundraising, dependent on volunteers (including board members), and staffed by people who are motivated heavily by intrinsic rewards. This combination of factors has made organizational effectiveness subordinate to providing services. Whether their missions are delivering health care, feeding the homeless, protecting the environment, representing a profession, staging theatrical events, or raising funds for cancer research, mission comes first, and often at the expense of long-term effectiveness and sustainability. Their very reason for being is to contribute to the public good in some significant way. That’s the primary reason why people work for and volunteer with nonprofits. Understandably, developing an organization that has the capability to learn and change over time has not been a priority for nonprofits.
However, nonprofits can no longer put organizational learning on the back burner. The demand for change is too hot. They risk further government regulation, loss of funding, difficulty attracting competent employees, unwillingness of community leaders to serve on their boards, and dissatisfied customers.
Cultural Transformation
The response to this pressure on nonprofits to transform themselves shouldn’t be piecemeal and bureaucratic; that will result only in temporary fixes that are not sustainable. Significant, sustained change will be born only out of a culture of learning. Like a petrie dish that provides a rich environment for microorganism growth, nonprofits that have a culture of learning are creating the conditions for growing their capacity to achieve maximum performance. They are continually growing, adapting, and becoming stronger. Learning and change is not only in response to outside stimulus, it is in their organizational DNA.
Schein (1985) has defined organizational culture as the values, basic assumptions, beliefs, expected behaviors, and norms of an organization; the aspects of an organization that affect how people think, feel, and act. Members of an organization have a shared sense of culture. A culture operates mostly unconsciously, manifested in every aspect of organizational life in subtle and not-so-subtle ways. From the rituals of celebration to how decisions are made, organizational culture is the artifacts and actions of members. Culture is passed on to new employees by what they are told and what they observe in the behavior, symbols, and documents around them.
A culture of learning is an environment that supports and encourages the collective discovery, sharing, and application of knowledge. In this kind of culture, learning is manifested in every aspect of organizational life. Staff and volunteers are continuously developing new knowledge together and applying collective knowledge to problems and needs.
In his definition of the kind of learning that helps people and organizations deal with the “permanent white water” faced by organizations today, Vaill (1996) talks about three kinds of learning: know-how (developing the skill to do something), know-what (understanding a subject), and know-why (seeing the meaning and value of something). A learning culture supports all three. Staff and volunteers are constantly learning new skills and improving old skills; increasing their understanding of mission, operations, and service to communities; and finding meaning and value in the mission, goals, and activities of the organization.
Organizational Learning
The kind of learning that results in organizational capacity building has been labeled organizational learning (Kim, 1993b). Organizational learning is the process of forming and applying collective knowledge to problems and needs. It is learning that helps the organization continually improve, achieve goals, and attain new possibilities. It is learning that taps into employee aspirations, fueling commitment and creating the energy to change.
An organization is learning when people are continuously creating, organizing, storing, retrieving, interpreting, and applying information. This information becomes knowledge (and, hopefully, wisdom) about improving the work environment; improving performance; improving operational (e.g., accounting, administration, communications) processes; and achieving long-range goals that will make the organization successful. The learning is intentional; it is for the purpose of increasing organizational effectiveness.
When an organization is learning, and not just individual members becoming more knowledgeable or more skilled, the dynamic interrelationship of its various parts contributes to the organization as a whole constantly becoming smarter about its effectiveness. It is creating an infrastructure that supports achieving the mission and attaining financial sustainability.
This infrastructure might be enhanced by an individual’s participation in training programs, degree programs, certification, and other forms of education. However, unless the organization as a whole becomes stronger because of this learning, these kinds of individual activities are not organizational learning. The danger in thinking that smarter people make for a smarter organization is to assume that your organization is prepared when it isn’t. For example, just because one or more managers in your nonprofit know about fundraising does not mean that the organization is maximizing its capability to raise money. Does your organization have a consciousness about fundraising that permeates everything you do? Are you continually trying to learn from successes and failures to become more effective? Have you learned how to put processes in place to support ongoing donor development? If your staff members do not understand their relationships to donors and you don’t have a process for assessing these relationships, then your organization may not yet have the capacity it needs to succeed financially over the long term.
Researchers at the Urban Institute’s Center on Nonprofits and Philanthropy have studied capacity building in nonprofits and have concluded that effective and sustainable organizations have:
Clear vision and mission that provide direction to the staff
Leadership that is continually being nurtured and developed
Resources that are used efficiently and creatively
Outreach that builds connections in the community and promotes a positive image
Products and services that are high quality (“How Are We Doing?” 2000)
Urban Institute is saying that all five of these conditions must exist for an organization to be effective and sustainable. Absent from this list are the usual demands: more money, more time, and more people. Although more resources might help a nonprofit develop some of these qualities, for most organizations, they need to learn how to use what they have more effectively. That is what will make them effective and sustainable over the long run.
Examples of Organizational Learning
Organizational learning can look different in different kinds of nonprofits. Here are some examples.
Community-Based Service Agency
A start-up management support organization (MSO) for nonprofits has the mission of helping a Midwestern county’s nonprofits achieve their missions through effective management. This newly formed resource for other nonprofits is trying to become a model of capacity building in the community. To do this, the staff have had to take enormous risks in offering training, consulting, technical assistance, and information management. The process of taking these risks and experimenting with new programs has given the staff a better understanding of the needs of the community and how they have to change their own organization to better serve those needs.
This MSO convened a group of community leaders that was then asked periodically for advice about what staff should be doing to be successful as an organization. The MSO staff hired an evaluator, during their start-up phase, to serve as a mirror for the organization. They met with this person monthly to discuss their progress. The evaluator’s role was to continually ask questions such as
What are your goals?
What will indicate success to you?
How will your current programs and services help you achieve the outcomes and impact that you want?
What should you continue doing, and what should you change in order to be successful?
The process they used of experimentation, reflection, and learning has become integral to the way this nonprofit operates.
Community-Based Arts Organization
An arts organization provides a wide variety of performing arts for all ages, works with schools on arts education, and is a center for performing arts in its region. Its board of directors has been building its capacity for planning and getting results. They have learned how to use an ongoing board planning process created by Mark Light, called Results Now™, to address four key questions:
Where do we want this organization to go tomorrow?
Who needs to do what so that we can get there?
What must get done today?
Are we on track to get the results we want?
The board of this arts organization has developed a process that keeps board members and management focused on the most important goals and also allows the flexibility to take advantage of new opportunities. In 10 years, subscribers grew from 3,500 to 27,000, its audience base grew from 22,000 to 300,000 people, revenues grew from $500,000 to $10 million, and sponsorships grew from $20,000 to $1.1 million. Although it is clear that they have achieved great success, they continually re-examine their direction, their activities, and how they are organized to manage this growth and achieve results in the future. Strategic planning is ingrained in the life of the organization.
Large Research Hospital
The nursing service of a nonprofit, university-affiliated hospital underwent a whole-organization change effort, the purpose of which was to reframe the role of nursing in the hospital system. The seminal event for employees was a meeting that brought all of the staff together in one place. This voluntary event included not only the nurses, but also a variety of stakeholders, including physicians, School of Nursing faculty, and patients. It was the result of 8 months of planning by an active, 30-person planning team. Taking this amount of time and building a large and diverse team were essential in building a sense of ownership in the process and the results and in preparing the organization as a whole for what would be profound changes initiated by the event.
It helped that the director of nursing was very committed to what was being done. She presented her vision and made a case for that vision based on data from an environmental scan. This triggered a process of organizational self-examination and reflection. Participants added to the director’s vision, and a planning team shaped what resulted into anew vision statement for nursing. The director then presented this statement to the whole planning team and had participants validate the new vision.
In each of these examples of organizational learning, staff learned how to learn about their organizations and how to bring about needed change. Now they know how to bring about organizational improvement in away that they didn’t know before these interventions. None of these organizations can afford to stand still. Whether they serve other nonprofits, art patrons, or hospital patients, the world around them is changing, and these organizations must continually build their capacity to learn and improve or they will rapidly become irrelevant. Each has developed a culture that supports learning and change.
Sources of Pressure for Organizational Improvement
A learning culture is created when organizational learning is ingrained in the day-to-day habits of the whole organization. This kind of culture is developed through an ongoing evaluation process of inquiry, feedback, reflection, and change. The remainder of this book explains how this process of evaluation contributes to a culture of learning and what can be done by nonprofits to create a culture that supports and sustains organizational learning.
Start by asking some key questions. What is the baseline? What is the gap between an organization’s current effectiveness and how effective it wants to become?
Begin with an overall assessment of your organization. Following are two tools to assist you in this process. The first is the Sources of Pressure for Organizational Improvement (see Tool 1.1). This tool will help your organization identify internal and external pressures for learning and change, and it can be used to facilitate staff and volunteer input. Put the chart on something large that can be displayed in front of a group, such as flip-chart paper or a mural, or project it onto a screen. Invite employees, board members, other volunteers, and other stakeholders to participate in this activity.
Ask the group, “What pressures are you feeling for organizational improvement?” “How is the economy, government, etc., putting pressure on us?” Fill in the chart. Ask staff and board members to discuss these pressures. This is a good way to surface the concerns, fears, questions, challenges, and opportunities that are on everyone’s minds. Ask them to first say, either individually or after small group discussions, which additional stakeholders should be on the chart. Then ask participants to say, either individually or after small group discussion, what the expectations are that each of these stakeholders has for learning in your nonprofit. What are their performance demands? What would indicate success to each of these groups? Insert these responses on the chart and discuss them with the whole group. Ask, “What are the implications of each of these expectations for the way our organization should operate?” The activity itself should take 60 to 90 minutes if the group is small (less than 12) and longer if the group is larger.
Collect these responses and report them back to all of the participants within the week following this activity. Use this summary as a springboard for planning initiatives to address the expectations of the various stakeholders.
Tool 1.1 Sources of Pressure for Organizational Improvement
Organizational Self-Assessment
The second tool is a survey instrument for assessing the status of overall functioning of a nonprofit organization (see Tool 1.2). It is not enough to simply administer this instrument and collect the data. The real value is in using the data for organizational self-reflection and then acting on what is learned from that process. Before using this tool, work with your stakeholders on a plan for how the data will be used for this purpose. For example, you might analyze the difference in results among key groups, such as management, staff, volunteers
Tool 1.2 Organizational Self-Assessment
(including board members), community partners, and clients. Decide who will see the results of the assessment, how the results will be presented to them, in what format they will react to the findings, how their learning will be recorded, and how their recommendations will be advanced in the organization. Then follow through with the plan. One of the most frustrating and demoralizing situations for staff occurs when management conducts a survey, raising hopes for improvement, and then does nothing with the data.
The survey instrument addresses six areas of organizational learning, five from the Urban Institute research mentioned earlier and one addressing whole organization learning:
Clear vision and mission that provide direction to the staff
Leadership that is continually being nurtured and developed
Resources that are used efficiently and creatively
Outreach that builds connections in the community and promotes a positive image
Products and services that are high quality
Learning that continuously improves the whole organization
Summary
Nonprofits today need to be learning constantly. College degrees or occasional seminars and workshops are not enough anymore. The world of nonprofits is changing, and this change will only continue and probably become even more rapid. New funding requirements, new technologies, increasing demands for greater accountability, increasing expectations for the sector, and more intersectoral collaboration are all fueling change. The only way to build capacity to keep up and survive is by creating a culture that supports continuous learning at the individual, team, whole organization, and community levels of nonprofits. This learning is the acquisition and application of new knowledge, skills, and ways of working together that make the organization as a whole more effective. A learning culture is created by the way an organization is led, the style and frequency of communication, how incentives are linked to learning, and the design of the physical environment. The remainder of this book explains how to create and sustain this kind of culture

REFLECTIVE PAPER #2
In this paper, take the opportunity to reflect upon what we’ve read,
discussed, questioned, and debated over the course of the semester.
Write about two (2) issues in this paper:
1.     Identify the aspect of supervision (a
specific task or a more general attribute of supervision) that you believe
is the most difficult to accomplish. Explain why you think it is the
most challenging, using content from the course, and then suggest ways to make
it easier to do.
2.     Now do the reverse—that is, identify
what you think is or should be the easiest of the supervisory tasks
we’ve discussed to execute. Again, explain why that is using content from the course.
I have provided 4 resources that can be used 

In this assignment, you will choose one department or team of your organization OR a particular role within your organization (such as supervisors, leadership team, etc.). 
First, identify one issue related to inclusion in your department, team, or chosen role that you would like to address. For example, you might address recruiting diverse candidates to your department or ways to help supervisors run more inclusive meetings. Then, pick at least 5 practices from our readings and from your own research that will create better inclusion outcomes that address your issue. You must include the following:
An overview of the issue related to inclusion you’re attempting to solve 
What the practices are and why they were chosen 
Details of implementation – who would lead it, how long it would take, where it would be done (virtually, etc.) 
How you would measure success? 
NOTES FOR YOU – I work in Talent Acquisition/Recruiting for a large corporation. I’m thinking we can write this paper about ways to help leadership  run more inclusive meetings? Or maybe Lack of Diversity in Recruitment? Open to hear your ideas what would be best. 
Some resources to use: 
Attached one 
https://www.theworkforceconnection.org/wp-content/uploads/2023/04/DEI_Strategy_Guide.pdf

Four Ways to Drive Accountability for DEI in Your Organization

https://www.asaecenter.org/resources/articles/an_plus/2020/april/to-promote-d-i-know-yourself-first
https://www2.deloitte.com/us/en/insights/topics/talent/mitigating-bias-in-performance-management.html
Would need some outside ones as well

The Evaluative Essay needs to be on the Ted Talk Video listed below.

Introduction (background information)
Who is the speaker? What qualifications, expertise, and experience does the speaker possess?
What is the title of the talk? When was it originally delivered?
What is the primary topic?
What is the speaker’s tone, and from what angle does the speaker approach the topic?
What is the speaker’s main purpose? What does the speaker hope to achieve?
How does the speaker introduce the topic and engage the audience?
Overall, how effective or ineffective is the talk? Note: The answer to this question is your thesis statement.
Evidence (support for your thesis)
What types of evidence does the speaker use: examples, anecdotes, statistics, facts?
Evaluate the evidence: is it credible, timely, and relevant? Why, or why not?
What presentation choices does the speaker make while delivering the message? Consider the use of images or other visual aids, vocal qualities, humor, body language, and their connection with the audience.
Conclusion
How does the speaker conclude the talk in an effective and memorable way?
What is your overall judgment of the argument’s quality based on your answers to the previous questions?

Imagine that you are a university professor teaching a
class on women and politics. Create a poster to
illustrate the concept of intersectionality to your
students. You can also create a poster which would be
appropriate for an academic conference.