case study final assesment Order Description 360 Degree Appraisals In Durham, North Carolina, 170 GE employees work in nine teams to produce the GE90 jet engines that Boeing installs in its long - range 777aircraft. Each TEAM OWNS the engines they build From the beginning of the assembly process to getting them loaded onto a truck for delivery. As they begin each engine, these teams generally receive no instructions except for the date on which the engine is to be shipped from the plant. Getting the engine produces is the tea m goal, but the goal can be reached only if the teams effectively manage themselves. Besides producing and 8.5 - ton jet engine out of 10,000 individual parts, team members order tools and parts; schedule their vacations, training, and overtime; make adjustments to the production process to improve their efficiency ; monitor their product quality; and take responsibility for diagnosing and resolving problems that arise among members of a team. Decisions about these and all other issues that the teams face are made by consensus , which was a founding principle for the plant. Each employee understands that living with ideas that they don’t necessarily agree with is part of the job. They don’t blame others when things go wrong, because they make the decisions. The process of reaching agreement on decisions is so much a way of life here that people routinely talk about “ consensusing ” on this or that. The one boss in this plant - plant manager Paula sims keeps everyone's attention focused on the common goal: making perfect jet engines quickly, cheaply, and safely. Her job is to make sure that the efforts of all teams are coordinated so that together their decisions optimize the plants performance and then to free up resources for growth and improvement. In her four years as the plant manager responsible for GE's jet engine production teams, Sims has learned that communicating your intentions properly isn’t always easy. She describes her plant manager's job as the most rewarding. To do it well requires a different level of listening skills - significantly different. More and more of what I do involve listening to people, to teams, to councils, to ideas, trying to find common them es. ” In this culture of continuous feedback, one reason Sims has listened so carefully is to monitor her own effectiveness. She learned early that her actions can be easily misinterpreted. Recalling an accident from her early days, she explained. “ An employee came to me and said, ‘ Paula, you realize that you don’t need to follow up with us to make sure ’ were doing what we agreed to do. If we say we will do something, we we will do it for you. - you don't need to micro manage us. ’ ” At most plants’, following up is just part of a manager ’ s job, but here it was sending the wrong message because she always followed up, people concluded that she didn’t trust them. The real problem was the she had not yet learned the plants norms about decision making. Sims also listens when the plant is trying to solve a problem. At other companies the title of managers almost means “ decision maker ” , At GE/Durham, however, the manager actually makes only about a dozen major decisions each year. All other decisions either rely heavily on input from, or actually made by, the other plant employees. The plant manager is responsible for making sure plant employees know about problems , and for informing the GE 360 - Degree Appraisals 2 managers that she reports to about the solutions.But to get the solutions, the plant manager is expected to listen, not decide. For major issues, such as reducing cost of important moving safety, a task force is formed to decide how to address the problem. The plant manager educates the task force and everyone else about the problem and e explains why is important . then the task force takes responsibility for finding solutions. when they have a plan for the future, the plant manager informs those above her about how the plant will proceed and makes sure the higher ups are on board with the plan. As the HR manager for the plant, Sims has approached you with a request: she wants you to help her install 360 degree appraisals for everyone in the plant, including her. The 360 degree appraisals will not replace the other performance measures that already are being used. They will be simply be added on as a new element in the performance management system. You have expressed some concerns about the idea, but she is determine to move ahead with the plan. Describe how you will proceed Case Questions Begin by analyzing the possible advantages and disadvantages of using 360 - degree appraisals in this plant. Then indicate the decisions you would make regarding each of the following questions: 1.Will you use one set of performance dimensions for everyone, or will people in different jobs be evaluated on different dimensions? Explain YOUR LOGIC 2.How will you determine the specific content of the 360 degree appraisal form? 3. What type of rating format will be used to make the appraisal rating? 4. For the members of the nine production teams, who will provide performance assessment: All members of the team? Members of other team? will Sims evaluations for all employees . 5. How will the feed back be answered? 6. What plant is operation well right now. What steps will you take to ensure that this new activity doesn't reduce the plants productivity
16 October, 2015
Parental Responsiveness Story Before my first child was born, I studied child development. I learned the importance of responsive caregiving. I learned that I would soon be able to read my baby’s cries. I would know what was wrong and what I could do by the sound of the cry. After my baby was born, I responded quickly when he cried. To my surprise, I had difficulty calming him. I realized I did not always know what was wrong by the sound of his cry. I became very frustrated and decided that if my baby was dry, fed, and not tired. I wouldjust let him cry it out. I didn’t know what else to do. Write a two to three (2-3) page paper in which you: 1. Explain how Behaviorism, Psychoanalytic Theory, and Attachment Theory suggest handling this situation and predict what would be each likely outcome. 2. Explain what the research says regarding how parents should react to the cries of a child. 3. Assess the behavior of the mother in supporting secure attachment. 4. Identify the characteristics that a baby could have that may disrupt the attachment process. 5. Suggest a solution that is supported by research and theory. 6. Use at least four (4) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources. Your assignment mustfollow these formatting requirements: • Be typed, doublespaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions. • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date.The cover page and the reference page are not included in the required assignment page length. The specific course learning outcomes associated with this assignment are: • Assess the biological, cognitive, cultural, environmental, and social factors that influence development throughout the lifespan. • Use technology and information resources to research issues in lifespan development. • Write clearly and concisely about lifespan development using proper writing mechanics. Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric. Points: 160 Assignment 1: Parental Responsiveness Criteria Unacceptable Below 60% F Meets Minimum Expectations 60-69% D Fair 70-79% C Proficient 80-89% B Exemplary 90-100% A 1. Explain how Behaviorism, Psychoanalytic Theory, and Attachment Theory suggest handling this situation and predict what would be each likely outcome. Weight: 15% Did not submit or incompletely explained how Behaviorism, Psychoanalytic Theory, and Attachment Theory suggest handling this situation; did not submit or incompletely predicted what would be each likely outcome. Insufficiently explained how Behaviorism, Psychoanalytic Theory, and Attachment Theory suggest handling this situation; insufficiently predicted what would be each likely outcome. Partially explained how Behaviorism, Psychoanalytic Theory, and Attachment Theory suggest handling this situation; partially predicted what would be each likely outcome. Satisfactorily explained how Behaviorism, Psychoanalytic Theory, and Attachment Theory suggest handling this situation; satisfactorily predicted what would be each likely outcome. Thoroughly explained how Behaviorism, Psychoanalytic Theory, and Attachment Theory suggest handling this situation; thoroughly predicted what would be each likely outcome. 2. Explain what the research says regarding how parents should react to the cries of a child. Weight: 15% Did not submit or incompletely explained what the research says regarding how parents should react to the cries of a child. Insufficientlyexplained what the research says regarding how parents should react to the cries of a child. Partially explained what the research says regarding how parents should react to the cries of a child. Satisfactorily explained what the research says regarding how parents should react to the cries of a child. Thoroughly explained what the research says regarding how parents should react to the cries of a child. 3. Assess the behavior of the mother in supporting secure attachment. Weight: 15% Did not submit or incompletely assessed the behavior of the mother in supporting secure attachment. Insufficiently assessed the behavior of the mother in supporting secure attachment. Partially assessed the behavior of the mother in supporting secure attachment. Satisfactorily assessed the behavior of the mother in supporting secure attachment. Thoroughly assessed the behavior of the mother in supporting secure attachment. 4. Identify the characteristics that a baby could have that may disrupt the attachment process. Weight: 15% Did not submit or incompletely identified the characteristics that a baby could have that may disrupt the attachment process. Insufficiently identified the characteristics that a baby could have that may disrupt the attachment process. Partially identified the characteristics that a baby could have that may disrupt the attachment process. Satisfactorily identified the characteristics that a baby could have that may disrupt the attachment process. Thoroughly identified the characteristics that a baby could have that may disrupt the attachment process. 5. Suggest a solution that is supported by research and theory. Weight: 15% Did not submit or incompletely suggested a solution that is supported by research and theory. Insufficiently suggested a solution that is supported by research and theory. Partially suggested a solution that is supported by research and theory. Satisfactorily suggested a solution that is supported by research and theory. Thoroughly suggested a solution that is supported by research and theory. 6. Writing / Support for ideas Weight: 5% Never uses reasons and evidence that logically support ideas Rarely uses reasons and evidence that logically support ideas Partially uses reasons and evidence that logically support ideas Mostly uses reasons and evidence that logically support ideas Consistently uses reasons and evidence that logically support ideas. 7. Writing / Grammar and mechanics Weight: 5% Serious and persistent errors in grammar, spelling, and punctuation Numerous errors in grammar, spelling, and punctuation Partially free of errors in grammar, spelling, and punctuation Mostly free of errors in grammar, spelling, and punctuation Consistently free of errors in grammar, spelling, and punctuation 8. Writing and Information Literacy / Integration of Sources Weight: 5% Serious errors in the integration of sources, such as intentional or accidental plagiarism or failure to use in-text citations. Sources are rarely integrated using effective techniques of quoting, paraphrasing, and summarizing, using in-text citations Sources are partially integrated using effective techniques of quoting, paraphrasing, and summarizing, using in-text citations Sources are mostly integrated using effective techniques of quoting, paraphrasing, and summarizing, using in-text citations Sources are consistently integrated using effective techniques of quoting, paraphrasing, and summarizing, using in-text citations 9. Information Literacy / Crediting Sources in APA Weight: 5% Lack of citations and/or lack of reference section and/or citations don’t correspond to listed references In-text citations and references are given, but not in APA format Partially shows correct (or approximately correct) use of in-text citations, with matching references using APA-format Mostly shows correct use of in-text citations with matching references using APA-format Consistently shows correct use of In-text citations with matching references using APA-format 10. Information Literacy / Research Weight: 5% No sources are used and/or quality of sources are unacceptable One (1) source is used and/or references are of poor quality Two (2) sources are used and/or the quality of sources is questionable. Three (3) sources are used and the quality of sources is mostly good. Four (4) or more sources are used the quality of sources is good. Assignment 2: Caring for a Loved One with Dementia Design an educational intervention to prepare new and potential caregivers of dementia patients for what to expect in caring for an older loved one. Note: • Refer to dementia Websites (e.g., http://www.alz.org) or other quality recourses to complete this assignment. • Articles from Websites must be cited as articles. • Example: Alzheimer’s Association (n.d.) 10 early signs and symptoms of Alzheimer’s. Retrieved from http://www.alz.org/alzheimers_disease_10_signs_of_alzheimers.asp. Write a two to three (2-3) page paperin which you: 1. Identify a minimum of five (5) issues that are most important for caregivers to understand and address regarding the behavior of people with dementia. 2. Propose at least three (3) interventions for dealing with the issues identified in Criterion 1 of this assignment. Support your proposal. 3. Determinethe possible outcomes of each intervention proposed in Criterion 2, including how effective the caregiver can expect them to be. 4. Discuss the importance of support for the caregiver and suggest three to five (3-5) strategies for the caregiver to take care of him- or herself. 5. Use at least four (4) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources. Your assignment must follow these formatting requirements: • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions. • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length. The specific course learning outcomes associated with this assignment are: • Analyze the interaction between the environment and the individual as it affects stages of development such as infancy, adolescence, adulthood, and later life. • Analyze contemporary concerns associated with lifespan development. • Use technology and information resources to research issues in lifespan development. • Write clearly and concisely about lifespan development using proper writing mechanics. Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric. Points: 170 Assignment 2: Caring for a Loved One with Dementia Criteria Unacceptable Below 60% F Meets Minimum Expectations 60-69% D Fair 70-79% C Proficient 80-89% B Exemplary 90-100% A 1. Identify a minimum of five (5) issues that are most important for caregivers to understand and address regarding the behavior of people with dementia. Weight: 15% Did not submit or incompletely identified a minimum of five (5) issues that are most important for caregivers to understand and address regarding the behavior of people with dementia. Insufficiently identified a minimum of five (5) issues that are most important for caregivers to understand and address regarding the behavior of people with dementia. Partiallyidentified a minimum of five (5) issues that are most important for caregivers to understand and address regarding the behavior of people with dementia. Satisfactorily identified a minimum of five (5) issues that are most important for caregivers to understand and address regarding the behavior of people with dementia. Thoroughlyidentified a minimum of five (5) issues that are most important for caregivers to understand and address regarding the behavior of people with dementia. 2. Propose at least three (3) interventions for dealing with the issues identified in Criterion 1 of this assignment. Support your proposal. Weight: 20% Did not submit or incompletely proposed at least three (3) interventions for dealing with the issues identified in Criterion 1 of this assignment. Did not submit or incompletely supported your proposal. Insufficientlyproposed at least three (3) interventions for dealing with the issues identified in Criterion 1 of this assignment. Insufficientlysupported your proposal. Partially proposed at least three (3) interventions for dealing with the issues identified in Criterion 1 of this assignment. Partially supported your proposal. Satisfactorily proposed at least three (3) interventions for dealing with the issues identified in Criterion 1 of this assignment. Satisfactorily supported your proposal. Thoroughly proposed at least three (3) interventions for dealing with the issues identified in Criterion 1 of this assignment. Thoroughly supported your proposal. 3. Determine the possible outcomes of each intervention proposed in Criterion 2, including how effective the caregiver can expect them to be. Weight: 20% Did not submit or incompletely determined the possible outcomes of each intervention proposed in Criterion 2, including how effective the caregiver can expect them to be. Insufficiently determined the possible outcomes of each intervention proposed in Criterion 2, including how effective the caregiver can expect them to be. Partially determined the possible outcomes of each intervention proposed in Criterion 2, including how effective the caregiver can expect them to be. Satisfactorily determined the possible outcomes of each intervention proposed in Criterion 2, including how effective the caregiver can expect them to be. Thoroughlydetermined the possible outcomes of each intervention proposed in Criterion 2, including how effective the caregiver can expect them to be. 4. Discuss the importance of support for the caregiver and suggest three to five (3-5) strategies for the caregiver to take care of him- or herself. Weight: 20% Did not submit or incompletely discussed the importance of support for the caregiver. Did not submit or incompletely suggested three to five (3-5) strategies for the caregiver to take care of him- or herself. Insufficientlydiscussed the importance of support for the caregiver. Insufficientlysuggested three to five (3-5) strategies for the caregiver to take care of him- or herself. Partially discussed the importance of support for the caregiver.Partially suggested three to five (3-5) strategies for the caregiver to take care of him- or herself. Satisfactorily discussed the importance of support for the caregiver.Satisfactorily suggested three to five (3-5) strategies for the caregiver to take care of him- or herself. Thoroughlydiscussed the importance of support for the caregiver.Thoroughlysuggested three to five (3-5) strategies for the caregiver to take care of him- or herself. 5. Writing / Support for ideas Weight: 5% Never uses reasons and evidence that logically support ideas Rarely uses reasons and evidence that logically support ideas Partially uses reasons and evidence that logically support ideas Mostly uses reasons and evidence that logically support ideas Consistently uses reasons and evidence that logically support ideas. 6. Writing / Grammar and mechanics Weight: 5% Serious and persistent errors in grammar, spelling, and punctuation Numerous errors in grammar, spelling, and punctuation Partially free of errors in grammar, spelling, and punctuation Mostly free of errors in grammar, spelling, and punctuation Consistently free of errors in grammar, spelling, and punctuation 7. Writing and Information Literacy / Integration of Sources Weight: 5% Serious errors in the integration of sources, such as intentional or accidental plagiarism or failure to use in-text citations. Sources are rarely integrated using effective techniques of quoting, paraphrasing, and summarizing, using in-text citations Sources are partially integrated using effective techniques of quoting, paraphrasing, and summarizing, using in-text citations Sources are mostly integrated using effective techniques of quoting, paraphrasing, and summarizing, using in-text citations Sources are consistently integrated using effective techniques of quoting, paraphrasing, and summarizing, using in-text citations 8. Information Literacy / Crediting Sources in APA Weight: 5% Lack of citations and/or lack of reference section and/or citations don’t correspond to listed references In-text citations and references are given, but not in APA format Partially shows correct (or approximately correct) use of in-text citations, with matching references using APA-format Mostly shows correct use of in-text citations with matching references using APA-format Consistently shows correct use of In-text citations with matching references using APA-format 9. Information Literacy / Research Weight: 5% No sources are used and/or quality of sources are unacceptable One (1) source is used and/or references are of poor quality Two (2) sources are used and/or the quality of sources is questionable. Three (3) sources are used and the quality of sources is mostly good. Four (4) or more sources are used the quality of sources is good. Weekly Course Schedule The purpose of the course schedule is to give you, at a glance, the required preparation, activities, and evaluation components of your course. For more information about your course, whether on-ground or online, access your online course shell. The expectations for a 4.5 credit hour course are for students to spend 13.5 hours in weekly work. This time estimate includes preparation, activities, and evaluation regardless of the delivery mode. Instructional Materials In order to be fully prepared, obtain a copy of the required textbooks and other instructionalmaterials prior to the first day of class. When available, Strayer University provides a link to the first three (3) chapters of your textbook(s) in eBook format. Check your online course shell for availability. Review the online course shell or check with your professor to determine whether Internet-based assignments and activities are used in this course. Strayer students are encouraged to purchase their course materials through our designated Strayer Bookstore. http://www.strayerbookstore.com If a lab is required for the course, the Strayer Bookstore is the only vendor that sells the correct registration code so that Strayer students may access labs successfully. Discussions To earn full credit in an online threaded discussion, students must have one original post and a minimum of one other post per discussion thread. Please note: Material in the online class will be made available on the previous Thursday. As it is always possible that students could lose their work due to unforeseen circumstances, it is a best practice to routinely save a working draft in a separate file before posting in the course discussion area. Professors hold discussions during class time for on-ground students. Check with your professor if any additional discussion participation is required in the online course shell outside of class hours. Tests Tests (quizzes, midterm and final exams, essay exams, lab tests, etc.) are available for student access and completion through the online course shell. Check the online course shell to determine how you are expected to take the tests. • Online students are to complete the test by Monday 9:00 a.m. Details regarding due dates are posted in the Blackboard Calendar tool. • On-ground students are to complete the tests after the material is covered and before the next class session. Assignments A standardized performance grading rubric is a tool your professor will use to evaluate your written assignments. Review the rubric before submitting assignments that have grading rubrics associated with them to ensure you have met the performance criteria stated on the rubric. Grades are based on individual effort. There is no group grading; however, working in groups in the online or on-ground classroom isacceptable. Assignments for online students are always submitted through the online course shell. On-ground professors will inform students on how to submit assignments, whether in paper format or through the online course shell. Resources The Resource Center navigation button in the online course shell contains helpful links. Strayer University Library Resources are available here as well as other important information. You should review this area to find resources and answers to common questions. Technical support is available for the following: • For technical questions, please contact Strayer Online Technical Support by logging in to your iCampus account at https://icampus.strayer.edu/login and submitting a case under “Student Center,” then “Submit Help Ticket.” If you are unable to log in to your iCampus account, please contact Technical Support via phone at (877) 642-2999. • For concerns with your class, please access the Solution Center by logging in to your iCampus account at https://icampus.strayer.edu/login and submitting a case under “Student Center,” then “Submit Help Ticket.” If you are unable to log in to your iCampus account, please contact the IT Help Desk at (866) 610-8123 or at mailto:[email protected]. TurnItIn.com is an optional online tool to assess the originality of student written work. Check with your professor for access and use instructions. The Strayer Policies link on the navigation bar in the online course shell contains academic policies. It is important that students be aware of these policies.
16 October, 2015
