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Improvement plan case | Human Resource Management homework help

 

For your written assignment, you will analyze a business communication case. Apply all the communication concepts you have just learned to this breakthrough improvement plan case. Read and research any pertinent solutions that are applicable to this case.

Breakthrough Improvement Plan Case

At a local processing plant, supervisors and employees were facing low quality of mail sortation resulting in mis-sorted, mis-delivered, and mis-sequenced mail. Delivery was being delayed and mail returns were unacceptably high. Machine performance was substandard and overtime usage was high. Employee performance was not being addressed for fear of union shop intervention. Customer complaints continue to rise. The current performance of 93% was below the breakthrough goal of 98%. The plant manager summoned the leadership team to discuss possible solutions to this ongoing problem.  

Out of the meeting, the leadership team agreed to an improvement plan to raise the delivery point sequence quality to 98%. A quarterly contest was immediately started with the floor manager receiving the implementation instructions during the program kick-off. None of the floor management staff was included in the planning. Employees were unaware of the program details. Maintenance was not informed. After the first quarter, the quality remained at 93%, and in some weeks even had declined. Customer complaints persisted and employee motivation was evidently lacking.  

  1. Describe the communication issues in the case.
  2. What communication channels were bypassed?
  3. How would you implement such an improvement plan?
  4. Provide suggestions for effective program implementation.

Submit a 2-3 page paper (no more than 3-pages), exclusive of the cover and reference pages. The paper should be double-spaced in Times New Roman font, 12-point font, and 1” margins. Include citations and a list of references in APA format. Edit for spelling and grammar errors. The paper should cite at least two sources in APA format.  One source can be your textbook.

Be sure to use APA formatting in your paper.  

continuation of profile essay

Compose a draft of a Profile Essay in APA Style format

Apply the concept of a dominant impression

Ingrate dialogue and descriptive details into a Profile Essay

As you draft the essay, remember what you have learned in the previous weeks about the writing process, developing your ideas, organization, and descriptive details. Use this knowledge to write a profile essay that creates a clear picture of who your subject is, and why. To help with this process, you will review the concept of a dominant impression, profile essay essentials, and descriptive details, and you will learn about incorporating dialogue into your writing.

Below is the teachers comments to the prewriting and outline you completed last week:

Focusing on John should work well for the essay,and I am looking forward to learning more about him. The thesis statement is in need of revision. It should clearly mention John and what the profile will work to show readers about him (caring, loving, strong, etc.). In its current form, it focuses on what John did rather than who he is. An example of a strong thesis statement can be found in the example essay; it reads: While Mary faced many challenges in her life, her determined spirit and loving heart led her through to peace. Note how in the example there is an emphasis on the profiled individual and her key traits, which the essay would then work to “show” readers. Your thesis statement should function in the same general way. From here, the essay should work to show readers how John possesses the stated traits, emphasizing who he is as a unique individual and why. Based on the plan, there is a lot emphasize on what happened and why John did; instead, the empahsis should be on who he is (his thoughts, emotions, appearance, words, and actions). As you draft the essay, be sure to focus more on the individual (his thoughts, emotions, appearance, ideas, words, etc.) than narrating the events. The profile is quite different from a narrative, so its primary goal is not to detail an experience; rather, its primary goal is to “show” readers something about the individual by revisiting an experience. So, it’s more about working to “show” readers, for example, that an individual is strong, brave, loving, and so on and using the experience as a vehicle to do this. So, focus less on the events or telling readers about an experience. These are important, but they are secondary to the primary goal: to “show” readers who the person is and why, as well as what is important to him or her and why. For example, if I were to write about a firefighter, and my goal is to “show” readers that he is brave and determined because helping others is important to him. I would not focus (emphasize) a house engulfed in flames, emphasizing the scene and actions of the others. I wouldn’t emphasize background information about where the firefighter trained or what he does with his family. Rather, I would use that as a backdrop, and instead, I would focus on the firefighter’s thoughts, emotions, and actions during the fire/rescue in an effort to show readers, for example, that despite the intense stress (and sometimes fear) he feels during those moments, he allows he determination to help others and bravery to take over because being there for others in need is what matters most to him. Your essay should use the events (experience) in the same basic way. As you continue to work on the assignment, please let me know if you have any questions or need help.

I believe you can go back to the previous question you completed to get the outline and prewriting you completed.

Your essay must do the following:

  • Create a vivid depiction of the individual
  • Focus on a short period of time that highlights the trait(s) that you wish to focus on
  • Incorporate strong, vivid descriptions and examples, including dialogue
  • Show instead of tell

Your essay must include the following:

  • An introduction with a hook and strong thesis statement
  • Developed body paragraphs with strong topic sentences and concluding sentences
  • A word count of 1,000 words, at a minimum (excludes cover page

 

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Stages of grief and loss

 Define the Stages of Dying Model as outlined by Kubler-Ross and explain it in detail. How might this theory differ or be the same amongst cultures as outlined in the reading? Provide detailed examples.  

NOTE: You must make at least 1 substantial posting and 2 substantial replies to this thread. You must participate in the Unit 1 discussion board (making postings/replies) at least 3 days per unit to qualify for full credit for this unit’s discussion boards. To earn a grade in the excellent or good category, you must have at least 1 posting by Wed. at 11:59pm EST. You also must use APA style in your posting and replies so please use in-text references and provide a reference to give proper credit to the authors. Please know that the MSHSV program requires the use of scholarly and empirical sources at all times unless otherwise stated as much in this assignment.

Response #1 

 When someone loses someone they are going through so many emotions and making so many decisions. Everyone griefs differently and people will always have something to say about how they think a person should handle a situation. In the video the women talks about different situations where someone has lost a loved one and people on the outside believe that they should move on or that the way they are handling the situation is not healthy (Tedx, 2017). As a human service professional we should know that there are going to be people in a grieving person’s life who has a say and we need to be their advocate. Listening to their feelings and keeping them on a healthy course is the priority.

Reference:

Tedx (2017) When Someone You Love Dies,There Is No Such Thing as Moving On | Kelley Lynn | TEDxAdelphiUniversity. Retrieved from:When Someone You Love Dies,There Is No Such Thing as Moving On | Kelley Lynn | TEDxAdelphiUniversity

Response Post #2

 

Great post this week! This writer would like to agree with your statement that every culture has a different reaction to death. This writer believes that every culture responses differently to death because of the many different traditions, beliefs, and religions that guide cultural followers to their ideology of death and the process of a deceased loved one. According to the Institute of Medicine (1984) every culture has rituals to mark the death of individuals and to assist surviving loved ones with their loss. With this being said the Institute of Medicine (1984) states that ethnic groups such as African burials differ greatly from Japenese burials in terms of grievance, funeral services, and traditional burial sites. With the many different cultures and the many different bereavement traditions, it may seem difficult for a professional to keep up with or even have the knowledge to recognize the differences. Although, the Institute of Medicine (1984) states that mental health professionals should use great caution in interperting the bereavement experiences in all clients. This caution should be taken because of the possibility that the norms for these groups may differ from one’s own or from those in a mainstream culture (Institute of Medicine, 1984). For example, this writer is used to quiet and sad funerals overall, whereas the African tradition is more of an upbeat process where it is encouraged to be loud and be heard as well as allowing loud music during the processes (Insititute of Medicine, 1984). Therefore, mental health professionals should make an effort to be aware of and accomodating  to alternative cultural practices for handling the process of death and to reduce the potential for cross-cultural miscommunication (Institute of Medicine, 1984). This writer believes that using caution and trying to be a more aware professional in the field will allow her to recognize when cultural differences will be presented during sessions. 

References

 Institute of Medicine. (1984). Sociocultural influences. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK217844/