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Resources: Strategic Plan Presentation Grading Criteria

Now that you have completed your review of the Stevens District Hospital Strategic Planning Scenario, you have been asked to provide a presentation to the governing board of the hospital. This board is comprised of the president of the hospital, four business leaders from the community, and three leaders of the medical staff.

Create a 10- to 12-slide Microsoft® PowerPoint® presentation that summarizes your analysis and goals created. Your presentation should:

  • Provide an overview of the market.
  • State the mission and vision for Stevens District Hospital.
  • Provide the SWOT analysis.
  • Summarize the goals created for Stevens District Hospital.
  • Explain the rationale for goals created.
  • Describe itemized resources that may be needed.
  • Explain how the strategic plan provides focus and direction for Stevens District Hospital.

Format your assignment according to APA guidelines. Include a title page, detailed speaker notes, and a references page.

If you use resources outside of the information provided in the assignment, be sure to cite your references using correct APA formatting.

Submit your assignment.

 

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Creating Goals for Professional Improvement

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can you helpUnit 2 PRINT Creating Goals for Professional ImprovementINTRODUCTIONIn this unit, you will submit your first assignment. You may be nervous at the thought of submitting your first written graduate work! Use the resources you have. Give yourself plenty of time to revisit the assignment, revise it, and edit it. Ask your instructor for help if you need it.TOGGLE DRAWERREAD FULL INTRODUCTION LEARNING ACTIVITIESCollapse All Toggle Drawer[u02s1] Unit 2 Study 1Weekly Planner and Reflection JournalUse the Weekly Planner and Reflection Journal to help you keep track of your activities so you stay organized and meet all required deadlines. The tool also contains a section for you to record your reflections on your learning goals and experiences for the week. This space provides a private, informal area for you to record your thoughts on your strengths and challenges as they relate to inclusivity and diversity in learning environments. Your entries won’t be read, responded to, or graded by the instructor; however, you are strongly urged to make weekly journal entries, as you will need this content to complete the Unit 10 Course Reflection assignment.As you prepare your weekly reflection entry, remember to connect at least one of Brookfield’s Four Lenses to your entry: Autobiographical experiences. Eyes of students or clients. Relevant theories. Colleagues’ perceptions. Complete the Weekly Planner and Reflection Journal to track your activities. Toggle Drawer[u02s2] Unit 2 Study 2Develop Your ToolboxResource ToolboxClick Resource Toolbox to return to the media piece. Explore the Writing section and focus on The Writing Center, Smarthinking, and Academic Integrity and Plagiarism resources.If you find these resources to be particularly helpful, remember to add them to your ongoing list of resources that you started in Unit 1.As you prepare your weekly reflection entry, keep Brookfield’s Four Lenses in mind and make a meaningful connection to one or more of them in your entry. You will recall that those lenses are: Practitioners’ autobiographical experiences—that is, their own experiences as learners; The eyes of the students or clients with whom they work; Theories relevant to their professional roles; and Their colleagues’ perceptions. Resource ToolboxBEGIN ACTIVITYICONTranscript Toggle Drawer[u02s3] Unit 2 Study 3Diversity and Goal SettingDiversity encompasses many different characteristics within individuals and in groups. Think about the diversity that can appear in your own professional setting; the following is a sampling of some of the diversity characteristics that may be represented: Age. Disability status. Religion. Ethnicity. Socioeconomic status. Sexual orientation. National origin. Gender identity. It is impractical to cover all areas of diversity in all types of professional settings, so as you read the articles and watch the media pieces, think about how the main ideas could apply to your own setting and specialization as well as how those ideas might relate to other forms of diversity. This general principle applies to all activities in the course. Read Definitions [DOC] to gain a broader perspective. Reviewing the KWL chart you completed in Unit 1 will help you locate your professional specialization in the general framework of the discussion.Multimedia Click What Is Diversity? to view the media piece. Click SMART Goals to view the media piece. Setting goals that are too broad or general may result in little change or improvement. You will learn about setting specific, measurable goals in this piece. ReadingsUse the Capella library and the Internet to complete the following:  Plaut, V. (2014). Inviting everyone in. Scientific American, 311(4), 52–57. Toner, M. (2016). Diversifying diversity. Presidency, 19(1), 12–17. Wells, A. S., Fox, L., Cordova-Cobo, D., & Kahlenberg, R. D. (2016). How racially diverse schools and classrooms can benefit all students. The Education Digest, 82(1), 17–24. Elias, M. J. (2014, August 27). SMART goal setting with your students [Blog post]. Retrieved from https://www.edutopia.org/blog/smart-goal-setting-with-students-maurice-elias  Originally published 2014 © Edutopia.org; George Lucas Educational Foundation. What might SMART goal-setting look like in an educational setting? Read about setting SMART goals in this article. Specialization-Specific ResourcesThis media piece provides a starting point for further learning. Note that some of the readings in your area of specialization may be required for successful completion of your course. Others are recommended or optional enrichment. Refer to your unit studies for required readings.If you are in the Teaching and Learning Program, which is based on a personal, customized approach rather than specializations, we encourage you to explore the range of P–12 specialization-specific resources in this presentation as appropriate to your interests.Click Specialization-Specific Resources to view the media piece.SMART GoalsBEGIN ACTIVITYICONTranscriptWhat is Diversity?BEGIN ACTIVITYICONTranscriptSpecialization-Specific ResourcesBEGIN ACTIVITYICONTranscriptLearning ComponentsThis activity will help you achieve the following learning components: Define inclusivity in an educational setting. Identify challenges related to inclusivity and diversity. Summarize professional experience related to inclusivity and diversity. Analyze strategies for integrating inclusivity and diversity in an educational setting. Toggle Drawer[u02s4] Unit 2 Study 4Discussion and Assignment PreparationTo prepare for the Unit 2 discussion, use the Diversity Worksheet to consider your own diversity and where you are situated within the identified diversity characteristics. Complete the ‘How You Identify Yourself in Relation to Each Group’ and the ‘Implications for Your Work’ columns. Be sure to note the information in the worksheet instructions that will help you decide how to do so. You will not be sharing this worksheet in the discussion, but you will reflect on the content and use it to complete your discussion. Your first assignment, Self-Assessment of Knowledge and Skills, is due this week. Be sure you are following the assignment instructions carefully. Ask your instructor if you have any questions.Learning ComponentsThis activity will help you achieve the following learning components: Identify challenges experienced in relation to inclusivity and diversity. Summarize professional experience related to inclusivity and diversity. Toggle Drawer[u02a1] Unit 2 Assignment 1Self-Assessment of Knowledge and SkillsOverviewWhenever someone wants to embark on a journey of personal or professional improvement, he or she must consider the starting point. In this first assignment in the first course of your program, you will document your starting point by completing a self-assessment.Assignment InstructionsThere are two sections in this assignment: the self-assessment and a goal-setting proposal. Follow these steps to develop these sections: In Unit 1, you should have taken the self-assessment in the Self-Assessment and Proposal Template (linked in the Resources). If you have done so, proceed to Step 2. If you have not, complete the following: Read each item on the self-assessment and reflect on your current level of proficiency. Mark your current level as a 0, 1, 2, or 3. Part of effective self-assessment is the ability to explain why you assessed your skills as you did, so the next step is to write a short narrative (3–4 sentences) for each item, presenting the evidence to support your rating. Move to the Learning Goals Proposal section of the template. The headings for each part of this section are already there for you, along with prompts to help you craft each part. Complete the following: Describe the main strengths that emerged from your self-assessment of the course knowledge and skills. Describe opportunities for growth that emerged from the self-assessment. Identify three goal statements for learning during this course. Each goal statement should be observable and measurable so you can evaluate your progress later on. Create a brief action plan. Explain which observable actions you will take to address each of your goals throughout the course. Save your completed Self-Assessment and Proposal Template and submit it as a Word document in the assignment area. Resources Self-Assessment of Knowledge and Skills Scoring Guide. Self-Assessment and Proposal Template [DOC]. Toggle Drawer[u02d1] Unit 2 Discussion 1Situating Yourself Within Diversity CharacteristicsIn preparation for this discussion, you completed the Diversity Worksheet, including your own characteristics and what your position within those characteristics implies for your work. Based on what you learned about diversity in this unit and your own work on the Diversity Worksheet, complete the following: Choose two of the cultural groups identified on the worksheet. Expand on the detail that you gave in the “Implications for Your Work” column for those two groups. What are your strengths in working with those two groups, and what opportunities exist for growth? Reflect generally on how you completed the two columns in the template. What were your ‘big ideas’ or ‘aha’ moments related to how your diversity characteristics apply to your work? Make a ConnectionAfter responding to the discussion prompt, pose a question or comment on an issue that interests you. This is meant to engage your peers and let them know how they can best support you.Response GuidelinesThese guidelines apply to your responses to other learners, which are in addition to your response to the discussion topic itself.Respond to at least one learner. In your response, ask two or more questions that each post raised for you. Asking questions is an effective way to carry on the discussion in an online environment! Be sure to return to the discussion so you can see the answers to your question; you may have more to add.Post your initial responses in the discussion area by Thursday at 11:59 p.m. (Central time zone). Comments to other learners’ posts are due by Sunday at 11:59 p.m. (Central time zone).Learning ComponentsThis activity will help you achieve the following learning components: Define diversity in an educational setting. Determine areas of strength. Identify opportunities for improvement. Resources Discussion Participation Scoring Guide. Toggle DrawerUpdates and HandoutsPeriodically, information will be posted in this space for the good of the class. Toggle DrawerAsk Your InstructorThis forum was created to provide a convenient space for you to ask questions—questions about particular assignment and discussion activities, questions about the course in general, questions about expectations. If there is something that you feel you could use help with, please post your question here. Most likely, some of your classmates will have the same concern, so your post may help several learners. If you feel your question is private, please use the Messages tool found under Notifications.

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The case study: the british airways swipe card debacle

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The case study: The British Airways Swipe Card Debacle
Read the case study: The British Airways Swipe Card Debacle from the end of chapter 8 in your text.  Review the swipe card story, drawing on each of the following change perspectives discussed in chapters 7 and 8: organizational development, sense-making, change management, contingency, and processual.  Answer the following questions in a three page APA style paper; include outside sources to support your answers.
    a. From each change perspective, what are the key issues to understanding the wildcat strike?
    b. Assume that you have been retained as a change consultant by BA management to advise them on how to avoid such a situation in the 
        future.  What lessons emerge from each perspective and what recommendations would you draw from each in constructing your advice 
        to BA management?  If appropriate, role-play the presentation of this advice to senior management of BA. 
    c. Is there one change perspective, or a combination of change perspectives, that provides the best way of understanding the swipe card 
        issue? Why?
    d. What broad conclusions emerge from this analysis?

The mission of the Human Resources Department is to advance the overall mission of the Mafraq Hospital through ensuring we have effective acquisition, retention, and support and provide quality, customer-driven human resources services.

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The mission of the Human Resources Department is to advance the overall mission of the Mafraq Hospital through ensuring we have effective acquisition, retention, and support and provide quality, customer-driven human resources services.
HR services achieves its mission by providing an organizational framework to recruit the qualified applicants, compensate, develop and reward the diverse workforce, while ensuring an environment the optimized productivity, efficiency and effectiveness’.
Recruitment Process1. Purpose:To define and streamline the process of the Recruitment Activities at Mafraq Hospital and to ensure that vacancies are filled with suitable candidates in a timely and efficient manner to serve the Mafraq Hospital Staffing needs and requirements2. Scope:This process applies to all recruitment activities for Medical/ Nursing/ Allied Health Professional and Administration positions for Mafraq Hospital.3. Target Audience:All new hires applying for a job at Mafraq Hospital.
4. RESPONSIBILITY4.1 It is the responsibility of the Recruitment Section to ensure availability of approved Manpower Budget for all Departments, CVs data base (ERP Oracle), Standard Forms, Job Descriptions, Skills Checklists, Departmental Profile and list of approved Recruitment Agencies.4.2 It is the responsibility of the HOD/LM to identify the available vacancy due to new post/replacement. Then to fill in the RRF and ensure that it is submitted to the Recruitment Section 3 months prior to the need to fill the vacancy or as soon as the vacancy becomes known.
5. POLICY STATEMENT5.1 Upon authorization to fill a vacant position (RRF), the Recruitment Section will chick in Oracle to ensure position available within budget. The Recruitment Section will review the Vacancy information and identify the best approach to the task of filling the position (In line with the HR policies & Procedures).5.2 All vacant/new positions have to be advertised internally within Mafraq& other SEHA facilities first and whenever deemed necessary and before seeking candidates from outside the organization (Deadline for any advertisement should not be more than 2 weeks). If unable to find suitable candidates within Mafraq/SEHA then recruiter can go ahead and look for external candidates.5.3 It is the policy to interview not less than 3 candidates for each position and not less than 6 candidates if interviews are conducted overseas, exceptions for those hard to fill positions.5.4 It is the policy that All Health Professionals should undergo HAAD exams (if applicable) prior to submit their files for approval.
5.5 It is the policy that all candidates’ credentials have to be verified and obtain the Primary Source Verification (PSV) according to HAAD requirements and SEHA hiring criteria5.6 It is the policy that all candidates have to be approved by the HAAD and SEHA prior to their hiring (if applicable).5.7 It is the policy that interviews should be conducted in compliance with HAAD regulations and SEHA HR policy.5.8 It is a policy that the Employment Application shall be kept in the Human Resources/Recruitment Section data base for 12 months after which keeping such information shall be considered as insignificant.6. PROCEDURE6.1 Upon receipt of approved RRFs, the Recruitment Section will advertise all vacancies internally when deemed necessary before considering external applicants.6.2 The Recruitment Section will send suitable CVs (internal posting/CV database) that meets PQR to HOD/LM for review. A list of CVs to be attached; as many as possible.6.3 The HOD /LM will send the feedback & comments within 3-5 working days. Justificationshould be given for non-shortlisted candidates.6.4 Those who are not shortlisted, to send Regret letter to them.6.5 The Recruitment Section will arrange written exams / Interviews for shortlisted candidates as per SEHA/HAAD policy.6.6 A letter of regret to be sent to those who are not recommended or fail exam.6.7 The Recruitment Section will submit the recommended files for Admin candidates to SEHA for further approval (whenever applicable).6.8 If disapproved by SEHA, a letter of regret to be sent to the candidates.6.9 Once the interview panel selects the suitable candidates for the position, the Recruitment Section will send the Provisional Offer, collate full-file as per HAAD and SEHA required documents.6.10 Once received the complete file, the Recruitment Section will generate the PDF for the Hospital Internal Approval.6.11 The Recruitment Section/Candidates will submit the Qualifications, Licenses and Current Certificate of Services for Primary Source Verifications to the designated company by HAAD.6.12 Regret letters to be sent to those whom received negative response
6.13 If positive, the Recruitment Section will submit the complete HAAD application on line for HAAD approval/Disapproval. Recruitment Section will arrange HAAD exam and will communicate with candidates (Whenever is applicable)6.14 The Recruitment Section will obtain the CID approval and HAAD license:6.14.1 Regret letters to be sent to candidates disapproved by HAAD/CID.6.15 The Recruitment Section will generate the official offer once the license approval is received from HAAD for clinical staff and SEHA/Internal Hospital approval and other clearances are received for all candidates and send to the agency/direct hire candidates.6.16 Once the acceptance of offer received from candidates with his/her EDA, the Recruitment Section will inform the HOD and will start the On-boarding process.6.17 The Recruitment Section will send the On-boarding guidance to candidates to make them aware of the joining process.6.18 The Recruitment Section will ensure the following:
6.18.1 For international Candidates:6.18.1.1 Request Visa within 20 working days prior to the agreed EDA.6.18.1.2 Visa issued, request E-ticket.6.18.1.3 Send visa and e-ticket to direct candidates/agency.6.18.1.4 Arrange accommodation and the meet and greet for joining candidates.6.18.1.5 Notify HODs/LM of confirmed arrival date one week prior to arrival.6.18.1.6 Arrange for Medical Check-up, fingerprints prior to candidates arrival6.18.1.7 Arrange bank account as part of the recruitment induction process upon arrival.

 
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