How can the organization support innovation or innovative approaches to enhance work-life balance?

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Structure for Work-Life Balance

This course has major project assignments that will be due in Weeks 3 and 5. It will take more than a week’s effort to adequately complete them. Plan time to start the research and other work for those assignments earlier than the week in which they are due.

Most organizations face a major challenge with the performance of their workforce. With limited funds, organizations are constantly struggling to produce more with less. At the same time, employees are faced with increasing job responsibilities and challenges to work-life balance. As the pressure for performance continues, organizational design has to be smarter about the efficiency of employees and the opportunities provided to strengthen work-life balance.

Using the organization, you selected in Week 1, analyze the organizational design from the perspective of increasing demands for working hours, work-life balance, and employee efficiency. Building off your learning in the discussion forum this week, address the following topics:

  • Analyze the impact of the work-life balance problem on:
    • Organizational performance in your organization.
    • Individuals (employees) in your organization.
  • Assess the sustainability of the work-life balance trend in your organization. What are the likely long-term effects?
  • Justify recommendations to enhance the organizational design so that employees can improve their work-life balance (consider policies, processes, systems, leadership, etc.). Be sure to use research to support your recommendations.
    • How can the organization and employees enhance employee efficiency?
    • How can the organization support innovation or innovative approaches to enhance work-life balance?
    • How can the organization leverage technology to enhance work-life balance? 

Submission Details:

  • Submit your answers in a 4- to 5-page Microsoft Word document. 
  • Name your document: SU_LEA5100_W4_LastName_FirstInitial.doc. 
  • Submit your document to the Submissions Area by the due date assigned. 
  • Use APA format for your document.

Provide a summary of the vignette’s key points as related to the social movements it represents. Identify and describe the concepts from this module that can be applied to the vignette to describe human behavior (i.e., cultural framing).

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The LGBTQ community continues to experience incidences of prejudice and bias. Not only are these prejudices exemplified in interpersonal interactions through slurs and violent acts but also in the policies maintained in social work agencies and institutions. On June 26, 2015, the United States Supreme Court extended marriage rights to same-sex partners. Since this ruling, the federal government has extended all federal and military/veteran benefits to married same-sex couples. Despite this progress, states continue to debate laws and policies that would legalize forms of discrimination toward LGBTQ individuals. Advocacy organizations, such as the Human Rights Campaign, provide policy maps showing the different rights provided in different states (see http://www.hrc.org/state_maps). Social workers are expected to fight to eliminate these inequalities throughout communities, programs, and institutions.

 

To prepare: Consider the following statement:

NASW encourages the adoption of laws that recognize inheritance, insurance, same-sex marriage, child custody, property, and other rights in lesbian, gay, bisexual, and transgender relationships. The Association firmly believes that all federal protections and responsibilities available to legally married people in the United States should be available to people who enter same sex unions (including domestic partnerships, civil unions, and same sex marriages).

In a 3 page essay, address the following:

  • Provide a summary of the vignette’s key points as related to the social movements it represents. Identify and describe the concepts from this module that can be applied to the vignette to describe human behavior (i.e., cultural framing).
  • Identify and discuss the effects of the identified social movement on the individual described in the vignette.
  • Provide a summary of service methods or options that could be used to support this person. You can use examples you have identified in your own community as well.

Include in your summary the condition depicted and possible causes of the memory impairment or memory loss using theories and research from the course readings. You may also use supplemental sources to support your analysis.

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Preparation

In this assessment, you will apply the cognitive theories and models you have learned to three case studies presented in the following videos:

  • NBC Nightly News. (2013, January 23). Teaching his girlfriend to read again [News report]. NBC Universal Media.
    • A photo of an elderly man patiently reviewing alphabet flashcards with his girlfriend, who had a stroke, went viral. NBC News tracked down the couple, and discovered a long time love, undeterred by life’s unexpected changes.
    • Run time: 2:10.
  • NBC News. (2012, June 14). Learning to live after brain injury [News report]. NBC Universal Media.
    • Recovering from a brain trauma is as unpredictable as it is challenging. Andrea Briggs, who suffered a devastating brain injury in 2011, is slowly re-learning how to do everyday tasks, from brushing her teeth to reading, writing, and even walking.
    • Run time: 3:22.
  • Chedd, G. (Writer/Director). (2004, May 11). Don’t forget [Television series episode]. In Chedd-Angier (Producer), Scientific American Frontiers. Available from http://chedd-angier.com/frontiers/season14.html
    • Watch the first segment of Episode 2, “Don’t Forget.” In this segment of American Scientific Frontiers, host Alan Alda meets and visits with a relatively famous case study on memory, “Patient E. P.,” and the team that had been studying him and his odd condition for years before his passing a few years ago.
    • Run time: from approximately 3:13–11:20.

Instructions

  • Briefly summarize the case studies featured in the videos.
    • Include in your summary the condition depicted and possible causes of the memory impairment or memory loss using theories and research from the course readings. You may also use supplemental sources to support your analysis.
    • Use your course resources and at least three peer-reviewed and scholarly resources (no more than five years old) to help support your analysis.
  • Using scholarly sources as a basis, conclude with possible treatment options for the person featured in the case study.
  • Prior to submission, review the Impediments to Learning and Memory Scoring Guide to ensure that you have completed all the required elements of this assessment.
  • Note: You may (but are not required to) use the APA Paper Template, linked in the Resources.

Additional Requirements

  • Written communication:Written communication is free of errors that detract from the overall message.
  • Sources: Use your course resources and at least three peer-reviewed and scholarly resources (no more than five years old).
  • APA formatting: Resources and citations are formatted according to current APA style and formatting guidelines.
  • Length: 2–3 typed, double-spaced pages.
  • Font and font size: Times New Roman, 12 point.

Decide whether each one is plagiarism or not and state your reasoning.

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Plagiarism Activity

Read the abstract below and then the example paraphrases below.  Decide whether each one is plagiarism or not and state your reasoning. As you respond, identify each example (e.g., Example 1, 2, 3, 4, or 5) and then type what, if anything, you think is wrong with respective example.  Be sure to think through appropriate use of paraphrasing, quoting and use of in-text citations as you respond to each example.  You do not have to include the examples as written below as you post your response.

Lesch, M.  F., & Hancock, P.  A.  (2004).  Driving performance during concurrent cell-phone use: Are drivers aware of their performance decrements? Accident Analysis & Prevention, 36, 471-480.

Prior research has documented the manner in which a variety of driving performance measures are impacted by concurrent cell-phone use as well as the influence of age and gender of the driver.  This current study examined the extent to which different driver groups are aware of their associated performance decrements.  Subjects’ confidence in dealing with distractors while driving and their ratings of task performance and demand were compared with their actual driving performance in the presence of a cell-phone task.  While high confidence ratings appeared to be predictive of better driving performance for male drivers (as confidence increased, the size of the distraction effects decreased), this relationship did not hold for females; in fact, for older females, as confidence increased, performance decreased.  Additionally, when drivers were matched in terms of confidence level, brake responses of older females were slowed to a much greater extent (0.38 s) than were brake responses of any other group (0.10s for younger males and females and 0.07 s for older males).  Finally, females also rated the driving task as less demanding than males, even though their performance was more greatly affected by distraction.  These results suggest that many drivers may not be aware of their decreased performance while using cell-phones and that it may be particularly important to target educational campaigns on driver distraction towards female drivers for whom there tended to be a greater discrepancy between driver perceptions and actual performance.

Example 1:

This current study examined the extent to which different driver groups are aware of their associated performance decrements.  Subjects’ confidence in dealing with distractors while driving and their ratings of task performance and demand were compared with their actual driving performance in the presence of a cell-phone task (Lesch & Hancock, 2004).

What, if anything, is wrong?
Example 2:

“This current study examined the extent to which different driver groups are aware of their associated performance decrements.  Subjects’ confidence in dealing with distractors while driving and their ratings of task performance and demand were compared with their actual driving performance in the presence of a cell-phone task” (Lesch & Hancock, 2004, p.  471).

What, if anything, is wrong?

Example 3:

This current study looked at associated performance decrements for different driver groups.  The drivers’ actual driving performance in the presence of a cell-phone task was compared with their confidence in dealing with distractors while driving and their ratings of task performance and demand (Lesch & Hancock, 2004).

What, if anything, is wrong?
Example 4:

This study examined how different driver groups were aware of their associated performance decrements.  The actual driving performance with the presence of a cell-phone task was looked at in comparison to the drivers’ confidence rating in dealing with distractors (Lesch & Hancock, 2004).

What, if anything, is wrong?

Example 5:

This study examined how aware people were of their driving performance both with and without the added distraction of a cell phone (Lesch & Hancock, 2004).   The researchers also looked at if age or gender had any impact on driving performance.   Men, of all ages, who were more confident in their ability to deal with distraction were found to be better drivers.   Inversely, older women who said they were confident in dealing with distraction were actually less competent drivers.  The researchers compared the reaction times for drivers with the same confidence ratings and found that older women had the slowest brake times compared to any other group.  Women also thought that the test was easier than men did.   The results tell us that the use of a cell phone while driving may be more distracting than people realize.

What, if anything, is wrong?

APA format times roman 12” double spacing