Creating Budget

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Current Budget

INCOME
Tuition (Weekly) Number Week Annual
Infant Program 190.00 13 2,470.00 128,440.00
Toddler Program 180.00 16 2,880.00 149,760.00
Preschool Program 170.00 52 8,840.00 459,680.00
Total Enrollment 81 737,880.00
Estimated 80% Utilization Rate 590,304.00
Registration Fee ($100.00/child annually) 8,100.00
Total Tuition Income 598,404.00
Other Income
USDA Food Subsidy 12,000.00
Grants 5,000.00
Fundraising 4,000.00
Late Pick-Up Fees, Late Payments, Miscellaneous 750.00
Total Other Income 21,750.00
TOTAL INCOME 620,154.00
EXPENSES
Position Number Annual Salary
Director 1 32,000.00 32,000.00
Assistant Director 1 28,000.00 28,000.00
Lead Teachers 6 23,000.00 138,000.00
Full-Time Assistant Teachers 5 20,000.00 100,000.00
Full-Time Foreign Language Instructor 1 21,000.00 21,000.00
Substitute(s) 9,000.00
Full-Time Custodian (@ $7.50/hr.) 15,600.00
Full Time Food Service Worker (@ $8.00/hr.) 16,640.00
Total Salaries 360,240.00
Benefits (Estimated @30%) 108,072.00
Total Personnel Cost 468,312.00
Other Expenses
Rent 72,000.00
Utilities 6,000.00
Food 24,000.00
Equipment 6,000.00
Supplies 4,000.00
Insurance 5,000.00
Repairs for Outdoor Play Area 2,000.00
Professional Development—Meetings, Conferences, Training 8,000.00
Diversity Training Seminars 650.00
Total Other Expenses 127,650.00
TOTAL EXPENSES 595,962.00
BALANCE 24,192.00

Please Update Budget

INCOME
Tuition (Weekly) Number Week Annual
Infant Program 0.00 0.00
Toddler Program 0.00 0.00
Preschool Program 0.00 0.00
Total Enrollment 0.00
Estimated 80% Utilization Rate 0.00
Registration Fee ($100.00/child annually) 0.00
Total Tuition Income 0.00
Other Income
Total Other Income 0.00
TOTAL INCOME 0.00
EXPENSES
Position Number Annual Salary
Director 0.00
Assistant Director 0.00
Lead Teachers 0.00
Full-Time Assistant Teachers 0.00
Full-Time Foreign Language Instructor 0.00
Substitute(s)
Full-Time Custodian (@ $7.50/hr.)
Full Time Food Service Worker (@ $8.00/hr.)
Total Salaries 0.00
Benefits (Estimated @30%) 0.00
Total Personnel Cost 0.00
Other Expenses
Total Other Expenses 0.00
TOTAL EXPENSES 0.00
BALANCE 0.00

Sheet3

Field Experience B – Health Specialist/Special Education Teacher Interview

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Allocate 5 hours in the field on this field experience.

Teacher candidates will learn of development characteristics from a nurse, physical education teacher, sports coach, or other health specialist at the school and practicing special education teacher. In this block, your field experience must be completed outside of school hours when students are not present.

Contact a health specialist and a special education teacher from secondary grades 6-12 and arrange separate interviews. Speak with your instructor about alternate professionals to interview, if necessary.

Use the following points of discussion to guide your interview:

  1. Discuss characteristics of adolescence.
  2. What characteristics seem to change the most and why?
  3. What characteristics seem to never change?
  4. How does physical development influence the characteristics of adolescence?
  5. How does cognitive development influence the characteristics of adolescence?
  6. How do social and emotional relationships influence the adolescent?
  7. What technologies are used to facilitate adolescent learning?

In 250-500 words, summarize and reflect on your interviews.  Discuss the characteristics of physical and cognitive development during adolescence and the affect it has on the learning process for students. Explain the effect that social and emotional relationships have during adolescence.

Explain how you will use your findings in your future professional practice.

APA format is not required, but solid academic writing is expected

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin.

Document the hours and locations that you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form with the last assignment by the assignment due date. Directions for submitting can be found on the College of Education site in the Student Success Center.

Crisis Intervention Models

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Discussion – Week 2COLLAPSE

Crisis Intervention Models

As you learned in Week 1, crisis is a broad term that applies to a collection of disruptive, traumatic, and/or life-altering events. Moreover, a crisis may affect individuals, families, or, even in some cases, entire populations of a given region or country. Just as there is extreme variability in the nature and scope of crises, so too is there an assortment of crisis intervention models designed to help human services professionals effectively respond to specific situations. A model is like a map that plots concrete steps for otherwise abstract processes. Intervention models thus provide human services professionals with a practical sequence of activities and techniques that they can implement quickly when faced with a crisis. Models allow human services professionals to organize, prioritize, and structure what they need to do in order to provide the best care for their clients.

There are many different models for crisis intervention, with each variation emphasizing different techniques and procedures, depending on the nature of the crisis. Some models, such as the six-step model described in Chapter 3 and 4 of your course text, Crisis Intervention Strategies, are relatively general and can be applied to many different crisis situations. Other models, however, are aimed at specific situations, such as natural disasters or rape, and/or employ a particular psychological approach or have a particular philosophical foundation. Different models may overlap with one another in certain aspects–most lay out a process for assessing client needs, for example—but may contrast significantly in other aspects, such as the recommended sequence of actions or the techniques prescribed to carry them out.

Crisis intervention models originate from a variety of sources. The six-step model, for example, was created by the author of your course text, Richard K. James, and his colleague, Burl E. Gilliland, both of whom are professors and practitioners in the area of counseling psychology. Scholars and experts in the field of crisis counseling and social work often develop intervention models as part of independent research projects within their particular specialties. In addition, models are also created at the organizational and agency level. The Federal Emergency Management Agency (FEMA), for instance, established the crisis counseling program (CCP) model for use in its disaster relief efforts, while the critical incident stress management (CISM) model can be traced to the efforts of both emergency services agencies and the U.S. military in the 1960s and 1970s. Additionally, local crisis centers or hotlines may employ their own model (or a modification of an existing model) to best address their clients’ needs.

To prepare for this Discussion:

  • Review Chapter 6 in your course text, Crisis Intervention Strategies, paying particular attention to the strategies involved in effective telephone crisis counseling.
  • Review the video program, “Crisis Line,” noticing how the human services professional applies the telephone crisis counseling model when speaking with her client. (Note: Please keep in mind that the strategies described on pp. 121–134 of the course text comprise what will be referred to here as the telephone crisis counseling model.)
  • Review the article, “Comparative Analysis of Three Crisis Intervention Models Applied to Law Enforcement First Responders During 9/11 and Hurricane Katrina.” Focus on the characteristics and applications of the PFA, CCP, and CISM models of crisis intervention.
  • Select at least one of the four articles presented as options in the Learning Resources for this week. As you read, pay attention to the characteristics and applications of the model or approach discussed in the article.
  • Consider the features and contexts for the use of each of the crisis intervention models you have encountered this week: telephone crisis counseling, PFA, CISM, CCP, mutual aid, critical incident debriefing, the empowerment approach, and/or SMART. Reflect on which models resonate most with you. Choose two of the models that have made a significant impression on you and on how you might conduct work in the area of crisis intervention.
  • Reflect on the strengths of these two models. Then, consider the limitations of each of the models you selected.

With these thoughts in mind:

Do a brief description of the two crisis intervention models you selected. Explain why each one resonates with you, specifically in terms of how you might conduct work in the area of crisis intervention. Then explain two strengths and two limitations of each model. Be specific and use examples to illustrate your points.

Explain how your example validates your colleague’s viewpoint.

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Brent

 

Case Study Analysis of Globalized Workforces

Modern leaders of globalized workforces face new challenges in developing leadership, engagement, and measuring performance and outcomes. As more workforces are working remote, different geographical locals, and time zones, the ability to establish a leadership structure to improve engagement and performance is increasingly more difficult (Northouse, 2016). As presented in the case by Dr. Craig Marsh, the need to establish a leadership structure to manage the past and future growth of the business was critical (Laureate Education, 2016c). Marsh developed three objectives which focused on employee engagement, performance management, and leadership structure (Laureate Education, 2016c). The employee engagement aspect was positive and yielded longevity amongst the contractors. The practitioner research by Perrin applied to the challenge of non-employee engagement and discussed below.  Also, presented below is a proposal for an alternative solution for performance management.

Employee engagement

The employee engagement was challenged by the global workforce that was not a direct employee but rather a temporary contractor (Laureate Education, 2016c). The leadership had to develop methods to make the non-employees feel part of the organization. The establishment of the center of excellence website was effective in building engagement. A leader must provide an ability for employees to see the value of others works and to develop a commitment to the processes and services of the company (Westcott, 2014). Perrin (2007) highlighted three elements of employee engagement that fit the case which are rational/cognitive understanding, emotional/affective attachment, and motivation/willingness. Marsh used the three elements in the development of the center of excellence thus increasing the tenure of non-employees.

Performance management

The performance management and leadership structure impacted each other. The dashboard principle used by Marsh, although yielded positive results, the underlining front line management was not improving. The challenge with performance tools is the acceptance of the specific areas of measurement, use of the measurement results for future development, and balancing the impact of the negative results with coaching (Dusterhoff, Cunningham, & MacGregor, 2014). The employees that view the performance measurement as justified and morally right accept the measurement (Dusterhoff et al., 2014). The alternative, those employees that disagree with the measurement are not likely to provide accurate information (Dusterhoff et al., 2014). As indicated, the front line leadership’s views are not a part of the performance measurement dashboard. As a result, the dashboard did not indicate the issues with front-line managers ability to coach.

From experience, single page dashboards with three color indicators rarely tell the whole story. The use of a limited set of measurements is not indicative of the issues all employees face. Also, the measurements evolve with the business and are not static. The front line leaders need to be part of the development of the measurements and provide input and feedback. The inclusion of front-line leaders ensures their acceptance of the measurements (Dusterhoff et al., 2014). Also, the inclusion of the front-line leaders increases employee engagement. The rational and emotional understanding of the company goals, values and the employees fit in the organization impacts engagement (Perrin, 2007).

Conclusion

Leadership structures in a modern global workforce are necessary to manage a business. As presented in the case, Marsh focused on three objectives that include employee engagement, leadership structure, and performance measurement (Laureate Education, 2016c). Employee engagement focused on including employees and non-employees into a platform called the center of excellence (Laureate Education, 2016c). The use of the center of excellence was to rationally explain the employee’s roles in the company, to provide information about other employees work, and to motivate other employees to do more. The measurement of discretionary effort increased as employees did more without additional incentive (Laureate Education, 2016a). The leadership structure and performance measurements missed the inclusion of the front line leaders perspectives. Although some measurements improved, the front line managers ability to coach did not improve.

References

Dusterhoff, C., Cunningham, J. B., & MacGregor, J. N. (2014). The effects of performance rating, leader-member exchange, perceived utility, and organizational justice on performance appraisal satisfaction: Applying a moral judgment perspective. Journal of Business Ethics, 119(2), 265–273. doi:10.1007/s10551-013-1634-1Laureate Education (Producer). (2016a). Leading a virtual organization: Conclusions [Video file]. Baltimore, MD: Author.

Laureate Education (Producer). (2016c). Leading a virtual organization: Introduction [Video file]. Baltimore, MD: Author.

Laureate Education (Producer). (2016e). Leading a virtual organization: Performance management [Video file]. Baltimore, MD: Author.

Perrin, T. (2007). Confronting myths: What really matters in attracting, engaging and retaining your workforce. Global Workforce Study.

Northouse, P.G. (2016). Leadership: Theory and practice (7th ed.). Thousand Oaks, CA: Sage.

Westcott, R. (2014). Leadership challenges. Journal for Quality & Participation, 37(1), 8–32.

 

 

 

 

 

 

 

 

 

Josh

 

Leading a Virtual Organization: Critical Decisions

A virtual team or organization has its members or employees dispersed in different locations around the world, connected with the aid of communication technology, working together to achieve a common objective (Northouse, 2016). Due to globalization, the growth of international business and improved internet and communication connectivity, more organizations are using virtual teams to remain competitive (Northouse, 2016). As such, it is important for leaders to understand how to make work teams more effective. In the case study for this week, Dr. Craig Marsh presented an example of effective virtual team leadership from which valuable lessons can be learned.

Reference to Academic and Practitioner Literature

Dr. Marsh conducted extensive review of existing scholarly and practitioner literature on the topics relating to the business problem he identified. These included an organization with a loose structure and virtual employees working part-time on contract basis resulting in employee disengagement. The literature on employee engagement was particularly applicable to the organizational challenge he faced. From existing literature, job design was identified as a contributing factor to employee engagement. Bailey, Madden, Alfes, and Fletcher (2017) conducted a review of 214 studies on employee engagement and found five factors that are antecedents of employee engagement; job design, leadership, psychological states, organizational and team factors, and organizational interventions. The approach employed by Dr. Marsh, which focused on developing a vision statement, an effective internal communication and performance management system for the virtual teams, and a coaching leadership style for all managers addressed the core antecedents of employee engagement.

Seminal Works that Would Influence My Strategy

I would adopt the seminal work of Kahn (1990) who found three key dimensions that explain the person-role relationships of engagement or disengagement; emotionally – the emotional reactions to the phenomena and objective properties of the job or work roles; physically – the experiences of employees on the job and how they express or defend themselves in response; and cognitively – the evaluation of self-in-role. The work of Hackman stressed the importance of job design to employee engagement. With respect to organizational or team effectiveness, a seminal work of note is that of Hackman (2012) in which the author proposed six conditions for fostering group effectiveness. These include ensuring that the group; is a real team, has a compelling purpose, consists of the right people, has clear norms of conduct, has a supportive organizational context, and has team-focused coaching (Hackman, 2012; Northouse, 2016. Another seminal work, more specific to leading virtual teams, is that of Malhotra, Majchrzak, and Rosen (2007) in which the authors outlined six leadership practices of effective virtual teams that are globally dispersed. Some of the practices proposed by Malhotra et al. are; establishing and maintaining trust through the use of communication technology, monitoring team progress through the use of technology, enhancing the visibility of virtual teams and their members, and ensuring that individuals benefit from participating in virtual teams. Elements of the frameworks of Kahn, Hackman and Malhotra et al. were used in Dr. Marsh’s strategy.

Additional Strategies

I would employ additional strategies to help establish the desired organizational culture of engaged employees in the virtual organization. This includes giving the work back to the people by letting them participate actively in defining and creating the new organizational culture or norms of conduct (Heifetz & Laurie, 1997). As such, team members would be encouraged to take ownership and responsibility for their success and growth, and that of the organization. Finally, ensuring teams get the support they need and establishing rewards that recognize outstanding performance of individuals and teams would also enhance team effectiveness and establish the organizational culture (Hackman, 2012; Malhotra et al., 2007).

References

Bailey, C., Madden, A., Alfes, K., & Fletcher, L. (2017). The meaning, antecedents and outcomes of employee engagement: A narrative synthesis. International Journal of Management Reviews, 19(1), 31-53. doi:10.1111/ijmr.12077

Hackman, J. R. (2012). From causes to conditions in group research. Journal of Organizational Behavior, 33, 428-444. doi:10.1002/job.1774

Heifetz, R. A., & Laurie, D. L. (1997). The work of leadership. Harvard Business Review, 75(1), 124-134. Retrieved from https://hbr.org/2001/12/the-work-of-leadership

Kahn, W. A. (1990). Psychological conditions of personal engagement and disengagement at work. Academy of Management Journal, 33(4), 692-724. doi:10.5465/256287

Malhotra, A., Majchrzak, A., & Rosen, B. (2007). Leading virtual teams. Academy of Management Perspectives, 21(1), 60-70. doi:10.5465/AMP.2007.24286164

Northouse, P. G. (2016). Leadership: Theory and practice (7th ed.). Thousand Oaks, CA: Sage.